Thursday, December 19, 2013
Extra Credit Over Break
If you are interested in Extra Credit Over Break---Click on the Extra Credit tab on the right side of the page and select one item to complete.
Monday, December 9, 2013
12/9 Civil Rights Organizations
Read Ch. 21 S2 and take Cornell Notes on the different Civil Rights Groups
12/6 Halberstam & Civil Rights
Halberstam and Civil Rights//Focus on Little Rock 9. Turn in notes for the week
Thursday, December 5, 2013
12/5 Montgomery Bus Boycott
In Their Shoes---
You are a black person in Montgomery, AL in 1955. Think about what that would mean and then answer these 2 questions.
Do you think that the Montgomery Bus Boycott was the right thing to do?
Why do you think that you would or would not have participated in it?
Halberstam's Civil Rights
You are a black person in Montgomery, AL in 1955. Think about what that would mean and then answer these 2 questions.
Do you think that the Montgomery Bus Boycott was the right thing to do?
Why do you think that you would or would not have participated in it?
Halberstam's Civil Rights
12/4 Brown V. Board of Ed.
BROWN V. BOARD OF EDUCATION OF TOPEKA
Directions: As you read the information on these pages about the Brown case, underline key words, names, and terms in the story.
“Separate But Equal”
In 1896 the Supreme Court ruled in Plessy v. Ferguson that separate public and private facilities for blacks and whites were constitutional as long as they were equal. This “separate but equal” ruling meant it was legal to have segregation—separation of the races—in such areas as transportation, education, housing, and recreation.
Segregated schools
In the early 1950s, many states required “separate but equal” segregated public schools. In Topeka, KS, an 8-yr-old black girl named Linda Brown had to travel 20 blocks to attend a “black” grade school when a white school was only 7 blocks away. Oliver Brown, Linda’s father, sued the school district, charging that segregated schools violated the equal protection clause of the 14th Amendment. Mr. Brown was backed by the National Association for the Advancement of Colored People (NAACP). The case was called Brown v. Board of Education of Topeka.
Thurgood Marshall, a lawyer for the NAACP, eventually presented the case to the Supreme Court. (Marshall later became the first black Supreme Court justice.) The Court voted 9-0 for Brown, thereby overturning Plessy v. Ferguson and rejecting the idea of “separate but equal”. In writing the court’s opinion, Chief Justice Earl Warren commented:
To Separate [school children] from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone…We conclude that in the field of public education the doctrine of “separate but equal” has no place. Separate educational facilities are inherently unequal.
The Supreme Court ordered all public school districts to end segregation “with all deliberate speed.”
Reaction to the Brown decision
Some districts quickly obeyed the federal court order to desegregate their schools. But in other districts, the opposition to desegregation was strong, emotional, and sometimes violent. Over 100 Southerners in Congress protested against the Supreme Court action.
In 1957, nine black students tried to enroll at the all-white Central High School in Little Rock, Arkansas. Governor Orval Faubus called out the Arkansas National Guard to stop the students. President Dwight D. Eisenhower put the Guard under federal control, and sent army paratroopers to oversee the students’ safe enrollment.
In 1962, James Meredith, a black veteran, tried to enroll at the University of Mississippi. President John F. Kennedy ordered 16,000 troops to the scene, and federal marshals escorted Meredith to classes.
In 1963, Alabama Governor George Wallace declared he would “stand in the schoolhouse door” to prevent integration—mixing of the races—at the University of Alabama. Wallace went to the campus and personally stopped two black students from enrolling. Kennedy sent in the Alabama National Guard to ensure that the students were admitted.
Slow pace of desegregation
Ten years after the Brown decision, some southern states had not yet begun to integrate their schools. In Prince Edward County, VA, the public schools were closed to avoid integration. All-white private schools were being operated. The Supreme Court declared that it would no longer allow unnecessary delay in integrating schools.
Despite resistance, there was progress toward desegregation, not only in the schools but in the use of publicly owned facilities, in transportation, and in hotel and restaurant accommodations. By the end of the 1960s, court decisions and Civil Rights Acts had weakened segregation in the South. School districts of every state had achieved at least some measure of integration as a result of Brown v. Board of Education of Topeka.
Integration through busing
In many places—especially in large cities—there were “black schools” and “white schools” simply because they were located in black neighborhoods and white neighborhoods. In the early 1970s, the Supreme Court began ordering the busing of black students to “white schools” and white students to “black schools.” Forced busing was carried out in both southern and northern cities. It quickly became a controversial way to achieve integration. Many parents and students, both black and white, preferred the “neighborhood school,” and objected to the extra time and travel. In 1991, the Supreme Court in Oklahoma City Board of Education v. Dowell ruled that school districts can be released from court-ordered busing if they have taken all practical steps to eliminate segregation.
Answer the following questions from the reading:
1. __________________The Supreme Court ruled in this case that “separate but equal” facilities for
blacks and whites were constitutional.
2. __________________This was the number of justices that voted for the Topeka Board of Education.
3. __________________When the Supreme Court ordered all public schools to end segregation, over 100 members of this lawmaking body reacted in protest.
4. __________________This Supreme Court case rejected the “separate but equal” doctrine.
5. __________________Nine black students were at first denied the right to enroll at an all-white high school in this Arkansas City.
6. __________________President John F. Kennedy sent troops and federal marshals to ensure that James Meredith could attend this school.
7. __________________The public schools in this Virginia county once closed to avoid integration.
8. __________________Governor George Wallace “stood in the schoolhouse door” to try to prevent the integration of this university.
9. __________________This term means “separation of the races.”
10. __________________Segregation existed for a long time in transportation, education, ¬¬¬¬¬¬¬¬¬¬¬¬_______, and recreation.
11. __________________This term means “mixing of the races,” as in public schools.
12.12. __________________The transporting of black and white students to achieve integration within
school districts is known by this term.
13. __________________He was the lawyer who presented the Brown case to the Supreme Court.
14. __________________He was the Chief Justice who wrote the opinion in the Brown Case.
15. __________________He used army paratroopers to integrate Central High School.
16. __________________She was denied admission to the school located closest to where she lived.
17. __________________School districts taking all practical steps to eliminate segregation could end
busing, according to this Supreme Court case.
18. __________________The section of the country was slow to accept desegregation.
19. __________________This organization helps people who face discrimination.
20. __________________Oliver Brown accused the Board of Education of Topeka of violating the equal
protection clause of this amendment.
Directions: As you read the information on these pages about the Brown case, underline key words, names, and terms in the story.
“Separate But Equal”
In 1896 the Supreme Court ruled in Plessy v. Ferguson that separate public and private facilities for blacks and whites were constitutional as long as they were equal. This “separate but equal” ruling meant it was legal to have segregation—separation of the races—in such areas as transportation, education, housing, and recreation.
Segregated schools
In the early 1950s, many states required “separate but equal” segregated public schools. In Topeka, KS, an 8-yr-old black girl named Linda Brown had to travel 20 blocks to attend a “black” grade school when a white school was only 7 blocks away. Oliver Brown, Linda’s father, sued the school district, charging that segregated schools violated the equal protection clause of the 14th Amendment. Mr. Brown was backed by the National Association for the Advancement of Colored People (NAACP). The case was called Brown v. Board of Education of Topeka.
Thurgood Marshall, a lawyer for the NAACP, eventually presented the case to the Supreme Court. (Marshall later became the first black Supreme Court justice.) The Court voted 9-0 for Brown, thereby overturning Plessy v. Ferguson and rejecting the idea of “separate but equal”. In writing the court’s opinion, Chief Justice Earl Warren commented:
To Separate [school children] from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone…We conclude that in the field of public education the doctrine of “separate but equal” has no place. Separate educational facilities are inherently unequal.
The Supreme Court ordered all public school districts to end segregation “with all deliberate speed.”
Reaction to the Brown decision
Some districts quickly obeyed the federal court order to desegregate their schools. But in other districts, the opposition to desegregation was strong, emotional, and sometimes violent. Over 100 Southerners in Congress protested against the Supreme Court action.
In 1957, nine black students tried to enroll at the all-white Central High School in Little Rock, Arkansas. Governor Orval Faubus called out the Arkansas National Guard to stop the students. President Dwight D. Eisenhower put the Guard under federal control, and sent army paratroopers to oversee the students’ safe enrollment.
In 1962, James Meredith, a black veteran, tried to enroll at the University of Mississippi. President John F. Kennedy ordered 16,000 troops to the scene, and federal marshals escorted Meredith to classes.
In 1963, Alabama Governor George Wallace declared he would “stand in the schoolhouse door” to prevent integration—mixing of the races—at the University of Alabama. Wallace went to the campus and personally stopped two black students from enrolling. Kennedy sent in the Alabama National Guard to ensure that the students were admitted.
Slow pace of desegregation
Ten years after the Brown decision, some southern states had not yet begun to integrate their schools. In Prince Edward County, VA, the public schools were closed to avoid integration. All-white private schools were being operated. The Supreme Court declared that it would no longer allow unnecessary delay in integrating schools.
Despite resistance, there was progress toward desegregation, not only in the schools but in the use of publicly owned facilities, in transportation, and in hotel and restaurant accommodations. By the end of the 1960s, court decisions and Civil Rights Acts had weakened segregation in the South. School districts of every state had achieved at least some measure of integration as a result of Brown v. Board of Education of Topeka.
Integration through busing
In many places—especially in large cities—there were “black schools” and “white schools” simply because they were located in black neighborhoods and white neighborhoods. In the early 1970s, the Supreme Court began ordering the busing of black students to “white schools” and white students to “black schools.” Forced busing was carried out in both southern and northern cities. It quickly became a controversial way to achieve integration. Many parents and students, both black and white, preferred the “neighborhood school,” and objected to the extra time and travel. In 1991, the Supreme Court in Oklahoma City Board of Education v. Dowell ruled that school districts can be released from court-ordered busing if they have taken all practical steps to eliminate segregation.
Answer the following questions from the reading:
1. __________________The Supreme Court ruled in this case that “separate but equal” facilities for
blacks and whites were constitutional.
2. __________________This was the number of justices that voted for the Topeka Board of Education.
3. __________________When the Supreme Court ordered all public schools to end segregation, over 100 members of this lawmaking body reacted in protest.
4. __________________This Supreme Court case rejected the “separate but equal” doctrine.
5. __________________Nine black students were at first denied the right to enroll at an all-white high school in this Arkansas City.
6. __________________President John F. Kennedy sent troops and federal marshals to ensure that James Meredith could attend this school.
7. __________________The public schools in this Virginia county once closed to avoid integration.
8. __________________Governor George Wallace “stood in the schoolhouse door” to try to prevent the integration of this university.
9. __________________This term means “separation of the races.”
10. __________________Segregation existed for a long time in transportation, education, ¬¬¬¬¬¬¬¬¬¬¬¬_______, and recreation.
11. __________________This term means “mixing of the races,” as in public schools.
12.12. __________________The transporting of black and white students to achieve integration within
school districts is known by this term.
13. __________________He was the lawyer who presented the Brown case to the Supreme Court.
14. __________________He was the Chief Justice who wrote the opinion in the Brown Case.
15. __________________He used army paratroopers to integrate Central High School.
16. __________________She was denied admission to the school located closest to where she lived.
17. __________________School districts taking all practical steps to eliminate segregation could end
busing, according to this Supreme Court case.
18. __________________The section of the country was slow to accept desegregation.
19. __________________This organization helps people who face discrimination.
20. __________________Oliver Brown accused the Board of Education of Topeka of violating the equal
protection clause of this amendment.
12/2-3 Intro to Civil Rights
Ch. 21 S1 RG
1. Explain the importance of Jackie Robinson to the Civil Rights cause?
2. Explain the importance of the following:
a. African American Migration b. The New Deal c. WWII d. Rise of the NAACP
3. Explain the Brown v. Board of Education case (1954).
4. Explain the reaction to the Brown case.
5. Define integration.
6. Explain the importance of the Little Rock Nine.
1. Explain the importance of Jackie Robinson to the Civil Rights cause?
2. Explain the importance of the following:
a. African American Migration b. The New Deal c. WWII d. Rise of the NAACP
3. Explain the Brown v. Board of Education case (1954).
4. Explain the reaction to the Brown case.
5. Define integration.
6. Explain the importance of the Little Rock Nine.
Tuesday, November 26, 2013
11/22 Postwar to 1960 Domestic EXAM
Exam
Essays:
If the essays were not finished in class, then they will be due on Monday 12/2
Section IV: Essay (5 pts.)
Answer one of the essays using ¾ of a page.
A. Demonstrating Reasoned Judgment How did the development of franchises encourage nationwide businesses while sometimes discouraging local businesses?
B. Recognizing Ideologies In what way was President Eisenhower’s approach to government similar to the ideologies of the Republican Presidents of the 1920s? How did his approach differ?
C. Identifying Assumptions What assumption did President Truman make about what the American people wanted when he introduced his Fair Deal in late 1945 and early 1946?
Essays:
If the essays were not finished in class, then they will be due on Monday 12/2
Section IV: Essay (5 pts.)
Answer one of the essays using ¾ of a page.
A. Demonstrating Reasoned Judgment How did the development of franchises encourage nationwide businesses while sometimes discouraging local businesses?
B. Recognizing Ideologies In what way was President Eisenhower’s approach to government similar to the ideologies of the Republican Presidents of the 1920s? How did his approach differ?
C. Identifying Assumptions What assumption did President Truman make about what the American people wanted when he introduced his Fair Deal in late 1945 and early 1946?
Thursday, November 21, 2013
11/18-21 Truman and Eisenhower Years (Ch 20 S3)
Ch. 20 Sec 3 Reading Guide
1.?What was Truman’s first priority for the economy after WWII?
2.?What was the mood of the working man in 1946?
3.?What was the Taft-Hartley Act? Did Truman accept it?
Taft Hartley Wkst--In Class
4.?What happened to Truman’s approval ratings in 1946? What were two popular sayings about Truman?
5.?What happened in the midterm elections of 1946? Who controlled the Congress?
6.?What did Truman do for Civil Rights?
7.?How did Truman rally for the 1948 election? What was the result of the election?
8.?What does the picture on p. 683 depict? How is this funny and ironic?
9.?What did the 22nd Amendment do?
10.?What was a snag that Eisenhower’s campaign ran into in September 1952?
11.?How did Nixon stay on the ticket?
12.?By what margin did Ike beat Stevenson in 1952? In 1956?
13.?What was Modern Republicanism? How did this mirror Ike’s leadership style?
14.?How did Ike show that he favored big business? What were the criticisms with his cabinet?
15.?How did the U.S. government respond to the launch of Sputnik?
16.?What was the National Defense Education Act?
Review for Ch. 20 EXAM
1950s Domestic Exam Review Sheet
*white collar work *The Donna Reed Show * Harry S. Truman.
* Dwight Eisenhower * Fair Deal *The Highway Act of 1956 *per capita income
*Beatniks * GI Bill * Baby boom * Modern Republicanism *Richard M. Nixon *William J. Levitt * Betty Friedan * Benjamin Spock * Jonas Salk *conglomerate
*Taft-Hartley Act * advertisements * Working Women * Rock n Roll *Credit cards * Billy Graham. * Benjamin Spock * Jack Kerouac
Possible Essay Q’s
* How did the development of franchises encourage nationwide businesses while sometimes discouraging local businesses?
*How was President Eisenhower’s approach similar to the Republican Presidents of the 1920s?
*What did Truman feel that Americans wanted with the introduction of the Fair Deal?
* How did white collar work effect the culture of the 1950s?
* What was the importance of challenges to conformity like working women, youthful rebellions, rock and roll and the beats?
* How did white collar work encourage conformity in the society?
1.?What was Truman’s first priority for the economy after WWII?
2.?What was the mood of the working man in 1946?
3.?What was the Taft-Hartley Act? Did Truman accept it?
Taft Hartley Wkst--In Class
4.?What happened to Truman’s approval ratings in 1946? What were two popular sayings about Truman?
5.?What happened in the midterm elections of 1946? Who controlled the Congress?
6.?What did Truman do for Civil Rights?
7.?How did Truman rally for the 1948 election? What was the result of the election?
8.?What does the picture on p. 683 depict? How is this funny and ironic?
9.?What did the 22nd Amendment do?
10.?What was a snag that Eisenhower’s campaign ran into in September 1952?
11.?How did Nixon stay on the ticket?
12.?By what margin did Ike beat Stevenson in 1952? In 1956?
13.?What was Modern Republicanism? How did this mirror Ike’s leadership style?
14.?How did Ike show that he favored big business? What were the criticisms with his cabinet?
15.?How did the U.S. government respond to the launch of Sputnik?
16.?What was the National Defense Education Act?
Review for Ch. 20 EXAM
1950s Domestic Exam Review Sheet
*white collar work *The Donna Reed Show * Harry S. Truman.
* Dwight Eisenhower * Fair Deal *The Highway Act of 1956 *per capita income
*Beatniks * GI Bill * Baby boom * Modern Republicanism *Richard M. Nixon *William J. Levitt * Betty Friedan * Benjamin Spock * Jonas Salk *conglomerate
*Taft-Hartley Act * advertisements * Working Women * Rock n Roll *Credit cards * Billy Graham. * Benjamin Spock * Jack Kerouac
Possible Essay Q’s
* How did the development of franchises encourage nationwide businesses while sometimes discouraging local businesses?
*How was President Eisenhower’s approach similar to the Republican Presidents of the 1920s?
*What did Truman feel that Americans wanted with the introduction of the Fair Deal?
* How did white collar work effect the culture of the 1950s?
* What was the importance of challenges to conformity like working women, youthful rebellions, rock and roll and the beats?
* How did white collar work encourage conformity in the society?
Thursday, November 14, 2013
11/14 Rock N Roll and the Beats Challenge 50s Culture
20CII--Rock n Roll p. 678 --5 in 5
1.?Whose program was named the “Moondog Rock ‘n’ Roll Party”? ?When did it start?
2.?Why was the DJ from question #1 such a good representative for ?enhancing Rock n Roll’s appeal to youth?
3.?Who were early African-American stars of Rock n Roll? Who were ?the early white performers?
4.?Why did people fall in love with Elvis? What were his early hits?
5.?Why were adults and “The Establishment” against Rock n Roll? ?What was dangerous about it?
Begin Halberstam's "The Beats"
1.?Whose program was named the “Moondog Rock ‘n’ Roll Party”? ?When did it start?
2.?Why was the DJ from question #1 such a good representative for ?enhancing Rock n Roll’s appeal to youth?
3.?Who were early African-American stars of Rock n Roll? Who were ?the early white performers?
4.?Why did people fall in love with Elvis? What were his early hits?
5.?Why were adults and “The Establishment” against Rock n Roll? ?What was dangerous about it?
Begin Halberstam's "The Beats"
11/13 Gender Roles and the 1950s
How does the Media portray and reinforce gender roles in the 1950s?
What was the reality of gender roles in the 1950s?
After writing on the 2 questions above---Notes from Halberstam's "Let's Play House"
What was the reality of gender roles in the 1950s?
After writing on the 2 questions above---Notes from Halberstam's "Let's Play House"
Tuesday, November 12, 2013
11/12 Challenges to Conformity/Mood of the 1950s
Ch. 20 Sec. 2 RG The Mood of the 1950s
1. Young people of the 1950s were sometimes known as the “silent generation” because:
2. During the 1950s teenagers were more likely to remain in school than go to work because:
3. A religious resurgence occurred in the 1950s because:
4. Some women chose not to give up their jobs because:
5. In her book The Feminine Mystique, Betty Friedan charged that many women were frustrated because:
6. Young people of the 1950s challenged the norms of society because:
7. Many adults disliked rock-and-roll music because:
Define the following:
8. rock-and-roll
9. beatnik
10. Catcher in the Rye
1. Young people of the 1950s were sometimes known as the “silent generation” because:
2. During the 1950s teenagers were more likely to remain in school than go to work because:
3. A religious resurgence occurred in the 1950s because:
4. Some women chose not to give up their jobs because:
5. In her book The Feminine Mystique, Betty Friedan charged that many women were frustrated because:
6. Young people of the 1950s challenged the norms of society because:
7. Many adults disliked rock-and-roll music because:
Define the following:
8. rock-and-roll
9. beatnik
10. Catcher in the Rye
11/6-8 Selling the American Way
TV Worksheet---In Class Only
Questions about Ch. 20 S1----Turned in on Friday 11/8
Questions about Ch. 20 S1----Turned in on Friday 11/8
Tuesday, November 5, 2013
11/5 Little Boxes
Go over Ch. 20 S1
Suburbia--Little Boxes Wkst---In Class only
David Halberstam---Let's Play House
Suburbia--Little Boxes Wkst---In Class only
David Halberstam---Let's Play House
11/1 Intro to the 1950s
Ch. 20 S1
1. In the 1950s, how did some corporations expand to protect themselves against the dangers of economic downturns?
2. What were the main advantages of the franchise system?
3. How did television contribute to the growth of consumer spending?
4. Why was the invention of the transistor significant?
5. How did research for the atomic bomb lead to the new industry?
6. What were the advantages and drawbacks of white-collar work?
7. What made the suburbs expand?
8. Where did the poor in society live?
9. Why did people believe that poverty had been eliminated in America?
10. How did suburban expansion lead to the growth of the auto industry, highways, and consumer credit?
Define the following:
11. per capita income
12. conglomerate
13. transistor
14. Baby boom
15. GI Bill of Rights
1. In the 1950s, how did some corporations expand to protect themselves against the dangers of economic downturns?
2. What were the main advantages of the franchise system?
3. How did television contribute to the growth of consumer spending?
4. Why was the invention of the transistor significant?
5. How did research for the atomic bomb lead to the new industry?
6. What were the advantages and drawbacks of white-collar work?
7. What made the suburbs expand?
8. Where did the poor in society live?
9. Why did people believe that poverty had been eliminated in America?
10. How did suburban expansion lead to the growth of the auto industry, highways, and consumer credit?
Define the following:
11. per capita income
12. conglomerate
13. transistor
14. Baby boom
15. GI Bill of Rights
Thursday, October 31, 2013
10/31 Unit II EXAM
Scantron portion due in class.
Essay Due on 11/1.
Essay Questions
Answer one of the essays on a separate sheet of paper. Each essay should be written in complete sentences, in paragraph form. Restate the question in your essay. Remember to check your spelling and punctuation.
a. What was the Cold War? Describe several important events from the beginning of the Cold War. Do you agree or disagree with the actions of the U.S. during these events. Explain your response.
b. Describe several important events in the Korean War. Describe the disagreement between President Truman and General MacArthur. Do you agree with President Truman or General MacArthur? Explain your response.
c. Explain how the Cold War affected the American Public. Describe the major events that happened at home as a direct result of the Cold War. Could the era of McCarthyism have been avoided?
d. Describe the Arms Race and the Race for Space and Technology. What were American programs that were affected or born because of this? How did this race go along with our foreign policy of brinksmanship during this time period.
e. Evaluate Kennedy's role in the Cold War. What were major events during his Presidency in the Cold War, and how could he have handled them better?
Essay Due on 11/1.
Essay Questions
Answer one of the essays on a separate sheet of paper. Each essay should be written in complete sentences, in paragraph form. Restate the question in your essay. Remember to check your spelling and punctuation.
a. What was the Cold War? Describe several important events from the beginning of the Cold War. Do you agree or disagree with the actions of the U.S. during these events. Explain your response.
b. Describe several important events in the Korean War. Describe the disagreement between President Truman and General MacArthur. Do you agree with President Truman or General MacArthur? Explain your response.
c. Explain how the Cold War affected the American Public. Describe the major events that happened at home as a direct result of the Cold War. Could the era of McCarthyism have been avoided?
d. Describe the Arms Race and the Race for Space and Technology. What were American programs that were affected or born because of this? How did this race go along with our foreign policy of brinksmanship during this time period.
e. Evaluate Kennedy's role in the Cold War. What were major events during his Presidency in the Cold War, and how could he have handled them better?
Wednesday, October 30, 2013
10/30 Review for Exam
CW Political Cartoon and Ike/JFK Cold War Issues Wksts---In Class
Review for Exam
Cold War ---Review for Exam ----Ch. 19,p. 751-759, all outside readings and videos.
I. Names and terms to know:
a. Mao Zedong
b. Jiang Jieshi
c. Nikita Kruschev
d. Douglas MacArthur
e. Joseph Stalin
f. Harry Truman
g. Dwight Eisenhower
h. John Foster Dulles
i. George Marshall
j. Winston Churchill
k. brinksmanship
l. containment
m. iron curtain
n. limited war
o. massive retaliation
p. George Kennan
q. John F. Kennedy
r. Joseph McCarthy
s. blacklisting
t. HUAC
II. Events in the Cold War
a. Soviets refuse elections as per agreement at Yalta
b. Germany is divided at the Potsdam Conference
c. Berlin Blockade and the Berlin Airlift
d. The creation on NATO and the Warsaw Pact
e. Creation of the CIA
f. Marshall Plan and the Truman Doctrine
g. NSC-68 and the massive military buildup in the U.S.
h. Chinese Civil War
i. Conference in Vienna/Berlin Wall
j. Cuban Missile Crisis
k.. U.S.S.R. develops their own atomic weapon.
l. Korean War 1950-53.
m. MAD
n. Mike and the development of the H-Bomb
o. Soviets catch up----develop their own H-Bomb
p. Sputnik I---The Race for Space
q. The U-2 Incident
r. Bay of Pigs Invasion
s. Flexible Response
t. Alliance for Progress / Peace Corps
Be able to answer the following essay questions
a. What was the Cold War? Describe several important events from the beginning of the Cold War. Do you agree or disagree with the actions of the U.S. during these events. Explain your response.
b. Describe several important events in the Korean War. Describe the disagreement between President Truman and General MacArthur. Do you agree with President Truman or General MacArthur? Explain your response.
c. What events led to the Cuban Missile Crisis? Could this have been avoided? What events should have been handled differently?
Review for Exam
Cold War ---Review for Exam ----Ch. 19,p. 751-759, all outside readings and videos.
I. Names and terms to know:
a. Mao Zedong
b. Jiang Jieshi
c. Nikita Kruschev
d. Douglas MacArthur
e. Joseph Stalin
f. Harry Truman
g. Dwight Eisenhower
h. John Foster Dulles
i. George Marshall
j. Winston Churchill
k. brinksmanship
l. containment
m. iron curtain
n. limited war
o. massive retaliation
p. George Kennan
q. John F. Kennedy
r. Joseph McCarthy
s. blacklisting
t. HUAC
II. Events in the Cold War
a. Soviets refuse elections as per agreement at Yalta
b. Germany is divided at the Potsdam Conference
c. Berlin Blockade and the Berlin Airlift
d. The creation on NATO and the Warsaw Pact
e. Creation of the CIA
f. Marshall Plan and the Truman Doctrine
g. NSC-68 and the massive military buildup in the U.S.
h. Chinese Civil War
i. Conference in Vienna/Berlin Wall
j. Cuban Missile Crisis
k.. U.S.S.R. develops their own atomic weapon.
l. Korean War 1950-53.
m. MAD
n. Mike and the development of the H-Bomb
o. Soviets catch up----develop their own H-Bomb
p. Sputnik I---The Race for Space
q. The U-2 Incident
r. Bay of Pigs Invasion
s. Flexible Response
t. Alliance for Progress / Peace Corps
Be able to answer the following essay questions
a. What was the Cold War? Describe several important events from the beginning of the Cold War. Do you agree or disagree with the actions of the U.S. during these events. Explain your response.
b. Describe several important events in the Korean War. Describe the disagreement between President Truman and General MacArthur. Do you agree with President Truman or General MacArthur? Explain your response.
c. What events led to the Cuban Missile Crisis? Could this have been avoided? What events should have been handled differently?
Tuesday, October 29, 2013
10/29 JFK and the Cold War pt. 2
1. What did Kennedy commit the nation to doing on May 25, 1961?
2. Why did the Bay of Pigs Invasion fail?
3. What did Kennedy do after his first meeting in Vienna with Krushchev in June 1961? What was the Soviet response in respect to Berlin? How does this calm down Cold War relations in Europe?
4. What were Kennedy’s four options in the Cuban Missile Crisis? What did he choose?
5. What demands did Krushchev have for ending the crisis in Cuba? What was Kennedy’s response?
6. Why did the Alliance for Progress never live up to Kennedy’s expectations? What did Latin Americans think of it? What was a Cold War reason for the Peace Corps?
10/28 JFK and the Cold War
Turn in the Cold War Map Exercise
Intro and Lecture to Events in the Cold War during the Kennedy Years
Video--Kennedy Years.
Intro and Lecture to Events in the Cold War during the Kennedy Years
Video--Kennedy Years.
10/24 Assessment Quiz
Effort Only---Assessment Quiz
Cold War Map Exercise---# the 17 items on the map.
Cold War Map Exercise---# the 17 items on the map.
Wednesday, October 23, 2013
10/23 Cold War at Home
Cold War at Home---Discussion about McCarthyism and Mood of the times.
Time in Class for Cornell Notes on the Following topics/questions:
The Cold War at Home
p. 649-651 & p. 656-658
1. When and why did Americans join the Communist party?
2. How was the Federal Employee Loyalty Program, set up by Truman, a reaction to the midterm elections of 1946?
3. What did the Federal Employee Loyalty Program do? How did it add to the climate of suspicion and fear?
4. What was HUAC? Why were they interested in the movies?
5. Who were the Hollywood Ten? Why are they unique?
6. What is a blacklist? How did you get on one? Were you able to get off of one?
7. What was the McCarran-Walter Act? What was Truman’s reaction to it?
8. What was the Alger Hiss case?
9. Who were the Rosenbergs? When was their sentence carried out? What is the controversy behind this case?
10. What is the military-industrial complex?
11. Who was Joseph McCarthy? Why did the hunt for communists in the U.S. lead to his reelection?
12. How did McCarthy fall?
Due in Class tomorrow.
Time in Class for Cornell Notes on the Following topics/questions:
The Cold War at Home
p. 649-651 & p. 656-658
1. When and why did Americans join the Communist party?
2. How was the Federal Employee Loyalty Program, set up by Truman, a reaction to the midterm elections of 1946?
3. What did the Federal Employee Loyalty Program do? How did it add to the climate of suspicion and fear?
4. What was HUAC? Why were they interested in the movies?
5. Who were the Hollywood Ten? Why are they unique?
6. What is a blacklist? How did you get on one? Were you able to get off of one?
7. What was the McCarran-Walter Act? What was Truman’s reaction to it?
8. What was the Alger Hiss case?
9. Who were the Rosenbergs? When was their sentence carried out? What is the controversy behind this case?
10. What is the military-industrial complex?
11. Who was Joseph McCarthy? Why did the hunt for communists in the U.S. lead to his reelection?
12. How did McCarthy fall?
Due in Class tomorrow.
10/18 Arms Race/Brinksmanship
Discuss the policy of Eisenhower as President and the Cold War.
Watch a video on the Arms Race.
Watch a video on the Arms Race.
Thursday, October 17, 2013
10/17 Eisenhower and the Cold War
Cornell Notes on Eisenhower and the Cold War---Notes and Summary Due on 10/18
Ch. 19 S4 p. 659-661 RG
1. How did Eisenhower counter his Secretary of State’s extreme views? Where and when were there revolts in Soviet satellites that the U.S. did not interfere in?
2. What is happening in Southeast Asia during the Eisenhower presidency?
3. What happened in Israel?
4. What happened in Iran?
5. What was the Suez Crisis?
6. How did the Suez Crisis lead to the Eisenhower Doctrine? How was this Doctrine used in 1958?
7. What was the Rio Pact? What was the OAS?
8. What happened in 1954 in Guatemala?
9. What was the arms race? How did arms development lead to deterrence?
10. What was brinksmanship?
11. What were ICBM’s? Why were the Soviets ahead in this technology?
12. What and when was Sputnik?
13. What was the U-2 incident? How did this add to America’s lack of confidence?
Ch. 19 S4 p. 659-661 RG
1. How did Eisenhower counter his Secretary of State’s extreme views? Where and when were there revolts in Soviet satellites that the U.S. did not interfere in?
2. What is happening in Southeast Asia during the Eisenhower presidency?
3. What happened in Israel?
4. What happened in Iran?
5. What was the Suez Crisis?
6. How did the Suez Crisis lead to the Eisenhower Doctrine? How was this Doctrine used in 1958?
7. What was the Rio Pact? What was the OAS?
8. What happened in 1954 in Guatemala?
9. What was the arms race? How did arms development lead to deterrence?
10. What was brinksmanship?
11. What were ICBM’s? Why were the Soviets ahead in this technology?
12. What and when was Sputnik?
13. What was the U-2 incident? How did this add to America’s lack of confidence?
10/15 Korean War
Korean War---Analysis of the Controversy between MacArthur and Truman.
Korean War quick Quiz in class
Korean War quick Quiz in class
10/9 Chinese Civil War
Objective---Understand the Chinese Civil War and the Geopolitical ramifications of a Communist Victory.
Chinese Civil War Wkst. in Class
Chinese Civil War Wkst. in Class
10/7 Berlin and NATO
Berlin Airlift--1st Direct Confrontation of the Cold War.
NATO---Post WWII Map filled out with Key---
$ for Marshall Plan Recipient
Color for NATO
Color for Warsaw Pact----Due with Berlin Wkst. on 10/8
NATO---Post WWII Map filled out with Key---
$ for Marshall Plan Recipient
Color for NATO
Color for Warsaw Pact----Due with Berlin Wkst. on 10/8
10/4 The Marshall Plan
Helping Hand Worksheet in Class.
Video Viewing/Text Reading Covering The Marshall Plan
Video Viewing/Text Reading Covering The Marshall Plan
Thursday, October 3, 2013
10/3 Truman Doctrine and Broken Alliance
Analyzing the reasons for the Truman Doctrine
State Department--Foreign Service Officers (George Kennan)
Broken Alliance Wkst (Handed out In Class)
Helping Hand---Starting point for Friday.
State Department--Foreign Service Officers (George Kennan)
Broken Alliance Wkst (Handed out In Class)
Helping Hand---Starting point for Friday.
10/2 War Conferences and the United Nations
Leaders Meet Wkst and United Nations Wkst (Handed out in class)---Due on Thursday.
10/1 Analyzing Post War Motives
Label Countries on the Post WWII European Map
Analyze Motives---Put into notes the different emotions and needs of both sides following WWII.
Analyze Motives---Put into notes the different emotions and needs of both sides following WWII.
Friday, September 27, 2013
9/27 WWII Review EXAM--Writing Prompt
WWII Review EXAM in class.
WWII Writing Prompt:
What are three reasons why America saw WWII as a “Good War”?
The Prompt is due on Monday 9/30
Prompt Format
Paragraph 1---Thesis Statement and Introduction of 3 pieces of Supporting Evidence.
Americans thought WWII was a good war because of---state your 3 reasons.
Give a clue to your expansive paragraphs in the next 3 sentences.....It pulled us out of the great depression by ....Support #2 with brief reason. Support #3 with brief reason.
Paragraph 2-4----Several Sentences per paragraph to explain your support pieces.
ie---Americans thought WWII was a good war because it pulled us out of the Great Depression. Economic output reached record levels........
Paragraph 5----Conclusion. Wrap up the Essay while reiterating your pieces of support.
WWII Writing Prompt:
What are three reasons why America saw WWII as a “Good War”?
The Prompt is due on Monday 9/30
Prompt Format
Paragraph 1---Thesis Statement and Introduction of 3 pieces of Supporting Evidence.
Americans thought WWII was a good war because of---state your 3 reasons.
Give a clue to your expansive paragraphs in the next 3 sentences.....It pulled us out of the great depression by ....Support #2 with brief reason. Support #3 with brief reason.
Paragraph 2-4----Several Sentences per paragraph to explain your support pieces.
ie---Americans thought WWII was a good war because it pulled us out of the Great Depression. Economic output reached record levels........
Paragraph 5----Conclusion. Wrap up the Essay while reiterating your pieces of support.
Thursday, September 26, 2013
9/26 Manhattan Project/Writing Prompt and Review
Manhattan Project p.620-621
1.?Why did the U.S. undertake the Manhattan ?Project?
2.?Identify the following:
a. Einstein?
b. Oppenheimer?
c. Fermi?
d. Interim Committee
3. What were the 4 possibilities considered by the ?Interim Committee?
4. Why were the bombs dropped on Hiroshima and ?Nagasaki?
5. Do you agree with Truman’s reasoning? Explain ?your answer.
Writing Prompt
WWII Writing Prompt:
Q. What are three reasons why America saw WWII as a “Good War”?
Review Wkst.
1.?Why did the U.S. undertake the Manhattan ?Project?
2.?Identify the following:
a. Einstein?
b. Oppenheimer?
c. Fermi?
d. Interim Committee
3. What were the 4 possibilities considered by the ?Interim Committee?
4. Why were the bombs dropped on Hiroshima and ?Nagasaki?
5. Do you agree with Truman’s reasoning? Explain ?your answer.
Writing Prompt
WWII Writing Prompt:
Q. What are three reasons why America saw WWII as a “Good War”?
Review Wkst.
9/25 Course of War and Holocaust
Course of War Discussion--some specific battles and strategies. Reading of Ch. 18 S2 & 4
Holocaust Wkst. Due---Ch. 18 S3
Holocaust Wkst. Due---Ch. 18 S3
Tuesday, September 24, 2013
9/24 WWII Assessment Quiz and Holocaust
WWII Assessment Quiz-
Extra Credit Question---Who was the CINCPAC during WWII and why was he angry about the stated goal of winning in Europe first?
Holocaust Wkst. Assigned--Due in class 9/25
Extra Credit Question---Who was the CINCPAC during WWII and why was he angry about the stated goal of winning in Europe first?
Holocaust Wkst. Assigned--Due in class 9/25
9/20-23 Course of the War
WWII Map worksheet---outlining the course of the War.
Due in class on 9/24.
Due in class on 9/24.
9/18-19 U.S. Homefront
Ch. 18 S1 Reading
Homefront---from ABC Video.
Main Ideas---
Keeping Morale Up
Mobilizing for War
Total War
Rationing
Deficit Spending---Bonds
Office of Civilian Defense---The War Effort
Rosie the Riveter and other campaigns (Braceros)
Japanese Relocation--Executive Order 9066
Office of War Information--Propaganda films of the times
WPB--War Production Board
Henry Kaiser and new production techniques
Arsenal of Democracy
Homefront---from ABC Video.
Main Ideas---
Keeping Morale Up
Mobilizing for War
Total War
Rationing
Deficit Spending---Bonds
Office of Civilian Defense---The War Effort
Rosie the Riveter and other campaigns (Braceros)
Japanese Relocation--Executive Order 9066
Office of War Information--Propaganda films of the times
WPB--War Production Board
Henry Kaiser and new production techniques
Arsenal of Democracy
Tuesday, September 17, 2013
9/17 Japanese Aggression and U.S. Neutrality
Constitution day. Question# What are the 6 stated reasons for the founders creating the Constitution.
Handout on the Causes of WWII
Hitler's first moves.
Japanese Aggression and U.S. Neutrality
Ch. 17 S3 & 4
1. What did Japan get from its 1894-1895 War with China and its1904-1905 War with Russia?
2. What side did Japan join during WWI? What territory did they gain by this?
3. What peacekeeping role did Japan take after WWI?
4. How did tariffs that country’s passed in the 1920s hurt the world economy?
5. What was the Manchurian incident? What is a puppet state? How was Manchukuo a puppet state?
6. How did the incident at the Marco Polo Bridge in 1937 turn into another Sino-Japanese War?
7. How was the Burma Road used for supplies to help the Chinese?
8. Who were the two leaders in China? Why did they stop fighting each other?
9. How was the Japanese Greater East Asia Co-Prosperity Sphere similar to Hitler’s push for lebensraum?
10. Who did Japan ally with in Sept. 1940? Who did Japan sign a neutrality pact with in April 1941?
11. Why did the U.S. turn away from international affairs and back to isolationism in the 1920s and 1930s?
12. What were the Neutrality Acts of 1935, 1936 and 1937? How did the 1937 Neutrality Acts set up cash and carry?
13. On September 3, 1940 the U.S. started Destroyers for Bases. What was this policy and with what country did we establish this with?
14. December 1940, FDR got Congress to pass the Lend Lease Act? Explain this Act and why it was different than Cash and Carry.
15. Who was Tojo Hideki? How did his election lead to Pearl Harbor?
Handout on the Causes of WWII
Hitler's first moves.
Japanese Aggression and U.S. Neutrality
Ch. 17 S3 & 4
1. What did Japan get from its 1894-1895 War with China and its1904-1905 War with Russia?
2. What side did Japan join during WWI? What territory did they gain by this?
3. What peacekeeping role did Japan take after WWI?
4. How did tariffs that country’s passed in the 1920s hurt the world economy?
5. What was the Manchurian incident? What is a puppet state? How was Manchukuo a puppet state?
6. How did the incident at the Marco Polo Bridge in 1937 turn into another Sino-Japanese War?
7. How was the Burma Road used for supplies to help the Chinese?
8. Who were the two leaders in China? Why did they stop fighting each other?
9. How was the Japanese Greater East Asia Co-Prosperity Sphere similar to Hitler’s push for lebensraum?
10. Who did Japan ally with in Sept. 1940? Who did Japan sign a neutrality pact with in April 1941?
11. Why did the U.S. turn away from international affairs and back to isolationism in the 1920s and 1930s?
12. What were the Neutrality Acts of 1935, 1936 and 1937? How did the 1937 Neutrality Acts set up cash and carry?
13. On September 3, 1940 the U.S. started Destroyers for Bases. What was this policy and with what country did we establish this with?
14. December 1940, FDR got Congress to pass the Lend Lease Act? Explain this Act and why it was different than Cash and Carry.
15. Who was Tojo Hideki? How did his election lead to Pearl Harbor?
9/13-16 Europe goes to War
ABC Video to go through the steps taken leading to WWII.
1939-1941---U.S. Neutrality
1939-1941---U.S. Neutrality
Thursday, September 12, 2013
9/12 German Aggression leads to War
Ch. 17 S1 & 2 Cornell Notes----Add to your unit notes.
Map of Europe prior to WWII---Due in class on 9/13
ABC Video--Extra Credit Question from Video---What college did Jesse Owen attend?
Wednesday, September 11, 2013
9/11 Ch. 17 S1 & 2 Reading/Cornell Notes
Ch. 17 S1 & 2 Cornell Note Activity
totalitarian government
Describe Stalin's rise to power and Russian totalitarian government
Adolf Hitler--Describer Hitler's rise to power and how Nazism takes over Germany
fascism
Versailles Treaty
purges
Axis Powers
Il Duce--Describe Mussolini's rise to power
appeasement
Spanish Civil War--Explain how the Spanish Civil War was a proving ground for the German blitzkrieg
Explain the Hitler-Stalin pact and why Hitler needed that before he moved on Poland.
Explain why Britain and France abandoned their policy of appeasement
What was the Maginot Line
Explain Dunkirk
totalitarian government
Describe Stalin's rise to power and Russian totalitarian government
Adolf Hitler--Describer Hitler's rise to power and how Nazism takes over Germany
fascism
Versailles Treaty
purges
Axis Powers
Il Duce--Describe Mussolini's rise to power
appeasement
Spanish Civil War--Explain how the Spanish Civil War was a proving ground for the German blitzkrieg
Explain the Hitler-Stalin pact and why Hitler needed that before he moved on Poland.
Explain why Britain and France abandoned their policy of appeasement
What was the Maginot Line
Explain Dunkirk
Thursday, September 5, 2013
9/5 Intro to the Text
America: Pathways to the Present
Textbook Search
1. What is the definition of napalm? What part of the text would you find that answer?
2. Who are the four main authors of the book?
3. What does the map on page 15 depict? How did you arrive at this answer?
4. Each section has four bolded skills to help your reading at the top of the page that begins the selection. One of these is Reading Focus. What are the other three?
5. What are the key terms of Ch. 17 Sec. 2 (p. 575)?
6. In the Chapter Introduction to Ch. 23 on p. 762-3, what years are covered in the timeline? What events are covered on the top part of the timeline? What events are on the bottom part? What does the yellow bar depict?
7. On what page(s) would you find information about Watergate? In what section of the text would you find the answer?
8. On what page of the book would you find the U.S. Population by Race in the year 2000? What section of the book is that in?
9. What is the title of the American Literature selection for Unit 6? On what page did you find that information? Who wrote this primary selection?
10. What are the bolded skills that explain how you should read informational texts for Before you Read, As you Read and After you Read on pages xxviii-xxxiii?
Textbook Search
1. What is the definition of napalm? What part of the text would you find that answer?
2. Who are the four main authors of the book?
3. What does the map on page 15 depict? How did you arrive at this answer?
4. Each section has four bolded skills to help your reading at the top of the page that begins the selection. One of these is Reading Focus. What are the other three?
5. What are the key terms of Ch. 17 Sec. 2 (p. 575)?
6. In the Chapter Introduction to Ch. 23 on p. 762-3, what years are covered in the timeline? What events are covered on the top part of the timeline? What events are on the bottom part? What does the yellow bar depict?
7. On what page(s) would you find information about Watergate? In what section of the text would you find the answer?
8. On what page of the book would you find the U.S. Population by Race in the year 2000? What section of the book is that in?
9. What is the title of the American Literature selection for Unit 6? On what page did you find that information? Who wrote this primary selection?
10. What are the bolded skills that explain how you should read informational texts for Before you Read, As you Read and After you Read on pages xxviii-xxxiii?
Tuesday, September 3, 2013
9/4 Opening Day--Welcome to 20CII
Welcome to 20CII.
Opening Day Question:
What is the postal abbreviation for Missouri?
Opening Day Question:
What is the postal abbreviation for Missouri?
Friday, April 12, 2013
Thursday, February 21, 2013
2/19-21 LBJ
LBJ Years in Office---Lecture and Video
Thursday--Great Society Notes
Warren Court Work:
Three Themes of Warren Court:
1. Support of Civil Rights
A. Brown v. Board
B. Heart of Atlanta
2. Libertarianism--Increasing Personal Liberty
A. Griswold
B. Tinker
C. Roth
3. Egalitarianism---Equality in voting, police procedures against citizens and the rights of the accused
A. Mapp
B. Gideon
C. Miranda
D. Escobedo
E. Baker
F. Reynolds
2/11-15 JFK Years
JFK Lecture--Monday
JFK Cold War--Foreign Policy--Tuesday
Cuban Missile Crisis---(Vienna and Berlin)---Wed
JFK Assassination---Thurs
JFK Quiz---Fri
Monday, February 4, 2013
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