US History Per. 5 (Mira Costa High School)

US History Per. 5 (Mira Costa High School) //www.miracostahigh.org/apps/classes/506100/assignments/ Class Name: US History Per. 5 Instructor(s): Wayne Knutson Location: 201 en-us SchoolSitePro <![CDATA[Due: 05/28/2013]]> //www.miracostahigh.org/homeworkItem3091880 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for May 27 – May 31

Mon. 5/27

Topic: Memorial Day Holiday

Tues. 5/28—May Day—No Regular Classes

Wed. 5/29

Topic: Women’s Rights

Agenda:

1. What will be handed in tomorrow:

A. Rough Draft—including intro and conclusion

B. Sign off sheet

2. Final thoughts on introduction and conclusion:

A. Clearly state your thesis.

B. Clearly explain what arguments you are going to make in your paper and in what order.

C. You needn’t offer proof to support your arguments in the intro—that is for the body of your paper—but you do need to clearly explain what and how you are going to prove your thesis.

D. Conclusion: Two Parts:

1. General Summary—just as you would for an English paper.

2. Special Section—You may either:

a. Update your argument—take the theme of your paper and bring it into the modern day. Ex: “Profession football revealed a great deal about race relations in the 1950s. In the year 2012, football still provides us with an important window into white/black interactions.”

b. Broaden your argument—take the theme of your paper and add a brief section that you did not talk about in your paper. Ex: “While the Red Scare clearly influenced the lyrics of popular music in the 1950s, the fierce nationalism of World War II was also a consistent theme during the early years of the rock ‘n’ roll era.”

3. Women’s Rights—60s & 70s: Large Handout

A. Women have been involved in all aspects of American life since the beginning.

B. Women were involved politically in movements like temperance and abolition and this led to the first great issue—suffrage.

C. Suffrage was achieved in 1919 and the women’s rights movement sort of disappeared.

D. In the 60s women’s rights resurfaced because of:

1. Women returning to work (40% of the workforce by early 1960s)

2. Civil Rights Struggle

3. The Feminine Mystique (slide 2 (Handout—Page 2)

4. The Pill (Women’s Rights Powerpoint—slide 1)(Handout-Page 3)

E. New Legislation in the 60s

1. 1963 Equal Pay Act—same job, same pay

2. Title 7 of the Civil Rights Act—no job discrimination

a. Created Equal Employment Opportunity Commission (EEOC)

b. NOW created in 1966 to address shortcomings of EEOC (they weren’t aggressively pursuing cases of gender preference and inequality). (Handout—Page 1)

F. New Legislation in the 70s

1. Title IX—equal money for sports

2. Roe v. Wade—abortion rights

3. ERA (show overhead)—this failed—why? A threat to “traditional differences” and “the family.” Phyllis Schlafly

Thurs. 5/30

Topic: Term Paper—Rough Draft

Agenda:

1. Turn in Rough Draft & sign-off sheet.

2. Handout: Rough Draft Review Sheet

3. Peer Review of Rough Draft.

Fri. 5/31

Topic: Late 60s/Early 70s Wrapup

Agenda:

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

2. 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. American Indian Movement—Alcatraz and Wounded Knee

4. Handout:

1. Stonewall riots—gay liberation (Handout)

2. Acid & Pills (play Mother’s Little Helper)(Handout)

3. Consumer Movement—Ralph Nader (Handout)

5. Environmental Movement

A. Silent Spring raised awareness (Handout)

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

6. Assign: Turn Paper Due on Mon—Hard Copy & turnitin.com

]]> Tue, 28 May 2013 12:26:34 PDT <![CDATA[Due: 05/20/2013]]> //www.miracostahigh.org/homeworkItem3085923 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for May 20 - 24

Mon. 5/20

Topic: STAR Practice Exam

Agenda:

1. STAR Practice E.C. Test—Part II

Tues. 5/21—No Class

Topic: STAR Test

Agenda:

1. STAR Test

Wed. 5/22—No Class

Topic: STAR Test

Agenda:

1. STAR Test

2. Spring 12 Final Exam Review Sheet

Thurs. 5/23—Short Day—starts at 10:25am

1. Turn in Introduction & 1st argument

Topic: Term Paper

Agenda:

1. Peer Review of Introduction and 1st argument.

A. Handout: Intro and 1st Argument Review Sheet

Fri., 5/24—In Library

Topic: Turnitin.com

Agenda:

1. Turnitin.com and EasyBib training in the library

2. Reminder: Spring 12 Final Exam Review Sheet is online

5. Assign: Chap. 18, Sec. 2.—Women’s Rights

]]> Mon, 20 May 2013 08:11:51 PDT <![CDATA[Due: 05/13/2013]]> //www.miracostahigh.org/homeworkItem3080615 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for May 13 - 17

Mon., 5/13

Topic: STAR Test Review

Agenda:

1. Outline Return

2. Quick Review for STAR: overheads for Section 1 & 2.

3. Groups of 3 for STAR Test Project-Sec. 1

4. Reminder: Turn in the marked up rough outline with your detailed outline on Thurs.

Tues. 5/14

Topic: STAR Test Review

Agenda:

1. STAR Test Review--Sec. 2 & 3

2. Assign: Sign on to EasyBib through the library website. Due by Fri.!!!!

Wed. 5/15

Topic: STAR Test Review

Agenda:

1. STAR Test Review—Sec. 4 & 5

Thurs. 5/16—Detailed Outline for RESEARCH PAPER

Topic: STAR Test Review

Agenda:

1. Turn in rough and detailed outline for term paper.

2. Review of detailed outlines

3. Quick Review for STAR: Section 6.

Fri. 5/17

Topic: Intro and 1st Argument—Research Paper

Agenda:

1. Handouts: 2 "A" papers

2. Discussion: Intro and 1st argument

3. STAR Review: Section 7

]]> Tue, 14 May 2013 07:56:54 PDT <![CDATA[Due: 05/06/2013]]> //www.miracostahigh.org/homeworkItem3074737 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for May 6 – 10

Mon. 5/6

Topic: End of Vietnam War

Agenda:

1. Handout--The Peace Movement—how did protests spread? How did the protests influence the conduct of the war?

2. Overhead—1960s Counterculture—if your parents are for it, you are against it (or vice versa)—war, religion, clothes, music, drugs, sexuality, family life, etc.

3. Handout: The Pill (forgot to hand out on Friday)

4. Complete Video: 65-70

5. Reminder: Turn in your rough outline on Thurs.!!!!

Tues. 5/7

Topic: Counterculture

Agenda:

1. War's End: “Peace W/ Honor” and The Nixon Doctrine

A. Overhead: The End of the War

1. Nixon runs on “Peace w/ Honor” platform.

2. Tet Offensive Turns Americans against the war Handout: Agent Orange, Tet and My Lai —Handout—The Crises of 1968

3. Nixon Doctrine

a. 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

b. Vietnamization—if S. Vietnam can defend itself, US troops can get out

c. Start Peace talks with North

4. Invade Cambodia and Bomb North to get them to the bargaining table—Pres. Theiu causes problems for first peace accord—N. Vietnam invades as Americans are pulling out—Bombing Operations Linebacker I & II force N. Vietnam back to bargaining table

B. Pressures on Nixon

1. My Lai Massacre—huge public reaction—from Agent Orange, Tet & My Lai packet

2. Invade Cambodia-huge protests

3. Kent State—Americans are killing each other—show photo

4. Gulf of Tonkin Resolution Repealed

5. Pentagon Papers--administration lied

6. War ends for U.S.—Handout: The End of the War

7. Overhead: The Fall of Saigon—war ends for Vietnamese

2. Vietnam:—counterculture and Vietnam

3. Overheads: Vietnam—what is the country like now?

4. 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

B. Powell Doctrine—followed from 1975-2001 in

1. Grenada, Lebanon, Panama, Somalia, Balkans, Iraq War I

5. Quiz on Chap. 17 tomorrow.

Wed. 5/8

Topic: Counterculture

Agenda:

1. Quick Review of Vietnam: the story, beginning to end, including who, what, when, where, why & how

2. Short Quiz on Chap. 17

3, Reminders for tomorrow: must turn in your outline and your sign off sheet.

4. Video: Woodstock: Now & Then

Thurs. 5/9 TURN IN ROUGH OUTLINE—RESEARCH PAPER

Topic: Counterculture

Agenda:

1. Video: Woodstock: Now & Then

2. Groups for STAR Test Review

Fri. 5/10

Topic: Outlines & STAR Prep

Agenda:

1. Quick Review for STAR: overheads for Section 1.

2. Groups of 3 for STAR Test Project-Sec. 1

]]> Wed, 08 May 2013 08:57:43 PDT <![CDATA[Due: 04/29/2013]]> //www.miracostahigh.org/homeworkItem3062972 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for April 29 – May 3

Mon. 4/29

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. 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

3. The Big Issue of the 60s—Vietnam

A. General Discussion—what do you know?

B. Video: Small section on early years in Vietnam on Poisoned Dreams

4. Vietnam—Overhead: Vietnam: The Beginning

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. Diem is killed. Did the US know he was to be killed? What does this mean?

G. Century Series: Unpinned

H. (If time) Video: Why Viet-nam? US Defense Dept. propaganda. See if you can find the inconsistencies/outright falsehoods in this film.

5. Assign: Read Chap. 17, Sec. 1 & 2

SPECIAL NOTE: TRY ebscohost website listed below. User: miracostahs Password: library

Tues., 4/30

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. 5/1

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

Thurs., 5/2

Topic: Term Paper

Agenda:

1. Continue discussion/videos: Vietnam

2. Term Paper—discuss and review what is due next week—outline is very, very important.

Fri., 5/3

Topic: The War Ends in Vietnam

Agenda:

2. 1968--Opposition Solidifies

a. Overheads—Vietnam-overseas-Tet offensive is a turning point

b. 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.

http://search.ebscohost.com
]]> Sun, 28 Apr 2013 16:10:00 PDT <![CDATA[Due: 04/22/2013]]> //www.miracostahigh.org/homeworkItem3056751 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for April 22 – 26

Mon., 4/22

Topic: Topic and 2 book requirement & late Civil Rights Movement

Agenda:

1. Topic/two book update—due on Fri.! I am giving you one extra day so as not to conflict with the exam on Thursday.

2. Last section of Happy Days video-cars, cold war & nuclear tests

3. Last slide of Civil Rights II: Riots in LA—Watts and LA Riots--

4. Watts Riots Handout

5. 709-11—Court Reforms—Chart on 709 is key; 716-Peace Corps, 717-18-Cuban Missile Crisis; 726-9—Great Society

Tues. 4/23

Topic: End of organized Civil Rights Movement

Agenda:

1. Handouts: The Yelp That Burned LA, We only burned ourselves.

A. Interpreting history isn’t always easy

B. Violence causes as many problems as it seeks to solve.

2. Discussion of McCone Commission and Kerner Commission—social programs help, but do they really solve the problem?

3. Video & Handout (back of MLK handout): Poisoned Dreams 17:30--29:56 on Civil Rights & Peace Corps

4. Chap. 15 Highlights: Emphasis on Cuban Missile Crisis; Court Reforms, Great Society, Peace Corps

5. Peace Corps

Cuban Missile Crisis—Cold War continues

Great Society—civil rights movement over?

Court Cases—start of civil rights movement p. 709

6. Civil Rights & Cold War—how do they influence each other?

7. Video: 1st 17:30 of Poisoned Dreams

8. Complete Study Guide for Exam Review

Wed. 4/24

Topic: Chap. 14, 15 & 16 Review

Agenda:

1. Questions on Chap. 14, 15 & 16 Review Sheet

2. Video: Civil Rights (Schlesinger)

Thurs. 4/25

Topic: Quizam: Chap. 14, 15 & 16

Agenda:

1. Quizam on Chap. 14, 15 & 16

Fri. 4/26

Topic: Topic and 2 book requirement

Agenda:

1. Okay of topics and books for research paper.

2. Be sure to check out the info below and the link to the ebooks mentioned therein:

I have just set up a free trial of a large database of research ebooks from EBSCO, one of the major research database vendors. We will have free access to it until the end of May. The high school ebook collection includes 5,100 recent titles, while the academic one is even larger. If we were to continue the trial as a regular subscription, we would definitely be getting the high school collection, so that is the one I encourage you to examine. This could be a great source for research projects of all kinds. I urge you to explore it yourself and share it with your students if you are doing a research project. Definitely let me know if you would like me to introduce your students to it.

Here is how you access it:

http://search.ebscohost.com

User: miracostahs

Password: library

Once you login, choose whether you want the academic collection or the high school collection.

http://search.ebscohost.com
]]> Fri, 26 Apr 2013 14:16:19 PDT <![CDATA[Due: 04/15/2013]]> //www.miracostahigh.org/homeworkItem3049387 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for April 15 – 19

Mon. 4/15

Topic: The 50s

Agenda:

1. Potential Topics for Research paper

2. Handout/Discussion: 14-2 Cost of Living: Prices & Ads from the 1950s

A. Baby Boom

B. Levittown & Lakewood

C. Multinationals & Franchises "Company Man"--more white collar

than blue collar workers

Tues., 4/16

1. First opportunity to have a topic approved is this Thursday—don’t wait!

2. Start looking/ordering books—don’t wait!

3. Poem Comparison—Frost vs. Ginsberg—the 50s is more complicated than it looks

4. Complete 14-2 Overheads

5. Chap. 14-3 Overheads

6. Video & Handout: Happy Daze

7. Assignment: Chap. 16, Sec. 1 & 2; Download and complete Chap. 16, Sec. 1 & 2 Questions

Wed., 4/17—double late start

Topic: Early Civil Rights Movement

Agenda:

1. Civil Rights Movement—starts with the Supreme Court? Jackie Robinson? Harry Truman?

2. 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

3. Grade Chap. 16, Sec. 2 Homework/Civil Rights I Overheads

a. Question 1 & 2--overhead 4--the political response

b. Question 3 & 4

4. Question 5--overhead #5--Struggle Intensifies

5. Question 6

6. Question 7, 8, 9--3 Overhead 6-8 on voting

7. Complete Happy Daze up to Civil Rights

8. Assignment: Chap. 16, Sec. 3; Chap. 14, 15 & 16 Study Guide—download and complete—Note how this unit jumps around chronologically—we will cover everything, I promise..

Thurs., 4/18

1. Video: Happy Daze—section on Civil Rights until end.

2. Assign: Chap. 16--2 handouts--download & complete:

Fri., 4/19

Topic:

Agenda:

1. Turn in Chap. 16-2 Handouts assignment

2. MLK handout and audio recording

3. (if time) Newspaper—Dorothy Height

4. Overheads: Civil Rights II

5. From Civil Rights to Civil Unrest--We Shall Overcome or Burn, Baby, Burn?

6. Detailed comparison of Malcolm/Stokely and MLK.

7. Malcolm X Handout making fun of MLK and I Have a Dream

]]> Tue, 16 Apr 2013 09:17:22 PDT <![CDATA[Due: 04/08/2013]]> //www.miracostahigh.org/homeworkItem3038754 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for April 8 - 12

Mon., 4/8

Topic: Cold War Review

Agenda:

1. Cold War Under Ike—Review of Events in Chap. 13, Sec. 4

Tues. 4/9

Topic: Chap. 13--Cold War Test Review

Agenda:

1. Hand back all homework.

2. Complete/Review Timeline and Study Guide

Wed., 4/10

Topic: Chap. 13 Exam

Agenda:

1. Exam

2. Assign: Chap. 14, Sec. 1; Download Research Paper Info-2012-13

Thurs., 4/11

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., 4/12

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;

]]> Mon, 08 Apr 2013 14:56:40 PDT <![CDATA[Due: 03/25/2013]]> //www.miracostahigh.org/homeworkItem3026696 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Mar. 25 – 29

Mon., 3/25

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

4. Chap 13 Sec 2 Powerpoint.

5. Assign: Be sure to bring downloaded Chap. 13 Handouts to class the rest of the week.

Tues., 3/26

Topic: The 50s

Agenda:

1. Chap. 13-2 Powerpoint Continued from Mon.

2. The Truman Doctrine-Handout—from Chap. 13 Handouts

3. Marshall Plan—Handout-from Chap. 13 Handouts

4. Video and handout: The Best Years

Wed., 3/27

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 communist 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

5. Assignment: Assignment: Chap. 13, Sec. 3; Bring textbook to class tomorrow.

Thurs., 3/28

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 and type for Fri.; Complete Content Vocabulary 13- from Chap. 13 Handouts—first 10 questions.

Fri. 3/29

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: The Best Years

3. Assign: Enjoy your break.

]]> Fri, 22 Mar 2013 14:33:16 PDT <![CDATA[Due: 03/18/2013]]> //www.miracostahigh.org/homeworkItem3019186 //www.miracostahigh.org/apps/classes/506100/assignments/

Agenda for March 18 - 22

Mon., 3/18 Music—In der Fuhrer’s Face and Sap Mr. Jap from YouTube.

Topic: WWII Innovations and Conferences

Agenda:

1. Turn in worksheet.

2. Review of the reasons for the atomic bombing of Hiroshima & Nagasaki

3. Major innovations during WWII

A. Medicine--penicillin, plasma, sulfa, atabrine, morphine

B. Aviation--big planes, pressurized cabins, jet engines

C. Communication--radar, FM radio, cryptography

D. Military--V-1 and V-2; amphitrac; atomic bomb

E. Location--West coast booms with new plants and workers.

4. Assign: Study for Exam

Tues & Wed., 3/20

Topic: Chap. 11 & 12 Exam Review

Agenda:

1. Return all worksheets (if not done yesterday).

2. Finish major innovations during WWII from yesterday.

3. Conferences of WWII—Atlantic, Casablanca, Tehran, Yalta, Potsdam—on white board

4. Return of all homework.

5. Review of Battles Projects

6. Questions on each section—Chap. 11 first, then Chap. 12

Thurs. 3/21

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., 3/22

Topic: Why a “Cold” War?

Agenda:

1. Cold War—what does the term mean?.

2. Why are the U.S. and Soviets fighting? Weren’t we Allies in WWII?

3. On White Board:

Soviet Union vs. United States

4. Chap. 13, Sec. 1 Guided Reading Worksheet

5. Video & Handout: Best Years: ’46-’52 (you may only get in a few minutes).

6. Assign: Read Chap. 13, Sec. 2; download and complete 13.2 worksheet; download Chap. 13 handouts

]]> Thu, 21 Mar 2013 13:55:26 PDT <![CDATA[Due: 03/11/2013]]> //www.miracostahigh.org/homeworkItem3008903 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for March 11 - 15

Mon., 3/11

Topic: The Homefront

Agenda:

1. 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?

2. Brief overview

-Double V Campaign

-Bracero Program

-Zoot Suit Riots

-Wage & Price Controls & Rationing

-Japanese-American Internment

Tues., 3/12—late, late start for CAHSEE

Topic: Internment of Japanese-Americans

Agenda:

1. J-American 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.

2. 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.

3. Assign: Download Chap. 11 and Chap. 12 Review Sheets for exam next week.

Wed., 3/13—late, late start for CAHSEE

Topic: Internment during WWII

Agenda:

1. 2 Handouts: Life in the Camps & Civil Liberties

2. Handout: Enrichment Activity 12--how was roundup begun?

3. Korematsu vs. U.S.

4. Reparations and formal apology by Reagan.

5. Homework Assignment: Read Chap. 12, Sec. 1 and p. 587-593

Thurs. 3/14

1. Video: The Century Series America’s Time: 1941-45: Homefront

2. 2 WWII Review Handouts—complete in pairs or as homework.

2. Assign: Review Chap. 12 readings on Hiroshima and Nagasaki bombings.

Fri., 3/15

Topic: The Atomic Bomb

Agenda:

1. Should the U.S. have dropped the bomb? Sheet of paper—Yes on one side, No on the other.

A. Handout: Decision B: Whether to Drop an Atomic Bomb—answer question at bottom of page

B. Handout: Truman Justifies the Bombing—are you convinced?

C. Handout: Decision C: Whether Truman Made the Right Decision

D. Handout: The Decision to Drop the Bomb—answer questions at bottom

E. Handout: Why we dropped the bomb

2. (if time) Video: Last section of Century: Civilians that covers bombing raids in Europe and Asia.

3. Assign: Handout: Chap. 12 Content Vocab.

]]> Tue, 12 Mar 2013 13:25:11 PDT <![CDATA[Due: 03/04/2013]]> //www.miracostahigh.org/homeworkItem2997891 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for March 4 – 8

Mon. 3/4

Topic: Pearl Harbor and Mobilization for War

Agenda:

1. Hand in homework.

2 Handout: 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.

2. Students should hand in their short answers to the appropriate period tray in the front of the class.

3. Handout: Events Leading to Pearl Harbor. Students should quickly answer the two questions at the bottom of the page.

4. Students should take out one sheet of paper and draw a line down the middle—this will be for their video notes. On the left hand side they will list all of the actions taken by Japan that caused concern on the part of the Americans (ex: invasion of Manchuria). On the right hand side, they will list all of the actions taken by Pres. Roosevelt that angered Japan (ex: embargo on scrap metal).

5. 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. .

6. Quiz on 11.4

7. Homework Assignment: Download Chap. 12 Review Sheet

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., 3/5

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., 3/6

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.

Thurs., 3/7

Topic: War in the Pacific

Agenda:

1. Complete the rest of the Pacific battles.

2. World at War—Volume 6--Pacific—show Island by Island and Iwo Jima

3. 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.

Fri., 3/8

Topic: War in Europe

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 7 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.

]]> Fri, 01 Mar 2013 15:34:11 PST <![CDATA[Due: 02/25/2013]]> //www.miracostahigh.org/homeworkItem2984285 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Feb. 25 - Mar. 1

Mon., 2/25

Topic: WWII—The Beginning

Agenda:

1. Why did the US remain neutral when WWII started?

2. Film/Handout: Casablanca

Tues., 2/26

Topic: WWII—The Beginning

Agenda:

1. Film/Handout: Casablanca

2. Assign: (If not already completed) Read Chap. 11.3

Wed. 2/27

Topic: WWII and the Holocaust

Agenda:

1. Complete film

2. Handout: The Final Solution—how did anti-semitism become the Holocaust?

3. Handout: Excerpts from Mein Kampf—anti-semitism is neither new nor unexpected—but now it is different and more deadly

4. Handout: German Jews loss of rights—a long campaign to “other” Jews

5. Handout (back side of previous handouts): Losses and camp locations

6. America and the Holocaust—what did America know? Why didn’t it do more?

7. Assign: Chap. 11.3 Quiz; Read Chap. 11.4

Thurs. 2/28

Topic: Chap. 11, Sec. 4—America Enters the War

Agenda:

1. Complete Holocaust discussion

2. Quiz. Chap. 11.3

3. Assign: 3 Handouts: The Isolationist Debate US Entry in the War; Four Freedoms Speech (don’t really need handout--delete); 4 Freedoms and Opposition—read and answer questions for tomorrow.

Fri. 3/1

Topic: The US Enters the War—sort of

Agenda:

1. 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—not very important

--Committee to defend America by Aiding the Allies—FDR’s position

--America First Committee

2. 2 Handouts: Four Freedoms Speech and Opposition—Should America have entered WWII earlier than it did? 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. (Did not get to this) Excerpts from World at War—Volume 2: On Our Way USA: 1939-1942 Sections: 1. An Isolated Nation 2. Arsenal of Democracy

3. Content Vocabulary 11 and Reteaching Activity 11 (two-sided, single sheet) for Mon.

4. Video: Century Series, 1936-41: Over the Edge (fast forward through US sections)

5. Assign: completed handouts; if you have not already done so, read Chap. 11.4—BRING YOUR TEXTBOOK ON MONDAY!!!

]]> Thu, 21 Feb 2013 12:11:10 PST <![CDATA[Due: 02/11/2013]]> //www.miracostahigh.org/homeworkItem2966539 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Feb. 11 – 15

Mon., 2/11

Topic: Chap. 10 Exam

Agenda:

1. Chap. 10 Review Sheet—questions

2. Chap. 10 Exam

3. (If time) End of 1929-36 Stormy Weather video.

4. (If time) What do you know about causes of WWII?

5. Assign: Chap. 11-1; Download Chap. 11 Exam Review Sheet

Tues. 2/12

Topic: Chap. 11-1: 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 (Back side of entry #1 above.)

3) On White Board: Soviet Union, Italy, Germany & Japan—

4) Handout: Versailles Treaty to Polish Blitzkrieg—discussion and interpretation. Look at these listings:

1935 April

1936 July Discussion: Spanish Civil War is often called the “rehearsal” for WWII. Why?

5) Quiz on Chap. 11, Section 1

6) Assign: Read Chap. 11.2

Wed. 2/13-Late Start

Topic: WWII Begins

Agenda:

1. Handout from yesterday: Versailles Treaty to Polish Blitzkrieg: Look at these listings:

1935 March: Hitler introduced military conscription

1936 March: German troops are sent to reoccupy the Rhineland

1938 March: German troops marched into and annexed Austria/ The Anschluss

1938 September: Munich crisis-Czechoslovakia gives up Sudetenland.

2. Handout/Overhead: A Policy of Appeasement—why not fight?

3. Handout from yesterday: Versailles Treaty to Polish Blitzkrieg: Look at these listings:

1939 August: Nonaggression Pact between Germany & Soviet Union.

4. Germany makes claims on Danzig, Germany & Soviet Union Co-Invasion of Poland—this is the actual beginning of WWII.

5. Handout: Blitzkrieg: Lightning War. Blitzkrieg is new. Combine air, infantry and massed tanks to surround and destroy your enemy. Everyone else is still fighting WWI-style (particularly France.)

6. Video: World at War—A New Germany. Show only sections 4 & 5: Peace Time Militarization & European Tensions Increase.

7. Assign: No assignments

Thurs., 2/14

Topic: WWII—France Surrenders and Britain Fights On

Agenda:

2. “The Phony War” or “Sitzkrieg,” overrunning Denmark, Norway and Finland while the world watches.

3. World at War: A Distant War. Show only sections 4 & 5: Norway and Finland Invaded and Political Change in England.

4. Go to My Favorites and click on Fall of France Animated maps and play.

5. Handout: Map--The Battle of Britain—

5. Video: World at War: France Falls—all sections

6. Assign: Prepare for Chap. 11-2 Quiz

Fri., 2/15

Topic: WWII—Why France lost in only Six Weeks

Agenda:

1. Handout: Chap. 11-2 Quiz.

2. Video: World at War: France Falls—complete from yesterday.

3. Assign: Read Chap. 11.3

4. Ski successfully & well.

]]> Mon, 11 Feb 2013 10:43:28 PST <![CDATA[Due: 02/04/2013]]> //www.miracostahigh.org/homeworkItem2955180 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Feb. 4 - 8

Mon., 2/4

Topic: Early New Deal

Agenda:

1. 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

2. Assign: Chap. 10.1; Download: Chap. 10 Review Sheet

Tues., 2/5

Topic: 1st New Deal

Agenda:

1 1st New Deal (continued from Tuesday.)

A. Cartoon Analysis--New Deal Remedies

1. The 100 Days

2. NRA--didn't work

3. HOLC & FCA--save homes from foreclosure

4. CCC--story of Uncle 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 Interpreting Political Cartoons; Chap. 10-Townsend Plan; Chap. 10-Upton Sinclair's EPIC Plan--bring to class tomorrow; 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.

Wed., 2/6

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—Interpreting 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

Thurs. 2/7

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.

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 tomorrow. Chap. Test on Monday!!!!!!

Fri., 2/8

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. Finish Century Video: 1929-36

5. Assign: Chap. 10 Exam on Mon.!

]]> Fri, 01 Feb 2013 14:09:17 PST <![CDATA[Due: 01/28/2013]]> //www.miracostahigh.org/homeworkItem2945263 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Jan. 28 – Feb. 1

Mon. 1/28

Topic: Causes of the Depression

Agenda: Stock Market Simulation

1. Buying and Selling stocks in the 1920s.

2. Assign: Chap. 9, Sec. 1; Download Chap. 9 Review Sheet.

Tues., 1/29

Topic: Chap. 9, Sec. 1 Outline: Understand the principal causes of the Great Depression

Agenda:

1. Causes of the Great Depression

A. Stock Market Crash. What was market like before crash?—Show file: Stock Market Crash of 1929

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

3. Speculation—betting on stocks

4. The market is very risky—so why did it crash? (Show market graph)

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.

2. Handout: Reteaching Activity 9

3. Causes of the Great Depression continued

B. Unequal distribution of wealth—Daily Focus Transparency 9-1.

C. Overproduction

D. Underconsumption

E. Chain Reaction--Sales slowed so factories laid off workers—which caused workers to stop buying and more people got laid off

F. Too little trade—Hawley-Smoot Tariff

G. Federal Reserve Policy

4. Handout: Timeline Activity 9

5. Handout: During the Depression

6. Assign: Read Chap. 9-2 and “During the Depression” handout.

Wed. 1/30

Topic: Life During the Depression

Agenda:

1. Handout: Music & analysis—No Depression

2. Hobos and Hoovervilles, Hoover flags, Hoover blankets

3. Overhead: 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 this—by growing more.

4. Handout: Dust Bowl Timeline—Surviving the Dust Bowl

5. Handout: The Big Money

6. Escaping Depression—movies and radio. Handout: Critical Thinking Activity Skills 9

Thurs. 1/31

Topic: Great Depression

Agenda:

1. Chap. 9-1 & 9-2 quizzes.

2. Handout: Video Notes: Century Series: 1929-36: Stormy Weather.

3. Video: Stormy Weather--The Great Depression

4. Homework Assignment: Handout: The Bonus Army; Read Chap. 9-3 and make a two 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.

Fri. 2/1

Topic: Hoover vs. the Depression--Depression Wins

1. 2 column list check.

2. 9-3 Quiz

3. Hoover president in a controversial election—anti-Catholic, rural, and “dry” vs. Al Smith—Catholic, urban, “wet”.

4. 2 column list Homework: List--Column 1: How did Hoover fight the Depression? Column 2: Why didn't these efforts work?

5. Overhead: Hoover Against Gov't Intervention--only state and local could give direct relief.--What wouldn’t Hoover do? Why not?

6. Short Section of Century series video.

]]> Thu, 31 Jan 2013 14:06:06 PST <![CDATA[Due: 01/14/2013]]> //www.miracostahigh.org/homeworkItem2924813 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Jan. 14 – 18

Mon., 1/14

Topic: Politics in the 1920s

Agenda:

1. 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 Scandal--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.

2. Short Quiz on Chap. 8.1 & 8.3.

Tues., 1/15

Topic: The 20s

Agenda:

1. Finish Video & Handout: Boom to Bust (Century Series)

2. 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., 1/16—Double Late Start

Topic: Civil Liberties, Women, the automobile & Reds?

Agenda:

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. Handout: Rural vs. Urban

5. Assignment: Bring your study guide and textbook tomorrow.

Thurs., 1/17--

Topic: Wrap-up: 1920s

Agenda:

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

8. Assignment: Bring your study guide and textbook tomorrow.

FRI. 1/18

Topic: Final Review

Agenda:

1. Final Exam Prep

2. Assign: Test next week!

]]> Sun, 13 Jan 2013 15:34:25 PST <![CDATA[Due: 01/07/2013]]> //www.miracostahigh.org/homeworkItem2912104 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Jan. 7 – 11

Mon. 1/7

Topic: WWI Ends and the 20s Begin

Agenda:

1. Video: Shell Shock-last ½ hour or so

2. Handout: Race Riot 1919

A. What changed during WWI to cause these riots?

B. Do you agree with this woman’s comments?

3. Assignment: p. 406-23; Complete Guided Reading 7.1 & 7.2; Download and bring “How a Red is Made” to class tomorrow.

Tues., 1/8

Topic: Life in the 1920s

Agenda:

1. 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?

2. 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

3. 1920s--Looking Forward (Urban) or Looking Back (Rural) Ex: Music: Country and Jazz

4. 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.

4. Assignment: Download, read and bring to class: Middle Class on the Move. Download and bring to class: Give Me Your Tired Your Poor

Wed., 1/9

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. Video: 1920-29: Boom to Bust

5. Assign: Read Chap. 7, Sec. 3; download: Jim Crow; KKK letter; African-Americans Protest; Harlem Renaissance--read and bring to class tomorrow.

Thurs. 1/10

Topic: New vs. Old--The 20s: African-Americans

Agenda:

1. Background to Harlem Renaissance:

A. Centered in NY because: --AA moved N during WWI and AA have money to support:

B. AA Culture—Art, literature and music.

2. Harlem Renaissance also related to:

A. Overhead: Jim Crow: Jim Crow is following AA out of the South—must live in Harlem

B. Plessy vs. Ferguson—“separate but equal” means Jim Crow is not national

C. Re-segregation of the Fed'l Gov't. Handout: African-Americans Protest—an example of Jim Crow’s spread even to national government.

D. AAs are advancing, but: Handout: KKK—again, racism is following them

3. Handout: Harlem Renaissance—Hughes poem—Renaissance is by and for AA—it is okay to write and speak in vernacular—it is who you are. Controversial however—middle class AA think it sounds uneducated—rap the same way?

4. Three great intellectuals of the AA experience: WEB DuBois, Booker T. Washington & Marcus 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.

d. 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.

e. Iron Laws of Prohibition--bring to class tomorrow!

Fri. 1/11

Topic: 1920s--Prohibition

Agenda:

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. 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?

4. 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?

5. 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?

6. Assign for Tues: Chap. 8, Sec. 1 & Chap. 8, Sec. 3

]]> Fri, 11 Jan 2013 14:35:42 PST <![CDATA[Due: 12/17/2012]]> //www.miracostahigh.org/homeworkItem2907816 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Dec. 17 - 21

Mon. 12/17

Topic: The US in WWI

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 Friday.

3. We stay “neutral” at the beginning of WWI—why? Onion Overhead: War Declared

4. 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?

5. 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?

6. What are American goals in the war? Reading: Peace w/out Victory

8. Assignment: Read Chap. 6, Sec. 2; download and complete Chap. 6-2 Guided Reading Activity

Tues., 12/18

Topics: The US Enters WWI-Chap. 6.2

Agenda:

1. Hand in 6.2

2. Video: Shell Shocked: 10-15 minutes—covers start and early course of war, American neutrality and early effects.

3. 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.

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., 12/19

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., 12/20:

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., 12/21-—Hawaiian Shirt/Ugly Sweater Day!!

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 & Content Vocabulary Activity 6.

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. A WWI Christmas Story—the naivete and sense of order and rules that prevailed in 1914 will be crushed and disappear by 1915.

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--Just kidding!! These assignments are when we get back from break--have a great holiday.

]]> Sun, 16 Dec 2012 16:47:47 PST <![CDATA[Due: 12/10/2012]]> //www.miracostahigh.org/homeworkItem2907817 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Dec. 10 - 14

Mon., 12/10

Topic: Progressives

Agenda:

1) Video: Seeds of Change

2) Test on Wed.!!!!!

Tues., 12/11

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: Roosevelt Corollary

3) Structure of the test

4) Assign: Study for Test

Wed., 12/12—Late, Late start day

Topic: Chap. 5 Exam Review

Agenda:

1. Surprise! No test, just a review of the chapter.

Thurs., 12/13

Topic: Chap. 5 Exam

Agenda:

1. Chap. 5 Exam

Fri. 12/14

Topic: WWI—how it started, why it spread

Agenda:

1. What do you know?

A. What caused it? (Proximate cause—assassination of Archduke Ferdinand)

B. Long Term Causes—from World History

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 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

4. War Breaks Out--The Schlieffen Plan—overhead

5. Assign: Chap. 6, Sec. 1

]]> Sun, 16 Dec 2012 16:38:50 PST <![CDATA[Due: 12/03/2012]]> //www.miracostahigh.org/homeworkItem2888281 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Dec. 3 - 7 & 10

Mon. 12/3

Topic: Progressives & Immigration

Agenda:

1. Handout: Progressive Immigration Legislation

2. Handout: 6 Letters to the Editor. Students should read all six letters.

3. Read excerpts out loud—focus on words—disease—bacterial basis for infection is now known—cleanliness and sanitation become very big middle class concerns. Immigrants are compared to insects and vermin (rats). Also notice how important time is becoming—pace of life is increasing. Even our brand new wrist watches have a second hand and

4. Handout: Worksheet. Fill out the worksheet.

5. Review/discussion of worksheets.

6. On the back of the worksheet, write four counter-arguments to the comments in the letters. (pro-immigration).

7. Begin a letter to the editor, either pro- or anti-immigration. Make sure to refer to at least one counter-argument in your letter. Use the language of the early 1900s, with the exception of ethnic or racial slurs. We will discuss them later.

8. Assign: A) Finish and type your letter. It must be one page, double-spaced, 12 pt. typed, 1' margins.

Tues. 12/4

Topic: Progressives & Immigration

Agenda:

1. Students called on to share letters. Discuss imagery, wording and ideas.

2. Video + worksheet: The Progressive Movement-Schlesinger

3. Assign: Chap. 5, Sec. 3 + worksheet

Wed., 12/5

Topic: Roosevelt & the Progressives

Agenda:

1. Grade Chap. 5-3 worksheet.

2. Reading: Read pp. 336-338 and answer the following questions:

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.

Thurs., 12/6

Topic: Culture during the Progressive Era

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) DBQ Reading: A selection of quotes—last page has legislation--important

3) Assign: Chap. 5, Sec. 4--Wilson in the White House + worksheet

Fri., 12/7

Topic: Wilson in the White House

Agenda:

1) Grade Chap. 5. Sec. 4 worksheet.

2) Election of 1912--Overhead: Progressivism #3

3) Overhead: Daily Focus Skills Transparency--New Nationalism vs. New Freedom

4) 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

5) Assign: Download and complete test review sheet for next Wed.!!!!

Mon., 12/10

Topic: Progressives

Agenda:

1) Video: Seeds of Change

2) Test on Wed.!!!!!

]]> Fri, 30 Nov 2012 11:50:41 PST <![CDATA[Due: 11/26/2012]]> //www.miracostahigh.org/homeworkItem2878598 //www.miracostahigh.org/apps/classes/506100/assignments/

Agenda for Nov. 26 – 30

Mon. 11/26

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. 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.

4. Assign: A) Finish chart. B) Read Chap. 5, Sec. 1. C) Read Handout: Overview: The Progressive Era

Tues., 11/27

Topic: The Progressives

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.

4. Handout: Leroy Cummings Believes Women Have No Need to Vote

5. Handout: Progressive Legislation

6. Test Return/review

7. Assign: Chap. 5, Sec. 2 + Guided Reading Worksheet

Wed., 11/28

Topic: Roosevelt vs. Taft

Agenda:

1. Grade Chap. 5, Sec. 2 worksheet.

2. Progressives Chart-Big Business

3. 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.

4. 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.

5. Assign: Okay, now do the Chap. 5, Sec. 2 + Guided Reading Worksheet

Thurs., 11/29

Topic: How were the Progressives Different?--Economic Reforms

Agenda:

1) Handout: Role Reversal—what is the role of women at the beginning of the Progressive Period? Why do women want this to change? (Discuss Gibson Girl below).

2) Overhead: Gibson Girl

3) Overhead: Women at Work—Handout: Triangle Shirtwaist Fire—laws were needed to protect:

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.

4) Overhead: Patent Medicines--why the FDA was needed.

5) Overhead: Populists vs. Progressives—why did the Progressives succeed where the Populists failed?

6) Assign: Handout: Triangle Shirtwaist Fire; Chap. 5, Sec. 1 & 2 quiz tomorrow—20 questions, no essay.

Fri., 11/30

Topic: Progressives

Agenda:

1. Hand in Chap. 5, Sec. 2 worksheet.

2. Quiz: Chap. 5, Sec. 1 & 2

3. Video: The Progressive Era—Just the Facts series + handout

]]> Thu, 29 Nov 2012 14:35:12 PST <![CDATA[Due: 11/12/2012]]> //www.miracostahigh.org/homeworkItem2867004 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Nov. 12 - 16

Mon., 11/12-Holiday—No School

Tues., 11/13

1. Lecture: Imperialism continues

2. Video & Handout: U.S & The World

3. Quiz on Chap. 4, Sec. 3.

Wed., 11/14-Late start

Topic: Review

Agenda:

1. Discussion: How rich is rich? Breakers mansion tells us a great deal about the time.

2. 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?

3. Handout: Immigration and Statistics

4. Overhead: Ellis Island

5. Handout: Ellis Island

6. Hand back all work.

7. Video: The Gilded Age—be sure to fast forward through the sections dealing with the Progressives.

Thurs., 11/15

Topic: Test Review

Agenda:

1. Activity 3 & 4 handouts.

2. Rapid Review

3. Final Hints

Fri., 11/16

Topic: Chap. 3-4 Exam

Agenda:

1. Chap. 3, 4 Exam

]]> Mon, 12 Nov 2012 12:00:51 PST <![CDATA[Due: 11/05/2012]]> //www.miracostahigh.org/homeworkItem2854588 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Nov. 5 - 9

Mon., 11/5

Topic: Populism

Agenda:

1. Grade Chap. 3-5 Worksheet.

2. City Troubles—strikes and violence between management and labor—gov’t is on the side of management almost exclusively.

A. Discussion-(very brief) Problems in the workplace:

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

3. Country Troubles—farmers have it bad—low farm prices and high freight rates, tariffs, etc.

A. 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. Quiz on Populism tomorrow.

Tues., 11/6

Topic: Populism

Agenda:

1. Schlesinger Video & Handout: A Nation in Turmoil

2. Quiz on Populism.

3. Assign: Chap. 4, Sec. 1 & 2 + worksheets

Wed., 11/7

Topic: Imperialism

Agenda:

1. Grade quiz on Populism in class.

2. Grade 4.1 and 4.2 worksheets.

3. Handout and Discussion: Anti-Chinese Propaganda

Thurs., 11/8

Topic: Imperialism

Agenda:

1. (If not completed yesterday) Handout & Discussion: Anti-Chinese Propaganda

2. Video & Handout: US and the World—stop and discuss as you wish.

3. Hand Back all Graded work.

Fri., 11/9

Topic: Imperialism

Agenda:

1. Overheads: Imperialism

2. Handout and discuss Taft’s Dollar Diplomacy

3. Imperialism quiz.

4. Grade quiz.

5. Quiz on 4.3 on Tuesday.

6. Assign: a) Download from website: Chap. 3 & 4 Review Sheet--exam next Friday; b) Read Chap. 4, Sec. 3 c) Quiz on Tuesday!

]]> Fri, 02 Nov 2012 15:20:36 PDT <![CDATA[Due: 10/29/2012]]> //www.miracostahigh.org/homeworkItem2844289 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Oct. 29 - Nov. 2

Mon. 10/29

Topic: Immigration, the Growth of Cities & Political Machines

Agenda:

1. Finish video.

2. Handout: Causes & Effects of Industrialization

3. Overheads: Industrialization and Economics—Post-Civil War

4. Quiz on Industrialization Chap. 3, Sec. 1 & 2 (Trace the Emergence of the U.S. as an Industrial Power from Study Guide.)

5. Assignment: Read Chap. 3, Sec. 3; Complete Handout: Chap. 3, Sec. 3 worksheet

Tues. 10/30

Topic: Immigration, the Growth of Cities & Political Machines

Agenda:

1. Turn in Chap. 3. Sec. 3 homework.

2. Overheads: Politics, Cities & Immigration

3. Schlesinger Video & Handout: Immigration & Cultural Change

4. Assign: Look over Study Guide for quiz tomorrow

Wed., 10/31

Topic: Social Darwinism & Social Gospel

Agenda:

1. Complete Schlesinger Video & Handout: Immigration & Cultural Change

2. Quiz on Immigration & Urbanization

4. Assign: Chap. 3, Sec. 4 + download and complete worksheet

Thurs., 11/1

Topic:

Agenda:

1. Grade Chap. 3, Sec. 4 worksheet

2. Powerpoint: Social Darwinism & Social Gospel

3. 4 issues for exam—Social Darwinism, social gospel, Americanization, Gospel of Wealth—who, what, where, when, why, how? Students study in pairs.

4. Quiz on Social Darwinism, Gospel, Americanization, Gospel of Wealth.

Fri., 11/2

Topic: Troubles, Troubles, Troubles

Agenda:

1. City Troubles—strikes and violence between management and labor—gov’t is on the side of management almost exclusively.

2. Country Troubles—farmers have it bad—low farm prices and high freight rates, tariffs, etc.

3. Schlesinger Video & Handout: A Nation in Turmoil

4. Work Return

5. Assign: Chap. 3, Sec. 5 + download and complete worksheet

]]> Sun, 28 Oct 2012 15:43:31 PDT <![CDATA[Due: 10/22/2012]]> //www.miracostahigh.org/homeworkItem2832073 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Oct. 22 - 26

Mon., 10/22—No Students

Tues., 10/23—In Computer Lab

Topic: Study Guide

Agenda:

1. Check on notes from weekend research.

2. Meet with individuals to answer questions and give hints, discuss problems and pitfalls with each particular question.

3. Discuss layout of study guide.

4. Have chairmen continue/complete presentation and sign up on Googledocs.

5. Reminder that researchers must cite their sources and must have two sources for each item on their outline. Chairmen may include cartoons, graphics, charts, etc. with the study guide.

6. Assignment: Make sure your research is completed and on the Googledocs page no later than tomorrow!

Wed., 10/24

Topic: Study Guide

1. Researchers—outline is due to Googledocs by 5 pm today! Final Outline due tomorrow by the start of class.

2. Chairmen—make sure all students have turned in the info for their question and make sure that it is in a readable font. No matter what has been given to you, try and make it as clear and complete a study guide as you can. Also, you should be adding in the graphics material discussed above.

3. Discussion: Industrialization--what do you think of when you hear this word?

A. Ideas and Impressions—what happened?—on board

B. Images—from pictures

4. Schlesinger Video & Handout: Industrialization & Urbanization

Thurs., 10/25

Topic: Turn in Study Guides

Agenda:

1. Check to see if study guide is completed.

2. Very fast: What caused/allowed America to industrialize? What advantages did America have?--On Board

3. Very fast: What were the effects of this rapid industrialization?--On Board

4. Handout: Causes & Effects of Industrialization

5. (if not completed yesterday) Video: Industrialization and Urbanization

6. Assignment: Read Chap. 3, Sec. 2; download and complete Chap. 3, Sec. 2 worksheet

Fri., 10/26

Topic: Study Guide Industrialization

Agenda:

1. Turn in Chap. 3, Sec. 2 worksheet.

2. Overheads: Industrialization and Economics—Post-Civil War

3. Quiz on Chap. 3, Sec. 1 & 2 (Trace the Emergence of the U.S. as an Industrial Power from Study Guide.)

4. Assignment: Read Chap. 3, Sec. 3; Download and complete Chap. 3, Sec. 3 worksheet

]]> Fri, 19 Oct 2012 14:44:02 PDT <![CDATA[Due: 10/15/2012]]> //www.miracostahigh.org/homeworkItem2820565 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Oct. 15 - 19

Mon., 10/15

Topic: Reconstruction

Agenda:

1. Lecture: Reconstruction.

A. Reconstruction-defined

1. Rebuilding the South economically—South will, finally, have an industrial revolution

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

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 A. 15th Amendment--guarantees A-Americans the right to vote.

4. Johnson's Impeachment and near removal

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. Assignment: Download and Begin working on your review sheet for the Chap. 2, Sec. 3-5 exam. Handout: Sample Chap. 2, Sec. 5 quiz.

Tues., 10/16

Topic: Death of Reconstruction

Agenda:

1. Work Return.

2. Video: The Birth of a Nation—excerpts—not a documentary, but an example of how the South viewed Reconstruction, even as late as 1915.

A. #17: Second part-Reconstruction—1:26:33-1:27:34—these lines are from a history written by the then President—Woodrow Wilson. Why did D.W. Griffith include them in the movie?

B. #24: Riot in the Master’s Hall—1:53:54-1:56:57—count the racial stereotypes and prejudices, both social and political, that you see being presented in this excerpt.

C. #30: An Answer to the Blacks and Carpetbaggers—2:25:41-2:26:08—the KKK’s solution—lynching.

3. Death of Reconstruction

A. Panic of 1873 ends Republican Control--Democrats take over House and people have other worries—such as finding a job and feeding themselves. Reconstruction is a “southern” issue, let the South deal with it.

B. Compromise of 1877—Hayes, a republican, becomes president, but Union troops are pulled out of the South.

C. "New South" industrializes, but

D. tenant farming and sharecropping trap A-Americans in poverty.

3. Video: Reconstruction: The 2nd Civil War—this is a documentary—which is very different from the fictional movie we saw earlier.

b. Slavery w/out chains—52:34-59:54—why aren’t the Freedmen given land?

c. Radical Reconstruction—1:11:54-1:19:05

d. War of Terror—32:13-36:14—the real story of the KKK.

5. Assignment: Prepare for tomorrow’s Exam by writing 5 questions/answers from one of the 3 sections covered by this exam.

Wed., 10/17

Topic: Quiz Review

1. Video: Complete from yesterday.

e. Secret Compromise—1:16:21-1:19:55—Southern whites reclaim political power in the South.

2. Questions from last night.

3. Questions from Review Sheet

4. Final Hints for exam.

Thurs., 10/18—Great Shakeout Day-40 minute periods

Topic/Agenda: Unit Exam-Chap. 2, Sec. 3-5

Agenda:

1. Unit Exam

2. Bring your text to class tomorrow!

Fri., 10/19

Topic: Study Guide Project:

1. Study Guide Project Handout--Questions assigned

2. Handout: Info for all groups and all students—extremely useful for both study guide and next unit exam!!!!!!!!!!!

3. 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.

4. (If time) Set up Googledocs accounts.

5. Assignment--Study Guide-1) Read the section of the textbook that pertains to your question. 2) Read the section of the handouts that pertains to your question. 3) Go online and find information that answers your questions. 4) Place the information gathered in 1-3 in a reasonable, thoughtful and coherent outline for Tuesday. We will be in the computer lab on Tuesday.

http://www.teacheroz.com/toc.htm
http://www.besthistorysites.net
]]> Fri, 19 Oct 2012 14:04:58 PDT <![CDATA[Due: 10/08/2012]]> //www.miracostahigh.org/homeworkItem2808516 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Oct. 8 - 12

Mon. 10/8

Topic: Causes of the Civil War/Civil War

Agenda:

1. Check to see if students have completed assignment.

2. Students will quickly share on the white board their answers from the assignment.

3. Video and Handout: Causes of the Civil War

5. 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. You must bring both your original chart and your new one as well.

TUES., 10/9

Topic: Battles of the Civil War

Agenda:

1. Overheads: Causes of the Civil War.

2. Add to the List of Causes of the Civil War on the whiteboard--quickly!

3. Video: Causes of the Civil War

4. Reading: Dred Scott

5. What's so bad about slavery? Reading: Frederick Douglass

6. Handout: Antietem Battle Paragraph—use as a guide for your homework tonight.

7. 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.

WED., 10/10—Late, late start day

Topic: War Begins

1. Complete Frederick Douglass handout.

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

Thurs., 10/11—

Topic: Battles of the Civil War

Agenda:

1. Handout & Discussion: South Carolina secedes

2. Overhead: Causes of the Civil War—map of N and S during war.

3. Discussion of battles—using students paragraphs-why each of them was important.

4. After discussion of Gettysburg, brief clips from websites.

3. Assignment: Chap. 2, Sec. 5

Fri., 10/12

Topic: Effects of the War & Reconstruction

Agenda:

1. Turn in 3 column chart—newest version on top.

2. North and South Before the War

A. Economically, Politically, Socially different

3. 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

4. Effects of the War

A. Union preserved—no more secession—but how will the rebel states come back into the Union?

B. Nat’l Gov’t stronger than states.

C. Slaves are freed—but what should happen to them now? Are they citizens?

D. South destroyed—how will the South be rebuilt economically? Will it go back to the “good old days” or will it be transformed?

5. (If time) QUIZ ON Chap. 2, Sec. 5—Surprise!!

6. (If time) Lecture: Reconstruction

A. Reconstruction-defined

1. Rebuilding the South economically

2. Under what terms will the South re-enter the Union?

3. What will happen to the freed slaves?

]]> Fri, 05 Oct 2012 13:31:51 PDT <![CDATA[Due: 10/01/2012]]> //www.miracostahigh.org/homeworkItem2796303 //www.miracostahigh.org/apps/classes/506100/assignments/

Agenda for Oct. 1 - 5

MON., 10/1

Topic: Industrial Revolution in the Early Republic

Agenda:

1. Economic Growth

A. Overhead: Population Growth—America is growing geographically and numerically

B. Handout: Log Cabins--What does this primary source tell us about life on the frontier?

C. Movement West speeds economy (importance of Lewis & Clark).

D. Overhead: Transportation Revolution—US is changing economically

2. Group Work: Which job & why? 1) Toll road owner. 2) Canal owner. 3) Railroad owner. 4) 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? Group 5) Special Assignment: Why should the gov’t not pay for these “internal improvements”?

3. Handout: The Big Ditch

4. Assign: Handout: Chap. 1, Sec. 3, Chap. 2, Sec. 1 & 2 Quiz Sheet

TUES., 10/2

Topic: Economic Change and Nationalist Unity

Agenda:

1. Finish Group work from Mon.

2. Handout: Big Ditch

3. Industrial Revolution--women lead!

4. Handout: Lowell Mill Girls (Looming Changes overlined for discussion)

5. Overhead: Lowell Mill Girls

6. Unity in the Early Republic

a. Handout: The American Spirit

b. Overhead: Birth of a Nation--analyze how symbols help create unity.

c. Handout: A Plea for an American Language Discussion: Noah Webster & why Americans spell words differently from the British

WED., 10/3

Topic: Social Change

Agenda:

Adams II

1. Return homework.

2. Unity in the Early Republic (cont’d from yesterday)

a. Handout: The American Spirit

b. Overhead: Birth of a Nation--analyze how symbols help create unity.

c. Handout: A Plea for an American Language Discussion: Noah Webster & why Americans spell words differently from the British

3. Overhead: 2nd Great Awakening--importance?

4. Social Reform—led by women—did this help cause the Lowell Mill Girls?

a. temperance

b. prisons

c. women

d. abolition

e. The odd reform movement I can't talk about here.

5. Missouri Compromise and the invention of the Cotton Gin--good or bad?

Thurs., 10/4

Topic: Political Change in the 1820s

Agenda:

1. Election of 1824-The “corrupt bargain” Jackson loses presidency to Adams & Clay gets a job from Adams. Dem-Repubs split.

Jackson

2. Election of 1828: Jackson is President

A. "common man?"—property requirements are gone 3546,038 voters in 1824, 1,155,350 in 1828.

B. spoils system—my guys get jobs, “bureaucrats” are thrown out

C. tariffs—for taxes or protection?

1. For protection—south angered, they must pay, North happy, they get the manufacturing jobs.

2. S. Carolina really mad (bad economy) declare that laws may be declared invalid--

3. Nullification—Jackson will not allow nullification so

4. S. Carolina threatens to secede (Jackson threatens invasion, Clay gradually lowers tariffs, SC backs down)

D. Nat'l Bank—killed which causes the

E. Panic of 1837—a severe economic downturn, which creates the

F. Whigs

G. Indian Removal Act—Trail of Tears

3. Van Buren—no one really cares about Van Buren—except that he enforces the Indian Removal Act

Monroe

A. Monroe Doctrine--does it really matter? No.

4. Questions on Review Sheet?

5. Assign: Study for Exam

Fri., 10/5

Topic: Chap. 1, Sec 3, Chap. 2, Sec. 1 & 2 Exam

Agenda:

1. Music: Joshua fit the battle of Jericho

2. Exam

3. Handout: Chap. 2, Sec. 3 worksheet

4. Assignment: Chap. 2, Sec. 3 + worksheet

5. Assignment: Based on your reading in Chap. 2, Sec. 3 create a

A. Three-column Chart:

1) Column One—Causes of the Civil War--name 2 long term (things like slavery) and 2 short term (a battle of a single event) causes.

2) Column Two-Describe, in detail, the 4 causes you listed in column 1.

3) Column Three—How did this help cause the Civil War? Keep in mind that anything that separates or differentiates the North from the South

MUST BE TYPED!!!!!!!!!!!!!!

]]> Fri, 05 Oct 2012 13:35:58 PDT <![CDATA[Due: 09/24/2012]]> //www.miracostahigh.org/homeworkItem2785311 //www.miracostahigh.org/apps/classes/506100/assignments/

Agenda for Sept. 24 – 28

Mon. 9/24

Topic: The Early Republic—Creating Modern America &

Structure of the US Constitution and Government

Agenda:

1. Return & Review Exam

2. Discussion of how to answer homework assignment.

3. Liberty Video: Are we to be a Nation?

4. Assignment p. 175-81; Download and complete Chap. 2, Sec. 1 worksheet

Tues. 9/25-- The Early Republic—America Under Washington, Adams, Jefferson, Monroe, Adams II & Jackson--Creating Modern America

Topic: Economic & Political Changes in the Early Republic

Agenda:

1. Check homework assignment:

Answers.

Answers should include: 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.

a. Legislative—spends, taxes, impeaches, confirms (STIC)

b. Executive-Chief, Exec.-head of gov’t, Commander in Chief-military, Chief of State-symbolic, Diplomat-foreign policy, Legislative leader-proposes legislation

c. Judicial-courts—3 levels: district, appellate, Supreme Court—judicial review

d. Checks & Balances--veto, override, appoint justices, approve justices, impeach,

e. Freedoms in the Bill of Rights—speech, religion, press, assembly, petition and many more!

2. Video: Are We To Be A Nation—last sections

3. Rapid grading of Chap. 2, Sec. 1 worksheet

7. (If time) Overhead: Birth of a Nation--analyze how symbols help create unity.

Wed. 9/26—Holiday. No School

Thurs. 9/27

Topic: Political Changes in America

Agenda:

1. Overview and Discussion of the Early Republic

A. Washington—cabinet, 2 terms, Bill of Rights, National Bank, Whiskey Rebellion

B. National Bank fight causes split into two political parties:

1. Adams/Hamilton & Federalists—becomes president because of Washington, want a manufacturing nation with a strong central govt, but unpopular in South

2. Jefferson/Madison & Democratic-Republicans—want a small, cheap central gov’t and a nation of farmers

2. Overhead: Federalists vs. Democratic-Republicans--Hamilton vs. Jefferson.

3. Handout: Hamilton & Jefferson—Federalists vs. Democratic Republicans

4. How did the Federalists and D-Rs feel about the big issues of this time period?—Chart on whiteboard. Nat’l Bank? Enumerated vs. implied powers? Whiskey Rebellion? French Revolution? Alien & Sedition Act? Taxes & Tariffs? Farms vs. Factories? Rich vs. Poor? Stability vs. Democracy? War of 1812? Louisiana Purchase? Supreme Court Cases? Industrial Revolution? Transportation Revolution? Size of Gov’t? Make chart in notebooks Feds vs. D-Rs.

6. 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 the Louisiana Purchase.

9. Assignment #1: Read p. 182-9; Q. 1, 2 & 5 on p. 189.

Fri., 9/28—Double Assembly Day—Slightly shortened period

Topic: Political and Economic Change in the Early Republic

Agenda:

1. Adams:

A. Alien & Sedition Acts—clear violation of 1st amendment

B. Judicial appointments—Federalist retreat into the judiciary

2. Jefferson

A. Louisiana Purchase—importance—enumerated or implied power?.

1. Why do we want Louisiana?

2. Why is France willing to sell it?

B. Lewis & Clark--overhead

1. Handout: Why did Lewis & Clark go?

2. Handout: Exploring the West: The Journey of Lewis & Clark.

3. What did Lewis & Clark's trip change for Americans? Indians?

C. Jefferson’s embargo-the Ograbme turtle

D. Barbary Pirates—“the shores of Tripoli”

3. Madison

A. Invasion of Florida—retrieve slaves, get a state

B. War of 1812—Battle of New Orleans makes Jackson famous and destroys Federalist Party.

4. Court Cases—Federal Gov’t grows in power (as Federalists wanted and D-R did not)

1. Marbury v. Madison-judicial review

2. McCulloch vs. Maryland—implied powers; Feds are sovereign in their own sphere

3. Gibbs vs. Ogden-only Feds can regulate commerce

5. Hand in Q 1, 2 & 5, p. 189.

]]> Fri, 28 Sep 2012 14:35:22 PDT <![CDATA[Due: 09/18/2012]]> //www.miracostahigh.org/homeworkItem2771769 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Sept. 17 - 21

MON. 9/17—Holiday—No School!

Tues. 9/18—

1. Review for Exam.

2. Test Structure & what you need to bring on Monday.

3. Return of battles assignment.

4. Share information, get any handouts you do not have.

5. Final hints and review.

6. Assign: Prepare for exam on Wed.

Wed., 9/19—Late Start—shortened period

1. Exam on Chap. 1, Sec. 1 & 2 only

2. Assignment: Read Handout: “Some Assembly Required”

3. Assignment: p. 124-131; Short quiz on reading on Thurs.

Thurs. 9/20

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?

FRI., 9/21

Topic: Why a Constitution?

Agenda:

1. (Cont’d From Yesterday)

d. Great Compromise—House & Senate

e. 3/5 compromise--not a solution, just buying time

f. Bill of Rights--why?

2. Ratification of Constitution

a. Overhead: Problems with Articles of Confederation

b. Overhead: Federalist vs. Antifederalist

c. Ratification of Constitution Map.

3. Assignment: p. 139-145; While you read these pages, complete (by which I mean type up) the following assignment:

p. 139-40: Write definitions for all the highlighted terms.

p. 141-45: (stop reading when you see the headline “The Rights of American Citizens.”)For each of the 3 branches of government—legislative, executive and judicial—briefly explain their primary functions and how they can “check” the other branches of gov’t. (The chart on pg. 140 should be quite helpful in your effort.)

]]> Wed, 19 Sep 2012 14:13:59 PDT <![CDATA[Due: 09/10/2012]]> //www.miracostahigh.org/homeworkItem2758801 //www.miracostahigh.org/apps/classes/506100/assignments/

Agenda for Sept. 10 – 14, 2012

MON., 9/10

Topic: Run-up to Revolution

Agenda:

1. Quick Review of Homework: Causes of the Revolution—most important and most difficult ideas will be discussed.

2 Video: Liberty—Sections from Part I & II—Reluctant Revolutionaries and Insignificant Provincials

watch Stamp Act, discuss Declaratory Act, The Regulars Arrive to Police Boston—watch short section and discuss; watch Tea Party; discuss Boston Massacre

TUES., 9/11

Topic: 9/11

Agenda:

1. Video/Discussion: What happened on 9/11? Why did it happen? What changed because of this event?

WED., 9/12

Topic: Run up to Revolution and Why did America win the war?

Agenda:

1. Liberty Video: Review additions to chart from Monday.

2. Liberty Video: Watch Continental Congress and Shot Heard Round the World

3. Discuss importance of Common Sense—after Breed’s Hill, Olive Branch and American Prohibition Act banning trade with the colonies, we are at war, but we lack an ideological basis—that is what Common Sense gives America.

3. Liberty Video: Common Sense

C. Discuss 1/3 rule and the importance of appealing to the masses—Common Sense says everyone should be free—this battle isn’t simply between the British elite and the American elite, it is for freedom for all classes.

4. Assignment: a) 114-119 b) Battles Project—1. Lexington & Concord 2. Bunker Hill. 3. Saratoga. 4. Trenton & Princeton. 5. Brandywine Creek & Philadelphia. 6. Yorktown. For each of these battles tell me: A) Who?—leaders & principal participants on each side. B) What?-What happened? Who won/lost? C) Where?-location. D) When?—Day and year. E) Why?—Why was the battle fought? What did each side hope to gain? (and don’t say “independence.” What was the immediate goal?) F. Importance? Why was this battle important? What did it do for morale on either side? How did it help the Americans achieve victory? G. You must cite your sources!!!

5. STUDY GUIDE IS AVAILABLE On-line!

THURS., 9/13

Topic: Revolution!

Agenda:

1. Battles Project—Lexington & Concord

2. Battles Project—Bunker Hill

3. Handouts (2): Declaration of Independence

a. The parts of the declaration—why this structure? What do the parts mean?

b. What is left out? Why?

4. Rest of Battles Project

5. Bring book to class tomorrow.

FRI., 9/14

Topic: Revolution!

Agenda:

1. Finish Battles if not completed yesterday.

2. Review for Exam.

3. Test Structure & what you need to bring on Monday.

4. Return of battles assignment.

5. Share information, get any handouts you do not have.

6. Final hints and review.

7. Assign: Prepare for exam on Monday.

]]> Mon, 17 Sep 2012 14:33:20 PDT <![CDATA[Due: 09/04/2012]]> //www.miracostahigh.org/homeworkItem2751937 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Sept. 3 - 7, 2012

MONDAY, 9/3

Labor Day Holiday--NO SCHOOL!

TUESDAY, 9/4

TOPIC: OLD WORLD & NEW WORLD COLLIDE

Agenda:

1. Seating Chart

2. Turn in signed classroom expectations.

3. Check/Review homework assignment—lists from 101-108. Quick overview of reading—did taking/not taking notes make a difference? 6 Ws method is only one of many—no right or wrong way to take notes, as long as you do it.

4. Two big questions: a) Why did Europeans come to

Americas? (What pushed them out of Europe and what pulled them to Americas) b) Why did the Europeans “win” in struggle with Americans?

5. Quiz?

6. Video: America Before Columbus.—section 3, 4, 5, 8, 9, 11, 12, 13, 15

WED., 9/5

TOPIC: The Spanish in the New World

Agenda:

1A. (Per. 5 Only—HoboDyer Map—bias!)

2. Video: America Before Columbus—last few minutes (diseases in Americas)—Natives die, Europeans win, Africans imported as slaves.

3. The Columbian Exchange—from book and film--how did the new & old worlds change each other?

4. Handout/Overhead: Columbus’s Journal Extracts--the Spaniards are products of their own time--they are neither good nor bad, they are simply typical. This document does tell us why the Spaniards came (gold, religion, fame, trade, etc.) and is a primary document.

5. Reading: Zinn p. 4 & 5—the death rate among natives is horrible—90% or more.

6. Reading & analysis: Conquest of the Incas and why the Europeans conquered the New World.

7. Overhead: Who cares?: Cause & Effect of Columbus's voyages.

8. Assign: p. 109-114; Bring text to class tomorrow.

THUR., 9/6

TOPIC: Road to Revolution

Agenda:

1. America Begins--short version Powerpoint: How are the English and Spanish colonies different? Why did the English come? Why so late?

2. New England/Middle Atlantic/Southern Colonies--differences.

3. Every blue heading (plus some individual pieces of legislation within the body of the text)on pages 109-114 describes an idea/event/piece of legislation that led to the Revolutionary War. Create a two column chart. (See example below.) Column one should have the name and a one sentence description of the idea/event/legislation and column two should describe how the item in column one caused the Revolutionary War. THIS ASSIGNMENT MUST BE TYPED!!!!!!!!! Due on Mon.

Name and Description Why it led to the American Revolution

Mercantilism—a system where colonies sell raw materials to the home country and receive manufactured goods in return. System made it difficult for colonies to trade with anyone but England, even if they could make more $ doing so. Led to smuggling and tax avoidance—colonies resist the power of England, just like they do in the revolution.

Glorious Revolution of 1688—New British monarchs were forced to accept the English Bill of Rights, which guaranteed free speech, a jury trial, and banned cruel and unusual punishments. Colonies reclaimed many of the rights they had lost under James and came to believe that their colonial parliaments, like the one in England, were supreme in their own sphere—no matter what the king wanted.

John Locke’s Writings—Locke wrote that all people had a set of natural rights—life, liberty and property. Gov’t were formed by people to protect these rights. If gov’t did not do so, the people could overthrow this gov’t. These ideas served as the intellectual basis for the revolution. When the King of England (and parliament) violated colonial rights, the colonies had the right to break away.

FRI., 9/7

Topic: The Run-up to Revolution

Agenda:

1. Finish Powerpoint

2. Homework Review: Review Causes of Revolution-check with your neighbor before we discuss.

]]> Mon, 17 Sep 2012 14:33:49 PDT <![CDATA[Due: 08/29/2012]]> //www.miracostahigh.org/homeworkItem2743933 //www.miracostahigh.org/apps/classes/506100/assignments/ Agenda for Aug. 29 - 31, 2012

WEDNESDAY, 08/29

Topic: Introduction to CP U.S. History

Objective: What is history? Why is it important? How do we know if history is “true”?

Agenda:

1. Discussion: History—whether you like it or not, everything you say, do, think and wear has little or nothing to do with you, it is based completely on what happened long before you were born. Don’t believe it? Let’s look at some examples.

A. What time is it? Why is it that time (both in minutes and Pacific time)

B. Why do we use these numbers?—60 seconds in a minute, 60 minutes in an hour, 24 hours in a day?

2. Discussion: What is history? IT IS NOT A SUCCESSION OF RANDOM NAMES, DATES AND PLACES. THAT IS BAD HISTORY. Definition—About people, in the past, tells a story using documents/evidence proof. It is an interpretation, a construction of events. “A historian constructs a story about people in the past, using writing/symbols/documents/artifacts. This story is an interpretation of the meaning of these artifacts.

3. How do we know what we know? How does a historian know if he/she is telling an accurate “story”? Primary & Secondary documents (the writing/symbols/document/artifacts listed above)—definition

a. Logic-valuable, but with limitations—two ideas could explain the same event

b. Proof and its limits—different forms of proof—eyewitness account, photo, drawing, newspaper, archeological work—can we ever really be certain?

4. Example: How/when did Native Americans get to the new world? How do we know? (Using 3a and 3b to draw out potential answers.)

a. Let’s look at your book for an answer: website: www.tav.mt.glencoe.com. User Name: AVMTCA06 Password: f51rb8vx

b. Of the potential correct answers, which do you find most convincing and why?

c. Excerpt from 1491-p.18—Evidence—and history—changes all the time. We now believe the Indians were here a long time ago.

5. Assignment #1: Did Columbus “Discover” America? Students will be assigned one of five groups: Vikings, Egyptians, Irish, Chinese, Polynesians. Students must:

A) Find article(s) that discuss your assigned group’s arrival prior to Columbus.

B) Students must then type a list (12 pt. double spaced) , using complete sentences and correct spelling and punctuation, answers to the following questions:

1) What evidence supports the claim that members of this group reached the Americas prior to 1492?

2) Is the evidence provided in the article accurate? (You should look at issues such as: Is the person making the claims a noted scholar? Do they offer primary sources--archeological evidence, written accounts and drawings? Is there a great deal of evidence or very little?

C) Students must then write, in correct paragraph form, an answer to the question: Are you, or are you not, convinced that this group arrived in the New World prior to Columbus.

6. Assignment #2: Read p. 98-101 (stop when you see the headline “European Explorations.”)

7. Assignment #3: BRING YOUR BOOK TO CLASS TOMORROW!

THURSDAY, 08/30

Topic: Who discovered America/ What was America like before Columbus arrived?

Agenda:

1. Objectives and Agenda for week and day will always be on the board. Copy down daily agenda while I take roll.

2. Explanation of why we engage in drudgery of copying down agenda.

3. Discussion: Who “discovered” America? Does it matter? Students will present and then turn in work.

4. Introduction to and explanation of website at www.miracostahigh.org

5. Who, what, when, where, why, how of history—these are the “documents” of history we identified yesterday. These things matter, otherwise we have no story to tell.

6. Prep—look for the who, what, when, where, why, and how of history on pages 98-101 (first section only)—how would you organize this info for a test? How would you “disassemble the story”? www.tav.mt.glencoe.com. User Name: AVMTCA06 Password: f51rb8vx

7. (if time) Can a historian be biased? Using a map, let’s see hobodyer-large.

8. What was America like in 1491 (before Columbus arrived)? Pre-Columbian Life in America—you can’t know how America changed after the arrival of the Europeans if you don’t know what it was like before they came.

9. Discussion: What were the Indians like when the Europeans arrived? Advanced or primitive? Tall or short? Few or many? Hunters or farmers? Urban or rural? Democratic or monarchical?

FRIDAY, 08/31

TOPIC: What happened in the New World and why?

Agenda:

1. Handouts/Readings:

A. The Native American World—this is a big piece of racist garbage

B. Excerpt from 1491 secondary documents—helpful for getting a basic understanding of other people’s work, but not as good as primary. (p. 14 & 15—the old garbage argument that Indians were “primitive.”

C. The Aztec Marketplace—this is a translation of a primary document—better, but not perfect. Shows that Indians were not “backward,” there were sophisticated societies in the New World.

E. Excerpts from Zinn (p. 1) (Zinn thinks Indians get a raw deal in history, and wants to correct this bias—shows how rotten the Europeans were), Johnson (p. 7) (Still backs the small numbers in North America idea, but does talk about the big societies in central and s. America) & 1491 (p. 48—Indians are physically superior to Europeans, 104—fight over how many Indians there actually were when Columbus arrived.)—

2. Two Big Questions: Why did the Europeans come to American? Why did the Europeans “win” the competition with the Native Americans?

3. In order to answer the question of why Europeans came to the Americas, we must look at two sub-questions: a. What was “pushing” the Europeans to expand outside of their borders? B. What was “pulling” the Europeans to the Americas?

4. Text—check your reading.

5. Excerpts from video: America Before Columbus—how to take notes on a video—I will help you!

6. Assignment: download from the website: 1) Classroom Expectations (return w/ signatures) 2) Exit Passes—EC at end of semester. 3) Text: p. 101-108--organize the info under each blue heading in who, what, when, where, why, and how categories. Remember: there may not be info under each category for each heading. ALERT: There may be a quiz on Tues. when we return.

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