//www.miracostahigh.org/apps/classes/340058/assignments/ Class Name: CP U.S. History Per. 2 Instructor(s): Wayne Knutson Location: Room 201 en-us SchoolSitePro //www.miracostahigh.org/homeworkItem2253691 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon. 5/23
Topic: Term Paper & Counter Culture
Agenda:
1. Hand back intro and other paperwork.
2. Handout: Paper info—spacing, sources, etc.
3. Overhead: Counterculture—last slide
4. Video: Woodstock: Now & Then

Tues. 5/24
Topic: Counterculture
Agenda:
1. Video: Woodstock: Now & Then
2. Assign: Chap. 18, Sec. 2.

Wed. 5/25
Topic:
Agenda: Topic: Vietnam Impacts & Women’s Rights
Agenda:
1. Finish the Impacts of Vietnam
A. Powell Doctrine: No military conflict unless:
1. Overwhelming US superiority—keep casualties low
2. Short duration commitment and very clear goals—low casualties and keeps support at home
3. Strong political support at home
2. Powell Doctrine—followed from 1975-2001 in
A. Grenada, Lebanon, Panama, Somalia, Balkans, Iraq War I
3. Women’s Rights—60s & 70s
1. Women have been involved in all aspects of American life since the beginning.
2. Women were involved politically in movements like temperance and abolition and this led to the first great issue—suffrage.
3. Suffrage was achieved in 1919 and the women’s rights movement sort of disappeared.
4. In the 60s women’s rights resurfaced because of:
a. Women returning to work (40% of the workforce by early 1960s)
b. Civil Rights Struggle
c. The Pill (show overhead)
d. The Feminine Mystique (show overhead)
5. New Legislation in the 60s
a. 1963 Equal Pay Act—same job, same pay
b. Title 7 of the Civil Rights Act—no job discrimination
1. Created Equal Employment Opportunity Commission (EEOC)
2. NOW created in 1966 to address shortcomings of EEOC (they weren’t aggressively pursuing cases of gender preference and inequality).
6. New Legislation in the 70s
a. Title IX—equal money for sports
b. Roe v. Wade—abortion rights
c. ERA (show overhead)—this failed—why? A threat to “traditional differences” and “the family.” Phyllis Schlafly

How do you achieve equality? How do you know if you’re successful?—overheads on political #s and wages

Thurs. 5/26—Per. 2 to All Awards Assembly
Topic:
Agenda:
1. Finish Women’s Rights Info
2. Century Series Video: 1970-75 (stop at Watergate)
3. Rough Draft Due Tomorrow!!

Fri. 5/27
Topic: Rough Draft
Agenda:
1. Handout: Rough Draft Review Sheet
2. Peer Review of Rough Draft.



Agenda for May 30 – June 3

Mon. 5/31
Topic: Memorial Day Holiday

Tues. 6/1
Topic: Late 60s/Early 70s Wrapup
Agenda:
1. Achieving equality—problems and challenges
A. Affirmative Action—how do we achieve equality? Equality of opportunity or equality of condition?
1. Quotas—clear and easy to monitor, but supposed to be temporary—but how long is temporary?
2. Backlash—U of Cal Regents v. Bakke—reverse discrimination case. Decided that:
1. affirmative action okay—race can play a role in the decision but
2. quotas not okay
3. Should “differences” matter? Are SATS, GPA and EC the only important differences? What about athletes? Artists? Geographic diversity?
B. Busing—huge issue in big cities—LA and Boston—why are people so angry?
2. Hispanic Rights—Cesar Chavez and the United Farm Workers, La Raza and bilingualism (Hispanic overheads)
3. Assign: Chap. 18.3 & 18.4

Wed. 6/2
Topic: Late 60s/Early 70s Wrapup
Agenda:
1. American Indian Movement—Alcatraz and Wounded Knee
2. Handout:
1. Stonewall riots—gay liberation
2. Acid & Pills (play Mother’s Little Helper)
3. Consumer Movement—Ralph Nader
3. Environmental Movement
A. Silent Spring raised awareness
B. Oil spill off Santa Barbara really sparked movement
C. Earth Day and the Environmental Protection Agency
D. Love Canal Scare
E. Three Mile Island Nuclear Accident—no plants built since 1973
4. Video: Century Video: Approaching the Apocalypse (stop at Watergate).

Thurs. 6/3
Topic: Term Paper—In Library
Agenda:
1. Directions for turnitin.com

Fri. 6/4
Topic: Term Paper
Agenda:
1. Turn in hard copy of term paper.
2. Finish rest of Century Video.
3. Assign: Chap. 19, Sec. 1 & 2

Agenda for June 6 - 10

Mon. 6/6
Topic: The Early 70s
Agenda:
A. Overheads: The 70s
1. Growth of Cities.
2. Changes in American Industry-deindustrialization
3. Baby Bust
4. Oil Embargo after Yom Kippur War
B. Richard Nixon & the 70s—some things went right
1. Nixon to China.
2. Nixon to Soviets
3. SALT Treaty
4. ABM Treaty
C. Richard Nixon & the 70s—some things went wrong
1. Handout: Watergate Outlines

Tues. 6/7
Topic: Watergate
Agenda:
1. Film: All the President’s Men

Wed. 6/8
Topic: Watergate
Agenda:
1. Film: All the President’s Men

Thurs. 6/9
Topic: Watergate
Agenda:
1. Film: All the President’s Men

Fri. 6/10
Topic: Watergate
Agenda:
1. Film: All the President’s Men


Agenda for June 13 – 17 & 20 - 22

Mon., 6/13
Topic: Seminar: It Takes a Village to Raise a Child
Agenda:
1. The Unhappy Presidencies of Gerald Ford and Jimmy Carter.
2. Assign: Chap. 19, Sec. 3; Chap. 20, Sec. 2

Tues. 6/14
Topic: The Reagan Years
Agenda:
1. Highlights of Reagan Years

Wed. 6/15
Topic: Review
Agenda:
1. Complete Study Guides

Thurs., 6/16
Topic: Testing
Agenda:
1. Testing

Fri., 6/17
Topic: Testing
Agenda:
1. Testing

Mon., Tues., Wed. 6/20, 21, 22
Topic: Final Exam
Agenda:
1. Final Exam


]]> Wed, 22 Jun 2011 11:37:30 PDT //www.miracostahigh.org/homeworkItem2221546 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon. 5/16
Topic: Term Paper-Outlines and Intro
Agenda:
1. Review of Outlines—handout & discussion of common errors
2. Introduction—handout & discussion

Tues. 5/17
Topic: STAR Test
Agenda:
1. STAR Test

Wed. 5/18
Topic: STAR Test
Agenda:
1. STAR Test
2. Spring 11 Final Exam Review Sheet

Thurs. 5/19
Topic: STAR Test
Agenda:
1. STAR Test

Fri. 5/20
Topic:
Agenda:
1. Peer Review of Introduction.
2. Turn in one copy for teacher records.
3. Video: Century Series

]]> Mon, 16 May 2011 13:56:27 PDT //www.miracostahigh.org/homeworkItem2209586 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon. 5/9
Topic: End of Vietnam War
Agenda:
1. Complete Video: 65-70
2. War's End: “Peace W/ Honor” and The Nixon Doctrine
a. Overhead: The End of the War-Nixon Doctrine
1. Improve relations with Soviets & China--split them so they are suspicious of each other and will put pressure on N. Vietnam to work out a peace agreement
2. Vietnamization—if S. Vietnam can defend itself, US troops can get out
3. Start Peace talks with North
4. Invade Cambodia and Bomb North to get them to the bargaining table
b. Pressures on Nixon
1. My Lai Massacre—huge public reaction
2. Invade Cambodia-huge protests
3. Kent State—Americans are killing each other
4. Gulf of Tonkin Resolution Repealed
5. Pentagon Papers--administration lied
6. War ends for U.S.
7. Overhead: The Fall of Saigon—war ends for Vietnamese
3. Groups for STAR Test Review
4. Outline Return

Tues. 5/10
Topic: STAR Test Review
Agenda:
1. Complete as much of the review sheets as possible by the end of class.
2. 1 person in each group e-mails completed study guide outlines to Mr. K

Wed. 5/11
Topic: STAR Test Review
Agenda:
1. Distribution of Review Packets
2. Students will complete questions for Packets 1-3

Thurs. 5/12
Topic: STAR Test Review
Agenda:
1. Students will complete questions for Packets 4-7

Fri. 5/13
Topic: Final STAR Test Review
Agenda:
1. Complete/turn in detailed outline for term paper.
2. STAR Test E.C. Test


]]> Mon, 09 May 2011 13:48:58 PDT //www.miracostahigh.org/homeworkItem2195584 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon. 5/2
Topic: The 60s & Vietnam
Agenda:
1. Music: Jan & Dean—Surf City
A. What do surf tunes tell us about the 60s? (Why did they become popular?)
1. Pop. Increase in sunbelt (LA) (WWII troops pass through LA and Hawaii and discover surfing—also Tiki) surfing increases as people increase
2. Baby Boom—more kids, more sports
3. TV/Hollywood passes this fad onto the rest of US (Gidget)
4. Lyrics—Why a ’34 woodie?
2. Vietnam
A. How did we get involved?
1. French—we backed them to help our Cold War ally.
2. Overheads: Spread of Communism after 1940
B. But Vietnam is fighting for freedom, not simply communism—Handout: Vietnamese Declaration of Independence
C. French lose at Dien Bien Phu, war is over—not so fast! Geneva conference splits country in two—why?
D. US sets up a new ally—S. Vietnam—Eisenhower sends in “advisors” 675 to start.
E. US picks Diem to run country—problems? Kennedy sends in 16,000 “advisors.”
F. Video: Century Series
G. Diem is killed. Did the US know he was to be killed? What does this mean?
J. (If time) Video: Why Viet-nam? US Defense Dept. propaganda. See if you can find the inconsistencies/outright falsehoods in this film.
3. Reminder: YOU MUST USE A PRIMARY DOCUMENT IN YOUR PAPER. REMEMBER THE NY TIMES DATABASE!
A. Info for NY Times Historical Newspapers:
1. Home or school
a.Go to: http://www.proquestk12.com
b. Click on [My Product Page}
c. User Name: miracosta
4. Assign: Read Chap. 17, Sec. 1 & 2

Tues., 5/3
Topic: Vietnam--The Early Years
Agenda:
1. US faces a choice after Diem coup—leave or take over the war. But how to convince the American people?
2. Tonkin Gulf Incident and Resolution (handout)-a declaration of war based on incorrect information? —gives LBJ cover to expand war—160,000 troops in Vietnam in less than a year.
3. Overhead: The Credibility Gap
4. Overhead: What's important--burning monks or a new 'Vette?
5. Handout: Pres. Johnson's advisors debate Vietnam
6. Discussion: Escalation--Agent Orange, napalm, bombing and U.S. troops--did the U.S. have to escalate?
7. Discussion: Could the US have won the war in Vietnam?
8. Handout: A Nurse's Tale (if time)
9. Read Chap. 17, Sec. 3 & 4

Wed. 5/4
Topic: Term Paper
Agenda:
1. In library—work on/discuss outline for paper.

Thurs., 5/5
Topic: Vietnam & Protests Against the War
Agenda:
1. The Credibility Gap increases-why—Overhead: Daily focus transparencies p. 67?
a. Civil Rights Movement
b. Tonkin Gulf
c. Official Reports vs. TV and newspapers
d. The Draft--fair? Relation to civil rights?-Overhead Vietnam at Home & Abroad-1969 showing draft lottery
2. What was the war like? Handout: Letters Home packet

Fri., 5/6
Topic: The War Ends in Vietnam
Agenda:
1. Term Paper—Turn in rough outline.
2. 1968--Opposition Solidifies
a. Overhead—1960s Counterculture
b. Handout--The Peace Movement—how did protests spread? How did the protests influence the conduct of the war?
3. Video: 1965-70.

]]> Mon, 09 May 2011 11:46:32 PDT //www.miracostahigh.org/homeworkItem2183626 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon., 4/25
Topic: Topic and 2 book requirement & late Civil Rights Movement
Agenda:
1. Check off topic and two book requirement.
2. Burn, Baby, Burn
A. Interpreting history isn’t always easy
B. Violence causes as many problems as it seeks to solve.
3. Video & Handout (back of MLK handout): Poisoned Dreams 17:30--29:56 on Civil Rights & Peace Corps
4. (If time) Hand Back All Tests and Homework

Tues. 4/26
Topic: Chap. 14, 15 & 16 Review
Agenda:
1. Video: 1st 17:30 of Poisoned Dreams
2. Chap. 15 Highlights: Emphasis on Cuban Missile Crisis; Court Reforms, Great Society, Peace Corps
3. Peace Corps
Cuban Missile Crisis—Cold War continues
Great Society—civil rights movement over?
Court Cases—start of civil rights movement p. 709
4. (If time): End of Poisoned Dreams

Wed. 4/27
Topic: Chap. 14, 15 & 16 Review
Agenda:
1. Questions on Chap. 14, 15 & 16 Review Sheet
2. Video: Civil Rights (Schlesinger)

Thurs. 4/28
Topic: Quizam: Chap. 14, 15 & 16
Agenda:
1. Quizam on Chap. 14, 15 & 16

Fri. 4/29
Topic: The 60s
1. Overview: What do you know about the 60s?
A. Early 60s look a lot like the 50s--popular images of the 60s are mostly from the last half.
B. Overheads: Playboy, smoking, Miranda
2. The Big Issue of the 60s—Vietnam
A. General Discussion—what do you know?
B. Video: Small section after Civil Rights on Poisoned Dreams
]]> Tue, 26 Apr 2011 10:29:55 PDT //www.miracostahigh.org/homeworkItem2177138 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon. 4/18
Topic: Chap. 15 Highlights
Agenda:
1. Video & Handout: Happy Daze
2. Assignment: Chap. 16, Sec. 1 & 2; Download and complete Chap. 16, Sec. 1 & 2 Questions

Tues., 4/19
Topic: Early Civil Rights Movement
Agenda:
1. Grade Chap. 16, Sec. 1 Homework while viewing Civil Rights I Overheads
a. Question 1--overheads 1 & 2--discrimination & B v. B
b. Question 2--overhead 3--demand for civil rights
c. Question 3, 4, 5 & 6
2. Grade Chap. 16, Sec. 2 Homework/Civil Rights I Overheads
a. Question 1 & 2--overhead 4--the political response
b. Question 3 & 4
3. Question 5--overhead #5--Struggle Intensifies
4. Question 6
5. Question 7, 8, 9--3 Overhead 6-8 on voting
6. Assignment: Chap. 16, Sec. 3; Chap. 14, 15 & 16 Study Guide—download and complete.

Wed., 4/20—Double Late Start
1. Video: Happy Daze—section on Civil Rights until end.
3. MLK handout and audio recording
4. Assign: Chap. 16--2 handouts--download & complete:

Thurs., 4/21
Topic: Civil Rights Movement Changes
Agenda:
1. Newspaper—Dorothy Height
2. Grade 2 handouts assignment--particular discussion of Black Power movement and Malcolm X on second handout. Why does the Civil Rights movement become more violent?
3. Overheads: Civil Rights II

Fri., 4/22
Topic:
Agenda:
1. From Civil Rights to Civil Unrest--We Shall Overcome or Burn, Baby, Burn?
2. Detailed comparison of Malcolm/Stokely and MLK.
3. Malcolm X Handout making fun of MLK and I Have a Dream
4. Handouts: Riots in LA—Watts and LA Riots


]]> Sun, 24 Apr 2011 17:04:05 PDT //www.miracostahigh.org/homeworkItem2163041 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon., 4/11
Topic: Cold War Review
Agenda:
1. Cold War Under Ike—Review of Events in Chap. 13, Sec. 4
2. Review Cold War timeline and begin preparation for exam.
A. Early Cold War & Korean War—people, places, events
B. Late Cold War & McCarthy
3. Complete Study Guide
4. Complete Best Years video & handout

Tues. 4/12—Negotiation Day
Topic: Chap. 13--Cold War Test Review
Agenda:
1. Video: Cold War-Schlesinger
2. Complete/Review Timeline and Study Guide

Wed., 4/13
Topic: Chap. 13 Exam
Agenda:
1. Exam
2. Assign: Chap. 14, Sec. 1

Thurs., 4/14
Topic: Truman, Eisenhower & the 1950s
Agenda:
1. Politics & The Economy—1950s
A. Economy--thriving--wages, profits, sales way up--why?
B. Politics--conservative compared to 30s, but is it really?
2. Chap. 14, Sec. 1 Handout (Focus on unions & Taft-Hartley)
3. Chap. 14, Sec. 1 overheads/discussion
A. 1948 Election
B. G.I. Bill--college, housing, marriage, kids, increased conservativism.
C. "Fair Deal"
1. Increase minimum wage
2. Increase Social Security payments
3. No Health Insurance or Civil Rights program
D. Automobile Age
1. Eisenhower elected prez--conservative (ends price controls)
but:
a. Interstate Highways
b. Cold Warrior—Nukes not Troops—Containment & Marshall Plan continue
2. Auto Sales Boom--but kills mass transportation
E. Social/Cultural— 1. Role of women--back into the home, but not all
2. A-Americans--good times aren't so good.
3. Birth of Rock 'n' Roll
4. Term Paper—Handout & Introduction
5. Assign: Read Chap. 14, Sec. 2

Fri., 4/15
Topic: Life in the 50s
Agenda:
1. Chap. 14, Sec. 2 Overheads—only the first slide
2. Handout/Discussion: Prices & Ads from the 1950s
A. Baby Boom
B. Levittown & Lakewood
C. Multinationals & Franchises "Company Man"--more white collar
than blue collar workers
3. Rest of 14.2 & 14.3 Overheads & Discussion
4. (If time) Video—Schlesinger—Post-War US
5. Assignment: Read Chap. 14, Sec. 3; 709-11—Court Reforms—Chart on 709 is key; 716-Peace Corps, 717-18-Cuban Missile Crisis; 726-9—Great Society

]]> Sun, 10 Apr 2011 17:04:34 PDT //www.miracostahigh.org/homeworkItem2135983 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon., 3/28
Topic: Cold War Spreads
Agenda:
1. Turn in Chap. 13, Sec. 2 worksheet.
2. Take out Chap. 13, Sec. 1 worksheets from Friday.
3. Rapidly run through answers to questions 7 - 14
#7-How did the leaders agree to divide Germany?
1. Split into 4 zones—British, French, US, Soviet
2. Berlin also split into 4 zones
#8-What other demands did Stalin make concerning Germany?
1. Germans should pay reparations.
2. Could pay with goods instead of cash.
#9- What did President Truman believe was critical to Europe’s prosperity?
1. A strong German economy—if Germany was weak, the rest of Europe would never recover.
#10-What was Truman’s suggestions to Stalin at Potsdam?
1. Soviets should take reparations from their sector only.
#11-What was Stalin’s response to Truman’s suggestion?
1. Hated it. Since the Soviet sector was agricultural, it couldn’t provide enough reparations.
#12-To get the Soviets to accept the deal, what did Truman offer them and require of them?
1. Allowed some equipment to come from other zones.
2. Soviets had to pay for it with food shipments.
3. Accepted new German-Polish border.
#13-Why was Stalin displeased with Truman’s proposal?
1. He thought the Americans were trying to limit reparations to keep Soviets weak.
(alternate answer) 2. He also thought the US was trying to bully him, since Truman told him about the atomic bomb.
#14-What was a “satellite nation” and which nations were so considered?
1. Satellites had their own gov’t, but were under direct Soviet control—they had to be communist.
2. Poland, Romania, Bulgaria, Hungary, Czechoslovakia.
4. Chap 13 Sec 2 Powerpoint.
A. The agreement at Yalta is ignored—why?
1. Slide #1: Characteristics of Communist Rule—discuss importance of security to Soviets.
B. Germany must be occupied and “changed”—the mistakes of WWI are not to be repeated. How did the Allies accomplish this?
1. Slide #2: Map of the Division of Germany

Tues., 3/25
Topic: The 50s
Agenda:
1. (Continued from Mon.)
C. After confrontation with the Soviets in Iran, Turkey and Greece, Pres. Truman decides on a policy of Containment:
1. The Truman Doctrine-Handout—from Chap. 13 Handouts
D. The continuing economic problems in Europe led the US to propose a program to re-build the continent—while also building up a valuable and reliable ally against the Soviets
2. Marshall Plan—Handout-from Chap. 13 Handouts
E. Berlin Crisis—Overhead
1. Slide #3—Map of Europe
a. US, Britain & France Merge their Zones
b. Soviets Blockade Berlin
c. Americans provision Berlin by Air—Soviets eventually give in
F. Division of Europe—NATO and Warsaw Pact
1. Slide #3—NATO & Warsaw Pact Countries
2. Slide #4—NATO Preamble
G. Overview of Period
1. Slide #5-Early Cold War Timeline
2. Video and handout: The Best Years



Wed., 4/5
Topic: Cold War—Red Scare & McCarthyism
Agenda:
1. Last slide from 13.2 Powerpoint—Fall of China
2. The Cold War Spreads—1948--China “Falls” goes communists and scares the bejeezus out of the US
a. Soviets & China sign pact
b. US backs Taiwan and keeps “Red” China out of the UN
c. US supports re-building of Japan as a bulwark against China
3. Open Chap 13 Sec 3 Powerpoint
4. Korean War
A. Slide #1 & Handout-Critical Thinking Skills Activity 13-from Chap. 13 handouts
1. Discuss meaning of “Limited” War
2. Discuss Course of the War
3. Discuss Outcome—stalemate & permanent military buildup
B. The “Red” Scare--Communist “Subversion” feared—why?
1. Soviets explode atomic bomb
2. Hiss, Fuchs, Rosenbergs accused of spying (providing nuclear secrets)
3. “Fall” of China
C. “Red” Hunt Begins
1. Slide #2-Federal Employee Loyalty Program
2. FBI—J. Edgar Hoover hunting “Commies” with illegal wiretaps
3. Slide #3--House Unamerican Activities Committee--H.U.A.C.
4. Other groups start hunting commies—cities, states, businesses, churches
5. Assignment: Assignment: Chap. 13, Sec. 3; Bring textbook to class tomorrow.

Thurs., 4/6
Topic: Cold War Continues
1. Handout: Timeline 13- from Chap. 13 Handouts
2. In pairs. Using all of Chap. 13 and Chap. 15, Sec. 2, and Timeline 13, list as many Cold War Events (such as creation of the Berlin Wall or the Cuban Missile Crisis) as you can find between 1945 and 1965. You may use whatever method you wish, but the events should be in order. For Example:
1945—WWII Ends
1948—Marshal Plan announced.
3. Assign: Read Chap. 13, Sec. 4; Add to timeline for Fri.

Fri. 4/7
Topic: More Cold War
Agenda:
1. McCarthyism—Handout— from Chap. 13 Handouts-McCarthy Era & Readings—McCarthy’s speech before the Senate.
A. McCarthy used wild accusations, poor evidence, distortions and outright lies to
Destroy reputations and convince Americans that a vast communist conspiracy
was seeking to undermine the U.S. government—list of 57 (eventually 205) communists
B. McCarran Act—it is illegal to: “combine, conspire or agree with any other person to perform any act which would substantially contribute to…establishment of a totalitarian state.” For instance: saying nice things about Stalin? But, wasn’t he an ally not too long ago?
C. McCarthy fades out—accuses Army, Eisenhower—really done in by TV.
2. Video & Handout: The Best Years
3. Assign: Complete and type timeline. Complete Content Vocabulary 13- from Chap. 13 Handouts—first 10 questions.

]]> Thu, 07 Apr 2011 12:50:48 PDT //www.miracostahigh.org/homeworkItem2120723 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon., 3/21
Topic: The Atomic Bomb
Agenda:
1. Should the U.S. have dropped the bomb?
2. Video: Last section of Century: Civilians that covers bombing raids in Europe and Asia.
3. Assign: Read handouts and discuss the decision to drop the bomb.
4. Assign: Chap. 12 Content Vocab.

Tues. 3/22
Topic: WWII Innovations and Conferences--Chap. 11 & 12 Exam Review
Agenda:
1. Major innovations during WWII
1. Medicine--penicillin, plasma, sulfa, atabrine, morphine
2. Aviation--big planes, pressurized cabins, jet engines
3. Communication--radar, FM radio, cryptography
4. Military--V-1 and V-2; amphitrac; atomic bomb
5. Location--West coast booms with new plants and workers.
2. Conferences of WWII—Atlantic, Casablanca, Tehran, Yalta, Potsdam—on white board
3. Return of all homework.
4. Finish/review study guides.
5. Last hints and questions.
6. Assign: Study for Exam

Wed., 3/23
Topic: Chap. 11 & 12 Exam Review
Agenda:
1. Worksheet from Mon—hand in
2. A few minutes to review their study worksheet
3. Questions on each section—Chap. 11 first, then Chap. 12

Thurs. 3/24
Topic: Chap. 11 & 12 Exam
Agenda:
1. Exam—150 pts.
2. Assign:
A. Read: Chap. 13, Sec. 1
B. Chap. 13, Sec. 1 Worksheet--download and complete
C. Download Chap. 13 Study Guide

Fri., 3/25
Topic: Why a “Cold” War?
Agenda:
1. Cold War—ask students what the term means.
A. War—conflict/death
B. “Cold”—all the conflict of war without directly shooting at each other (we’ll get “satellite nations” to do that).
2. Ask students: Why are the U.S. and Soviets fighting? Weren’t we Allies in WWII?
3. Answer: Fundamentally different and opposed systems.
4. On White Board: Start with headings and let students fill in the details

Soviet Union United States
Political System communist dictatorship/one-party rule democracy—2-party system—free elections
Economic System communist/socialist—government ownership of all
business/property—economic decisions are made by the gov’t capitalist/free market: private property and business. Decisions are made by individuals.

5. Chap. 13, Sec. 1 Guided Reading Worksheet. This is a credit/no credit assignment worth 10 pts.
6. The discussion below follows the worksheet.
A. Worksheet Q#1: Why did the Soviets want to keep Germany weak?
1. They have been invaded 2x by Germany and don’t want it to happen again.
2. They also want to make sure there are friendly (communist) countries as a “buffer” between themselves and Germany.
B. Worksheet Q#2: Lenin’s Theory of capitalism?
1. Lenin feared that capitalism (or capitalist states like the US) would eventually try to destroy communism.
C. Worksheet Q#3: What happens when nations seal themselves off economically?
1. They must go to war for resources. Trade = Peace.
D. Worksheet Q#4: How does the US want to create prosperity?
1. Private property, free enterprise, limited gov’t. Economic growth and development in Europe along US lines will prevent war and, perhaps just as important, will also create valuable allies for the US—an important bulwark against an aggressive Soviet Union.
E. Worksheet Q#5-What differences did the Big 3 have over Poland at Yalta.
1. US and Britain want free elections, Soviets say the gov’t must be friendly to them.
F. Worksheet Q#6-How did the leaders agree to deal with Poland?
1. US and Britain recognize existing Polish gov’t—set up by Soviets.
2. Stalin agrees to free elections. (And if you believe that, I’ve got some property in Florida you might be interested in.)
3. Powers issue Declaration of Liberated Europe—free elections/right to pick your own gov’t. Basically just Wilson’s “self-determination” in different language.
7. Video & Handout: Best Years: ’46-’52 (you may only get in a few minutes).
8. Assign: Read Chap. 13, Sec. 2; download and complete 13.2 worksheet; download Chap. 13 handouts
]]> Sat, 26 Mar 2011 13:50:29 PDT //www.miracostahigh.org/homeworkItem2120721 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon., 3/14-Negotiations
Topic: Wrap-up of WWII
Agenda:
1. 2 WWII Review Handouts: Working in pairs, students should complete and hand in these worksheets.
2. Video: The Century Series America’s Time: 1941-45: Civilians at War—show entire section.

Tues., 3/15
Topic: Review: Battles of WWII
Agenda:
1. Review: European & Japanese battles
2. Discussion: How was the war in the Pacific different from the war in Europe?

Wed., 3/16
Topic: Battles & Homefront During WWII
1. Finish Review of European Battles
2. Overheads: The Homefront During WWII
A. How did US industry react to the war?
B. How were women affected by the war?
C. How were A-Americans affected by the war?
D. How were Teens affected by the war?
E. How will the world change after the war?

Thurs. 3/17
1. Finish Overheads: The Homefront During WWII/Japanese Internment
2. Brief overview
-Double V Campaign
-Bracero Program
-Zoot Suit Riots
-Wage & Price Controls & Rationing
-Japanese-American Internment
3. Internment:
A. Maps and Photos
B. Handout: Executive Order 9066
C. Handout: Why Internment--General DeWitt explains internment--analyze his reasons in detail--all basically come down to either race or irrational fear/ignorance.
F. Handout: Reading on racial attitudes from Good War (didn’t get to this).
4. General Internment Info:
1. 120,000 internees
2. 5,000 voluntarily move east
3. Camps open from 1942-46, last one closes Mar. 46.
4. 1943 people begin leaving the camps
a. Volunteer for military service--recruited for translators
b. Drafted for war; 291 refuse to serve out of 5,000 draftees
c. 25,000 J-A serve in military; 442nd Combat most decorated unit in WWII.
d. Labor shortages--people allowed to leave camps for jobs.

Fri., 3/18 Music—In der Fuhrer’s Face and Sap Mr. Jap from Songs from WWII.
Topic: Internment of Japanese-Americans
Agenda:
1. Internment (continued)
A. 2 Handouts: Life in the Camps & Civil Liberties
B. Handout: Enrichment Activity 12--how was roundup begun?
C. Korematsu vs. U.S.
D. Reparations and formal apology by Reagan.
2. Video: Century Series: Homefront--1st 30 minutes
3. Assign: Review Chap. 12 readings on Hiroshima and Nagasaki bombings.


]]> Sun, 20 Mar 2011 18:04:43 PDT //www.miracostahigh.org/homeworkItem2101544 //www.miracostahigh.org/apps/classes/340058/assignments/ Mon. 3/7
Topic: Pearl Harbor and Mobilization for War
Agenda:
1. Handout in Monday folder: Short Answer review of Chap. 11.4
--Working in pairs and using their textbook, students will answer the following prompt: Roosevelt clearly favored England in the war in Europe. 1) Describe each of the actions listed below, and 2) explain how each of them aided Britain’s war effort. When they have finished writing out their answers they can share out with the rest of the class.
A. Neutrality Act of 1939.
B. Bases-For-Destroyers Swap.
C. Lend-Lease Act.
D. Hemispheric Defense Zone.
E. Atlantic Charter.
2. Students should hand in their short answers to the appropriate period tray in the front of the class.
3. Have students take out the 2 Handouts they were given last Thursday (there are extra copies in the Monday folder): Four Freedoms Speech and Opposition. Students should very briefly discuss: Should America have entered WWII earlier than it did? Consider: How prepared was the U.S?—men, guns, ships, materiel? Could the US have played a decisive role in Europe in 1940? Would the US have suffered casualties to no effect?
3. Handout in Monday folder: Events Leading to Pearl Harbor. Students should quickly answer the two questions at the bottom of the page.
4. DVD: The World At War: Volume 2: Banzai!: Japan 1931-42—Section 1: Aggressive Actions; 2: Ultra Nationalism in Japan and 3: Politics of War.
--Questions for students to consider while watching the video: Prior to Pearl Harbor, the U.S. and Japan relations had badly deteriorated. What caused this increasing animosity, and what actions did Roosevelt take to check Japanese expansion?
5. You may use this at your discretion!!! If they have been cooperative, you do not need to give
6. Homework Assignment:
A. p. 580-83, 603-5, 612-615—War in the Pacific
B. 10 Japanese battles. Have students count off by 10. This number corresponds to a battle listed below. Students must describe: A)What happened—describe the battle in one-two paragraphs; and, B) Why is this battle famous/important? Also in one-two paragraphs. (Students should ask themselves--how did this battle change the course, duration, outcome or aftermath of WWII?) Your book will partially answer the question, but you must also do some internet research to prepare a complete answer. Remind students to site their sources—no wikipedia!!!!!!
Students must type up their answers—12 pt, double spaced, 1” margins--and be prepared to present them to the class on Wednesday.
1. Midway Island; 2. Tarawa ; 3. Guadalcanal; 4. Coral Sea; 5. Eniwotak 6. Guam 7. Leyte Gulf; 8. Iwo Jima; 9. Okinawa; 10. Hiroshima and Nagasaki.

Tues., 3/8
Topic: War in the Pacific
Agenda:
1. Overhead: Map of War in Pacific: You will find this in My Documents/U.S. History/2010 US History Info/Chap. 11/War in Pacific Maps
Discuss why early Japanese military successes might be bad for the Japanese in the long run. A: Too much territory to defend; never learn how to react to defeat—never change tactics, underestimate US soldiers, never upgrade military technology.
2. The U.S. had broken the Japanese code and knew that Japan was considering war with the U.S. Why was the Japanese attack on Hawaii such a surprise? A: US did not think attack a sneak attack on Hawaii was possible. Possible racism—Japanese not capable of such an attack?
3. What happened at Pearl Harbor?
- Video: The World At War: Volume 2: Banzai!: Japan 1931-42—Section 4: The Attack on Pearl Harbor—video can run until the credits.
--Handout: The Good War. Have students read out loud.
--Reading 1: John Garcia. Questions for discussion: How did the Navy react to the attack on Pearl Harbor? What does this say about US preparedness? Why weren’t the Japanese-Americans in Hawaii interned like the Japanese-Americans in California were? What examples of American racism does John Garcia experience? How does this compare to Hitler’s ideas on race?
--Reading 2: Dennis Keegan. Questions for discussion: Do you think such wild and incorrect rumors could be spread today? Does the internet aid or hinder the spread of incorrect info?
4. Homework Assignment: Remind students that Pacific Battle reports are due tomorrow!!

Wed., 3/9—Late Start Day
Topic: War in the Pacific (cont’d)
Agenda:
1. Display War in Pacific Maps again so students can see the geography of the presentations they are about to hear.
2. Pacific Battlefields Presentations. Randomly choose students to present each of the 10 battles—students should take notes on these presentations for their exam. After each presentation, ask if anyone who also wrote about that same battle would like to add or change any info. Students should turn in the typed work they prepared.
2. Homework Assignment: p. 583-5, 599-603; 609-12—War in Europe; 7 European/African battles. Have students count off by 7. This number corresponds to a battle listed below. Students must describe: A)What happened—describe the battle in one-two paragraphs; and, B) Why is this battle famous/important? Also in one-two paragraphs. (Students should ask themselves--how did this battle change the course, duration, outcome or aftermath of WWII?) Your book will partially answer the question, but you must also do some internet research to prepare a complete answer. Remind students to site their sources—no wikipedia!!!!!!
--Students must type up their answers—12 pt, double spaced, 1” margins--and be prepared to present them to the class tomorrow.
1. El Alamein, 2. Kasserine Pass, 3. Tunisia, 4. Stalingrad, 5. Sicily Invasion, 6. D-Day, 7. Battle of the Bulge.


Thurs., 3/10
Topic: Homefront and Fighting the War
Agenda:
1. Show War in Europe Maps—so students can see the geography of the European theater.
2. European/African Battlefields Presentations. Randomly choose students to present each of the 10 battles—students should take notes on these presentations for their exam. After each presentation, ask if anyone who also wrote about that same battle would like to add or change any info. Students should turn in the typed work they prepared.
3. Homework Assignment: Bring book to class tomorrow.

Fri., 3/11
1. 2 WWII Review Handouts: Working in pairs, students should complete and hand in these worksheets.
2. Video: The Century Series America’s Time: 1941-45: Civilians at War—show entire section.
3. Homework Assignment: Read Chap. 12, Sec. 1 and p. 587-593 for Monday

]]> Thu, 10 Mar 2011 15:44:58 PST //www.miracostahigh.org/homeworkItem2072299 //www.miracostahigh.org/apps/classes/340058/assignments/ Mon., 2/28
Topic: The Run-up to WWII
Agenda:
1) Handout/Discussion: Political ideologies—differences/similarities between Marxism and Fascism
2) Handout/Discussion: Hitler’s Views on Dictatorship
3) Discussion: Why did America stay Neutral during the 30s?
4) Handout: Timeline to WWII—discussion and interpretation—particularly of focus on Spanish Civil War—the “rehearsal” for WWII.
5) Quiz on Chap. 11, Section 1
6) Assign: Read Chap. 11.2—May be a quiz on Chap. 11.2 tomorrow. Be prepared!; Download: Chap. 11 Exam Review Sheet;

Tues., 3/1
Topic: WWII Begins—Quiz on Chap. 11-2? Who knows?
Agenda:
1. Handout/Overhead: A Policy of Appeasement—why not fight?
2. Run-up to war: Austria, Czechoslovakia
3. The war begins: Nonaggression Pact, Claims for Danzig, Co-Invasion of Poland/Finland
4. Handout: Blitzkrieg on Poland
5. “The Phony War” or “Sitzkrieg,” overrunning Denmark and Norway while the world watches.
6. The Conquest of France—Handout/in-class maps
7. Handout: English Army saved at Dunkirk & the Battle of Britain.
8. Quiz: Chap. 11-2
9. Assign: Chap. 11.3

Wed. 3/2
Topic: WWII and the Holocaust
Agenda:
1. Handout: Excerpts from Mein Kampf—anti-semitism is neither new nor unexpected
2. Handout: German Jews loss of rights—a long campaign to “other” Jews
3. Handout: Losses and camp locations
4. Handout: The Final Solution—How Holocaust deniers misuse/misread evidence.
5. America and the Holocaust—what did America know? Why didn’t it do more?
6. Assign: Chap. 11.4

Thurs. 3/3
Chap. 11, Sec. 4—America Enters the War
Agenda:
1. Complete Holocaust discussion
2. Quiz. Chap. 11.3
3. Handout: The Isolationist Debate U.S. entry in the war was heavily debated. What did each of these groups believe should be done?
--Fight for Freedom Committee
--Committee to defend America by Aiding the Allies
--America First Committee
4. 2 Handouts: Four Freedoms Speech and Opposition—Should America have entered WWII earlier than it did? Read for Monday.
5. Excerpts from World at War—Volume 2: On Our Way USA: 1939-1942 Sections: 1. An Isolated Nation 2. Arsenal of Democracy
6. Assign: 1. Content Vocab Activity 11; 2. Reteaching Activity 11—handed out in class.

Fri. 3/4—In Berkeley—sub day
1. Turn in worksheet—Content Vocabulary 11 and Reteaching Activity 11 (two-sided, single sheet).
2. Video: Century Series, 1936-41: Over the Edge
3. Assign: Download Chap. 12 Review Sheet; Bring your textbook to class on Mon; if you have not already done so, read Chap. 11.4

]]> Thu, 03 Mar 2011 21:07:47 PST //www.miracostahigh.org/homeworkItem2042589 //www.miracostahigh.org/apps/classes/340058/assignments/

Mon. 2/14
Topic: Chapter Review
Agenda:
1. Content Vocabulary Activity 10 handout. Students may quickly work in pairs to complete this handout.
2. Reteaching Activity 10. Students only have to fill out Part A of this handout.
3. Questions on Chap. 10 Review sheet.
4. (If time) First 8:30 of Century Video: 1936-41
5. Assign: Study for Chap. 10 Exam tomorrow.

Tues. 2/15
Topic: Chap. 10 Exam
Agenda:
1. Quick review
2. Take Chap. 10 Exam
3. Handout & Video: The Grapes of WRath

Wed. 2/16
Topic: The Great Depression
Agenda:
1. Video: The Grapes of Wrath

Thurs., 2/17--Late Start Day
Topic: The Great Depression
Agenda:
1. Video: The Grapes of Wrath

Fri., 2/18
Topic: The Great Depression
Agenda:
1. Complete Video: The Grapes of Wrath
2. Hand in of video questions.
3. Assign: Download: Chap. 11 Review Sheet; Read Chap. 11, Sec. 1
4. Ski successfully and carefully.
]]> Sun, 13 Feb 2011 17:06:20 PST //www.miracostahigh.org/homeworkItem2029636 //www.miracostahigh.org/apps/classes/340058/assignments/ Mon., 2/7
Topic: The Great Depression
Agenda:
1. Review of Chap. 9
2. Assign: If you have not already turned them in:
--Chap. 9 Reteaching Worksheet
--Chap. 9 Timeline
--9-3 homework
--Film questions
--9-2 2 column chart
3. STUDY FOR CHAP 9 examlet tomorrow!

Tues., 2/8
Topic: Chap. 9 Examlet
Agenda:
1. Chap. 9 Exam
2. Early New Deal Overheads
A. Elections of 1928 & 33
B. Social Effects of Great Depression
C. Relief, Recovery, Reform (meaning)?--1933 Bank Crisis--Gold Standard & Bank Holidays--banks are safe when they re-open
1. Glass-Steagall Act--fireside chats, limit risk of bank failures by keeping banks out of stock market
2. SEC--regulate market and keep it from taking advantage of small investory/insider trading/stock manipulation
3. FDIC--protects you deposits from loss
D. AAA--problems--not all New Deal programs work
3. Assign: Chap. 10.1; Download: Chap. 10 Review Sheet

Wed., 2/9—Short Day—Late, late start
Topic: 1st New Deal
Agenda:
1 1st New Deal (continued from Tuesday.)
A. Cartoon Analysis--New Deal Remedies
1. 100 Days
2. NRA--didn't work
3. HOLC & FCA--save homes from foreclosure
4. CCC--story of Knute
5. PWA & CWA & TVA--jobs, jobs, jobs
6. Surprise--if time
7. Assign: Chap. 10, Sec. 2; Download: Chap. 10 Timeline Activity; Chap. 10 Interpretting Political Cartoons; Chap. 10-Townsend Plan; Chap. 10-Upton Sinclair's EPIC Plan--bring to class tomorrow;

Thurs. 2/10
Topic: Challenges to New Deal/2nd New Deal/Rise of Labor
Agenda:
1. Challenges to New Deal-overheads
A. Music: Woody Guthrie--"If You Ain't Got the Do-Re-Mi"--Is the New Deal too weak or too strong? Saving capitalism/democracy or destroying it?
1. Overheads: 1-Alphabet Soup—Chap. 10 Timeline Activity, 2-New Deal Programs strangling gov't, 3-alphabet letters--too much gov't—Interpretting Political Cartoons handout, 4-splitting democrats
B. 4 Challengers to New Deal
1. Townshend--handout--ended in Social Security
2. Father Coughlin--radio priest--(demagogue--seeks power by appealing to prejudices)--backed New Deal then changed his mind--became anti-semitic and wanted to nationalize banks--lost advertisers and eventually shut down by Catholic Church
3. Huey Long-SOW--Share Our Wealth--nationalize and redistribute money-a dangerous fascist and would-be Hitler.
4. Upton Sinclair--EPIC--handout--seize available property and work it, redistribute money
2. Assign: Chap. 10, Sec. 3; Download: New Deal Programs-1st & 2nd; Chap. 10-WPA; Chap. 10-FDR Takes On Supreme Court; Chap. 10-Sit-Down Strike--Bring to class tomorrow

Fri., 2/11
Topic: Court-Packing & New Deal Legacy
Agenda:
1. 2nd New Deal
A. Handout: First and Second New Deal—why 2? The criticisms of the New Deal, overturning of parts of New Deal by Supreme Court cause FDR to respond—also, the economy sinks again in 1937—due to some bad decisions by FDR and the Fed (again).
B. WPA--handout and discussion—bigger and more wide ranging than previous programs—response to critics.
C. Extra Credit Op: Fine a WPA artwork in the
South Bay (Hermosa, Redondo, Manhattan) that still exists today. Go to where it is located and take a picture of it--10 pts. of extra credit.
2. Rise of Unions during Great Depression
A. NIRA gone--unconstitutional so
B. NLRB--right to unionize--binding arbitration
C. CIO (Congress of Industrial Organizations) formed--a union of unions--became AFL-CIO
Overheads: Rise of Unions
1. AFL-CIO
2. Union Membership
3. Gen'l Strike in SF
4. Handout--Sit-Down Strike
3) Overhead: Court-Packing
4) Handout--FDR Takes on the Supreme Court
5. Women & A-American in the New Deal
A. Black Voters
6. Deficit Spending and a “2nd Depression.”
7. New Deal Ends—opposition is too great and economy is recovering.
8. New Deal Legacy
9. Assign: Download Chap. 10 Content Vocabulary and Chap. 10 Reteaching Activity and bring to class on Mon. Chap. Test on Tuesday!!!!!!
]]> Sun, 13 Feb 2011 16:59:45 PST //www.miracostahigh.org/homeworkItem2006990 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon. 1/31
Topic: Causes of the Depression
Agenda: Chap. 9, Sec. 1 Outline: Understand the principal causes of the Great Depression
1. Quiz—Chap. 9, Sec. 1
2. Trade & Grade Quiz:
3. Causes of the Great Depression:
A. Stock Market Crash.
1. Long “Bull” Market—stocks were rising because inexperienced investors were pouring money into companies they knew nothing about.
2. Buying stocks on margin--If stocks don’t go up—margin call—pay up.
3. Many people are not aware of the risks—they are speculating— in effect, gambling on stocks
4. The market is very risky—so why did it crash?
A. No new customers—stock prices drop.
B. Current customers start selling in order to limit losses.
C. With stocks going down—margin call—customers must quickly dump stocks—death spiral—market plummets.
D. Who is hurt by the crash?
1. Stock owners—prices crashed and they lost everything--$30 billion in one month.
2. Brokers—they had loaned money on margin—never got repaid.
3. Bankers—loaned money to brokers and bought stock themselves. When market tanked, they lost millions.
4. Some banks lost so much they closed—taking depositor money with them.
5. The fear of bank losses caused bank runs—so more banks closed.
6. People stopped putting money in banks, slowing the economy even more, since banks couldn’t make loans.
7. Those banks that survived had less money to loan out—meaning the overall economy slowed.
4. Reteaching Activity 9
5. Assign: Download: Unequal Distribution of Income and Century Series: 1929-36 Questions Only and bring to class tomorrow.

Tues., 2/1
Topic: The Rest of the Causes of the Great Depression
Agenda:
1. Students can complete worksheet from yesterday.
2. Discuss answers. Causes of the Great Depression—on whiteboard--continuing from yesterday.
B. Unequal distribution of wealth
C. Overproduction
D. Underconsumption
E. Chain Reaction.
F. Too little trade—Hawley-Smoot Tariff
G. Federal Reserve Policy
4. Video and Worksheet: Century Series: 1929-36
5. Assign: Read Chap. 9-2; Download No Depression Lyrics; Dust Bowl Map; Dustbowl timeline and “During the Depression” handout and bring to class tomorrow..


Wed. 2/2—Late Start—Shortened Day Q: Anything you don’t finish today you will have plenty of time to finish tomorrow—don’t rush.
Topic: Life During the Depression
Agenda:
1. Students should start class by reading the “During the Depression” handout they downloaded last night.
2. Quiz: Chap. 9-2
3. Trade & Grade Quiz
4. Music, lyric sheet & analysis—No Depression
5. Hobos and Hoovervilles, Hoover flags—empty pockets, Hoover blankets—newspapers
6. Dust Bowl Map
A. Why head to California?
B. Why were prices so low? High prices during war caused Overproduction—Wheat $2.40/bushel in 1920, $1.00/bushel in 1930.
C. How did farmers try to fight these low prices?
7. Dustbowl Timeline
8. Assign: Download The Big Money and Chap. 9-2 Movies in the 1930s and bring to class tomorrow.


Thurs. 2/3
Topic: Great Depression
Agenda:
1. Students should start class by reading the “The Big Money” handout they downloaded last night.
2. Why movies and radio? What is about these two forms of entertainment that were so appealing during the Depression?
3. Movies in the 1930s—2 handouts.
4. Century Series video: 1929-36—complete film started on Tues.
5. Homework Assignments:
A) Download and read The Bonus Army handout.
B) Read Chap. 9-3 and complete 9-3 Worksheet for tomorrow.
C) Download and complete 9-3 2 column list. Column 1: List the major actions that Hoover took or agencies he created to fight the Depression, including a brief description. Column 2: Briefly explain why these actions/agencies failed. You must find 5 out of the 6 possible answers. Must be typed, 12 pt., 1” margins. First one is done for you.
D) Download Hoover Against Gov't Intervention and bring to class tomorrow.

Fri. 2/4
Topic: Hoover vs. the Depression--Depression Wins
1. Hoover president in a controversial election—anti-Catholic, rural, and “dry” vs. Al Smith—Catholic, urban, “wet”.
2. Homework 9-3 2 column list: List--Column 1: How did Hoover fight the Depression? Column 2: Why didn't these efforts work? Q: Check to see if this homework is completed. If it is, quickly initial each homework. They can turn it in for credit on Monday when I return.
3. Hoover Against Gov't Intervention--only state and local could give direct relief.--What wouldn’t Hoover do? Why not?
4. Chap. 9-3 worksheet. Students can turn in to period tray.
5. Chap. 9-3 Quiz.
6. Trade and grade quiz.
7. (If not completed yesterday) finish Century series video.
8. Assign: Chap. 9 Quiz on Monday. Download and complete Chap. 9 Timeline Activity; Reteaching Activity 9 and the Chap. 9 review sheet.
]]> Mon, 07 Feb 2011 18:12:23 PST //www.miracostahigh.org/homeworkItem2006910 //www.miracostahigh.org/apps/classes/340058/assignments/

Mon. 1/24
Topic: Final Exam
Agenda:
1. Final Exam—Part I

Tues. 1/25
Topic: Final Exam
Agenda:
1. Final Exam-Part II

Wed. 1/26—Per. 2
Topic: The Untouchables
Agenda:
1. The Untouchables
2. Assign: Chap. 9, Sec. 1; Chap. 9 Review Sheet

Thurs. 1/27-No Class

Fri. 1/28—Negotiations-Sub Day
1. The Untouchables
2. Assign: Chap. 9, Sec. 1; Download Chap. 9 Review Sheet; Download Stock Market Crash 1929 graph--bring to class on Monday.
]]> Fri, 28 Jan 2011 19:12:07 PST //www.miracostahigh.org/homeworkItem1986194 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon., 1/17—MLK Day—No School

Tues., 1/18—California Budget Presentation—Sub Day
Topic: The 20s
Agenda:
1. Short Quiz on Chap. 8.1 & 8.3.
2. Finish Video & Handout: Boom to Bust (Century Series)
3. Assignment: Have the students count off by 3s. Each number will be assigned the following organization. Each of these initials belongs to a civil rights organization that was created in the early part of the 20th century.
1. ACLU
2. NAACP
3. ADL
For the organization you have been assigned, answer the following 6 questions:
1. What do these initials stand for?
2. What year was this organization founded?
3. Who were the founders of this organization?
4. Where was this organization founded?
5. What incident(s)/events caused this organization to be founded?
6. What is the purpose of this organization?


Wed., 1/20
Topic: Civil Liberties, Women, the automobile & Reds?
1. Civil Liberties in the 20s
B. ACLU, ADL & NAACP—why now?—review of answers
2. New Morality
A. Women--Overheads/Handout: The New Woman--read & discuss
B. Scopes “Monkey” Trial--Read
3. Red Scare—how is this part of the battle between conservatism and progressivism?
4. Assignment: Bring your study guide and textbook tomorrow.

Thurs., 1/21
1. Work return—all homework
2. Discussion of study guide and study prep.
3. Automobile--Overheads: Powerpoint: Cars of the 1920s--Model T & Mass Production
a. Importance of moving assembly line
b. Importance of $5/day wages and 8 hr. day.
4. All is not well--farming.
5. Handout: Media in the 1920s
6. Handout: Jazz Era Slang
7. Overheads: Redondo in the 1920s
8. Assignment: Bring your study guide and textbook tomorrow.

FRI. 1/22
Topic: Final Review
Agenda:
1. Final Exam Prep
2. Assign: Test on Mon & Tues!

]]> Thu, 20 Jan 2011 18:41:59 PST //www.miracostahigh.org/homeworkItem1970295 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon. 1/10
Topic: Life in the 1920s
Agenda:
1. Race Riot 1919
A. What changed during WWI to cause these riots?
B. Do you agree with this woman’s comments?
2. How a Red is Made
A. Why a “Red Scare” now? What event helped produce this fear?
B. This is supposed to be a very sophisticated “comedy” piece. Is it funny? Why or why not?
3. Overhead: After the War—1920s Timeline on page two
A. Stability--peace, jobs, family, small town life, quiet, familiar, slow, rural.
B. Excitement--fun, risky, modern, new, different, urban, fast, wild
4. 1920s--Looking Forward (Urban) or Looking Back (Rural) Ex: Music: Country and Jazz
5. Nativism & Immigration
A. Why was nativism popular in the 1920s?
1. WWI--War--no immigration and no unemployment; lots of anti-foreign propaganda
2. Post-WWI--returning soldiers, high (although temporary) unemployment
3. Red Scare (describe) “How a Red is Made” & Sacco & Vanzetti case (describe)--immigrant ideas were feared
B. How was nativism reflected in:
1. KKK resurgence?
2. Eugenics?—superiority is due to racial differences—like head size
3. Fundamentalism?
C. These nativist fears resulted in Immigration Reform
1. 1921--Emergency Quota Act--3% of ethnic population from 1910 census-overhead
2. 1924--National Origins Act--permanent--2% of ethnic population from 1890 census--why use old census data?-overhead
3. These acts ignored one group of immigrants, who, after the Newlands Reclamation Act was passed, started entering the US in very large numbers. What group of immigrants was this? Mexicans.
6. Assignment:
A. California is not exempt from Nativism—Handout: "Middle Class on the Move".

Tues. 1/11
Topic: 1920s
Agenda:
1. Collect Chap. 7.1 & 7.2 Worksheets
2 Handout: Give Me Your Tired, Your Poor?--Do A-G one at a time in pairs, then offer answers to whole class.
3. California is not exempt from Nativism—Handout: "Middle Class on the Move".
4. Hand out Worksheet for Video.
5. Video: 1920-29: Boom to Bust
6. Assign:
A. Read Chap. 7, Sec. 3

Wed. 1/12
Topic: New vs. Old--The 20s: African-Americans
Agenda:
1. Background to Harlem Renaissance:
A. Overhead: Jim Crow
B. Plessy vs. Ferguson
C. Handout: KKK
D. Re-segregation of the Fed'l Gov't. Handout: African-Americans Protest
2. Handout: Harlem Renaissance
A.. DuBois, Washington & Garvey—whose ideas shall A-A accept?
B. Garvey & Back-to-Africa
3. Assign: Download and bring to class tomorrow:
a. High School Expels Boy for Drinking—read and bring to class.
b. Guild Spirit Infects Speakeasies—read and bring to class.
c. Benefits of Prohibition--only print this if you sit on the left side of the class (my left). You should download, read and type a list of all the benefits of prohibition mentioned in this article.
4. Absurdities of Prohibition--only print this if you sit on the right side of the class (my right).You should download, read and type a list of all the problems with prohibition mentioned in this article.
5. Iron Laws of Prohibition--bring to class tomorrow!

Thurs. 1/13
Topic: 1920s--Prohibition
Agenda:
1. Handout: Harlem Renaissance
A.. DuBois, Washington & Garvey—whose ideas shall A-A accept?
1. Washington: First economic equality then political and social equality. Criticized by Dubois—you are accepting segregation and Jim Crow. You are saying it is acceptable.
2. DuBois—demand political and social equality, then get economic equality.
3. Garvey—Self help and black nationalism--also Back-to-Africa
1. Open a discussion of why certain substances are banned. What are some drugs legal (tobacco, alcohol) and others are not (marijuana, heroin)? The goal of this discussion is to look at both the real harm that drugs do, and how “old” drugs, like alcohol and tobacco, are legal simply because they have been around so long. Marijuana was banned because it was associated with Mexican immigrants, opiates like morphine and heroin, were banned because they were associated with the Chinese.
2. The class has already been split between in two: prohibition is good and prohibition is bad. Let the two sides discuss the lists they created last night. Have a couple of members of each side quickly write their list on the whiteboard and discuss each.
3. Assign for Tues: Chap. Chap. 8, Sec. 1 & Chap. 8, Sec. 3

Fri., 1/14
Topic: Politics in the 1920s
Agenda:
1. Open a discussion on whether the problems associated with the prohibition of alcohol are also true with our current prohibition on other drugs. Has our war on drugs worked? What are the dangers of legalization or decriminalization? With all of the pot dispensaries in LA, do you think this will make legalization more likely?
2. Have students take out their "Boy Expelled" article. Do they think such an article would be written today? Why or why not? Why was the article written? What do you think happened to the boy in the article?
3. Have students take out their “Guild Spirit Infects Speakeasies” article. What does it tell you about the number of illegal saloons, and how excepted they are, that they are thinking of forming a union? What happens to respect for the law when it is so widely violated?
4. Discussion:
A. Politics
1. Harding--"A Return to Normalcy" What does this mean?
a. Let's mellow out for a while--go back to the way things used to be before all that hubbub--WWI, progressivism, immigration.
b. Pro Big Business--What is good for GM is good for America.
c. No League of Nations--WWI was a failure--didn't solve anything, so let's return to our old isolationism.
2. Problem--Harding brings "Ohio Gang" with him to Washington. They begin selling access to their offices--with the Teapot Dome Scandall--Sec. of Interior Fall selling oil exploration rights in Wyoming for $$$. Harding solves problem by dying.
3. Coolidge takes over--"Keep Cool w/ Coolidge" Same as normalcy--don't rock the boat. He is also a pro-biz Republican--this is when the Republican Party becomes the party of big biz--Teddy and Taft were liberal reformers--not any more.
4. Handout: Political Policies of the 1920s--Internationally isolationist--if possible.
a. Washington Disarmament Conference--nice talk, no action.
b. Kellogg-Briand Pact--"Hey, let's outlaw war." Yeah, that should work. Again, talk, no action.
c. Dawes Plan--$$ from US to Germany, who gives it to France and England, who give it back to the US--a stop gap measure at best which doesn't solve problem--but we don't want to get involved enough to solve problem--which will come back to haunt us later.
5. Video: Boom to Bust.

]]> Thu, 13 Jan 2011 19:14:22 PST //www.miracostahigh.org/homeworkItem1955058 //www.miracostahigh.org/apps/classes/340058/assignments/
Tues. 1/3
Topic: The US in WWI
Agenda:
1. We stay “neutral” at the beginning of WWI—why? Onion Overhead: War Declared
2. Why did the U.S. get involved—according to your book—can we trust these arguments? Do they make sense?
A. Unrestricted submarine warfare—Lusitania—sunk in 1915 and war in 1917? Big deal for British-why? Overhead: Timeline to US Entry
B. Zimmerman note—Mexico wars on US for part of US land—intercepted by Britain-reliable? How does this related to US-Mexico relations before the war? (Pancho Villa in NM).
C. Trade links—overhead: WWI Because of $$$—the “real” cause of WWI? Or merely another good reason?
D. Cultural and linguistic ties—what about German cultural and linguistic ties?
3. What reasons did Wilson give for involvement? Reading-A Declaration of War.
A. Submarine warfare--but emphasis on loss of life not trade--why? Why did Germany do this?
B. Germany is already at war with us, we are just defending ourselves--and mankind. Germany is a bully and we are a peace-loving people.
C. We are "Making the world safe for democracy." Why is this argument flawed?
D. Why no arguments about cultural and linguistic ties? Zimmerman note?
4. What are American goals in the war? Reading: Peace w/out Victory
5. Video: Shell Shocked: 10-15 minutes—covers start and early course of war, American neutrality and early effects.
8. Assignment: Read Chap. 6, Sec. 2; download and complete Chap. 6-2 Guided Reading Activity

Tues., 1/4
Topics: The US Enters WWI-Chap. 6.2
Agenda:
1. Hand in 6.2
2. Test Return
3. New Seats
4. Effects of WWI
A. Conscription (Draft)-new system called “selective service” created—2.8 million men called up. Progressives worry this violates democratic principals.
B. African-Americans--they join the army to fight for equality and inclusion; acquire new jobs in factories--men at war leave many openings; move to northern cities (Great Migration) to acquire these jobs--A-A leaving the south in large numbers for the first time; experience equality in Europe.
C. Women--assume new roles--economic, social, political—11,000 serve in Navy. Used as clerks in the Army; nurses actually serve overseas. 19th amendment passed right after the war. Women move into workforce but most leave after the war
D. Gov't Policy--anti-trust and fear of big biz lessen during war--Big Biz runs the war effort and booming economy lessons concern about workers and consumers being taken advantage of.
D. Civil Rights--for the first time, the Supreme Court decides that the right of free speech is a limited one.
1. War Industries Board--typical Progressives--gov't picks experts to run the war--also very different--Big Biz is running the war. What happened to anti-trust? It is gone for some time to come. Cooperation between Wall Street & Washington—Bernard Baruch—a Wall Street baron—runs the board.
2. Food Admin—victory gardens, and heatless, meatless and wheatless days
3. Daylight savings time introduced as a coal saving measure—originally proposed by Franklin.
4. Liberty and Victory Bond drives raise money.
E. Mobilizing the Workforce
1. No strikes (Nat’l War Labor Board). In exchange, workers get 8 hr. day, right to organize unions and bargain collectively.
2. Immigration from Europe slows during the war—this will lead to severe restrictions in the 20s.
3. Mexicans move north for jobs—severe discrimination.
5. Assignment: Read Chap. 6, Sec. 3; download and complete Chap. 6-3 Guided Reading Activity: Download WWI Readings package; download Weapons of WWI timeline

Wed., 1/5
Topic: 1) Civil Liberties in Time of War 2) New technologies & modern war. 3) American soldiers in the war.
Agenda:
1. Turn in Chap. 6-3 Guided Reading Activity
2. Ensuring public support for the war—Overhead: On The Home Front
A. Committee on Public Information--Are they to provide war information to the public? NO! They are to convince the U.S. people to support the war--this is a propaganda machine. They also sell war bonds to pay for the war.
B. Civil Rights-- Are civil rights secure during time of war? For the first time, the Supreme Court decides that the right of free speech is a limited one.
1. WWI Readings Package
a. Espionage Act--Limits Free Speech against the War
b. Schenk vs. U.S.
--Is the Espionage Act constitutional? Yes
--Can the 1st amendment be limited by the gov't? Yes
--Is war a good enough reason to limit the 1st amendment? Yes
c. Holmes says that as long as the danger is "Clear and present," such as yelling fire in a crowded movie theater, the gov't may restrict speech if it has a compelling reason for doing so.
3. On the Homefront Time Line Activity 6--Weapons of WWI. How did these weapons help WWI become the first modern war? What does the term "modern war" mean?
4. U.S. Soldiers--young, inexperienced, but plentiful. High morale and sheer numbers help swing the tide of battle to the Allies.
A. Women and African Americans enter the war--women for the first time.
B. Selective Service--what is it?
5. Assignment: Read: Chap. 6, Sec. 4; download and complete Chap. 6-4 Guided Reading Activity; download 14 pts/Versailles Treaty/League of Nations

Thurs., 1/6:
Topic: WWI Wrap-up
Agenda:
1. Turn in Chap. 6-4 Guided Reading Activity
2. War's End--what happened?—Handout-14 pts/Versailles Treaty/League of Nations
A. Big 4--Italy, U.S., Britain, France. Who isn't there? An imposed peace is an unstable peace-Reading-Peace w/out Victory
3. What happened at Versailles Treaty? The basis for WWII.
--$33 billion in reparations will ruin Germany economy.
--Give back Alsace-Lorraine
--Downsize Army & Navy
--Lost land to Poland and Russia (split in two)
--Lost all colonies--Mostly to Britain and France
--War Guilt Clause
4. 14 pts--ignored. Why? B & F want to punish Germany. Wilson says--okay--as long as I can get:
5. League of Nations. But the Senate says: No! Reading: On the League of Nations.
6. Why no League of Nations?
a. Disillusionment after war—casualties (overhead), economic downturn, high immigration, no “real” solution to European problems—was WWI really worth fighting?
b. If League is supposed to defend weak nations, will this mean more war instead of less?
c. Wilson’s stroke
d. Wilson disrespects Senate
e. Legal argument—only people can transfer sovereignty to L of N, not gov’t. US Constitution is supreme law—not League of Nations charter.
7. Spanish Influenza Pandemic—40 million dead—flu still a problem now?
8. Assignment: Download and answer: Content Vocabulary Activity 6 and Reteaching Activity 6.

Fri., 1/7
Topic: The End and Aftermath of WWI
Agenda:
1. Was the most important event during WWI not WWI?
Handout: Flu Epidemic of 1918 Sent Chills Through State
Discussion Questions After They Have Read the Article:
1. Q: How did the war contribute to the pandemic?
2. Q: The US government enacted very strict rules to combat the disease. Do you think the US would use the same rules now? Why or why not?
3. Q: A great many “quack” medications came out to fight the disease. Would the same thing happen today?
4. Q: 40 million dead—flu still a problem today?
2. Students should turn in Reteaching Activity 6
3. Students should trade and grade Content Vocabulary Activity 6 (Grade sheet attached. Each question is worth 1 pt., 14 pts. total). Quick review using worksheet.
4. Handout: Global Peacemaker
Discussion: How is the war going to effect people’s behavior in the 1920s? What will soldiers want? Women? African-Americans? How will it influence dress, morals, music?
5. Video: Shell Shock
6. Assignment: p. 406-23; Complete Guided Reading 7.1 & 7.2; Bring Race Riots 1919 and How a Red is Made to Class on Monday.

]]> Fri, 07 Jan 2011 18:32:03 PST //www.miracostahigh.org/homeworkItem1954160 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon., 12/13
Topic: Progressivism--Success of Failure? Review for Exam
Agenda:
1) Progressivism--a success?
A. Overheads: Progressivism--slides 1 & 2
B. DBQs--last page--Progressive Legislation
C. Overheads: Progressives & Education
D. Reading: Progressive Legacy
E. Conservation
2) Progressivism--a failure?
A. Progressivism & Racism (will discuss Racism in the Unit on 1920s)
B. Progressivism & Imperialism
1. Overhead: Big Stick Cartoon
2. Readings: Panama Canal; Roosevelt Corollary
3) Structure of the test
4) Assign: Study for Test

Tues., 12/14
Topic: Progressives-Unit Exam, Chap. 5
Agenda:
1. Chap. 5 Exam

Wed., 12/15—Late, Late start day
Topic: WWI
Agenda:
1. Onion Headlines—making fun of the Progressives
2. What do you know?
A. What caused it? (Proximate cause—assassination of Archduke Ferdinand)
B. Long Term Causes—from World History

Thurs. 12/16
Topic: WWI—how it started, why it spread
Agenda:
2. What started WWI? What was the proximate cause?
2. Lecture/Discussion/Overheads: The four M.A.I.N. causes for The Great War—General Overview using maps, and readings.
--Maps of Europe before WWI
-Militarism/Mobilization--war is good/solves problems—Greatness of War reading
-Alliances—competition for land makes war becomes more likely and bigger once it starts
--Maps of alliances
-Imperialism--war becomes a "world" war
--Overhead: maps of empire
-Nationalism--unity and patriotism above all else—the Greatness of War again--perfect for war
3. War Breaks Out--The Schlieffen Plan—overhead
4. Assign: Chap. 6, Sec. 1

Fri. 12/17
Topic: The US in WWI—Hawaiian Shirt/Ugly Sweater Day!!
Agenda:
1. War Breaks Out--The Schlieffen Plan—overhead from yesterday
2. What was the war like? Reading: Poems (back side of Greatness of War handout from yesterday)
3. A WWI Christmas Story—the naivete and sense of order and rules that prevailed in 1914 will be crushed and disappear by 1915.

]]> Wed, 22 Dec 2010 13:21:11 PST //www.miracostahigh.org/homeworkItem1932660 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon., 12/6
Topic:
Agenda:
1. Progressives Chart—Extending Democracy—very quickly—Review
A. Overhead: Progressive Political Reforms—reforms & why they were needed
2. Progressives Chart—Social Problems—review
B. Overheads: Child Labor & Crowded Tenement
3. Handout: Voting Rights for Women A. In pairs, read the list and on a separate piece of paper answer questions 1 and 2 at the bottom—Gibson Girl Image
4. Handout: Leroy Cummings Believes Women Have No Need to Vote
5. Handout: Progressive Legislation
Tues., 12/7
Topic: Roosevelt vs. Taft
Agenda:
1. Progressives Chart-Big Business
2. Discussion of Teddy Roosevelt:
A. Pure Food & Drug Act
B. Trust-Buster—not really, but did have the first prosecution of an anti-trust case under the Sherman Anti-Trust Act—Northern Securities Case.
C. Reformer, not a buster—wanted to regulate and persuade big companies to act better, not really interested in breaking them up—Coal Strike of 1902.
D. A progressive domestically, but a social Darwinist internationally—an unapologetic imperialist.
3. Lecture: Roosevelt vs. Taft
A. Similarities--Good Progressives
1. Economic reform--Children's Bureau to limit child labor (not to eliminate it, however)
2. Conservation--Bureau of Mines and many national park/forest lands.
B. Differences--Many and severe
1. Style--Roosevelt--bold, personable and visionary--set agenda and let others take care of the details; Taft--quiet, conservative, a good administrator, but not inspirational.
2. Trust-Busting--Roosevelt talked a good game, but really supported regulation and arbitration; Taft actually broke companies up--twice as many suits as Roosevelt.
3. Tariff--Roosevelt wanted a lower tariff, but was too smart politically to ask for one; Taft thought it was the right thing to do and tried to get it--although he failed.
4. Big Stick vs. Dollar Diplomacy
In the end, Roosevelt really liked being President, so after he got through killing off half the animals in Africa, he decided to run for a third term.
4. Test Return/review

Wed., 12/8
Topic: How were the Progressives Different?--Economic Reforms
Agenda:
1) Handout: Role Reversal
2) Overhead: Women at Work—discuss Triangle Shirtwaist Fire
A. On board: Workplace Safety for men, women and children—children—child labor laws, compulsory ed; women—8 hr day—Muller vs. Oregon—gov’t can limit work hours; men—workmen’s comp
B. Laws start by limiting effects on women/children. Conjoins “weaker” groups, but paves way for men to enjoy same protections later.
3) Overhead: Gibson Girl
4) Overhead: Patent Medicines--why the FDA was needed.
5) Overhead: Populists vs. Progressives

Thurs., 12/9
Topic: Progressivism and the Use of Quotes
Agenda:
1) Cultural History--fun and games in 1910 America--vaudeville, Coney Island and more
A. Reading: Transportation and Leisure Time in NY
B. Reading: Corbett-Sullivan Fight
2) Overhead: The Model T—how did cars influence America during this era?
3) DBQ Reading: A selection of quotes--how to interpret and use them in a paper.
4) (If time) Video: Seeds of Change
7) Assign: Chap. 5, Sec. 4--Wilson in the White House

Fri., 12/10
Topic: Wilson in the White House
Agenda:
1) Election of 1912--Overhead: Progressivism #3
2) Overhead: Daily Focus Skills Transparency--New Nationalism vs. New Freedom
3) Wilsonian Economic Reforms
a) Income Tax--legal or illegal?
b) Federal Reserve System--Handout
c) Fair Trade Commission-FTC--regulate trade practices
d) Keating Owen-Child Labor Act--no one under 14 in goods for interstate commerce--why only interstate goods?
e) Adamson Act--8 hr day for railroad workers
f) Overhead: 8 hr day letter


]]> Wed, 08 Dec 2010 18:41:37 PST //www.miracostahigh.org/homeworkItem1911833 //www.miracostahigh.org/apps/classes/340058/assignments/ Mon. 11/29
Topic: Progressives & Immigration
Agenda:
1. Handout: Progressive Immigration Legislation
2. Assign: A) Handout: 6 letters to the editor B) Handout: Worksheet. Read the 6 letters and fill out the worksheet.
2. Review/discussion of worksheet
3. Write four counter-arguments (pro-immigration).
4. Begin a letter to the editor, either pro- or anti-immigration. Make sure to refer to at least one counter-argument in your letter.
5. Assign: A) Finish and type your letter. It must be one page, double-spaced, 12 pt. typed, 1' margins.

Tues. 11/30
Topic: The Progressives—an overview
Agenda:
1. The 20th C. has arrived! What is wrong with America? (On Whiteboard)
A. Industrialization—Big Business
B. Immigration
C. Urbanization
D. Poor working conditions/child labor
2. How do we fix these problems—gov’t—a big change. Previously, during floods and locust infestations you were expected to fend for yourself—gov’t would not and should not help. That belief is starting to change.
3. Letters to the Editor: Read excerpts—focus on words—disease—bacterial basis for infection is now known—cleanliness and sanitation become very big middle class concerns. Also notice how important time is becoming—pace of life is increasing. Even our brand new wrist watches have a second hand.
4. Begin Video: The Progressive Movement
5. Assign: Bring Your Book to Class tomorrow; Read Chap. 5, Sec. 1

Wed., 12/1
Topic: Problems faced by the Progressives—an overview
Agenda:
1. Handout: Read & Discuss--Overview: The Progressive Era
2. Handout: Problems & Solutions of the Progressives Chart
A. Progressive reforms can be broken into four categories, which are listed across the top of your chart. Using the information contained in your textbook, Chap. 5, Sec. 1, complete the “Extending Democracy” section. I have provided an example. The number next to the word “Solution” indicates how many listings you should have for each of the four categories. Students will work in pairs. Check answers as a class.
3. Finish Chart
4. (If time) Finish Video: The Progressive Movement-Schlesinger from yesterday.
5. Assign: Chap. 5, Sec. 2 + Guided Reading Worksheet; Bring book to class tomorrow.

Thurs., 12/2
Topic: Progressives & Immigration
Agenda:
1. Trade & Grade Chap. 5, Sec. 2 worksheet
2. Reading: Read pp. 336-338 and answer the following questions—typed, double-spaced, 12 pt., 1” margins:
A. What is the main goal of the plant owner?
B. Do you think Jurgis’s enthusiasm about life in America was typical of the immigrants of this time? Why or why not?
C. What do you think Upton Sinclair’s purpose was in writing this story? Did he succeed?
3. Share answers to questions.
4. Assign: Chap. 5, Sec. 1 & 2 quiz tomorrow—20 questions, no essay.

Fri., 12/3
Topic: Immigrants and the Progressives
Agenda:
1. Video: The Progressive Era—Just the Facts series + handout
2. Quiz: Chap. 5, Sec. 1 & 2
3. Assign: Chap. 5, Sec. 3

]]> Tue, 30 Nov 2010 18:19:44 PST //www.miracostahigh.org/homeworkItem1893198 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon., 11/15
1. Re-watch the end of the Schlesinger: US & the World video.
2. Lecture: Imperialism continues
3. Quiz on Chap. 4, Sec. 3.
7. Handout: Test Review Sheet & how to study for the exam on Friday.

Tues., 11/16
1. How many sq. ft. is your house?
2. Discussion: How rich is rich? Breakers mansion tells us a great deal about the time.
3. Video: Newport Mansions
4. Handout: Standard Oil Packet—rich folks like Rockefeller thought they were doing good, although they often cheated and corrupted legislatures. What was it like to be on the other end of the scale--an immigrant?
5. Immigration and Statistics
6. Overhead: Ellis Island
7. Handout: Ellis Island

Wed., 11/17-Late start
Topic: Review
Agenda:
1. Hand back all work.
2. Video: The Gilded Age

Thurs., 11/18
Topic: Test Review
Agenda:
Agenda:
1. Compare answers on study guide.
2. Qs on Study Guide.
3. Quick Test—Activity 3 & 4
4. Final Hints

Fri., 11/19
Topic: Chap. 3-4 Exam
Agenda:
1. Chap. 3, 4 Exam

]]> Thu, 18 Nov 2010 16:20:32 PST //www.miracostahigh.org/homeworkItem1876063 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon., 11/8
Topic: Populism
Agenda:
1. Group D Presentation/handout
2. Powerpoint: Populism
3. A. Discussion-:Problems in the cities:
1. Problems: Long Work hours, bad/dangerous conditions, low pay, giant corporations
2. Solutions: 8 hr day, strikes for better pay and safer conditions, union recognition
3. Business response: blacklist, closed shop, lockout, gov’t intervention
B. Problems in countryside
1. Problems—high freight rates, high interest rates, corrupt legislatures, bad economy-panics in 1857, 1873, 1893, low crop prices
2. Solutions: Populist Party: Graduated income tax—limit power of rich/corporations, Silver backed currency, Gov’t ownership of RRs, Direct election of Senators—avoid the political machines in the big cities,
4. Overhead: Populism and my powerpoint on populism
5. Quiz on Populism
6. Assign: Chap. 4, Sec. 1 & 2 + worksheets

Tues., 11/9
1. Turn in Guided Readings, 4.1 and 4.2.
2. Students will give their Powerpoint presentation.
3. Hand out: Anti-Chinese Propaganda—
A. Read Background Information.
B. Discuss: How did racism influence imperialism? How do racist beliefs affect groups (blacks, nativists, immigrants) in the U.S.?
C. Have students analyze each of the cartoons—meaning, symbols, captions, etc.
4. Video & Handout: US and the World

Wed.. 11/10
Topic: Imperialism
1. Music: Maple Leaf Rag—Scott Joplin
A. Music tells us of the time in which it was composed.
1. Joplin is black—A-As are becoming part of mainstream American culture.
2. Ragtime is piano music—pianos are a sign of middle class wealth—industrial society has created a managerial class that can afford this kind of instrument.
3. Ragtime is urban music—fast, frenetic and syncopated. March music (which it replaced in popularity) was steady and meant for the small towns that played this style.
2. Finish video from yesterday.


Thurs., 11/11—No School

Fri., 11/12
Topic: Review—Industrialization, Immigration & Urbanization
Agenda:
1. Last five minutes of video.
2. Review of Imperialism—
A. Why?
B. When?
B. Where?
C. Who?
3. Imperialism Overheads
4. Handout: Taft--Dollar diplomacy
5. Chap. 4, Sec. 1 & 2 Quiz
6. (If time): Grade Quiz in Class.
7. Assign: Read Chap. 4, Sec. 3—Quiz on Monday; How many sq. ft. is your house?

]]> Thu, 11 Nov 2010 18:51:01 PST //www.miracostahigh.org/homeworkItem1855227 //www.miracostahigh.org/apps/classes/340058/assignments/ Mon. 11/1
Topic: Immigration, the Growth of Cities & Political Machines
Agenda:
1. Turn In Chap. 3, Sec. 3 worksheet
2. Handout: Group B Study Guides
3. Group B Presentation/handout
4. Overheads: Politics, Cities & Immigration
5. Schlesinger Video & Handout: Immigration & Cultural Change

Tues. 11/2.
Topic: Immigration, the Growth of Cities & Political Machines
Agenda:
1. Complete Schlesinger Video
2. Quiz on Group B Presentation, Chap. 3.3
3. Handouts and Chap. 1-3 Resources overheads: Immigration & Political Machines
4. Assign: Chap. 3, Sec. 4 + worksheet—available under handouts

Wed., 11/3
Topic: Social Darwinism & Social Gospel
Agenda:
1. Complete Handouts & Chap. 1-3 Resources Overheads
2. Turn in Chap. 3, Sec. 4 worksheet
3. Group C Presentation/handout—Social Darwinism & Social Gospel
4. Powerpoint: Social Darwinism & Social Gospel

Thurs., 11/4
Topic:
Agenda:
1. 4 issues for exam—Social Darwinism, social gospel, Americanization, Gospel of Wealth—who, what, where, when, why, how? Students study in pairs.
2. Quiz on Group C’s presentation, Chap. 3, Sec. 4
3. Schlesinger Video & Handout: A Nation in Turmoil
4. Assign: Chap. 3, Sec. 5 worksheet


Fri., 11/5
Topic: Populism and the Populist Party
Agenda:
1. Turn in 3.5 worksheet
2. Finish Schlesinger video & worksheet.

]]> Sun, 07 Nov 2010 15:07:40 PST //www.miracostahigh.org/homeworkItem1835899 //www.miracostahigh.org/apps/classes/340058/assignments/ Mon., 10/25
Topic: Study Guides
Agenda:
1. Handout of old study guides
2. Allow students to peak at old Powerpoints.
3. What caused/allowed America to industrialize? What advantages did America have?--On Board
4. What were the effects of this rapid industrialization?--On Board
5. Handout: Causes & Effects of Industrialization

Tues., 10/26—In Library
Topic: Study Guide Work
Agenda:
1. Study Guide
A. Final Outline due by tomorrow (Wed.).—This is what the Chairman will be graded on.
B. Study Guide Structure is as follows:
1. Cover Page—On this page:
Title (The Overall/Main Question you are answering)
Members of the Group & what each group member did.
Example:
Group A-1: Trace the emergence of the U.S. as an industrial power.
Lolita Robinson-Researcher, Questions 1 & 6
Gurgle Backsplash-Researcher, Questions 2, 4 & 5
Blank Clueless-Researcher, Question 3, Presenter
Headsup Lookaround-Chairman
2. Outline
3. Individual Questions & Backup—This should be in the same order as the study guide (Q 1-6).
a. The answers compiled by each researcher (the ouline info sent from the researcher to the Chairman) and any backup (the printed page from each website you visited plus any other sources you used).
2. When and how to turn in to turn electronic version of the Study Guide & Presentation.
A. Send to: wknutson@mbusd.org
B. Your e-mail should be labeled: Study Guide _ (the letter of your question), Per. 2 5 or 6. So, for example, if you did the study guide for question B in 6th period, your e-mail would be labeled: Topic B, Per. 6. For presenters, it should be labeled Presentation _ (the letter of your question), Per. 2, 5 or 6. Example: Presentation A, Per. 5
b. I will be opening and viewing these at approximately 6am Wednesday morning. If your work is not there, it is late, and your grade will be lowered accordingly.
3. Final Thoughts on Study Guides and Presentations:
A. Chairmen/women: No matter what has been given to you, try and make it as clear and complete a study guide as you can.
B. Presentations:
1. Do not simply read information off the screen or off a note card—THIS IS BORING! Your audience will have the study guide in front of them. Explain the images on the screen, give examples, ask and answer questions.

Wed., 10/27
Topic: Turn in Study Guides & Powerpoints
Agenda:
1. Check to see if all study guides & powerpoints are completed and turned in.
2. Test Return & Discussion
3. Schlesinger Video & Handout: Industrialization & Urbanization
4. Assignment: Read Chap. 3, Sec. 2 and complete worksheet

Thurs., Oct. 28
Topic: Industrialization, Robber Barons & Unionism
Agenda:
1. Complete video.
2. Group A Presentation/handout
3. Test Return

Fri., Oct. 29
Topic: Immigration, the Growth of Cities & Political Machines
Agenda:
1. Quiz on presentation, reading
2. Turn in Chap. 3, Sec. 2 worksheet
3. Discussion of presentation
4. Overheads: Industrialization and Economics—Post-Civil War
5. Overheads: Politics, Cities & Immigration
6. Schlesinger Video & Handout: Immigration & Cultural Change
7. Assignment: Chap. 3, Sec. 3 + worksheet—available under handouts

]]> Thu, 28 Oct 2010 19:17:10 PDT //www.miracostahigh.org/homeworkItem1816972 //www.miracostahigh.org/apps/classes/340058/assignments/ Mon., 10/18
Topic: Death of Reconstruction
Agenda:
1. Death of Reconstruction
A. Panic of 1873 ends Republican Control--Democrats take over House
B. Compromise of 1877--Hayes president but troops out of South.
C. "New South" industrializes, but
D. tenant farming and sharecropping trap A-Americans in poverty.
2. Video: Reconstruction: The 2nd Civil War
a. White Men Only
b. Slavery w/out chains
c. Radical Reconstruction
d. War of Terror\
e. Secret Compromise
3. Questions on Review Sheet
4. Assignment: Prepare for tomorrow’s Exam.

Tues., 10/19
1. Unit Exam-Chap. 2, Sec. 3-5

WED., 10/20
1. Discussion: Industrialization--what do you think of when you hear this word?
A. Ideas and Impressions—what happened?—on board
B. Images—from pictures
2. Study Guide Project
A. Groups assigned
B. Questions assigned
3. Sample Study Guide Outline
4. Assignment--Study Guide-Part 1: Read the section of the textbook that pertains to your question. Bullet point or outline that information (include the page #) for tomorrow.

Thurs., 10/21—Great Shakeout Day
Topic: Industrialization, Urbanization, Immigration, Populism & Imperialism
Agenda:
1. Check on notes from reading last night.
2. Meet with each group to answer questions and give hints, discuss problems and pitfalls with each particular question.
3. Discuss layout of study guide and presentation.
4. Discuss how groups will work in library.
5. Website research, begin at www.besthistorysites.net and click on one of the topics listed on the left hand side of the page or look at www.teacheroz.com.
6. Handout: Info for all groups and all students—extremely useful for both study guide and next unit exam!!!!!!!!!!!

Fri., 10/22
Topic: Industrialization
Agenda:
1. Each period was in the library working on their study guide.
2. Reminders of what each group member is responsible for (Are researchers saving a page from each site they visit? Are Presentation people finding photos, graphs, charts and data?) and a brief discussion of what each question means.
3. Info for NY Times Historical Newspapers:
A. Home or school
1.Go to: http://www.proquestk12.com
2. Click on [My Product Page}
3. User Name: miracosta
4. Password: mchs
--As with #3, you will have the best luck clicking on the topics on the left hand side of the page. You can narrow your search later if you wish.
4. Assignment: Work on your project!
http://www.besthistorysites.net
http://www.teacheroz.com
]]> Thu, 21 Oct 2010 18:30:54 PDT //www.miracostahigh.org/homeworkItem1791123 //www.miracostahigh.org/apps/classes/340058/assignments/ Mon., 10/11—In Service Day—No School

Tues., 10/12
Topic: Civil War Causes and Battles
1. Complete Frederick Douglass reading/discussion.
2. Handout & Discussion: South Carolina secedes
3. Overhead: Causes of the Civil War—map of N and S during war.

4. Discussion of battles—using students paragraphs-why each of them was important.
5. Handout: Read each other’s paragraphs and critique them using paragraph writing rubric.
6. Students may either turn in paragraphs or correct them and turn them in tomorrow.
7. Test Return and Review

Wed., 10/13—Late, Late Start Day
Topic: Battles of the Civil War
Agenda:
1. Finished discussion of battles—March to the Sea and Appomatox
2. After discussion of Gettysburg, brief clip from Civil War video—to discuss:
3. Assignment: Chap. 2, Sec. 5

Thurs., 10/14
Topic: Effects of the War & Reconstruction
Agenda:
1. Changes during the war
A. Overhead: Civil War Battles—why did the South do well at the beginning (until 1863) and the North at the end of the war? Strengths and strategies.
B. Social Changes during the war--for soldiers and civilians, men & women, North & South.
C. Economic Changes—North & South
2. Effects of the War
A. Union preserved
B. Nat’l Gov’t stronger than states.
C. Slaves are freed.
D. South destroyed.
3. Lecture: Reconstruction
A. Reconstruction-defined
1. Rebuilding the South
2. Under what terms will the South re-enter the Union?
3. What will happen to the freed slaves?
B. Lincoln's Plan
1. Amnesty (pardon) if:
a. Loyalty Oath
b. Accept removal of slavery
c. When 10% do A & B--you can form a new state gov't
C. Radical Republican Plan
1. Prevent Confederate leaders from returning to power.
2. Make the Republican Party dominant in the South.
3. Help A-Americans achieve political equality (the vote)
D. Wade-Davis Bill--too harsh, Lincoln blocks w/ pocket veto.
E. Freedman's Bureau
1. Feed and clothe war refugees
2. Help Freedman find work, negotiate pay and hours on plantations, get some education.
F. Johnson's Plan
1. Loyalty oath
2. Confederate officers and officials can ask for pardon (which Johnson gives in large #s)
3. Ratify 13th Amendment-abolition of slavery
4. (If Time) Video: Reconstruction: The 2nd Civil War

Fri., 10/15
Topic: Reconstruction
Agenda:
1. Lecture: Reconstruction (continued from Thursday).
C. Radical Republican Plan
1. Prevent Confederate leaders from returning to power.
2. Make the Republican Party dominant in the South.
3. Help A-Americans achieve political equality (the vote)
D. Wade-Davis Bill--too harsh, Lincoln blocks w/ pocket veto.
E. Freedman's Bureau
1. Feed and clothe war refugees
2. Help Freedman find work, negotiate pay and hours on plantations, get some education.
F. Johnson's Plan
1. Loyalty oath
2. Confederate officers and officials can ask for pardon (which Johnson gives in large #s)
3. Ratify 13th Amendment-abolition of slavery
2. Southern whites attempt to defeat even Johnson’s weak Reconstruction
A. South attempts to defeat black participation with Black Codes
a. poll taxes
b. literacy test
c. grandfather clauses
3. Congress strikes back at these attempts—refuses to seat southern Congressman (like Jefferson Davis) and implements: Congressional Reconstruction
A. Civil Rights Act of 1866--citizenship to all born in U.S. (except Native-Americans); A-A can own property and expect equal treatment in court.
B. 14th Amendment--citizenship to all born or naturalized in the U.S.; due process of law; equal protection.
C. Military Reconstruction Act--5 military districts
4. Johnson's Impeachment and near removal
A. 15th Amendment--guarantees A-Americans the right to vote.
5. Republican Rule in the South
A. Of scalawags and carpetbaggers
B. Schools, roads, hospitals, RRs--and high taxes
C. Rise of the KKK
6. Video: Reconstruction: The 2nd Civil War
7. Assignment: Begin working on your review sheet for the Chap. 2, Sec. 3-5 exam.

]]> Thu, 14 Oct 2010 19:59:41 PDT //www.miracostahigh.org/homeworkItem1769218 //www.miracostahigh.org/apps/classes/340058/assignments/ MON., 10/4
Topic: Chap. 1, Sec 3, Chap. 2, Sec. 1 & 2 Exam
Agenda:
1. Music: Joshua fit the battle of Jericho
2. Last Questions?
3. Exam
4. Handout: Chap. 2, Sec. 3 worksheet
5. Assignment: Chap. 2, Sec. 3 + worksheet

Tues., 10/5
Topic: Causes of the Civil War
Agenda:
1. Chap. 2, Sec. 3 Worksheet--grade in class.
2. Overheads: Causes of the Civil War.
4. Assignment:
A. Three-column Chart:
1) Column One—Causes of the Civil War--2 long term and 2 short term (immediate) causes.
2) Column Two-Describe, in detail, the 4 causes.
3) Column Three—How did this help cause the Civil War.
MUST BE TYPED!!!!!!!!!!!!!!

Wed., 10/6
Topic: Causes of the Civil War/Civil War
Agenda:
1. Oral Defense of Causes of the Civil War Assignment
2. Video: Causes of the Civil War
6. Chap. 2, Sec. 4-p 206-210; Take your 3-column assignment from yesterday and add as many causes as you can to your list--don't worry about column 2 and 3 for now, just fill in column one as completely as you can.

Thurs., 10/7
Topic: Causes of Civil War
Agenda:
1. Causes of the Civil War on the whiteboard--quickly!
2. Video: Causes of the Civil War

FRI., 10/8
Topic: Battles of the Civil War
Agenda:
1. Video: Causes of the Civil War
2. Reading: Dred Scott
3. What's so bad about slavery? Reading: Frederick Douglass
Section 1:
“could, with his slightest word, have made me tremble like a leaf in a storm.” Why did Douglass feel this fear?

“as heedless of the consequences, at the moment, as if we stood as equals before the law. The very color of the man was forgotten.” Why use these particular phrases? What does this tell us about how ingrained ideas of white superiority were, even for black men?

Section 2:
Why is Douglass on the defensive? Why doesn’t he strike Covey?

Section 3:
“He had been to Mr. Helmsley’s to spend Sunday with his nominal wife.” What is a nominal wife? Why can’t slaves have a “real” wife?

“Bill, who knew precisely what Covey wished him to do, affected ignorance, and pretended he did not know what to do.” Why does Bill do this instead of simply refusing?

“My master hired me here to work, and not to help you whip Frederick.” Whose slave is Bill? How does this help explain his ability to defy Covey?

Section 4:
The whole passage should be read. Why doesn’t Covey touch him? Why wasn’t direct, physical defiance common among slaves?
4. Handout: Antietem Battle Paragraph—use as a guide for your homework tonight.
5. Assignment: p. 210-215; Write a paragraph describing one of the 7 major battles of the Civil War and why it was important.
1. Fort Sumter. 2. 1st Battle of Bull Run. 3. Gettysburg. 4. Vicksburg. 5. Sherman's March to the Sea. 6. Appomattox.


]]> Mon, 11 Oct 2010 17:38:15 PDT //www.miracostahigh.org/homeworkItem1762641 //www.miracostahigh.org/apps/classes/340058/assignments/
Mon. 9/27--Creating Modern America
Topic: Economic & Political Changes in the Early Republic
1. Handout: Hamilton & Jefferson—Federalists vs. Democratic Republicans
2. Hand back Chap. 2, Sec. 1 & 2 worksheets to correct and to discuss:
A. How did the Federalists and D-Rs feel about the big issues of this time period?—Chart on whiteboard. Nat’l Bank? Taxes & Tariffs? Farms vs. Factories? Rich vs. Poor? Stability vs. Democracy? Make chart in notebooks Feds vs. D-Rs while correcting worksheet.
3. Handout: The Election of 1800—Jefferson talks like a Democratic-Republican, but when he becomes president he often acts more like a Federalist. Particularly when it comes to:
4. Louisiana Purchase—importance—enumerated or implied power?.
A. Why do we want Louisiana?
B. Why is France willing to sell it?
5. Louisiana Purchase & Lewis & Clark--overhead
A. Handout: Why did Lewis & Clark go?
B. Handout: Exploring the West: The Journey of Lewis & Clark.
1. What did Lewis & Clark's trip change for Americans? Indians?
6. Overhead: Population Growth—America is growing geographically and numerically
7. Assignment #1: p. 182-9; Q. 1, 2 & 5 on p. 189.

Tues., 9/28
Topic: Economic and Social Changes in America
Agenda:
(Cont’d from yesterday)
1. Louisiana Purchase—importance—enumerated or implied power?.
A. Why do we want Louisiana?
B. Why is France willing to sell it?
2. Louisiana Purchase & Lewis & Clark--overhead
A. Handout: Why did Lewis & Clark go?
B. Handout: Exploring the West: The Journey of Lewis & Clark.
1. What did Lewis & Clark's trip change for Americans? Indians?
3. Overhead: Population Growth—America is growing geographically and numerically
4. Handout: Log Cabins--What does this primary source tell us about life on the frontier?
5. Overhead: Transportation Revolution—US is changing economically as well
6. Group Work: Which job & why? a) Toll road owner. b) Canal owner. c) Railroad owner. d) Steamship owner. Tell me the advantages of owning this type of transportation? What are the problems with the other types of transportation? Think about things like: Which is more expensive to build initially? Which is most affected by weather? Which is limited by terrain and resources?
6. Hand in Q 1, 2 & 5, p. 189.
8. Assignment: 1. Handout: A Plea for an American Language 2. Handout: The American Spirit 3. Handout: Looming Changes for Women.

Wed., 9/29
Topic: Industrial Growth and Women: Political Growth and Men
Agenda:
1. Work return
2. Overhead: 2nd Great Awakening--importance?
3. Social Reform
a. temperance
b. prisons
c. women
d. abolition
e. The odd reform movement I can't talk about here.
4. Industrial Revolution--women lead!
5. Handout: Lowell Mill Girls
6. Overhead: Lowell Mill Girls

Thurs. 9/30—Short Day—Back to School Night
Topic: Political Changes in America
Agenda:
1. Political Changes in America
A. McCulloch vs. Maryland and Marbury vs. Madison
B. Whiskey Rebellion
C. Election of 1800-tie-passage of 12th Amendment
D. War of 1812—Battle of New Orleans
E. Invasion of Florida—to re=acquire slaves
F. Missouri Compromise
4. Assign: Bring in a list of 10 items you think will be on the test on Mon. (3 groups, 1 for each section.)

Fri., 10/1
Topic: Test Review
Agenda:
1. Election of 1824-The “corrupt bargain” Jackson loses presidency to Adams & Clay gets a job from Adams.
2. Election of 1828: Jackson is President
1. "common man?"—property requirements are gone
2. spoils system
3. tariffs
4. Nat'l Bank--killed
B. Nullification—fight over tariffs—South Carolina threatens to secede
D. Panic of 1837
E. Whigs
F. Trail of Tears
G. Monroe Doctrine--does it really matter? No.
H. Women’s Right to Vote—not yet
3. Invention: The Cotton Gin--good or bad?
4. Quick group effort, make a composite list of the 10 best.
5. Assign: Handout: Chap. 1, Sec. 3, Chap. 2, Sec. 1 & 2 Quiz Sheet

]]> Thu, 30 Sep 2010 17:28:24 PDT //www.miracostahigh.org/homeworkItem1737320 //www.miracostahigh.org/apps/classes/340058/assignments/
MON. 9/20
1. Exam on Chap. 1, Sec. 1 & 2 only
2. Assignment: Read: “Some Assembly Required”
2. Assignment: p. 124-131; Short quiz on reading on Tues.

Tues. 9/21—
Topic: Why a Constitution?
Agenda:
1. Quiz on reading.
2. Articles of Confederation--not all bad
3. Articles of Confederation--ok, pretty bad
a. Overhead: Continental Soldier
b. Overhead: Problems with the Articles of Confederation
4. Revision or Starting Over--Why a new Constitution?—Montesquieu, Rousseau & Locke
a. Some Assembly Required reading
b. Overhead: States Write Constitutions
c. Overhead: 3 Branches of Government--3 part plan of gov't--why? From where?
d. Great Compromise—House & Senate
e. 3/5 compromise--not a solution, just buying time
f. Bill of Rights--why?

Wed., 9/22
Topic:
Agenda:
1. Ratification of Constitution
a. Overhead: Problems with Articles of Confederation
b. Overhead: Federalist vs. Antifederalist
c. Ratification of Constitution Map.
4. Liberty Video: Are we to be a Nation?
5. Assignment: p. 137-147; BRING YOUR BOOK TO CLASS TOMORROW!!!!

Thurs., 9/23
Topic: Structure of the US Constitution and Government
Agenda:
1. Handout: Copies of Constitution—Look at structure
2. Group work—5 groups.
A. Each group will take a RED HEADLINE: 1. Major Principles 2. The Legislative Branch 3. The Executive Branch 4. The Judicial Branch 5. Rights of American Citizens. They will need to: a. Explain all Blue Headlines and define all overlined words. For the 3 branches of gov’t, pay attention to what their primary function is and to how they check the other branches of gov’t. Be extremely brief and to the point.
B. Example; Legislative Branch—2 houses, House of Reps and Senate. They pass all laws and spend all money. They also confirm pres. Appointments to S Court and approve treaties. Impeach—Congress can remove judges or presidents from office.
C. Share answers.
4. Assignment p. 175-81; Worksheet-Chap. 2, Sec. 1

FRI., 9/24
Topic: The Early Republic—America Under Washington, Adams, Jefferson, Monroe, Adams II & Jackson.
Agenda:
Agenda: Music: Tune #5 from American Music Series
1. Overhead: Birth of a Nation--analyze how symbols help create unity.
2. Discussion: Noah Webster & why Americans spell words differently from the British
3. Washington—cabinet & 2 terms
4. Adams—problems—has an opponent for first time—Jefferson!
5. Overhead: Federalists vs. Democratic-Republicans--Hamilton vs. Jefferson.
6. How did the Federalists and D-Rs feel about the big issues of this time period?—Chart-- Use Chap. 2, Sec. 1 worksheet for the analysis.
7. Reading: Log Cabins--What does this primary source tell us about life on the frontier?
8. Assignment #1: p. 182-9; Q. 1, 2 & 5 on p. 189.
Assignment #2: Reading: Looming Changes for Women.

]]> Wed, 22 Sep 2010 18:55:36 PDT //www.miracostahigh.org/homeworkItem1689492 //www.miracostahigh.org/apps/classes/340058/assignments/ ]]> Thu, 09 Sep 2010 12:44:44 PDT //www.miracostahigh.org/homeworkItem1689486 //www.miracostahigh.org/apps/classes/340058/assignments/ ]]> Thu, 09 Sep 2010 12:43:17 PDT //www.miracostahigh.org/homeworkItem1689485 //www.miracostahigh.org/apps/classes/340058/assignments/ ]]> Mon, 06 Sep 2010 20:28:35 PDT //www.miracostahigh.org/homeworkItem1680952 //www.miracostahigh.org/apps/classes/340058/assignments/
]]> Mon, 30 Aug 2010 18:51:30 PDT //www.miracostahigh.org/homeworkItem1675256 //www.miracostahigh.org/apps/classes/340058/assignments/ http://www.tav.mt.glencoe.com.
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