Agenda for June 9 - 13

Mon. 6/9

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. Overheads:

       1. Stonewall riots—gay liberation

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

       3. Consumer Movement—Ralph Nader

5. Environmental Movement

       A. Silent Spring raised awareness

       B. Oil spill off Santa Barbara really sparked movement

       C. Earth Day and the Environmental Protection Agency

       D. Love Canal Scare

       E. Three Mile Island Nuclear Accident—no plants built since 1973

Tues. 6/10

Topic: The Early 70s

Agenda:

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. Overheads: (continued from Mon.)

       1. Stonewall riots—gay liberation

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

       3. Consumer Movement—Ralph Nader

5. Environmental Movement

       A. Silent Spring raised awareness

       B. Oil spill off Santa Barbara really sparked movement

       C. Earth Day and the Environmental Protection Agency

       D. Love Canal Scare

       E. Three Mile Island Nuclear Accident—no plants built since 1973

       1. Handout: Watergate Outlines

Wed. 6/11

Topic: Watergate

Agenda:

1. Overheads: The 70s

1. Growth of Cities.

2. Changes in American Industry-deindustrialization

3. Baby Bust

4. Oil Embargo after Yom Kippur War

2. Richard Nixon & the 70s—some things went right

1. Nixon to China.

2. Nixon to Soviets

3. SALT Treaty

4. ABM Treaty

3. Richard Nixon & the 70s—some things went wrong

Attached outline for Watergate lecture.

Thurs. 6/12

Topic: Ford and Carter

Agenda:

1. The Short, Unhappy Presidencies of Gerald Ford and Jimmy Carter.

2. Ford

       A. Pardons Nixon—death to political career, but wise for nation

       B. Helsinki Accords—USSR promises to respect rights.  Much to the world’s surprise, some people in the Eastern Bloc take this seriously.  Starts the process that leads to the end of the Cold War.

       C. WIN: Whip Inflation Now—an economically sound idea, but seemed ridiculous on its face.

       D. US Economy—bad—not really Ford’s fault, but the president often pays for a down economy

              1. Inflation

              2. Lingering effects of oil embargo

              3. Deindustrialization

3. Carter

       A. After Watergate and Vietnam, America was less interested in experience and more interested in honesty.  For good or ill, that is exactly what they got.

       B. Carter—good:

              1. Title IX—passed earlier but applied during Carter

              2. Camp David Accords—the only peace agreement ever kept in Middle East

       C. Carter-bad

              1. High inflation and low production—stagflation

              2. Panama Canal Treaty—seemed another sign of American weakness

              3. Olympic Boycott—Russians invade Afghanistan—US response: no athletics, that’ll show

 ‘em!

4. Iran Hostage Crisis—taking of hostages and failed rescue attempt doom Carter’s chance for re-election.

Fri. 6/13

Topic: Test Review

Agenda:

1. Hand back of all assignments

2. Review of exams.

Agenda for Jun 2 – June 6

Mon. 6/2

Topic: Term Papers Due—Hard Copy in class.

Agenda:

1. Turn in hard copy of term paper.

2. Handout: The Pill—sexual revolution and war

3. What was the war like? Handout: Letters Home packet;

4. Overhead—1960s Counterculture
5. Century Series Video: Approaching the Apocalypse—key sections

3. Assign: Chap. 18, Sec. 1 & 2; Final Exam Review Sheet Available—download and complete for final

Tues. 6/3

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. 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

              3. Invade Cambodia and Bomb North to get them to the bargaining table—Pres. Thieu 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

Wed. 6/4

Topic: War Ends but Counterculture continues

Agenda:

1. 1.  Video: Vietnam: The End of the Road
2. 2.  Video: Woodstock: Now & Then

Thurs. 6/5

Topic:

Agenda:

1. 1.  Video: Woodstock: Now & Then

Fri. 6/6

Topic: Women’s Rights

Agenda:

1. Women’s Rights—60s & 70s

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 Pill (Women’s Rights Powerpoint—slide 1)

4. The Feminine Mystique (slide 2)

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).

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

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

6. Assign: Chap. 18.3 & 18.4

Agenda for May 26 - 30

Mon., 5/26—Memorial Day Holiday

Tues. 5/27

Topic:

Agenda:
1. Turn in Rough Draft and Signoff sheet

2. Handout: Rough Draft Review Sheet

3. Peer Review of Rough Draft.

Wed., 5/28

Topic: The War in Vietnam

Agenda:

1. Discussion: Escalation--Agent Orange, napalm, bombing and U.S. troops--did the U.S. have to escalate?

2. The Credibility Gap increases-why?—Video: Unpinned: Sections 1 & 2
  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

Thurs. 5/29

Topic: End of Vietnam War & The Counterculture

Agenda:

1. Handout: Vietnam Packet--The Peace Movement—how did protests spread?  How did the protests influence the war?

2. 1968--Opposition Solidifies
  a. Overheads—Vietnam-overseas-Tet offensive is a turning point

3. 1^st 10 minutes of 20^th Century: Vietnam: Tet and the Anti-War Movement then skip to 20^th minute.

Fri., 6/30

Topic: Counterculture

Agenda:

Thurs. 5/29

Topic: End of Vietnam War & The Counterculture

Agenda:

1. Handout: Vietnam Packet--The Peace Movement—how did protests spread?  How did the protests influence the war?

2. 1968--Opposition Solidifies
  a. Overheads—Vietnam-overseas-Tet offensive is a turning point

3. 1^st 10 minutes of 20^th Century: Vietnam: Tet and the Anti-War Movement then skip to 20^th minute.

Fri., 6/30

Topic: Counterculture

Agenda:

1. Handout—The Crises of 1968. Tet, killings of MLK, Kennedy, Chicago Riots cause movement to grow.

2. Video: Tet and the Anti-War Movement: last 10-15 minutes.

A. Protests grow to include pacifists and students

B. Protests and resistance to protests become more violent

C. Protests cause Johnson to decide against running for re-election

D. Nixon—a cold warrior—is elected on a “Peace w/ Honor” platform—even he promises to get out of the war.

E. Nixon actually expands the war—more troops added Cambodia invaded—protests grow

F. Kent State Massacre—the war has come home—US soldiers are killing US students

3. Handout: My Lai — the war is destroying American soldiers

4. The US starts to pull out of the war, not because we are destroying Vietnam, but because we are destroying ourselves.

5. Assign: Turnitin.com, electronic version is due Sunday night at Midnight. Hard copy of paper due on Mon. Per. 1: Class ID: 7889935 Password: period one  Per. 2: Class ID: 7889940 Password: period two; Per. 3: 7889947 Password: period three

Agenda for May 19 - 23

Mon., 5/19

Topic: Term Paper-Outlines and Intro

Agenda:

1. Peer Review of Introduction and 1^st argument.

       A. Handout: Intro and 1^st Argument Review Sheet

Tues., 5/20

Topic: The 60s & Vietnam

Agenda:

1. Vietnam

       A. How did we get involved?

              1. French—we backed them to help our Cold War ally.

              2. Overheads: Spread of Communism after 1940

       B. But Vietnam is fighting for freedom, not simply communism—Handout: Vietnamese Declaration of Independence

       C. French lose at Dien Bien Phu, war is over—not so fast! Geneva conference splits country in two—why?

       D. US sets up a new ally—S. Vietnam—Eisenhower sends in “advisors” 675 to start.

       E. US picks Diem to run country—problems? Kennedy sends in 16,000 “advisors.”

       F. Video: Century Series

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

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

Wed. 5/21—In Library---work on paper

Topic: Research Paper

Agenda:

1. Assign: Chap. 17, Sec. 3 & 4

Thurs. 5/22—Double Late Start Day

Topic: Vietnam--The Early Years
Agenda:
1. Video: Vietnam: Seeds of Conflict

2. US faces a choice after Diem coup—leave or take over the war.  But how to convince the American people?

3. 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.

Fri. 5/23

Topic: Vietnam & Protests Against the War

Agenda:

1. Complete Video: Seeds of Conflict

2. Overhead: The Credibility Gap
3. Overhead: What's important--burning monks or a new 'Vette?
4. Handout: Pres. Johnson's advisors debate Vietnam
5. Discussion: Escalation--Agent Orange, napalm, bombing and U.S. troops--did the U.S. have to escalate?

6. 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

7. What will be handed in on Tues:

       A. Rough Draft—including intro and conclusion

       B. Sign off sheet

8. 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 your 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.” 

Agenda for May 12 – 16

Mon. 5/12

Topic: Late Civil Rights and Cold War

Agenda:

1. Turn In Final Outline, Rought Outline and Signoff sheet.

2. Handouts and last slide of Civil Rights II: Riots in LA—Watts and LA Riots--
3. Violence causes as many problems as it seeks to solve.

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

A. Peace Corps

       B. Cuban Missile Crisis—Cold War continues

       C. Great Society—civil rights movement over?

       D. Court Cases—start of civil rights movement p. 709

5. Assign: 709-11—Court Reforms—Chart on 709 is key; 716-Peace Corps, 717-18-Cuban Missile Crisis; 726-9—Great Society; Complete Chap. 14, 15 & 16 Review Sheet for tomorrow.

Tues., 5/13

Topic: Finish Cold War and Civil Rights

Agenda:

1. (Complete whatever was not done yesterday) Chap. 15 Highlights: Emphasis on Cuban Missile Crisis; Court Reforms, Great Society, Peace Corps

A. Peace Corps

       B. Cuban Missile Crisis—Cold War continues

       C. Great Society—civil rights movement over?

       D. Court Cases—start of civil rights movement p. 709

2. Video: 1^st 17:30 of Poisoned Dreams

3. Assign: Chap. 14, 15, 16 Exam tomorrow

Wed., 5/14—Double Late Start Day

Topic: Exam Review

Agenda:

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

2. Assign: Chap. 14, 15, 16 Exam tomorrow

Thursday, 5/15

Topic: Quizam: Chap. 14, 15  & 16

Agenda:

1. 1.  Quizam on Chap. 14, 15 & 16

Fri., 5/14

Topic: The 60s

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. (If time) Video: Small section after Civil Rights on Poisoned Dreams

4. Assign: Introduction and 1^st argument due on Monday.

Mon., 5/5

Topic: Chap. 14, 15 & 16 Review

Agenda:

1. 1.  Turn in Rough Draft of Outline
2. 2.  Review of Chap. 13 Exam.
3. 3.  Complete Happy Daze Video: End, then the section on Civil Rights.
4. 4.  (If time) Schlesinger Video: Post-War US
5. 5.  Chap. 16, Sec. 1 & 2; Download and complete Chap. 16, Sec. 1 & 2 Questions

Tues., 5/6

Topic: Civil Rights to Civil Unrest
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. Video: Civil Rights Section of Happy Daze video.

Wed., 5/7

Topic: Civil Rights to Civil Unrest

Agenda:

1. Chap. 16, Sec. 2 Homework/Civil Rights I Overheads
       a. Question 1 & 2--overhead 4--the political response
       b. Question 3 & 4
2. Question 5--overhead #5--Struggle Intensifies
3. Question 6
4. Question 7, 8, 9--3 Overhead 6-8 on voting

5. Assign: Chap. 16, Sec. 3; Chap. 16--2 handouts--download & complete for tomorrow

Thurs., 5/8

Topic: The Civil Rights Movement Evolves/Splinters?

Agenda:

1. Hand back of Research Paper Rough Outline and Discussion of next steps.

2. MLK handout and audio recording

3. Overheads: Civil Rights II

4. From Civil Rights to Civil Unrest--We Shall Overcome or Burn, Baby, Burn?
5. Detailed comparison of Malcolm/Stokely and MLK.

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

Fri., 5/9

Topic: Late Civil Rights Movement

Agenda:

1. Turn in Chap. 16-2 Handouts assignment

2. Handouts and last slide of Civil Rights II: Riots in LA—Watts and LA Riots--
3. Burn, Baby, Burn

   A. Interpreting history isn’t always easy

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

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

5. (If time) Chap. 15 Highlights: Emphasis on Cuban Missile Crisis; Court Reforms, Great Society, Peace Corps

6. Peace Corps

   Cuban Missile Crisis—Cold War continues

   Great Society—civil rights movement over?

   Court Cases—start of civil rights movement p. 709

Mon., 4/28-Per. 1 in class; Per. 2 & 3 in Library
Topic: Research Paper

Agenda:

1.  Turn in topic and two book requirement.

2.  Assign: Read Chap. 14-2 & 14-3

Tues., 4/29-2 hour block class- Per. 1 & 3 ONLY.

Topic: Life in the 50s

Agenda:

1.  Complete topic and 2 book signoff

2.  Economic Changes in 50s (cont’d from Friday)

       A. Auto Sales Boom--but kills mass transportation
3. Social/Cultural Changes—    

    A. Role of women--back into the home, but not all
    B. A-Americans--good times aren't so good.
4. Chap. 14, Sec. 2 Overheads—only the first slide
5. Handout/Discussion: Prices & Ads from the 1950s
  A. Baby Boom—handout—The Future of America
  B. Levittown & Lakewood
  C. Multinationals & Franchises "Company Man"--more white collar
     than blue collar workers

6. Rest of 14.2 Overheads & Discussion

7. Assign: Chap. 14, 15 & 16 Study Guide; Note how this unit jumps around chronologically—we will cover everything, I promise.

Wed. 4/30—Per. 2—2 hour block class

Topic: Life in the 50s

1.  Complete topic and 2 book signoff

2.  Economic Changes in 50s (cont’d from Friday)

       A. Auto Sales Boom--but kills mass transportation
3. Social/Cultural Changes—    

    A. Role of women--back into the home, but not all
    B. A-Americans--good times aren't so good.
4. Chap. 14, Sec. 2 Overheads—only the first slide
5. Handout/Discussion: Prices & Ads from the 1950s
  A. Baby Boom—handout—The Future of America
  B. Levittown & Lakewood
  C. Multinationals & Franchises "Company Man"--more white collar
     than blue collar workers

6. Rest of 14.2 Overheads & Discussion

7. Assign: Chap. 14, 15 & 16 Study Guide; Note how this unit jumps around chronologically—we will cover everything, I promise.

Thurs., 5/1

Topic: More Life in the 50s; Review of Chap. 13; An “A” Research Paper

Agenda:

1. Chap. 14-3 Overheads

2. Video & Handout: Happy Daze
3. Review of Chap. 13 Exam.

4. Handout: What does an “A” paper look like?

Fri. 5/2
Topic: Post-WWII US and Research Paper Outline

Agenda:

1.  Schlesinger Video: Post-War US

Agenda for April 21 - 25

Mon. 4/21-—

Topic: Per. 1--Computer Lab; Per. 2 & 3--In-Class—Research Paper Work

Topic: Term Paper Topics and Research Info on Library Website

Agenda:

1. 1.  Library Info for Research Paper Topics
2. 2.  Assign: Bring completed Chap. 13 Study Guide to class—exam tomorrow!

Tues., 4/22—Per. 1 & 3—2 hour block class

Topic: Chap. 13 Exam

Agenda:

1. 1.  Review of Chap. 13
2. 2.  Chap. 13 Exam

Wed., 4/23—Per. 2—2 hour block class

Topic: Chap. 13 Exam

Agenda:

1. 1.  Review of Chap. 13
2. 2.  Chap. 13 Exam

Thurs., 4/24—All Periods in Library

Topic: Term Paper Research and Discussion
Agenda:
1. Term Paper Work—Topics and 2 books due on Monday.

2. Read Chap. 14-1

Fri., 4/25

Topic: Politics and the Economy of 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. Assign: Research Topic and 2 books due on Mon.

Mon., 4/14

Topic: Cold War Review

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. Handout: Timeline 13-from Chap. 13 Handouts

3. 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.

4. Assign: Read Chap. 13, Sec. 4; Add to timeline and type for Wed.

Tues., 4/15

Topic: Cold War Under Ike

Agenda:

1. Complete Best Years video & handout

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

3. Hand back all homework and (if time) Review Chap. 12 Exam

4. Assign: Complete Chap. 13 Study Guide; download Research Paper Info 2013-14 and Term Paper—Sample Topics and bring to class tomorrow.

Wed., 4/16—Double Late Start

Topic: Cold War Review

Agenda:

1. Discussion: Term Paper Topics and Timeline

2. Hand-in/Review of Cold War Timelines

3. (if time) Begin Review of Study Guide or Chap. 12 Exam

Thurs. 4/17

Topic: Chap. 13--Cold War Test Review

Agenda:

1. Review Study Guide

2. Assign: Per. 2 & 3—Bring laptop/tablet/smartphone to class on Monday.

Fri. 4/18

Topic: Chap. 13 Exam--Just kidding! No school today.

Mon., 3/31

Topic: Why a “Cold” War?

Agenda:

1. Cold War—term

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

3. On White Board: Start with headings and let students fill in the details

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 and bring to class

Tues., 4/1

Topic: Cold War Spreads

Agenda:

1. Turn in Chap. 13, Sec. 2 worksheet.

2. Take out Chap. 13, Sec. 1 worksheets from yesterday.

3. Chap 13 Sec 2 Powerpoint.

       A. The agreement at Yalta is ignored—why?

              1. Slide #1: Characteristics of Communist Rule—discuss importance of security to Soviets.

       B. Germany must be occupied and “changed”—the mistakes of WWI are not to be repeated.  How did the Allies accomplish this?

              1. Slide #2: Map of the Division of Germany

       C. After confrontation with the Soviets in Iran, Turkey and Greece, Pres. Truman decides on a policy of Containment:

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

       D. The continuing economic problems in Europe led the US to propose a program to re-build the continent—while also building up a valuable and reliable ally against the Soviets

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

       E. Berlin Crisis—Overhead

              1. Slide #3—Map of Europe

                      a. US, Britain & France Merge their Zones

                      b. Soviets Blockade Berlin

                      c. Americans provision Berlin by Air—Soviets eventually give in

       F. Division of Europe—NATO and Warsaw Pact

              1. Slide #3—NATO & Warsaw Pact Countries

              2. Slide #4—NATO Preamble

       G. Overview of Period

              1. Slide #5-Early Cold War Timeline

5. Assign: Be sure to bring downloaded Chap. 13 Handouts to class the rest of the week.; the re-writes of your European Battle Report are due Thursday at midnight (actually 11:59:59pm);

Wed., 4/2

Topic: The 50s

Agenda:

1. (Powerpoint from yesterday)

       C. After confrontation with the Soviets in Iran, Turkey and Greece, Pres. Truman decides on a policy of Containment:

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

       D. The continuing economic problems in Europe led the US to propose a program to re-build the continent—while also building up a valuable and reliable ally against the Soviets

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

       E. Berlin Crisis—Overhead

              1. Slide #3—Map of Europe

                      a. US, Britain & France Merge their Zones

                      b. Soviets Blockade Berlin

                      c. Americans provision Berlin by Air—Soviets eventually give in

       F. Division of Europe—NATO and Warsaw Pact

              1. Slide #3—NATO & Warsaw Pact Countries

              2. Slide #4—NATO Preamble

       G. Overview of Period

              1. Slide #5-Early Cold War Timeline

2. Video and handout: The Best Years

Thurs., 4/3

Topic: Cold War and the Fall of China

Agenda:

1. Video and handout: The Best Years

2. Last slide from 13.2 Powerpoint—Fall of China

3. The Cold War Spreads—1948--China “Falls” goes communists and scares the bejeezus out of the US

       A. Soviets explode atomic bomb

       B. Hiss, Fuchs, Rosenbergs accused of spying (providing nuclear secrets)

       C. “Fall” of China

D. Soviets & China sign pact

4. These events cause the US to respond internationally—both actions represent containment:

A. Hasten rebuilding of Japan to serve as a “bulwark” against China.

       b. US backs Taiwan and keeps “Red” China out of the UN

5. Content Vocabulary 13-from Chap. 13 Handouts—first 10 questions; Read Chap. 13, Sec. 3; Bring textbook to class tomorrow.

Fri., 4/4

Topic: Cold War Continues

1. These events combine with war in Korea--Open Chap 13 Sec 3 Powerpoint

2. Korean War

       A. Slide #1 & Handout-Critical Thinking Skills Activity 13-from Chap. 13 handouts

              1. US goes to UN security council and asks UN to aid S. Korea against N. Korean aggression—USSR could veto as a permanent member of council, but does not because it has walked out—angry over the refusal of the UN to recognize Beijing as the legitimate representative of China.

       B. Discussion of the course of the war and the outcome.  Why important?

              1. “Limited” War—no clear victory like “unconditional surrender” of WWII.  This conflict is very difficult for Americans to understand—what is a “police action?”

2. The atomic bomb is something not to be used—no “nuclear belt” between China and N. Korea.

              3. The US will remain on a permanent war footing from now on—no more small military for the US.

3. US responds to Cold War Domestically: The “Red” Scare--Communist “Subversion” feared—why?

       C. “Red” Hunt Begins

              1. Slide #2-Federal Employee Loyalty Program

              2. FBI—J. Edgar Hoover hunting “Commies” with illegal wiretaps

              3. Slide #3--House Unamerican Activities Committee--H.U.A.C.

              4. Other groups start hunting commies—cities, states, businesses, churches

4. Enjoy your break. Remember to bring your Chap. 13 handouts and textbook to class on Monday.

Agenda for March 24 - 28

Mon. 3/24

Topic: Homefront

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. Handout: Enrichment Activity 12--how was roundup begun?
3. General Internment Info:
    A. 120,000 internees
    B. 5,000 voluntarily move east
    C. Camps open from 1942-46, last one closes Mar. 46.
    D. 1943 people begin leaving the camps
      1. Volunteer for military service--recruited for translators
      2. Drafted for war; 291 refuse to serve out of 5,000 draftees
      3. 25,000 J-A serve in military; 442nd Combat most decorated unit in WWII.
      4. Labor shortages--people allowed to leave camps for jobs.

4. Handout: Life in the Camps
5. Korematsu vs. U.S.
6. Reparations and formal apology by Reagan.

7. Video: The Century Series America’s Time: 1941-45: Homefront—show last 2 sections.

8. Assign: Chap. 12 Review Homework—complete for tomorrow; Review Chap. 12 readings on Hiroshima and Nagasaki bombings; Chap. 11 & 12 Review Sheets

Tues., 3/25

Topic: The Atomic Bomb—Should it have been used?
Agenda:
1. Work Turn in: Two review worksheets should be turned in now.

2. Students should take out a blank sheet(s) of paper so they can write out their answers to the questions posed in the following handouts.

A. Handout: Decision B: Whether to Drop an Atomic Bomb. Students should read and write out an answer to the question at the bottom of the page. Remind students that they must not only be prepared to defend their choice, but to attack the other alternatives. Call on various students to defend their choice and allow other students to point out problems with that option.

B. Handout: Truman Justifies the Bombing. As they read, students should write an outline of Truman’s reasons for dropping the bomb.

C. Handout: Decision C: Whether Truman Made the Right Decision. Given the three handouts they have read, students should write out an answer to the question at the bottom of the page and be prepared to defend their answer. Call on various students for this purpose.

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

3. (if time) Video: Last section of Century: Civilians that covers bombing raids in Europe and Asia. Is there a difference between these bombing raids and the dropping of the atomic bombs on Japan?  They all serve the same purpose, kill civilians and “break their will to resist.”

4. Homework Assignment: a) Handout: Why we dropped the bomb. b) Handout: Chap. 12 Content Vocab.

Wed., 3/26 Music—In der Fuhrer’s Face and You’re a Sap Mr. Jap from YouTube.
Topic: WWII Innovations and Conferences--Chap. 11 & 12 Exam Review
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.

5. Assign: Study for Exam

Thurs., 3/27

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

Fri. 3/28
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

Mon., 3/17
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 Wednesday. 

     1. El Alamein, 2. Kasserine Pass, 3. Tunisia, 4. Stalingrad, 5. Sicily Invasion, 6. D-Day, 7. Battle of the Bulge.

Tues., 3/18—CAHSEE Day
Topic: War in the Pacific

1. 1.  World at War—Volume 6--Pacific—show Island by Island and Iwo Jima
2. 2.  Europe Battle Reports Due tomorrow!!!

Wed., 3/19—CAHSEE Day

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.

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

Thurs., 3/20

Topic: The Homefront

Agenda:

1. Finish European Battle Reports

2. Overheads: The Homefront During WWII
  A. How did US industry react to the war?
  B. How were women affected by the war?
  C. How were A-Americans affected by the war?
  D. How were Teens affected by the war?
  E. How will the world change after the war?
3. Brief overview
  -Double V Campaign
  -Bracero Program
  -Zoot Suit Riots

  -Wage & Price Controls & Rationing
  -Japanese-American Internment

Fri., 3/21

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. Handout: Enrichment Activity 12--how was roundup begun?
3. 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.

4. Handout: Life in the Camps
5. Korematsu vs. U.S.
6. Reparations and formal apology by Reagan.

7. Assign: Worksheet: Questions for Century Series Video.

Agenda for Mar. 10 - 14

Mon. 3/10

Topic: Chap. 11-3 Holocaust

Agenda:

1. Complete Holocaust discussion—who knew about the Holocaust?

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

--The U.S. government knew about the persecution of European Jews long before the genocide began.  Reports were carried in many newspapers, many of the underground groups fighting the Nazis smuggled out information about the killings, but the US did not respond. What could the US have done to slow or stop the mass killings in the concentration camps?What sources of information did the U.S. government have about this persecution and subsequent mass murders? How was this information treated and why? When do you think the government should have become involved in helping the Jews, and what should it have done? Should the death camps have been bombed?  Why or why not?  Why do you think the government finally decided to set up the War Refugee Board?

During the Casablanca Conference in January 1943, Roosevelt spoke with the French resident general at Rabat, Morocco, about postwar independence and the Jewish immigrants in North America. Roosevelt argued that

...the number of Jews engaged in the practice of the professions (law, medicine, etc.) should be definitely limited to the percentage that the Jewish population in North Africa bears to the whole of the North African population.... [T]his plan would further eliminate the specific and understandable complaints which the Germans bore towards the Jews in Germany, namely, that while they represented a small part of the population, over 50 percent of the lawyers, doctors, schoolteachers, college professors, etc., in Germany were Jews.¹

4. Assign:

Tues. 3/11
Topic: Chap. 11, Sec. 4—America Enters the War—Sort of

Agenda:

1. Quiz. Chap. 11.3

2. 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. Handout: To Enter or Not to Enter WWII.  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. (If Time) Excerpts from World at War—Volume 2: On Our Way USA: 1939-1942 Sections: 1. An Isolated Nation        2. Arsenal of Democracy

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

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

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

Wed. 3/12—Single Late Start
Topic: Pearl Harbor and Mobilization for War
Agenda:
1  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. Feel free to add in any of the information listed below that they leave out.

  A. Neutrality Act of 1939. 

  B. Bases-For-Destroyers Swap. 

  C. Lend-Lease Act. 

  D. Hemispheric Defense Zone. 

  E. Atlantic Charter. 

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

3. 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).

4. DVD: The World At War: Volume 2: Banzai!: Japan 1931-42—Section 1: Aggressive Actions; 2: Ultra Nationalism in Japan and 3: Politics of War. DVD is in the player.  Push the MENU button on the bottom of the remote control (make sure player is set to DVD). Arrow down to BANZAI.  Select by pushing PLAY button.  Arrow down to Section 1 and push play.  When you see a gentleman sitting in a chair and he says the words “On the morning of Dec. 7, 1941…” stop the DVD.

5. Quiz on 11.4?

6. 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 Friday.
      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.

Thurs., 3/13
Topic: War in the Pacific
Agenda:
1. Overhead: Map of War in Pacific

2.  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. 

       --Reading 2: Dennis Keegan. 

3. Homework Assignment: Remind students that Pacific Battle reports are due tomorrow!!

Fri., 3/14
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.

Agenda for Mar. 3 - 7

Mon., 3/3

Topic: WWII—France Surrenders and Britain Fights On

Agenda:

1)  Handout from last week: Versailles Treaty to Polish Blitzkrieg: We have already looked at: conscription/re-arming of Germany; remilitarization of the Rhineland, Anschluss with Austria; Munich Crisis—Germany gets Sudetenland then the rest of Czechoslovakia;

2)  Now we will look at these listings:

--1939 August: Nonaggression Pact between Germany & Soviet Union.

--1939 Germany makes claims on Danzig

--1939 Germany & Soviet Union Co-Invasion of Poland—this is the actual beginning of WWII—followed by the invasions of Denmark & Norway by Germany, the Baltic countries, Finland and Moldova by the Soviets and the Italian invasion of Greece.

3) 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.)

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

5. World at War: Finish European Tensions Increase then go to A Distant War. Show only sections 4 & 5: Norway and Finland Invaded and Political Change in England.

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

Tues., 3/4

Topic: WWII—Why France lost in only Six Weeks

Agenda:

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

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

3. Video: World at War: France Falls—show all sections

4. Handout: Chap. 11-2 Quiz.

5. Assign: Read Chap. 11.3

Wed., 3/5

Topic: WWII—The Beginning

Agenda:

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

2. Film/Handout: Casablanca

Thurs., 3/6

Topic: WWII—The Beginning

Agenda:

1. Film/Handout: Casablanca

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

Fri., 3/7—Berkeley--Sub

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 on Monday; Read Chap. 11.4

Mon. 2/24

Topic: The Great Depression

Agenda:

1. Handout & Video: The Grapes of Wrath

Tues. 2/25

Topic: The Great Depression

Agenda:

1. Video: The Grapes of Wrath

Wed. 2/26

Topic: The Great Depression

Agenda:

1. Complete Video: The Grapes of Wrath

2. Hand in of video questions.

3. Assign: Download: Chap. 11 Review Sheet; Read Chap. 11, Sec. 1

Thurs. 2/27

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.

5) Assign: a) 11-1 Quiz tomorrow; Read Chap. 11.2

Fri. 2/28

Topic: WWII Begins

Agenda:

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

1935 April

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

2) Quick review then: Quiz on Chap. 11, Section 1

3) 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.

4) Handout/Overhead: A Policy of Appeasement—why not fight?

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

6) Assign: No assignments--See link below for super cool WWII info!!

http://www.worldology.com/Europe/world_war_2_imap.htm

Mon. 2/3

Topic: Great Depression

Agenda:

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

2. Trade & Grade. 

3. Handout: Century Series: 1929-36 Questions for: Stormy Weather.

4. Video: Stormy Weather--The Great Depression

5. Homework Assignment: Read Chap. 9-3and 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.

Tues. 2/4
Topic: Hoover vs. the Depression--Depression Wins
Agenda:

1. 2 column list check.

2. Handout: The Bonus Army—

3. Finish Century Series video.

4. Very Brief Lecture: Hoover president in a controversial election—anti-Catholic, rural, and “dry” vs. Al Smith—Catholic, urban, “wet”.

5. 2 column list Homework: List--Column 1: How did Hoover fight the Depression? Column 2: Why didn't these efforts work? .
6. Assign: Chap. 9 short exam tomorrow.

Wed., 2/5

Topic: Chap. 9 Exam

Agenda:

1. Con’d from yesterday: 2 column list Homework: List--Column 1: How did Hoover fight the Depression? Column 2: Why didn't these efforts work? .
2. Overhead: Hoover Against Gov't Intervention—

3. Chap. 9 Exam

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

Thurs., 2/6

Topic: 1st New Deal

Agenda:

1. Trade and Grade Chap. 9 Exam.

2. Overheads: Chap. 10-Early New Deal—

       A. Elections of 1928 & 33-If there is any better expression of what happened to Hoover’s popularity than these two maps, I can’t imagine what it is. His essential coldness, combined with the disaster of the Bonus Army, made it nearly impossible for Hoover to be reelected. Their respective campaign songs illustrate the problem. Hoover’s song was “Onward Christian Soldiers,” while FDR used “Happy Days Are Here Again.” To paraphrase one historian, to be elected president FDR’s only necessary qualification was that he not be Hoover.

B. Social Effects of Great Depression

C. Relief, Recovery, Reform (meaning)?--1933 Bank Crisis--Gold Standard & Bank Holidays

1. Glass-Steagall Act--

2. NIRA—.

3. FDIC--

D. Farming Someone Else’s Land-- AAA--problems--not all New Deal programs work—AAA made the problems of farmers worse by increasing production and encouraging landowners to throw tenant farmers and sharecroppers off the land.

E. New Deal Remedies—

7. Assign: Chap. 10-1 Quiz tomorrow. Extra Credit Op: Find 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 for the first 5 people who show me the photo upon my return after ski week.

Fri., 2/7

Topic: FDR Fights the Depression

Agenda:

1. Lecture: The 100 Days—:

       A. Bank Holiday—restored confidence and probably saved the US banking system from complete collapse.

       B. The Hundred Days.

C. SEC--

D. NRA--didn't work

E. HOLC & FCA--

F. CCC

G. FERA, PWA & CWA & TVA--jobs, jobs, jobs—

2. Quiz Chap. 10-1.

3. Trade and grade.

4. Music: Woody Guthrie--"If You Ain't Got the Do-Re-Mi"—

5. Music: Woody Guthrie--"This Land is Your Land"—6. Assign: Read 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 on Monday;

Agenda for Feb. 10 - 14

Mon. 2/10

Topic: Challenges to New Deal—.

Agenda:

1. Lecture and Discussion .

2. Chap. 10-Challenges to New Deal-.

A. Alphabet Soup overhead—.

B. Chap. 10 Timeline Activity handout—.

C. Political Cartoon Depicting the Stranglehold of New Deal Programs on the Government overhead—.

D. Alphabet letters overhead--too much gov't is getting in the way of democracy (Uncle Sam)

E. Chap. 10—Interpreting Political Cartoons handout—have .

F. Splitting Democratic Party overhead—.

3. Challengers to New Deal—.

1. Chap. 10-Townsend Plan handout—

2. Father Coughlin—.

3. Huey Long-SOW--Share Our Wealth—.

4. Chap. 10-Upton Sinclair’s EPIC Plan handout—.

4. Assign: Chap. 10-2 Quiz tomorrow. Read 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

Tues., 2/11

Topic: 2nd New Deal/Court-Packing—I included some more lecture notes in this file.

Agenda:

1. Handout: First and Second New Deal—why are there 2? .

2. Handout-Chap. 10-WPA-In pairs,.

3. Overhead: Court-Packing—show .

4. Chap. 10-FDR Takes On Supreme Court—in .

5. The Economy Dips Again. .

4. Quiz Chap. 10-2—short quiz. .

5. Trade & Grade

Wed., 2/12—Double Late Start Day

Topic: New Deal Legacy Rise of Labor
Agenda:
1. The Rise of Industrial Unions—.

A. NIRA gone—:

B. National Labor Relations Act (Wagner Act) and the NLRB—.

C. CIO (Congress of Industrial Organizations) formed.

2. Overheads: Rise of Unions

1. AFL-CIO—.

2. Workers Unite—.

3. Gen'l Strike in SF—.

4. Handout—Bob Stimson-Auto Worker—.

5. Back Side of #4—Charles Stewart Mott—.

6. Last slide in overhead—sign demanding equality for African Americans.—.

3. New Deal Ends—.

4. New Deal Legacy—.

5. Assign: Download Chap. 10 Content Vocabulary and Chap. 10 Reteaching Activity and bring to class tomorrow. Chap. Test on Friday!!!!!!

Thurs. 2/13
Topic: Chapter Review
Agenda:
1. Content Vocabulary Activity 10 handout. .

2. Reteaching Activity 10. .

3. Chap. 10 Exam Review—.

4. (If time) First 8:30 of Century Video: 1936-41

5. Assign: Chap. 10 Exam tomorrow!

Fri. 2/15
Topic: Chap. 10 Exam
Agenda:
1. Quick review—.

2. Take Chap. 10 Exam— .

Agenda for Jan. 27 – 31

Mon. 1/27

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.

SPECIAL INFO!!!!! IN ORDER TO PLAY THE STOCK MARKET GAME TODAY YOU MUST DOWNLOAD AND READ the STOCK PROSPECTUS and the STOCK RECORD and bring them to class on MONDAY!!! IF YOU HAVE A SPECIAL ASSIGNMENT (YOU KNOW WHO YOU ARE!!) YOU MUST DOWNLOAD AND READ THE STOCK RECORD AND BANKER/BROKER INSTRUCTIONS and bring them to class on Monday.

Tues., 1/28—Midway Day—No Class

1. Assign: Download and bring to class: Activity 9—Political Cartoon; Primary Document-Crash of 1929

Wed., 1/29

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

1. Recap and Discussion of the Stock Market Game from Monday.

2. 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?—Primary Document-Crash of 1929
       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.
       8. Activity 9-Political Cartoon

   5. Assign: Download and bring to class: Reteaching Activity 9

Thurs., 1/30

Topic: More Causes of the Great Depression

Agenda:

1. Handout: Reteaching Activity 9

2. 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—differences between the book and K
3. Handout: Timeline Activity 9

4. Handout/Reading: During the Depression

5. Assign: Read Chap. 9-2; Download “No Depression” lyrics; Dust Bowl Map and bring to class

Fri. 1/31
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

7. Assign: Chap. 9-1 and 9-2 quizzes on Monday; Download and bring to class Century Series: 1929-36 Questions.

Mon., 1/13

Topic: Politics in the 1920s

Agenda:

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.

5. Short Quiz on Chap. 8.1 & 8.3.; download and complete final exam study guide

Tues., 1/14

Topic: The 20s

Agenda:

1. 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., 1/15—Single Late Start

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

Agenda:

1. Civil Liberties in the 20s-- 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 on Friday.

Thurs., 1/16--

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

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

FRI. 1/17

Topic: Final Review

Agenda:

1. Final Exam Prep

2. Assign: Test next week!

Mon. 1/6

Topic: WWI Ends and the 20s Begin

Agenda:

1. Turn in Content Vocabulary 6 and Reteaching Activity 6.

2. Video: Shell Shock-last 3 minutes or so

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.

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

Tues., 1/7

Topic: Life in the 1920s

Agenda:

1. Handout: Race Riot 1919

A. What changed during WWI to cause these riots?

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

2. Handout: How a Red is Made

A. Why a “Red Scare” now? What event helped produce this fear?

B. This is supposed to be a very sophisticated “comedy” piece. Is it funny? Why or why not?

3. 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?

4. Overhead: After WWI—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

5. 1920s--Looking Forward (Urban) or Looking Back (Rural) Ex: Music: Country and Jazz

6. 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.

7. Assignment: Download, read and bring to class: 1920s--Middle Class on the Move. Download and bring to class: Give Me Your Tired Your Poor

Wed., 1/8

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. 1/9

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 now 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?

5. Garvey & Back-to-Africa

6. 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. Prohibition's Absurdities--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. 1/10

Topic: 1920s--Prohibition

Agenda:

1. Discussion: why certain substances are banned. Why are some drugs legal (tobacco, alcohol) and others are not (marijuana, heroin)? 

2. Debate: Prohibition--good or bad? Whiteboard lists to start.

3. Discussion: Are the problems associated with the prohibition of alcohol 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. Handout: "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. Handout: “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 Mon: Chap. 8, Sec. 1 & Chap. 8, Sec. 3

Mon. 12/16

Topic: The US in WWI

Agenda:

1. War Breaks Out--The Schlieffen Plan—overhead from Friday

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 relate 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

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

Tues., 12/17

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.

4. 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., 12/18

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., 12/19:

Topic: WWI Wrap-up

Agenda:

1. Turn in Chap. 6-4 Guided Reading Activity

2. Video: Shell Shock—until we hit the part on Versailles.

3. Spanish Influenza Pandemic—40 million dead—effects young adults—very unusual for a flu—how does this peculiarity interact with WWI to make the flu more deadly?

4. Handout: Letter Describing Effects of Flu on military base.

5. Assignment: Handout: Flu Epidemic of 1918 Sent Chills Through State

Fri., 12/20-—Hawaiian Shirt/Ugly Sweater Day!!

Topic: The End and Aftermath of WWI

Agenda:

1. Was the most important event during WWI--not WWI?

A. Handout: Flu Epidemic of 1918 Sent Chills Through State

B. 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. 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?

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

4. Assignment: Download and answer: Content Vocabulary Activity 6 and Reteaching Activity 6; download 14 pts/Versailles Treaty/League of Nations and bring to class.

Mon., 12/9

Topic: Progressives

Agenda:

1) Video: Seeds of Change

2) Test on Thurs.!!!!!

Tues., 12/10

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., 12/11—Late, Late start day

Topic: Chap. 5 Exam Review

Agenda:

1. Test Review.

2. Onion Headlines—making fun of the Progressives

Thurs., 12/12

Topic: Chap. 5 Exam

Agenda:

1. Chap. 5 Exam

Fri. 12/13

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

Mon. 12/2

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. 3 + Guided Reading Worksheet

Tues., 12/3

Topic: Roosevelt vs. Taft

Agenda:

1. Check/Grade Chap. 5, Sec. 3 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—a monopolistic railroad (although the name sounds more like a bank).

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.

Wed., 12/4

Topic: How were the Progressives Different?--Economic Reforms for Women & Children

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?

Thurs., 12/5

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., 12/76

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 Chap. 5 test review sheet for next Wed.!!!!

Mon. 11/18

Topic: Progressives & Immigration

Agenda:

1. Handout: Progressive Immigration Legislation

2. Assign: A) Handout: 6 letters to the editor B) Handout: Worksheet. Read the 6 letters and fill out the worksheet.

2. Review/discussion of worksheet

3. Write four counter-arguments (pro-immigration).

4. Begin a letter to the editor, either pro- or anti-immigration. Make sure to refer to at least one counter-argument in your letter.

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

Tues. 11/19

Topic: The Progressives—an overview

Agenda:

1.     The 20th C. has arrived! What is wrong with America? (On Whiteboard)

       A. Industrialization—Big Business

       B. Immigration

       C. Urbanization

       D. Poor working conditions/child labor

2. How do we fix these problems—gov’t—a big change. Previously, during floods and locust infestations you were expected to fend for yourself—gov’t would not and should not help. That belief is starting to change.

3.     Letters to the Editor: Read excerpts—focus on words—disease—bacterial basis for infection is now known—cleanliness and sanitation become very big middle class concerns. Also notice how important time is becoming—pace of life is increasing. Even our brand new wrist watches have a second hand.

4.     Begin Video: The Progressive Movement

5.     Assign: Bring Your Book to Class tomorrow; Read Chap. 5, Sec. 1

Wed., 11/20

Topic: Problems faced by the Progressives—an overview

Agenda:

1. Handout: Read & Discuss--Overview: The Progressive Era

2. Handout: Problems & Solutions of the Progressives Chart

     A. Progressive reforms can be broken into four categories, which are listed across the top of your chart. Using the information contained in your textbook, Chap. 5, Sec. 1, complete the “Extending Democracy” section. I have provided an example. The number next to the word “Solution” indicates how many listings you should have for each of the four categories. Students will work in pairs. Check answers as a class.

3. Finish Chart

4. (If time) Finish Video: The Progressive Movement-Schlesinger from yesterday.

5. Assign: Chap. 5, Sec. 2 + Download and Complete Guided Reading Worksheet; Bring book to class tomorrow.

Thurs., 11/21
Topic: Progressives & Immigration
Agenda:
1. Trade & Grade Chap. 5, Sec. 2 worksheet

2. Handout: Reading: The Jungle: On Whiteboard:
  A. What is the main goal of the plant owner?
  B. Do you think Jurgis’s enthusiasm about life in America was typical of the immigrants of this time?  Why or why not?
  C. What do you think Upton Sinclair’s purpose was in writing this story?  Did he succeed?
3. Share answers to questions.

4. Assign: Chap. 5, Sec. 1 & 2 quiz tomorrow—20 questions, no essay.

Fri., 11/22
Topic: Immigrants and the Progressives
Agenda:
1. Video: The Progressive Era—Just the Facts series + handout

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

3. Assign: Chap. 5, Sec. 3 and have a Happy Thanksgiving Week—don’t get arrested. Don’t. Really.

Mon., 11/11-Holiday—No School

Tues., 11/12

Topic: Imperialism

Agenda:

1. Overheads: Imperialism

2. (If time) Video & Handout: U.S & The World 

3. Imperialism quiz.

Wed., 11/13-Late start

Topic: Review

Agenda:

1. Lecture: Imperialism continues—discussion of Japan & China, but particularly on Panama Canal—handout on conversation between state department and ambassador in Columbia—US planned and supported rebellion.

2. Handout and discuss Taft’s Dollar Diplomacy

3. Handout: Immigration and Statistics

4. Overhead: Ellis Island

5. Handout: Ellis Island

6. 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? 7.

Thurs., 11/14

Topic: Test Review

Agenda:

1. Activity 3 & 4 handouts.

2. Rapid Review 

3. Hand back all work.

4. Final Hints

Fri., 11/15

Topic: Chap. 3-4 Exam

Agenda:

1. Chap. 3, 4 Exam

Mon., 11/4

Topic: Social Darwinism/Social Gospel

Agenda:

1. Quiz on presentation and Chap. 3-3: Immigration & Urbanization

2. Stamp Chap. 3, Sec. 4 worksheet

3. Presentation: Social Darwinism & Social Gospel

4. 4 issues for exam—Social Darwinism, Social Gospel, Americanization, Gospel of Wealth—who, what, where, when, why, how?—3 minutes to study!

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

6. Assign: Chap. 3, Sec. 5 + download and complete worksheet; Download Populist Study Guide and bring to class tomorrow.

Tues., 11/5

Topic: Populism

Agenda:

1.. Work Return

4. Schlesinger Video & Handout: A Nation in Turmoil—First few sections on Labor Strife

3. Stamp Grade Chap. 3-5 Worksheet.

4. Populism Presentation

5. 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

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

B. Problems in countryside

1. Problems—high freight rates, high interest rates, corrupt legislatures, bad economy-panics in 1857, 1873, 1893, low crop prices

2. Solutions: Populist Party: Graduated income tax—limit power of rich/corporations, Silver backed currency, Gov’t ownership of RRs, Direct election of Senators—avoid the political machines in the big cities.

6. Quiz on Populism tomorrow.

Wed., 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; Download Study Guide on Imperialism

 
Thurs., 11/7

Topic: Imperialism

Agenda:

1. Grade quiz on Populism in class.

2. Hand-in/Grade 4.1 and 4.2 worksheets

3. Presentation on Imperialism.

4. Handout and Discussion: Anti-Chinese Propaganda

Fri., 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.

3. Hand Back all Graded work.

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