5/27 1980s Internet Research Project

Click on the 1980s Internet Research Project under the All Assignments Link on the right of the page.
Follow the instructions on the page. You will have 3 days in the library to finish your research---Due in class on 5/30.

5/21-23 Iran/Contra and Intro to Bush Years

5/19-20 Reaganomics Lecture and Writing Assignment

5/14-16 1980s Intro

5/13 1970s Quiz

5/12-13 Iranian Hostage Crisis

Iranian Hostage Crisis:
1970s Writing Assignment

5/7-9 1970s Era

Economics Overview

Ford/Carter Wkst.
Trends of the 1970s
Iranian Hostage Crisis

5/6 Stagflation--Economics

4/28-5/5 Skits on Issues of 1960s and 1970s

4/23 Nixon/Watergate Exam

Scantron in class.

Essays in your notebooks---Notebooks due on Thursday.

IV. Essay
Answer one of the following on a separate sheet of paper. Make sure to be very thorough in your answer in order to get complete credit (5 pts.).

a. Consider Richard Nixon’s presidency. Using specific examples, explain why you believe Nixon was a good or bad president. Be sure to include reasons for both sides, and then a summation of your opinion.

b. Explain the Watergate Affair. How did this effect the nature of the relationship between the people and the president. Make sure to provide specific examples of events (hint: legislative measures) that were influenced by this scandal in the post-Nixon era.

4/17-22 Watergate

Video and Reading Guide
Ch. 25 S3

4/16 Nixonian Foreign Policy

Ch. 25 Sec 2
1. What role did Henry Kissinger play in shaping Nixon’s foreign policy?
2. What is realpolitik? What is détente?
3. What were the five steps that were taken in relation to China?
4. How was China seen as a bargaining chip with the Soviet Union?
5. Where did Nixon go to after China? What was talked about there?
6. What did SALT I do? When was it signed? What were the two countries involved?

4/15 Intro to Nixon

Ch. 25 Sec 1
1. How did Nixon rely on handpicked “team players / yes men” to develop his policies and advise him?
2. Who were John Ehrlichman, H.R. Haldeman, John Mitchell, and Henry Kissinger?
3. What is deficit spending? Why was Nixon considering this Keynesian tactic?
4. What is OPEC? How did their embargo to the U.S. lead to a recession in 1973?
5. What was the basis of Nixon’s legislative program known as the New Federalism?
6. What was Nixon’s “southern strategy”? How did this slow down integration and the advancement of civil rights?
7. How were Nixon’s views apparent in his handling of Supreme Court appointments? How did his presidency eventually reshape the court with his nominees that did get confirmed?

4/14 Proficiency Writing on Vietnam

Students will have a chance to finish the Test if they weren't done and we are also writing for the proficiencies---

Write on two of the following:
1. Identify one antiwar argument made by protesters of the Vietnam War and one prowar argument made by supporters of the war.

2. Why was the Tet offensive considered the turning point of the war?

3. Explain how the Vietnam War was an extension of our post WWII foreign policy of containment.

4. Explain how the age of student activism began and progressed. What issues were they concerned about and what methods were used to get their point across?


If all is completed--begin reading about Nixonian politics p. 826-837 in text

4/11 VIETNAM EXAM and Notebook Check

4/10 Legacies and Review

Legacies of Vietnam--Plus Review

4/4-9 Song Speech plus Presentation

20th Century Studies II Song Analysis Speech
Due: _

Task: Chose a song recorded between 1960 and 1975 where the lyrics relate in some way to the 1960/70s history we have studied. In a speech, tell your peers what the song is about and how it ties into the history we have studied.
Historical Issues/Events to Consider:
Ch. 22 Civil Rights Ch. 23 The Kennedy and Johnson Years Ch. 24 The Vietnam

Choose a Song:
Choose a song that has ONE of the following and was recorded from 1960-1975: a person, an event, the “essence” of a time period (**this is a tougher song to analyze because it requires more history knowledge)
Research:
Find the following about your chosen song:
- Artist of song - Recording company -Date the song was recorded - Lyrics to Song -Motive
Find two primary sources. Examples:
-an artist’s analysis of their song -a critic’s analysis of the song -reaction of an individual who listened to the song when it was released (can be an interview)
Find two secondary sources. Examples:
-a historian’s analysis of the person, event, or essence in your song
-your textbook’s analysis of the person, event, or essence in your song
WHAT TO SAY IN YOUR SPPECH
Give the who, what, where, when, why:
-Song title, artist, publication company, publication date, Song lyrics
Give your analysis/opinion about your lyrics
-how does it relate to a person, event, or essence of a time period we have studied? Use a visual to illustrate your points.
Give what the artist/critics said about your song (quote your source in the speech)
-summarize source one -summarize source two -who you agree with and why
Give what historians say about your person, event, or essence of time period (quote your source in the speech)
-summarize historian one -summarize historian two -who you agree with and why
http://www.lyrics.com http://www.rockhall.com http://sixtiespop.com http://www.history-of-rock.com


Song Speech Project Grading NAME


a. Ideas/Content 1 2 3 4 5 x2 = _______

b. Organization 1 2 3 4 5 x4 = _______

c. Delivery 1 2 3 4 5 x4 = ________

TOTAL FOR PROJECT OUT OF 50 _______/50

COMMENTS:

4/2-3 Vietnamization

ABC Video

Ch. 24 S4

Ch. 24 Sec 4 RG—The End of theWar
1. Paris Peace Talks 2. Vietnamization 3. silent majority 4. POW/MIA 5. Maya Lin

6. What did Nixon claim in the 1968 presidential campaign?
7. What was Nixon trying to accomplish by reducing troop levels but intensifying the bombing?
8. Why did Nixon order attacks on Cambodia?
9. How did the Weathermen contribute to the call from the silent majority for more “law and order”?
10. What were three ways in which students and adults in the majority show their disfavor with the student protestors?
11. What were the four provisions of the Paris Peace Accords, signed in Jan. 1973?
12. What eventually happened to South Vietnam?
13. What happened to SE Asia after the war? In other words, did all of the dominoes fall?
14. Look at the graphs on page 816 and answer a, b, and c from the Interpreting Graphs.
15. What were the legacies of the Vietnam War for America?
16. What were the legacies of the Vietnam War for the Vietnamese?
17. What were three things about the Vietnam Memorial that were unique to Lin’s design?

4/1 Student Activism

Video--Questions on Student Activism

SQ3R 1968

1. How did the war influence the 1968 election?
2. Why did LBJ decide not to run?
3. How did RFK, McCarthy and Johnson’s decisions influence the democratic party in the election?
4. What happened at the Chicago Democratic National Convention?
5. Who was the Republican candidate? What was his tactic?
6. Who was the 3rd party candidate in 1968?
7. Who did the candidate from question 6 appeal to?
8. What were the results of the election?
9. What was Middle America? What were their feelings about the politics of the ‘60s?
10. What did Nixon’s victory start as a trend?

Spring Break

Extra Credit for over Break looks like this:

Extra Credit Project:

* Research a person, place or thing that is important to the study of History. After researching, for 25 pts. you may do one of the following:

A. Write a two-three page paper explaining what this topic is about. Explain why knowledge of this topic is important to understanding the psychological principle.

B. Do a 15 slide PPT.

C. Make a poster or diorama of the topic.

A bibliography is necessary to validate your research. (2 Sources Minimum)
An informal presentation to the class on the date which we return

For 15 pts. you may do one of the following:

1. Watch a movie or documentary about a historical topic (do not use a movie from the class) and write up a review (1-2 pages typed).
2. Read an article from a newspaper or periodical that is significant and write up a summary (with article attached)---1 to 2 pages typed.

3/17-19 Port Huron Statement--Student Activism

NEW LEFT—PORT HURON STATEMENT GROUP ACTIVITY
The Port Huron Statement is the manifesto (A manifesto is a public declaration of principles and intentions, often political in nature, but may also be a life stance) related of the American student activist movement Students for a Democratic Society (SDS), written primarily by Tom Hayden, then the Field Secretary of SDS, and completed on June 15, 1962 at an SDS convention in Port Huron, Michigan. It begins:
Port Huron Statement
Introduction: Agenda for a Generation
We are people of this generation, bred in at least modest comfort, housed now in universities, looking uncomfortably to the world we inherit.
When we were kids the United States was the wealthiest and strongest country in the world; the only one with the atom bomb, the least scarred by modern war, an initiator of the United Nations that we thought would distribute Western influence throughout the world. Freedom and equality for each individual, government of, by, and for the people--these American values we found god, principles by which we could live as men. Many of us began maturing in complacency.
As we grew, however, our comfort was penetrated by events too troubling to dismiss. First, the permeating and victimizing fact of human degradation, symbolized by the Southern struggle against racial bigotry, compelled most of us from silence to activism. Second, the enclosing fact of the Cold War, symbolized by the presence of the Bomb, brought awareness that we ourselves, and our friends, and millions of abstract "others" we knew more directly because of our common peril, might die at any time. We might deliberately ignore, or avoid, or fail to feel all other human problems, but not these two, for these were too immediate and crushing in their impact, too challenging in the demand that we as individuals take the responsibility for encounter and resolution.
While these and other problems either directly oppressed us or rankled our consciences and became our own subjective concerns, we began to see complicated and disturbing paradoxes in our surrounding America. The declaration "all men are created equal..." rang hollow before the facts of Negro life in the South and the big cities of the North. The proclaimed peaceful intentions of the United States contradicted its economic and military investments in the Cold War status quo.
We witnessed, and continue to witness, other paradoxes. With nuclear energy whole cities can easily be powered, yet the dominant nation-states seem more likely to unleash destruction greater than that incurred in all wars of human history. Although our own technology is destroying old and creating new forms of social organization, men still tolerate meaningless work and idleness. While two-thirds of mankind suffers under nourishment, our own upper classes revel amidst superfluous abundance. Although world population is expected to double in forty years, the nations still tolerate anarchy as a major principle of international conduct and uncontrolled exploitation governs the sapping of the earth's physical resources. Although mankind desperately needs revolutionary leadership, America rests in national stalemate, its goals ambiguous and tradition-bound instead of informed and clear, its democratic system apathetic and manipulated rather than "of, by, and for the people."
Not only did tarnish appear on our image of American virtue, not only did disillusion occur when the hypocrisy of American ideals was discovered, but we began to sense that what we had originally seen as the American Golden Age was actually the decline of an era. The worldwide outbreak of revolution against colonialism and imperialism, the entrenchment of totalitarian states, the menace of war, overpopulation, international disorder, supertechnology--these trends were testing the tenacity of our own commitment to democracy and freedom and our abilities to visualize their application to a world in upheaval.
Our work is guided by the sense that we may be the last generation in the experiment with living. But we are a minority--the vast majority of our people regard the temporary equilibriums of our society and world as eternally functional parts. In this is perhaps the outstanding paradox; we ourselves are imbued with urgency, yet the message of our society is that there is no viable alternative to the present. Beneath the reassuring tones of the politicians, beneath the common opinion that America will "muddle through," beneath the stagnation of those who have closed their minds to the future, is the pervading feeling that there simply are no alternatives, that our times have witnessed the exhaustion not only of Utopias, but of any new departures as well. Feeling the press of complexity upon the emptiness of life, people are fearful of the thought that at any moment things might be thrust out of control. They fear change itself, since change might smash whatever invisible framework seems to hold back chaos for them now. For most Americans, all crusades are suspect, threatening. The fact that each individual sees apathy in his fellows perpetuates the common reluctance to organize for change. The dominant institutions are complex enough to blunt the minds of their potential critics, and entrenched enough to swiftly dissipate or entirely repel the energies of protest and reform, thus limiting human expectancies. Then, too, we are a materially improved society, and by our own improvements we seem to have weakened the case for further change.
Some would have us believe that Americans feel contentment amidst prosperity--but might it not better be called a glaze above deeply felt anxieties about their role in the new world? And if these anxieties produce a developed indifference to human affairs, do they not as well produce a yearning to believe that there is an alternative to the present, that something can be done to change circumstances in the school, the workplaces, the bureaucracies, the government? It is to this latter yearning, at once the spark and engine of change, that we direct our present appeal. The search for truly democratic alternatives to the present, and a commitment to social experimentation with them, is a worthy and fulfilling human enterprise, one which moves us and, we hope, others today. On such a basis do we offer this document of our convictions and analysis: as an effort in understanding and changing the conditions of humanity in the late twentieth century, an effort rooted in the ancient, still unfulfilled conception of man attaining determining influence over his circumstances of life…...
1. Any new left in America must be, in large measure, a left with real intellectual skills, committed to deliberativeness, honesty, reflection as working tools. The university permits the political life to be an adjunct to the academic one, and action to be informed by reason.
2. A new left must be distributed in significant social roles throughout the country. The universities are distributed in such a manner.
3. A new left must consist of younger people who matured in the postwar world, and partially be directed to the recruitment of younger people. The university is an obvious beginning point.
4. A new left must include liberals and socialists, the former for their relevance, the latter for their sense of thoroughgoing reforms in the system. The university is a more sensible place than a political party for these two traditions to begin to discuss their differences and look for political synthesis.
5. A new left must start controversy across the land, if national policies and national apathy are to be reversed. The ideal university is a community of controversy, within itself and in its effects on communities beyond.
6. A new left must transform modern complexity into issues that can be understood and felt close up by every human being. It must give form to the feelings of helplessness and indifference, so that people may see the political, social, and economic sources of their private troubles, and organize to change society. In a time of supposed prosperity, moral complacency, and political manipulation, a new left cannot rely on only aching stomachs to be the engine force of social reform. The case for change, for alternatives that will involve uncomfortable personal efforts, must be argued as never before. The university is a relevant place for all of these activities.
Your task----After reading the above excerpt, in a small group, create your own Port Huron Statement for the year 2014. Explain what your generation believes in, and what you can do to improve America. After working on this statement, you will give a short presentation to the class explaining your Manifesto.
Grading:---Finished Product ( Manifesto) and participation in the group presentation.

3/13-14 Student Activism and Politics in Vietnam

SQ3R 1968

1. How did the war influence the 1968 election?
2. Why did LBJ decide not to run?
3. How did RFK, McCarthy and Johnson’s decisions influence the democratic party in the election?
4. What happened at the Chicago Democratic National Convention?
5. Who was the Republican candidate? What was his tactic?
6. Who was the 3rd party candidate in 1968?
7. Who did the candidate from question 6 appeal to?
8. What were the results of the election?
9. What was Middle America? What were their feelings about the politics of the ‘60s?
10. What did Nixon’s victory start as a trend?

On Friday--we will be looking at the Democratic National Convention and prep for our Student Activism Project:

1. generation gap 2. SDS 3. Port Huron Statement 4. Tom Hayden
5. New Left
6. Free Speech Movement 7. teach-in 8. conscientious objectors
9. deferment 10. Columbia
11. Walter Cronkite 12. March 31, 1968

3/10-12 Soldiers Fighting in Vietnam

What was it like for all parties to fight in Vietnam?

Ch. 24 Sec 2 RG
- What were two things that American soldiers encountered when they first arrived in Vietnam?
1. 2.
-What were three things that American soldiers experienced on the battlefield?
3. 4. 5.
-What happened to the people/ the Vietnamese civilians during the war?
6. 7.
-What happened to the land?
8. 9.
-What were the two dominant views of the American people about the war in Vietnam?
10. 11.
Identifications:
12. land mine 13. saturation bombing 14. napalm 15. escalation
16. Hawks 17. Doves 18. Ho Chi Minh Trail 19. Tet Offensive
20. Senator Fullbright

3/6 SE ASIA/VIETNAM Map Assignment

Map Assignment passed out in class.
Due on 3/10

3/3-5 Path to War

Path to War Wkst. and the Video w/ Lecture on how LBJ commits American Troops to the Conflict

2/27-28 ABC Video--Vietnam Era

2/25-26 Intro to Vietnam --Historical Background

Ch. 24 S1 Wkst. for Notebooks

2/24 Unit 5 Exam and Notebook Check

Unit 5 Exam :

Notebook Check

Proficiency Check

Short Answer: In several sentences each, complete the following on a separate sheet of paper. Be sure to address the prompt and give detail about important people, events, laws, acts, etc.

46. Discuss the idea of mandate using the presidencies of Kennedy and Johnson. Explain why President Johnson was more effective getting legislation passed than President Kennedy.
Be sure to use specific examples from each president’s administration to help explain your ideas.

47. Analyze three of the Warren Court Decisions and discuss how they changed the U.S.

48. Analyze and discuss the impact that the Great Society programs have had on U.S. society since they were implemented in the 1960s. Give specific examples of 3 programs and their impact.

If you didn't have time to complete the short answers in class---they are due at the beginning of class on Tuesday.

2/21 Review

Review these five main cases of the Warren Court:
Explain what the main issue was in each of these cases:

a. Roth v. US
b. Engel v. Vitale
c. Mapp v. Ohio
d. Gideon v. Wainwright
e. Escobedo v. Illinois

Be able to answer a proficiency about the importance of the Warren Court and how it changed the U.S. using 3 cases as an example.

Review for the Ch. 22 EXAM--LBJ and JFK Years

Identifications:
Medicare Bay of Pigs invasion flexible response
Medicaid Cuban Missile Crisis mandate
Miranda rule Alliance for Progress Great Society
Apportionment Peace Corps New Frontier
Lee Harvey Oswald Jack Ruby Krushchev
Johnson and Dom. Rep Warren Commission report
War on Poverty


Finally, also be able to answer a proficiency about Great Society Programs and their impact on the U.S.


Notebook Check on Monday along with the exam

2/19-2/20 Warren Court

Apportionment Question Follow-Up

Explain the Process of apportionment. How did this change because of the court rulings in Baker v. Carr and Reynolds v. Sims.

Hint--Use diagrams if necessary. Explain the court statement that came about from these rulings and what they mean.


Warren Court Assignment for your notes

Answer the following for every court case using pgs. 968-975 in your book:
1. The year of the decision
2. Constitutional Question or Issue involved.
3. The Supreme Court Decision

1. Engel v. Vitale
2. Griswold v. Connecticut
3. Heart of Atlanta Motel, Inc. v. U.S.
4. In re Gault
5. Reynolds v. Sims
6. Roth v. U.S.
7. School District of Abington Township, PA v. Schempp
8. Sheppard v. Maxwell
9. Tinker v. Des Moines
10. Edwards v. South Carolina

2/14-8 Great Society

Great Society Worksheet

Intro to Warren Court

Apportionment explained.

2/13 Great Society Questions---Part of LBJ Notes

#1 Describe the Johnson Treatment. What made LBJ such an effective ?politician?What in LBJ's background made him fight so hard for ?changes in America?

#2 Describe the main tenets of the Great Society.

#3 What was immigration reform? How does this transform America?

#4 What are 2 major ideas of support and 2 main ideas of criticism of ?the Great Society?

Great Society Worksheet---In Class only

2/12 JFK Quiz/ Intro to LBJ and Great Society

2/5 & 11 JFK Assassination and World Geography

JFK Assassination Notes.

World Geography--After getting a world map from the instructor, mark the following:
World Geography
I. Physical---
A. Mark the 7 continents
i. North America, South America, Antarctica, Europe, Asia, Australia, Africa
B. Mark the 5 Oceans
i. Pacific, Atlantic, Indian, Arctic, Southern

II. Political—Mark these 10 countries (Step 1)

United States United Kingdom Mexico Canada
Brazil China India Russia France Germany

2/3-4 JFK Years

Geography Packet Due--5 pts. XC if turned in on 1/31.

JFK Overview Notes---ABC Video

Notebook #2 for the Term---JFK Ch.22 S1 Q's

JFK Presidency Ch. 22 Sec 1 p. 736-741
1. How did perception influence the debates between JFK and Nixon?
2. How close was the 1960 election? What state would have made the difference? What did the Republicans claim?
3. What was Kennedy’s proposal to spur the economy? What were two of Kennedy’s executive orders? Why did he use executive orders rather than getting legislation passed?
4. What did Kennedy commit the nation to doing on May 25, 1961?

1/28-31 2nd SEMESTER BEGINS! U.S. Geography

U.S. Geography Packet

Intro to JFK Years

1/21 Final Review

Protest Movements in the U.S. EXAM ---Review Sheet
a. sit-in b. de jure segregation c. black power d. Freedom Rides e. March on Washington
ab. Nation of Islam ac. Congress of Racial Equality (CORE) ad. Voting Rights Act 1965 ae. de facto segregation
bc. Rosa Parks bd. Civil Rights Act of 1964 be. Southern Christian Leadership Conference (SCLC)
a. SNCC - Student Nonviolent Coordinating Committee b. NAACP - National Association for the Advancement of Colored People
c. Nation of Islam a. Roe v. Wade b. Griswold v. Connecticut c. Equal Rights Amendment (ERA) d. Latino
e. Environmental Protection Agency (EPA) ab. de facto segregation ac. United Farm Workers (UFW)
ad. Japanese American Citizens League (JACL) ae. National Organization for Women (NOW)
Short Answer—
1. Assess the effectiveness of non-violence and civil disobedience as tactics in the civil rights movements.
2. Explain the major pieces of civil rights legislation that were passed during the Johnson Presidency. Explain how President Johnson was at an advantage to pass this legislation that President Kennedy was not allowed.
3. Explain how the Student Nonviolent Coordinating Committee (SNCC) in particular, and the Civil Rights Movement as a whole changed between the early years of the 1950s to 1964 to the late 1960s.
4. Explain how the Environmental Protection Agency fulfilled its mission to set and enforce national pollution-control standards soon after its creation in 1970.
5. Describe the major aims of the feminist movement and the National Organization of Women (N.O.W.).
6. Describing two similarities and two differences; compare and contrast the United Farm Workers (UFW) and the American Indian Movement (AIM).

1/17-21 Consumer/Environmental Movement

Consumer/Environmental Movement
Native American Movement

Review for Final

1/16 Latino Movement

Ch. 23 S2--Cornell Notes

Latino Movement

1/13-15 Group Projects

Group Projects over Ch. 23 S2-4.

1/10 Women's Movement Quiz + Primary Docs

1/9 Zinn Reading Groups

Reading in the Zinn Books in Groups

1/7-8 Women's Movement Video

Add to Cornell Notes

1/6 Intro to Women's Movement

Intro to Women's Movement
---Cornell Notes on Ch. 23 S1