Mon. 6/8

Topic: Women’s Rights

Agenda:

1. Women’s Rights—60s & 70s
2. Women have been involved in all aspects of American life since the beginning.
3. Women were involved politically in movements like temperance and abolition and this led to the first great issue—suffrage.
4. Suffrage was achieved in 1919 and the women’s rights movement sort of disappeared.
5. In the 60s women’s rights resurfaced because of:
6. Women returning to work (40% of the workforce by early 1960s)
7. Civil Rights Struggle
8. The Pill (Women’s Rights Powerpoint—slide 1)
9. The Feminine Mystique (slide 2)
10. New Legislation in the 60s
11. 1963 Equal Pay Act—same job, same pay
12. Title 7 of the Civil Rights Act—no job discrimination
13. Created Equal Employment Opportunity Commission (EEOC)
14. NOW created in 1966 to address shortcomings of EEOC (they weren’t aggressively pursuing cases of gender preference and inequality).
15. New Legislation in the 70s
16. Title IX—equal money for sports
17. Roe v. Wade—abortion rights
18. ERA (show overhead)—this failed—why? A threat to “traditional differences” and “the family.” Phyllis Schlafly
19. How do you achieve equality? How do you know if you’re successful?—overheads on political #s and wages
20. Assign: Chap. 18.3 & 18.4

Tues. 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
3. Affirmative Action—how do we achieve equality? Equality of opportunity or equality of condition?
4. Quotas—clear and easy to monitor, but supposed to be temporary—but how long is temporary?
5. Backlash—U of Cal Regents v. Bakke—reverse discrimination case. Decided that:
6. affirmative action okay—race can play a role in the decision but
7. quotas not okay
8. Should “differences” matter? Are SATs, GPA and EC the only important differences? What about athletes? Artists? Geographic diversity?
9. Busing—huge issue in big cities—LA and Boston—why are people so angry?
10. Hispanic Rights—Cesar Chavez and the United Farm Workers, La Raza and bilingualism (Hispanic overheads)
11. American Indian Movement—Alcatraz and Wounded Knee

Wed. 6/10

Topic: The Early 70s

Agenda:

1. Handout/Overheads:
2. Stonewall riots—gay liberation
3. Acid & Pills (play Mother’s Little Helper)
4. Consumer Movement—Ralph Nader
5. Environmental Movement
6. Silent Spring raised awareness
7. Oil spill off Santa Barbara really sparked movement
8. Earth Day and the Environmental Protection Agency
9. Love Canal Scare
10. Three Mile Island Nuclear Accident—no plants built since 1973
11. Assign: Handout: Watergate Chronology and Chap. 19, Sec. 1 & 2

Thurs. 6/11

Topic: Watergate

Agenda:

1. Overheads: The 70s—very fast
2. Growth of Cities.
3. Changes in American Industry-deindustrialization
4. Baby Bust
5. Oil Embargo after Yom Kippur War
6. Richard Nixon & the 70s—some things went right
7. Nixon to China.
8. Nixon to Soviets
9. SALT Treaty
10. ABM Treaty
11. Some things went wrong—Watergate.

Fri. 6/12

Topic: Watergate

Agenda:

1. Video: Watergate

Agenda for June 1 – June 5

Mon. 6/1

Topic: Term Papers Due to turnitin.com at 7am.

Agenda:

1. Complete discussion on My Lai/Agent Orange/napalm.
2. What was the war like? Handout: Letters Home packet;
3. Assign: Chap. 18, Sec. 1 & 2; Final Exam Review Sheet Available—download and complete for final

Tues. 6/2

Topic: Counterculture

Agenda:

1. Handout: The Pill—sexual revolution and war
2. Overhead—1960s Counterculture
   3. Century Series Video: Approaching the Apocalypse—key sections

Wed. 6/3

Topic: War Ends but Counterculture continues

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
3. 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. 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
5. My Lai Massacre—huge public reaction—revelations about massacre, Agent Orange are problematic and add to American rush to leave.
   2. Invade Cambodia-huge protests
           3. Kent State—Americans are killing each other—show photo
6. 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
7. Vietnam: counterculture and Vietnam
8. Overheads: Vietnam—what is the country like now?
9. Impacts of Vietnam
10. All volunteer army.
11. Limitations on presidential power—will discuss more later.
12. Distrust of government—Pentagon Papers, wire taps—gov’t is dangerous.
13. Renewed isolationism among the young.
14. American Military--Powell Doctrine: No military conflict unless:
15. Overwhelming US superiority—keep casualties low
16. Short duration commitment and very clear goals—low casualties and keeps support at

home

3. Strong political support at home
4. Powell Doctrine—followed from 1975-2001 in
5. Grenada, Lebanon, Panama, Somalia, Balkans, Iraq War I

Thurs. 6/4

Topic: Counterculture

Agenda:

1. Video: Woodstock: Now & Then

Fri. 6/5

Topic: Counterculture

Agenda:

1. Video: Woodstock: Now & Then

Mon., 5/25—Memorial Day Holiday

Tues. 5/26

Topic: Vietnam

Agenda:

1. Overhead: The Credibility Gap—Tonkin Gulf section from Vietnam: Seeds of Conflict-start of a pattern? Role of TV?
   2. Overhead: What's important--burning monks or a new 'Vette?
   3. Handout: Pres. Johnson's advisors debate Vietnam
   4. Discussion: Escalation--Agent Orange, napalm, bombing and U.S. troops--did the U.S. have to escalate?
2. The Credibility Gap increases-why?
   a. Civil Rights Movement
   b. Tonkin Gulf
     c. Official Reports vs. TV and newspapers—Handout: Credibility Gap (back side of Gulf of Tonkin handout)
     d. The Draft--fair?  Relation to civil rights?-Overhead Vietnam at Home & Abroad-1969 showing draft lottery
3. Video: Century Series: Unpinned: Start at 8:17-12:56 mark.

Wed., 5/27—Double Late Start—shortened periods

Topic: End of Vietnam War & The Counterculture

Agenda:

1. Handout: The Peace Movement—how did protests spread? How did the protests influence the war?
2. 1968--Opposition Solidifies
   Overheads—Vietnam-overseas and at Home-Tet offensive is a turning point
3. Vietnam Lost Films-TET Offensive. Start at 6:36 mark.

Thurs. 5/28

Topic: Counterculture

Agenda:

1. Finish TET Film.
2. Handout—The Crises of 1968. Tet, killings of MLK, Kennedy, Chicago Riots cause movement to grow.
3. Protests explode after TET.
4. Protests grow to include pacifists and students
5. Protests and resistance to protests become more violent—hard hat attack on protesters
6. Protests cause Johnson to decide against running for re-election
7. Nixon—a cold warrior—is elected on a “Peace w/ Honor” platform—even he promises to get out of the war.
8. Nixon actually expands the war—more troops added Cambodia invaded—protests grow—everything peaks by 1969.
9. Kent State Massacre—the war has come home—US soldiers are killing US students
10. Hard Hats throw in with the anti-war protestors
11. Returning Vets throw away their medals in protest.
12. Handout: My Lai — the war is destroying American soldiers
13. The US starts to pull out of the war, not because we are destroying Vietnam, but because we are destroying ourselves.

Fri., 5/29—Term Paper Rough Draft—including conclusion—due to Turnitin.com by midnight Sunday.

Agenda:
1. Turn in Rough Draft and Signoff sheet

2. Handout: Rough Draft Review Sheet
3. Peer Review of Rough Draft.
4. Assign: Turnitin.com, electronic version is due Monday at 7 am.

Mon., 5/18

Topic: The 60s

Agenda:

1. Finish Atomic Cafe

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 Friday.

Tues., 5/19

Topic: The 60s & Vietnam

Agenda:

1. What will be handed in on Fri.?

       A. Intro and 1^st argument

       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 your are going to prove your thesis.

       D. Handout: Sample papers are on-line. Sample intro/first argument handout in class.

       E. Even though you don’t need it for this step, your paper will need a conclusion.  A history conclusion has Two Parts:

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

              2. Special Section—if you focused on the causes of an event, in this section you can briefly discuss the effects of your event.

Alternate Special Section:

              2. Special Section—if you focused on the effects of an event, in this section you can briefly discuss how/why the events you discussed still influence us. This is called “Updating your argument.”

3. Video: Poisoned Dreams—Part 3 on Vietnam.

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

Wed. 5/20

Topic: The War in 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. Diem is killed.  Did the US know he was to be killed?  What does this mean?

2. Video: Seeds of Conflict

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

Thurs. 5/21

Topic: Vietnam--The Early Years
Agenda:
1. But Vietnam is fighting for freedom, not simply communism—Handout: Vietnamese Declaration of Independence

2. Video: Vietnam: Seeds of Conflict—Up to killing of Diem

3. US faces a choice after Diem coup—leave or take over the war.  But how to convince the American people? Tonkin Gulf provides the solution.

Fri. 5/22-Term Paper Intro and 1^st Argument Due—Donut Day!

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

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. Chap. 17 Quiz

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

Agenda for May 11 – 15

Mon. 5/11

Topic: Late Civil Rights and Cold War

Agenda:

1. Music: Respect Yourself and What’s Goin’ On—efforts to pull back from the violence that has overwhelmed the Civil Rights Movement
2. Hand Back and Discussion of Outlines.
3. From Civil Rights to Civil Unrest--We Shall Overcome or Burn, Baby, Burn?
   4. Why are people so mad? Overheads: Civil Rights II
4. Video & Handout (back of MLK handout): Poisoned Dreams 17:30--29:56 on Civil Rights & Peace Corps
5. 6. Handouts and last slide of Civil Rights II: Riots in LA—Watts and LA Riots--
6. Violence causes as many problems as it seeks to solve.
7. Assign: 709-11—Court Reforms—Chart on 709 is key; 716-Peace Corps, 717-18-Cuban Missile Crisis; 726-9—Great Society.

Tues. 5/12

Topic: Cold War

Agenda:

1. Chap. 15 Highlights: Emphasis on Cuban Missile Crisis; Court Reforms, Great Society, Peace Corps
2. Peace Corps
3. Cuban Missile Crisis—Cold War continues
4. Great Society—civil rights movement over?
5. Court Cases—start of civil rights movement p. 709

Agenda for May 4 – May 8

Mon., 5/4—in Library

Tues., 5/5—in Library

Wed., 5/6—Double Late Start Day

Topic: Civil Rights to Civil Unrest

Agenda:

1. Topic: Civil Rights to Civil Unrest
   Agenda:
   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
   Question 1--overheads 1 & 2--discrimination & B v. B
       b. Question 2--overhead 3--demand for civil rights
   1. Question 1 & 2--overhead 4--the political response
3. 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. Video: Finish Happy Daze video
8. Assign: Chap. 16, Sec. 3; Chap. 16--2 handouts--download & complete for Friday.

Thurs., 5/7

Topic: The Civil Rights Movement Evolves/Splinters?—See full Lesson Plan in folder

Agenda:

1. MLK handout and audio recording
2. Overheads: Civil Rights II
3. From Civil Rights to Civil Unrest--We Shall Overcome or Burn, Baby, Burn?
   4. Detailed comparison of Malcolm/Stokely and MLK.
4. Malcolm X Handout making fun of MLK and I Have a Dream

Fri., 5/8—Term Paper Rough Outline Due

Topic: Late Civil Rights Movement

Agenda:

1. Turn in Rough outline
2. Music: Respect Yourself and What’s Goin’ On—efforts to pull back from the violence that has overwhelmed the Civil Rights Movement
3. Turn in Chap. 16-2 Handouts assignment
4. Video & Handout (back of MLK handout): Poisoned Dreams 17:30--29:56 on Civil Rights & Peace Corps

Agenda for April 27 – May 1

Mon., 4/27- in Library
Topic: Research Paper

Agenda:

1. Assign: Read Chap. 14-2 & 14-3 for Wed.

Tues., 4/28—In library

Topic: Research Paper

Wed. 4/29

Topic: More Life in the 50s;

Agenda:

1. Finish rest of Chap. 14-2 Overheads--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
2. Chap. 14-3 Overheads
3. Video & Handout: Happy Daze
4. Assign: Download: Term Paper Step 3—Rough Outline

Thurs., 4/30

Topic: Post-WWII US and Research Paper Outline

Agenda:

1. Happy Daze Video: Skip over Civil Rights Section and show the last 15 minutes.
2. Research Paper—Rough Outline Discussion
3. 16, Sec. 1 & 2; Download and complete Chap. 16, Sec. 1 & 2 Questions
   
   

Fri. 5/1
Topic: Life in the 50s/Beginning of Civil Rights Per. 2 & 3 Only will meet in the small theater for a special presentation on the Holocaust.

Agenda:

1. Review of Chap. 13 Exam.
2. Topic: Civil Rights to Civil Unrest
   Agenda:
   Civil Rights Movement—starts with the Supreme Court? Jackie Robinson? Harry Truman?
3. Grade Chap. 16, Sec. 1 Homework while viewing Civil Rights I Overheads
   Question 1--overheads 1 & 2--discrimination & B v. B
          b. Question 2--overhead 3--demand for civil rights
4. c. Question 3, 4, 5 & 6
5. Video: Civil Rights Section of Happy Daze video.

Agenda for April 20 - 24

Mon. 4/20

Topic: Chap. 13 Review

Agenda:

1. Chap. 13 Test Review
2. Complete Video: The Best Years
3. (If time) Cold War Under Ike—Review of Events in Chap. 13, Sec. 4
4. Hand back all homework
5. Day of the exam you must bring:
6. Writing Utensil
7. 1 clean sheet of paper
8. Stamped 13-1, 13-2, Chap. 13 Content Vocab and Chap. 13 Study Guide—for credit.

Tues., 4/21

Topic: Chap. 13 Exam

Agenda:

1. Last Minute Questions on Chap. 13
2. 13 Exam
3. Read Chap. 14-1; download and complete 14-1 Worksheet

Wed., 4/22—Single Late Start

Topic: Politics and the Economy of the 1950s—Liberal or Conservative? Both?

Agenda:

1. Music: Mystery Train—how do you connect songs to “bigger” historical issues?. Birth of Rock 'n' Roll—connect the music to the Baby Boom (lots of teenagers), the growing economy (teens have free time and money to buy music), the new electronic techs coming out of WWII (electric guitars are cheap and plentiful)—it isn’t just music, music tells us what is happening in society.
2. Politics & The Economy—1950s
3. Economy--thriving--wages, profits, sales way up--why? Savings during the war.
   B. Politics--conservative compared to 30s, but is it really?
   4. Chap. 14-1 Worksheet
4. 3. Chap. 14, Sec. 1 Handout (Focus on unions & Taft-Hartley)
   4. Chap. 14, Sec. 1 overheads/discussion
   A. 1948 Election—vote for liberal (Truman) but also vote for segregation (Thurmond). Conservative socially but liberal economically.
     B. G.I. Bill--college, housing, marriage, kids, increased conservativism—but isn’t the GI Bill a massive gov’t program?
     C. "Fair Deal" liberal and conservative
       1. Increase minimum wage--passed
       2. Increase Social Security payments--passed
       3. No Health Insurance or Civil Rights program—did not pass
     D. Automobile Age
       1. Eisenhower elected prez--conservative (ends price controls)
          but:
         a. Interstate Highways—giant gov’t program
         b. Cold Warrior—Nukes not Troops—Containment & Marshall Plan continue—also giant gov’t program—is he really a conservative?
   
   

Thurs., 4/23

Topic: Life in the 50s

Agenda:

1. Economic Changes in 50s (cont’d from Friday)
2.  Auto Sales Boom--but kills mass transportation
   3. Social/Cultural Changes—    
3. 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
4. Rest of 14.2 Overheads & Discussion
5. Assign: Download Chap. 14, 15 & 16 Study Guide; Note how this unit jumps around chronologically—we will cover everything, I promise. Term paper topic—1 sentence--and book due tomorrow!!!!

Fri., 4/24—Term Paper Topic and Book Due Today!!!!

Topic: Term Paper

Agenda:

1. Complete topic and 2 book signoff

Agenda for March 30 – April 3

Mon., 3/30

Topic: WWII Innovations and Conferences--Chap. 11 & 12 Exam Review
Agenda:

1. Turn in worksheets.
2. Complete discussion of Hiroshima and Nagasaki. Handout: Why We Dropped the Bomb
3. Finish Homefront Video.
4. Review/Complete Homefront Powerpoint
5. Return all work.
6. Assign: Study for Exam—Chap. 11 and 12 Review Sheets should be completed as test prep.
   
   

Tues., 3/31

Topic: Chap. 11 & 12 Exam Review

Agenda:

1. 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.
2. Conferences of WWII—Atlantic, Casablanca, Tehran, Yalta, Potsdam—on white board
   3. Quick Review:

  -Double V Campaign
  -Bracero Program
  -Zoot Suit Riots

-Wage & Price Controls & Rationing

Wed. 4/1

Topic: Test Review

Agenda:

1. Review of previous test and all handouts.
2. Review of Battles Projects
3. Questions on each section—Chap. 11 first, then Chap. 12

Thurs., 4/2
Topic: Chap. 11 & 12 Exam
Agenda:
1. Exam—150 pts.

2. Download from website and bring to class: Research Paper Info-2014-15-Steps 1 & 2

Fri., 4/3

Topics: 1)Why a “Cold” War? 2)Semester Research Paper

Agenda:

1. Cold War—definition.
2. Why are the U.S. and Soviets fighting? Weren’t we Allies in WWII?
3. On White Board: 

Agenda for March 23 - 27

Mon., 3/23

Topic: Internment during WWII

Agenda:

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:
       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.
2. Assign: p. 583-5, 599-603; 609-12—War in Europe; Battle Essays due tomorrow.
   
   

Tues. 3/24

Topic: War in Europe/Africa

Agenda:

1. Show War in Europe Maps—so students can see the geography of the European theater.
2. 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. Students should turn in the typed work they prepared.
3. Homework Assignment: Read Chap. 12, Sec. 1 and p. 587-593

Wed., 3/25

Topic: WWII-Homefront

Agenda:

1. Worksheet: Questions for Century Series Video.
2. Video: The Century Series America’s Time: 1941-45: Homefront—show entire section.
3. 2 WWII Review Handouts—complete in pairs or as homework.
4. Assign: Review Chap. 12 readings on Hiroshima and Nagasaki bombings.
   
   

Thurs., 3/26

Topic: The Atomic Bomb—Should it have been used?
Agenda:
1. Work Turn in: If not completed and handed in yesterday, the 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.
3. 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.
4. Handout: Truman Justifies the Bombing. As they read, students should write an outline of Truman’s reasons for dropping the bomb.
5. 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.
6. Handout: The Decision to Drop the Bomb—answer questions at bottom of the back page.
7. (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.”
8. Homework Assignment: a) Handout: Why we dropped the bomb. b) Handout: Chap. 12 Content Vocab. 2 WWII Review Handouts—complete in pairs or as homework.

Fri., 3/27-Music—In der Fuhrer’s Face and 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.
4. Assign: Study for Exam
   
   

Agenda for March 16 - 20

Mon., 3/16—Staff Development Day—No School

Tues., 3/17--Double Late Star--CAHSEE Day
Topic: War in the Pacific
Agenda:
1. Pacific Battlefields Presentations. Randomly choose students to present each of the 10 battles—students should take notes on these presentations for their exam. After each presentation, ask if anyone who also wrote about that same battle would like to add or change any info. Students should turn in the typed work they prepared.

2. Homework Assignment: p. 583-5, 599-603; 609-12—War in Europe; 7 European/African battles. Have students count off by 7. This number corresponds to a battle listed below. Students must describe: A)What happened—describe the battle in one-two paragraphs; and, B) Why is this battle famous/important? Also in one-two paragraphs. (Students should ask themselves--how did this battle change the course, duration, outcome or aftermath of WWII?) Your book will partially answer the question, but you must also do some internet research to prepare a complete answer. Remind students to site their sources—no wikipedia!!!!!!
   --Students must type up their answers—12 pt, double spaced, 1” margins--and be prepared to present them to the class on TUESDAY!!!! Note change in due date!!!!. 
3. El Alamein, 2. Kasserine Pass, 3. Tunisia, 4. Stalingrad, 5. Sicily Invasion, 6. D-Day, 7. Battle of the Bulge.
   
   

Wed., 3/18—Double Late Start--CAHSEE Day
Topic: War in the Pacific

Agenda:

1. Finish Pacific Battles
2. World at War—Volume 6--Pacific—show Island by Island and Iwo Jima
3. Assign: Re-Read Chap. 11-3

Thurs., 3/19

Topic: Finish Pacific Battles/Homefront

Agenda:

1. Finish Video: World At War
2. Work Return
3. Discussion: Semester Term Paper
4. (If time) Begin Homefront overheads

Fri., 3/20

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

3. Assign: If you have not already done so, read P. 590-91 and 594-6 in the book about Japanese-American Internment for Mon. Remember that European Battles essay is due on Tudesday.
   
   

Mon. 3/9

Topic: WWII—The Beginning

Agenda:

1. Turn in handout from Friday.
2. Film/Handout: Casablanca

Tues. 3/10
Topic: WWII—The Beginning

Agenda:

1. Film/Handout: Casablanca
2. Assign: Bring textbook to class tomorrow!

Wed. 3/11
Topic: Pearl Harbor and Mobilization for War
Agenda:
1. Finish film.

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. Feel free to add in any of the information listed below that they leave out.

9. Neutrality Act of 1939. 1) It allowed warring countries to buy weapons as long as they paid cash and carried the arms on their own ships. 2) This clearly favored England—the only country that had the $$ and the ships to follow this law
10. Bases-For-Destroyers Swap. 1) Allowed the U.S. to build bases in Newfoundland, Bermuda and Caribbean island in exchange for 50 old destroyers. 2) Circumvented the Neutrality Act of ’39 and tied US and Britain more closely together.
11. Lend-Lease Act. 1) Allowed US to lend or lease arms to any country “vital to the defense of the US.” 2) Allowed Roosevelt to immediately start aiding Britain.
12. Hemispheric Defense Zone. 1) Declared western half of Atlantic Ocean neutral. 2) Allowed US to patrol the western Atlantic and reveal the location of German subs to Britain.
13. Atlantic Charter. 1) Agreement that the postwar world would be based on democracy, nonaggression, free trade, economic advancement and freedom of the seas. 2) Doesn’t sound much like Nazi Germany does it?
14. Handout: Events Leading to Pearl Harbor. Students should quickly answer the two questions at the bottom of the page.

Thurs., 3/12
Topic: War in the Pacific
Agenda:
--Turn in Film Notes.

1. 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).

2. 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.
3. 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.
4. 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?

5. What happened at Pearl Harbor?
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 Tuesday.
         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.

Fri., 3/13
Topic: War in the Pacific (cont’d)
Agenda:
1.Video: The World At War: Volume 2: Banzai!: Japan 1931-42—Section 4: The Attack on Pearl Harbor—video can run until the credits.

2. 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?

3. 3. Display War in Pacific Maps again so students can see the geography of the presentations they are about to hear.
4. Assign: Pacific Battlefields Papers/Presentations are due on Tuesday!!!; Download Chap. 12 Review Sheet.

Agenda for Mar. 2 - 6

Mon., 3/2

Topic: WWII—France Surrenders and Britain Fights On

Agenda:

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

1939 August: Nonaggression Pact between Germany & Soviet Union.

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

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: 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., 3/3

Topic: WWII—Why France lost in only Six Weeks

Agenda:

1. Bookmarked: Fall of France Animated maps--play.
2. Handout: Map--The Battle of Britain—
3. Handout: Chap. 11-2 Quiz.
4. Video: World at War: France Falls—show all sections
5. Assign: Read Chap. 11.3

Wed., 3/4

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. Video: World at War: Genocide: 1941-45.
8. Assign: Chap. 11.3 Quiz

Thurs., 3/5

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

Agenda:

1. Complete video.
2. Quiz. Chap. 11.3
3. Assign: Handout: To Enter or Not to Enter WWII--read and answer questions for tomorrow.

Fri., 3/6

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. Handout: To Enter or Not to Enter WWII
3. Q: Should America have entered WWII earlier than it did?
4. Excerpts from World at War—Volume 2: On Our Way USA: 1939-1942 Sections: 1. An Isolated Nation 2. Arsenal of Democracy
5. Handout: Content Vocabulary 11 and Reteaching Activity 11 (two-sided, single sheet) for Mon.
6. Assign: completed handouts; if you have not already done so, read Chap. 11.4

Agenda for Feb. 23 – 27

Mon. 2/23

Topic: The Great Depression

Agenda:

1. Handout & Video: The Grapes of Wrath

Tues. 2/24

Topic: The Great Depression

Agenda:

1. Video: The Grapes of Wrath

Wed. 2/25

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. 2/26

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 and European Map: Versailles Treaty to Polish Blitzkrieg—discussion and interpretation.

1935 April

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

5) Assign: 11-1 Quiz tomorrow

Fri. 2/27—Berkeley—Sub Lesson Plan

Topic: WWII Begins

Agenda:

1) Quiz on Chap. 11, Section 1

2) 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 forced to give up the 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: Read Chap. 11-2

Mon. 2/9

Topic: Challenges to New Deal—You may not get through all of this today. That is fine as tomorrow and Wednesday are very lightly scheduled. Anything you don’t finish today can be pushed to the following days.

Agenda:

1. Lecture and Discussion 
2. Chap. 10-Challenges to New Deal
3. Alphabet Soup 
4. Chap. 10 Timeline Activity handout
5. Political Cartoon Depicting the Stranglehold of New Deal Programs on the Government 
6. Alphabet letters overhead
7. Chap. 10—Interpreting Political Cartoons handout
8. Splitting Democratic Party overhead
9. Challengers to New Deal
10. Chap. 10-Townsend Plan handout—
11. Father Coughlin
12. Huey Long-SOW--Share Our Wealth
13. Chap. 10-Upton Sinclair’s EPIC Plan handout—
14. 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., 2/10

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

Agenda:

1. Handout: First and Second New Deal
2. Handout-Chap. 10-WPA
3. Overhead: Court-Packing—s
4. Chap. 10-FDR Takes On Supreme Court—
5. The Economy Dips Again. 
6. Quiz Chap. 10-2—
7. Trade & Grade

Wed., 2/11—Double Late Start Day

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

1. NIRA gone—
2. National Labor Relations Act (Wagner Act) and the NLRB
3. Overheads: Rise of Unions
4. AFL-CIO
5. Workers Unite
6. Gen'l Strike in SF
7. Handout—Bob Stimson-Auto Worker.
8. Back Side of #4—Charles Stewart Mott
9. Last slide in overhead—sign demanding equality for African Americans.
10. New Deal Ends
11. New Deal Legacy
12. Assign: Download Chap. 10 Content Vocabulary and Chap. 10 Reteaching Activity and bring to class tomorrow. Chap. Test on Friday!!!!!!

Thurs. 2/12
Topic: Chapter Review
Agenda:
1. Content Vocabulary Activity 10 handout. 

2. Reteaching Activity 10. 

2. Chap. 10 Exam Review—
3. (If time) First 8:30 of Century Video: 1936-41
4. Assign: Chap. 10 Exam tomorrow!

Fri. 2/13
Topic: Chap. 10 Exam
Agenda:
1. Quick review

2. Take Chap. 10 Exam

Mon. 2/3

Topic: Great Depression

Agenda:

1. Turn in 9-3 worksheet.
2. Video: Stormy Weather--The Great Depression 1^st two parts. 
3. Assign:
4. Download and complete Chap. 9-3 2 column list for tomorrow. All info is Chap. 9, Sec. 3. Column 1: List the major actions and/or agencies created by Hoover to end the Depression. Be sure to include a brief description of the action/agency. Column 2: Briefly explain why these actions/agencies failed. You must find 5 out of the 6 possible answers for full credit. Answers must be typed, 12 point, 1” margins. First one is done for you.
5. Download Hoover Against Gov’t Intervention and bring to class tomorrow.
6. Download and read The Bonus Army handout
   
   

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: Download and complete: Timeline Activity 9; Make sure Chap. 9 Review Sheet is completed. Chap. 9 short exam tomorrow.

Wed., 2/5

Topic: Chap. 9 Exam--IF YOU GENERALLY TAKE THE EXAM IN THE L.C. DO NOT GO TO THE L.C.!!! COME TO CLASS. DO NOT GO TO THE L.C.!!!!!!!!!!

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—
2. Chap. 9 Exam
3. 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
3. Elections of 1928 & 33
4. Social Effects of Great Depression
5. Relief, Recovery, Reform (meaning)?--1933 Bank Crisis--Gold Standard & Bank Holidays--banks are safe when they re-open
6. Glass-Steagall Act--fireside chats, limit risk of bank failures by keeping banks out of stock market
7. NIRA—administered funds for temporary jobs and introduced protections for workers who started unions.
8. FDIC--protects you deposits from loss
9. 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.
10. New Deal Remedies—
11. 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—
2. Bank Holiday—.
3. The Hundred Days—
4. SEC--
5. NRA
6. HOLC & FCA
7. CCC
8. FERA, PWA & CWA & TVA
9. Quiz Chap. 10-1.
10. Trade and grade. 
11. Music: Woody Guthrie--"If You Ain't Got the Do-Re-Mi".
12. 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;

Topic: Causes of the Depression
Agenda:

1. 9, Sec. 1 Quiz. 
2. Trade & Grade. A
3. Discussion: Causes of the Great Depression I
   9. Stock Market Crash handout (2 sided with charts on each side). 
      1. Causes of Crash

1. 9. 1. 1. Who is hurt by the Crash?

Tues., 1/27—Midway Day—No Class

Wed., 1/28

Topic: More Causes of the Great Depression

Agenda:

1. Reteaching Activity 9—
2. Causes of the Great Depression—on whiteboard--continued from Monday
   1. Unequal distribution of wealth.
   2. Overproduction
   3. Underconsumption
   4. Chain Reaction--
   5. Too little trade—Hawley-Smoot Tariff. 
   6. Federal Reserve Policy. 
3. Video Century Series: Boom to Bust. 
4. Assign: Read Chap. 9-2, Download and bring to class No Depression lyrics, Dust Bowl Map; :. Quiz on 9-2 tomorrow.

Thurs., 1/29

Topic: Great Depression

Agenda:

1. Read “During the Depression” handout downloaded last night. 
2. Quiz: Chap. 9-2. 
3. Trade and Grade quiz. 
4. No Depression—music and lyrical analysis. 
5. Dust Bowl Map—overhead and handout. 
   1. Low Crop Prices and the Depression. E
6. Dust Bowl timeline.
7. Assign: Download “The Big Money” and bring to class tomorrow.Century Series 1929-36 Questions 

Fri. 1/30
Topic: Life During the Depression
Agenda:
1. The Big Money handout. 

2. Escaping Depression—movies and radio. Handout: Critical Thinking Activity Skills 9—
3. Linking Past and Present—back side of handout. 
4. Worksheet & Video: Century Series 1929-36: Stormy Weather. 
5. Assign:
   1. Read Chap. 9-3 and complete 9-3 worksheets for Monday.

Mon., 1/19—Holiday, MLK Day

Tues. 1/20 Final Exam Begins

Wed. 1/21

Topic: Per. 1 & 2 Finals and Stock Market Simulation

Agenda:

1. Finish Final Exam
2. Stock Market Simulation
3. Assign for Mon., Jan. 26: Read Chap. 9, Sec. 1; Download Chap. 9 Review Sheet.

Thurs. 1/22

Topic: Per. 3 Finals and Stock Market Simulation

Agenda:

1. Finish Final Exam
2. Stock Market Simulation
3. Assign for Mon., Jan. 26: Read Chap. 9, Sec. 1; Download Chap. 9 Review Sheet.

Agenda for Jan. 13 – 17

Mon., 1/13

Topic: Politics in the 1920s

Agenda:

1. Harding--"A Return to Normalcy" What does this mean?
2. Let's mellow out for a while--go back to the way things used to be before all that hubbub--WWI, progressivism, immigration.
3. Pro Big Business--What is good for GM is good for America.
4. No League of Nations--WWI was a failure--didn't solve anything, so let's return to our old isolationism.
5. 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 $$$. Harding solves problem by dying.
6. Coolidge takes over--"Keep Cool w/ Coolidge" Same as normalcy--don't rock the boat. He is also a pro-biz Republican--this is when the Republican Party becomes the party of big biz--Teddy and Taft were liberal reformers--not any more.
7. Handout: Political Policies of the 1920s--Internationally isolationist--if possible.
8. Washington Disarmament Conference--nice talk, no action.
9. Kellogg-Briand Pact--"Hey, let's outlaw war." Yeah, that should work. Again, talk, no action.
10. Dawes Plan--$$ 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.
11. Return of all homework and exams and discussion of same.
12. Download and complete final exam study guide

Tues., 1/14

Topic: The 20s

Agenda:

1. Video & Handout: Boom to Bust (Century Series)
2. Assignment:  Each of these initials belongs to a civil rights organization that was created in the early part of the 20th century.
3. ACLU
4. NAACP
5. 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. Garvey, Washington and DuBois--which way "The New Negro?"
3. New Morality
4. Women--Overheads/Handout: "The New Woman"--read & discuss
5. Scopes “Monkey” Trial--Read
6. Red Scare—how is this part of the battle between conservatism and progressivism?
7. Handout: Rural vs. Urban
8. Assignment: Bring your study guide and textbook on Friday.

Thurs., 1/16--

Topic: Wrap-up: 1920s

Agenda:

1. Work return—all remaining homework
2. Discussion of prior exams and grading (If not completed on Tues.).
3. Discussion of study guide and study prep.
4. Automobile--Overheads: Powerpoint: Cars of the 1920s--Model T & Mass Production
5. Importance of moving assembly line
6. Importance of $5/day wages and 8 hr. day.
7. All is not well--farming.
8. Handout: Media in the 1920s
9. Handout: Jazz Era Slang
10. Assignment: Bring your study guide and textbook tomorrow.

FRI. 1/17

Topic: Final Review

Agenda:

1. Final Exam Prep
2. Assign: Test next week!

Agenda for Jan. 5 – 9

Mon. 1/5

Topic: WWI Ends and the 20s Begin

Agenda:

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

2. Video: Shell Shock-a few minutes from section two and the beginning of section 3 then the very end of section 3—Versailles and the problem of peace is discussed.

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., 1/6

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., 1/7

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

Thurs. 1/8

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.

Fri. 1/9

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

Agenda for Jan. 5 – 9

Mon. 1/5

Topic: WWI Ends and the 20s Begin

Agenda:

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

2. Video: Shell Shock-a few minutes from section two and the beginning of section 3 then the very end of section 3—Versailles and the problem of peace is discussed.

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., 1/6

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., 1/7

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

Thurs. 1/8

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.

Fri. 1/9

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

Agenda for Dec. 15 - 19

Mon. 12/15

Topic: WWI—how it started, why it spread

Agenda:

1. What do you know?
2. What caused it? (Proximate cause—assassination of Archduke Ferdinand)
3. Long Term Causes—from World History
4. 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

Tues. 12/16

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?
5. Unrestricted submarine warfare—Lusitania—sunk in 1915 and war in 1917? Big deal for British-why? Overhead: Timeline to US Entry
6. 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).
7. Trade links—overhead: WWI Because of $$$—the “real” cause of WWI? Or merely another good reason?
8. Cultural and linguistic ties—what about German cultural and linguistic ties?
9. What reasons did Wilson give for involvement? Reading-A Declaration of War.
10. Submarine warfare--but emphasis on loss of life not trade--why? Why did Germany do this?
11. 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.
12. We are "Making the world safe for democracy." Why is this argument flawed?
13. Why no arguments about cultural and linguistic ties? Zimmerman note?
14. What are American goals in the war? Reading: Peace w/out Victory
15. Assignment: Read Chap. 6, Sec. 2; download and complete Chap. 6-2 Guided Reading Activity

Wed., 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
4. Conscription (Draft)-new system called “selective service” created—2.8 million men called up. Progressives worry this violates democratic principals.
5. 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.
6. 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
7. 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.
8. 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.
9. Food Admin—victory gardens, and heatless, meatless and wheatless days
10. Daylight savings time introduced as a coal saving measure—originally proposed by Franklin.
11. Liberty and Victory Bond drives raise money.
12. Mobilizing the Workforce
13. No strikes (Nat’l War Labor Board). In exchange, workers get 8 hr. day, right to organize unions and bargain collectively.
14. Immigration from Europe slows during the war—this will lead to severe restrictions in the 20s.
15. Mexicans move north for jobs—severe discrimination.
16. Assignment: Read Chap. 6, Sec. 3; download and complete Chap. 6-3 Guided Reading Activity: Download WWI Readings package; download Weapons of WWI timeline

Thurs., 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
3. 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.
4. 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.
5. WWI Readings Package
6. Espionage Act--Limits Free Speech against the War
7. 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

1. 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.
2. 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?
3. U.S. Soldiers--young, inexperienced, but plentiful. High morale and sheer numbers help swing the tide of battle to the Allies.
4. Women and African Americans enter the war--women for the first time.
5. Selective Service--what is it?
6. Assignment: Read: Chap. 6, Sec. 4; download and complete Chap. 6-4 Guided Reading Activity; download 14 pts/Versailles Treaty/League of Nations

Fri., 12/19:

Topic: WWI Wrap-up/ Hawaiian Shirt/Ugly Xmas Sweater Day!

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

1. Handout: Flu Epidemic of 1918 Sent Chills Through State
2. Discussion Questions After They Have Read the Article:
3. Q: How did the war contribute to the pandemic?
4. 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?
5. Q: A great many “quack” medications came out to fight the disease. Would the same thing happen today?
6. Q: 40 million dead—flu still a problem today?
7. A WWI Christmas Story—the naivete and sense of order and rules that prevailed in 1914 will be crushed and disappear by 1915.
8. Assignment: Download and answer: Content Vocabulary Activity 6 and Reteaching Activity 6; download 14 pts/Versailles Treaty/League of Nations and bring to class.

Agenda for Dec. 8 - 12

Mon., 12/8

Topic: Wilson in the White House

Agenda:

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

2) Overhead: Presidential Election of 1912

3) Overhead: New Nationalism vs. New Freedom

4) Wilsonian Economic Reforms

1. a) Income Tax--legal or illegal?
2. b) Federal Reserve System--Handout
3. c) Fair Trade Commission-FTC--regulate trade practices
4. d) Keating Owen-Child Labor Act--no one under 14 can work in a factory that produces goods for interstate commerce--why only interstate goods?
5. e) Adamson Act--8 hr day for railroad workers
6. f) Overhead: 8 hr day letter

Tues., 12/9

Topic: Progressives

Agenda:

1) Video: Seeds of Change

2) Test on Fri.!!!!!

Wed., 12/10—Double Late start day

Topic: Progressivism--Success of Failure? Review for Exam

Agenda:

1) Progressivism--a success?

1. Overheads: Progressivism--slides 1 & 2
2. DBQs--last page--Progressive Legislation
3. Overheads: Populists vs. Progressives
4. Reading: Progressive Legacy
5. Conservation

2) Progressivism--a failure?

1. Progressivism & Racism (will discuss Racism in the Unit on 1920s)
2. Progressivism & Imperialism

3) Structure of the test

4) Assign: Study for Test

Thurs., 12/11

Topic: Chap. 5 Exam Review

Agenda:

1. Test Review.
2. Onion Headlines—making fun of the Progressives

Fri., 12/12

Topic: Chap. 5 Exam

Agenda:

1. Chap. 5 Exam
2. Downloads for Mon.:

--WWI Alliances Map

--Schlieffen Plan

--Europe Before WWI

--Colonial Possessions in 1914

Mon., 12/1
Topic: Progressives & Immigration
Agenda:
1. Grade Chap. 5, Sec. 2 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.
3. Video and Handout: Just the Facts Series—Progressives
4. Assign: Chap. 5, Sec. 1 & 2 quiz tomorrow—20 questions, no essay.

Tues. 12/2

Topic: The Progressives

Agenda:

1. Quiz: Chap. 5, Sec. 1 & 2
2. Progressives Chart we did on Fri. before break—column 1 Extending Democracy—very quickly—Review
3. Overhead: Progressive Political Reforms—reforms & why they were needed
4. Progressives Chart—Social Problems—review
5. Overheads: Child Labor & Crowded Tenement
6. Handout: Progressive Legislation
7. Assign: Chap. 5, Sec. 3 + Guided Reading Worksheet

Wed., 12/3

Topic: Roosevelt vs. Taft

Agenda:

1. Grade Chap. 5, Sec. 3 worksheet.
2. Progressives Chart-Big Business
3. Discussion of Teddy Roosevelt:
4. Pure Food & Drug Act
5. 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).
6. 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.
7. A progressive domestically, but a social Darwinist internationally—an unapologetic imperialist.
8. Lecture: Roosevelt vs. Taft
9. Similarities--Good Progressives
10. Economic reform--Children's Bureau to limit child labor (not to eliminate it, however)
11. Conservation--Bureau of Mines and many national park/forest lands.
12. Differences--Many and severe
13. 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.
14. Trust-Busting--Roosevelt talked a good game, but really supported regulation and arbitration; Taft actually broke companies up--twice as many suits as Roosevelt.
15. 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.
16. 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.

Thurs., 12/4

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

Agenda:

1. 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.
2. Handout: Leroy Cummings Believes Women Have No Need to Vote

3) Overhead: Gibson Girl

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

1. 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
2. Laws start by limiting effects on women/children. Conjoins “weaker” groups, but paves way for men to enjoy same protections later.

5) Handout: Triangle Shirtwaist Factory Fire

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

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

8) Assign: Read Triangle Shirtwaist fire handout.

Fri., 12/5

Topic: Culture during the Progressive Era

Agenda:

1) Cultural History--fun and games in 1910 America--vaudeville, Coney Island and more

1. Reading: Transportation and Leisure Time in NY
2. 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; Download and bring 8 hour day reading to class on Monday. Download and complete Chap. 5 test review sheet for next Fri.!!!!

Mon. 11/17

Topic: Progressives & Immigration

Agenda:

1. Hand in worksheets: 3-2, 3-3, 3-4, 3-5, 4-1&2.
2. Check Study Guide printouts 4 & 5
3. On White Board: Progressive Immigration Legislation 1900-1917
4. A) Handout: 6 letters to the editor B) Handout: Worksheet. Read the 6 letters and fill out the worksheet (Q 3-5 only) Letter #2 will be read and analyzed together. The other five will be read independently and discussed.
5. Review/discussion of worksheet/Letters to the Editor: Note words like locust, riff-raff and the complaints: diseased, illiterate, weak minded, un-Christian, paupers, take the $ and run back to their home countries. The complaints are religious, economic, cultural and political—every way of attacking immigrants that can be thought of is proposed. 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.
6. Write four counter-arguments (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.
8. Assign: A) Finish and type your letter. It must be one page, double-spaced, 12 pt. typed, 1' margins.

Tues. 11/18—School Not In Session—Yik Yak troubles

Wed. 11/19-Still no school—more Yik Yak

Thurs. 11/20

Topic: The Progressives—an overview

Agenda:

1. Share excerpts from letters to the editor.
2. Turn in letters.
3. The 20th C. has arrived! What is wrong with America? (On Whiteboard)
4. Industrialization—Big Business
5. Immigration
6. Urbanization
7. Poor working conditions/child labor
8. 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.
9. Begin Video/Worksheet: The Progressive Movement
10. Assign: Bring Your Book to Class tomorrow; Read Chap. 5, Sec. 1

Fri., 11/21

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
3. 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. Finish Chart in class.
5. (If time) Finish Video: The Progressive Movement-Schlesinger from yesterday.
6. Assign: Chap. 5, Sec. 2 + Guided Reading Worksheet—on-line; Bring book to class on the Monday after break. Happy Thanksgiving Week and stay off social media--it is worse for you than overeating.

Mon., 11/10—Staff Development--No School

Tues., 11/11—Veteran’s Day—No School

Wed., 11/12-Single Late start

Topic: Imperialism/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: Immigration and Statistics
3. Overhead: Ellis Island
4. Handout: Ellis Island
5. Review for Exam on Fri.

Thurs., 11/13

Topic: Test Review

Agenda:

1. Activity 3 & 4 handouts.
2. Rapid Review 
3. Hand back all work.
4. Final Hints

Fri., 11/14

Topic: Chap. 3-4 Exam

Agenda:

1. Chap. 3, 4 Exam
2. Assign: Bring with you on Mon.: All of the worksheets from this section: 3-2, 3-3, 3-4, 3-5 and 4-1/2. The last 3 Study Guides—Social Darwin/Social Gospel, Populism and Imperialism.

Agenda for Nov. 3 – 7, 2014—In Montreal All This Week

Mon., 11/4

Topic: Populism

Agenda:

1. Chap. 3-5 Worksheet.
2. City Troubles—strikes and violence between management and labor—gov’t is on the side of management almost exclusively.
3. Discussion-(very brief) Problems in the workplace:
4. Problems: Long Work hours, bad/dangerous conditions, low pay, giant corporations
5. Solutions: 8 hr day, strikes for better pay and safer conditions, union recognition
6. Business response: blacklist, closed shop, lockout, gov’t intervention
7. Country Troubles—farmers have it bad—low farm prices and high freight rates, tariffs, etc.
8. Problems in countryside
9. Problems—high freight rates, high interest rates, corrupt legislatures, bad economy-panics in 1857, 1873, 1893, low crop prices
10. 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.
11. Quiz on Populism tomorrow.

Tues., 11/5

Topic: Populism

Agenda:

1. Student Presentation on Populism.
2. Schlesinger Video & Handout: A Nation in Turmoil
3. Quiz on Populism.
4. Assign: Chap. 4, Sec. 1 & 2 + worksheets; Download Study Guide on Imperialism

Wed., 11/6

Topic: Imperialism

Agenda:

1. Trade and grade quiz.
2. 1 and 4.2 worksheets
3. Handout and Discussion: Anti-Chinese Propaganda & Nast Cartoons

Thurs., 11/7

Topic: Imperialism

Agenda:

1. (If not completed yesterday) Handout & Discussion: Anti-Chinese Propaganda
2. Video & Handout: U.S & The World

Fri., 11/8

Topic: Imperialism

Agenda:

1. Student presentation on Imperialism.
2. Overheads: Imperialism: Review: Causes of Imperialism:
3. Trade routes—both buying of raw materials and selling of manufactured goods.
4. Spread Democracy—by ruling over these places as an imperial power—a little contradictory, but the claim is the US is “teaching them democracy.” Presumably once they figure it out they can be free.
5. Spread Christianity—protestant proselytizing is very aggressive and US sends large numbers of missionaries throughout China, SE Asia, Central America, etc.
6. Naval Bases
7. Refueling Stations
8. Protect trade routes and US ships
9. Mahan—Great Navy = Great Power
10. Great Power—US is economically powerful but not politically or diplomatically. What do UK and France have we don’t---colonies! Get some land and some respect at the same time.
11. Anglo-Saxonism (Social Darwinism)—competition includes competition between races/peoples. Racial advantage means colonial control.
12. Manifest Destiny—why stop at the edge of the Pacific?
13. Monroe Doctrine—Euros stay out.
14. Roosevelt Corollary—Euros stay out, but in case of trouble we will invade for you.
15. Handout and discuss Taft’s Dollar Diplomacy
16. (if time) Quiz on imperialism
17. Assign: a) Download from website: a) Read 4-3 quiz on Wed.! b) Chap. 3 & 4 Review Sheet--exam next Friday;

Agenda for Oct. 27 – 31, 2014

Mon., 10/27

Topic: Turn in Study Guides

Agenda:

1. Check to see if study guide is completed.
2. Very fast: What were the effects of this rapid industrialization?--On Board
3. Handout: Causes & Effects of Industrialization
4. Schlesinger Video & Handout: Industrialization & Urbanization
5. Assignment: Read Chap. 3, Sec. 2; download and complete Chap. 3, Sec. 2 worksheet; Download Study Guide #1 for your period and bring to class tomorrow or have an iPad or laptop on which you can view and annotate the Study Guide.

Tues., 10/28

Topic: Study Guide Industrialization

Agenda:

1. Stamps--Chap. 3, Sec. 2 worksheet & Study Guide #1.
2. Presentation on Study Guide—Industrialization
3. Overheads: Industrialization and Economics—Post-Civil War
4. Quiz on Chap. 3, Sec. 1 & 2 (Trace the Emergence of the U.S. as an Industrial Power from Study Guide, reading and film.)
5. Assignment: Read Chap. 3, Sec. 3; Download and complete Chap. 3, Sec. 3 worksheet ; Download Urbanization Study Guide #2 and bring to class tomorrow.

Wed. 10/29

Topic: Immigration, the Growth of Cities & Political Machines

Agenda:

1. Turn in Chap. 3. Sec. 3 homework.
2. Presentation—Urbanization, Immigration & Political Machines
3. Schlesinger Video & Handout: Immigration & Cultural Change

Thurs., 10/30

Topic: Immigration, the Growth of Cities & Political Machines

Agenda:

1. Complete Schlesinger Video & Handout: Immigration & Cultural Change
2. Overheads: Politics, Cities & Immigration
3. Assign: Chap. 3, Sec. 4 + download and complete worksheet; bring textbook to class tomorrow; Download Social Darwin/Social Gospel Study Guide #3 and bring to class tomorrow; Look over Study Guide #2 for quiz Monday

Fri.., 10/31

Topic: Social Darwinism/Social Gospel

Agenda:

1. Quiz on Immigration & Urbanization
2. Stamp Chap. 3, Sec. 4 worksheet
3. Student 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 on Monday.

Mon., 10/20

Topic: Quiz Review

1. Review of last exam—hints and corrections to do better.
2. Structure of tomorrow’s exam.
3. Questions from last night.
4. Questions from Review Sheet
5. Final Hints for exam.

Tues., 10/21—

Topic/Agenda: Unit Exam-Chap. 2

Agenda:

1. Unit Exam
2. (If time) Discussion of Study Guide Project.
3. Bring your text to class tomorrow! Read your assigned section from the textbook.

Wed., 10/22—Schedule for Study Guide Project is tentative and may change based on the availability of computer lab time.

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 http://www.digitalhistory.uh.edu or look at http://edsitement.neh.gov or http://www.nchs.ucla.edu/resources/u.s.-history-for-us-all or at the library database site. You may use the new EBSCO database by using the user name: miracostahs and the password: library
4. Set up Googledocs accounts.
5. Assignment--Download Study Guide Sample Outline for formatting. Study Guide-1) Read the section of the handouts that pertains to your question. 2) Outline any of the information in the book that deals with 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 Saturday. You must show progress in class tomorrow!!!!

Thurs. 10/23—

Topic: Study Guide

Agenda:

1. Check on notes from 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 to work on 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 Saturday!

Fri., 10/24

Topic: Study Guide

1. Researchers—outline is due to Googledocs by 5 pm on Satuday! Completed presentation is due by Sunday at 5 pm.
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.

MON., 10/13

Topic: Causes End, War Begins

Agenda:

1. First 2 columns of 3 column sheet should be completed. Will discuss in class info for column 3 and turn in chart for grade.
2. Complete 3 column chart from Friday.
3. Finish Video & Worksheet: Causes of the Civil War
4. What battles have students chosen? Some students will change battles if not all are covered.

TUES., 10/14

Topic: Battles of the Civil War and Changes During War

Agenda:

1. Hand back 2 column of 3 column chart.
2. Discuss which 2 column entries are important (nearly all) and which 3 column entries are important (only a handful).
3. Reading: Dred Scott
4. Overhead: Causes of Secession—Mississippi tells us exactly why they seceded—slavery!!!!
5. Overhead: Causes of the Civil War--Graphic summary—differences between N & S.— Economically, Politically, Socially different
6. Why does war finally break out? Election of Lincoln.
7. Republicans believe slavery should remain in the South—what’s wrong with that? If slavery does not grow it will eventually be outvoted on all issues—tariff, national bank, taxes, size of gov’t. Most importantly, if slavery is confined to the South the Free states will eventually have a ¾ majority and—the Constitution can be changed and slavery is doomed.
8. Lincoln is not even on the ballot in the South—yet he becomes President. The South sees the handwriting on the wall—it can be completely ignored by free states.
9. Ft Sumter—what happens and why is it important?

WED., 10/15-Double Late Start-Shortened Periods

Topic: War & Reconstruction

Agenda:

1. .South secedes—Graphic summary—the union and the confederacy 1861--map of N and S during war.
2. Overhead: Civil War Battles and student paragraphs—why were these battles important?
3. Slide 1--why did the South do well at the beginning (until 1863) and the North at the end of the war? Strengths and strategies.slide explains this change.
4. Slide 2—Life Behind the Lines-- Social Changes during the war--for soldiers and civilians, men & women, North & South.
5. Slide 3—Causes and Effects of the Civil War (if time)
6. Effects of the War
7. Union preserved—no more secession—but how will the rebel states come back into the Union?
8. Nat’l Gov’t stronger than states.
9. Slaves are freed—but what should happen to them now? Are they citizens?
10. South destroyed—how will the South be rebuilt economically? Will it go back to the “good old days” or will it be transformed?
11. Assignment: Read Chap. 2, Sec. 5; Handout: What's so bad about slavery? Reading: Frederick Douglass

Thurs., 10/16—Great Shakeout—classes 50 minutes long

Topic: Reconstruction

Agenda:

1. QUIZ ON Chap. 2, Sec. 5—Surprise!!

2 Lecture: Reconstruction.

1. Reconstruction-defined—3 “meanings” to the word
2. Rebuilding the South economically—South will, finally, have an industrial revolution
3. Rebuilding the South (really the whole country) politically--Under what terms will the South re-enter the Union?
4. Rebuilding the South culturally/socially--What will happen to the freed slaves?
5. Lincoln's Plan for Reconstruction of the South
6. Amnesty (pardon) if:
7. Loyalty Oath
8. Accept removal of slavery
9. When 10% do A & B--you can form a new state gov't
10. Radical Republican Plan
11. Prevent Confederate leaders from returning to power.
12. Make the Republican Party dominant in the South.
13. Help A-Americans achieve political equality (the vote)
14. Wade-Davis Bill--too harsh, Lincoln blocks w/ pocket veto.
15. Freedman's Bureau
16. Feed and clothe war refugees
17. Help Freedman find work, negotiate pay and hours on plantations, get some education.
18. Johnson's Plan for Reconstruction (readmitting southern states back into the union)
19. Loyalty oath
20. Confederate officers and officials can ask for pardon (which Johnson gives in large #s)
21. Ratify 13th Amendment-abolition of slavery
22. Southern whites attempt to defeat even Johnson’s weak Reconstruction
23. South attempts to defeat black participation with Black Codes
24. poll taxes
25. literacy test
26. grandfather clauses
27. Send Confederates back to Congress
28. Congress strikes back at these attempts to stop reconstruction of the South—refuses to seat southern Congressman (like Jefferson Davis) and implements: Congressional Reconstruction
29. 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.
30. 14th Amendment--citizenship to all born or naturalized in the U.S.; due process of law; equal protection.
31. Military Reconstruction Act—South divided into 5 military districts
32. 15th Amendment--guarantees A-Americans the right to vote.
33. Johnson's Impeachment and near removal
34. Republican Rule in the South
35. Of scalawags and carpetbaggers—derogatory and inaccurate white southern terms.
36. Reconstruction state governments create Schools, roads, hospitals, RRs--and higher taxes
37. Rise of the KKK
38. Assignment: Download and Begin working on your review sheet for the Chap. 2 exam.

Fri., 10/17

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. This film is a glorification of the KKK and was the #1 grossing movie in America for months.
3. #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?
4. #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.
5. #30: An Answer to the Blacks and Carpetbaggers—2:25:41-2:26:08—the KKK’s solution—lynching.
6. Death of Reconstruction
7. 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 considered a “southern” issue, let the South deal with it.
8. Compromise of 1877—Hayes, a republican, becomes president, but Union troops are pulled out of the South. A-Americans are defenseless now.
9. "New South" industrializes, but
10. tenant farming and sharecropping trap A-Americans in poverty (and many poor whites, as well).
11. Overheads: Reconstruction—covers all of the plans (presidential and congressional reconstruction) as well as the effects of reconstruction.
12. Assignment: Complete Study Guide and Prepare for Exam by writing 5 questions/answers from one of the 5 sections covered by this exam.

Mon. 10/6

Topic: Economic Change and the Growth of Nationalism

Agenda:

Adams II

1. Finish Transport Revolution—cheaper transport + growing population + movement west = massive economic growth
2. Handout: The Big Ditch—issues: a. who should build/pay for these projects? B. What groups/individuals/the overall economy benefits from these kinds of “internal improvments.”
3. Handout: Log Cabins--What does this primary source tell us about life on the frontier?
4. Industrial Revolution--women lead!
5. Handout: Lowell Mill Girls (Looming Changes overlined for discussion)
6. Overhead: Lowell Mill Girls

Tues. 10/7

Topic: Social & Political Change in the Early Republic

Agenda:

1. Industrial Revolution--women lead! (cont’d from yesterday)
2. Handout: Lowell Mill Girls (Looming Changes overlined for discussion)
3. Overhead: Lowell Mill Girls
4. The Southern Economy--the invention of the Cotton Gin--good or bad? For whom?
5. Unity in the Early Republic
6. Remember the Overhead: Birth of a Nation? Symbols matter in creating unity.
7. Handout: A Plea for an American Language Discussion: Noah Webster & why Americans spell words differently from the British

Wed., 10/8

Topic: Economic and Social Change

Agenda:

1. The American Economy and its Affect on American Society
2. The American Economy Grew because:
3. The rapid populqtiion growth
4. The movement west—new resources
5. Transportation revolution
6. The Market Revolution (handout: the American Spirit Henry Fearon)—America is experiencing a nearly laissez-faire environment—low to no taxes and zero bureaucracy and gov’t interference. No permission is required to start or expand a business and innovation is rapid. Society is dangerous (lots of charlatans and ne’er do wells) but economically is is fantastic. Also, most Americans are now producing for a market—you can get wealthy or poor faster than at any previous time in US history.
7. De Tocqueville—American resource abundance is the cause of their growth
8. Put all of these changes together and you have a rapidly growing and changing society—exciting, but also enormously unstable and chaotic. All that geographic and economic mobility—up and down—makes a society that needs a safe harbor, a refuge from the turmoil and competition. Since politics is insufficient, people turn to----religion.
9. Overhead: 2nd Great Awakening— All aspects of the 2^nd Great Awakening are a response to economic turmoil. This movement empowers women and leads to all other social changes. America is the only country that gets more religious as it industrializes.
10. Social Reform—led by women—did this help cause the Lowell Mill Girls?
11. temperance –how does temperance appeal to both rich and poor (women)?
12. prisons—penitentiaries allow people to repent and reform, just like the church allowed you to be reborn.
13. education—not only allows direct access to the Bible (the final authority) but allows your child to have an economic advantage in this rapidly evolving economy.
14. Women—they now have some social prominence, why not political power?
15. abolition—2 different reactions:
16. N.—huge boost for abolition.
17. S—since the Bible has slaves—slaves must be okay.
18. The odd reform movement I can't talk about here.
19. Missouri Compromise

Thurs. 10/9

Topic: The Age of Jackson and then some

Agenda:

1. Election of 1824-The “corrupt bargain” Jackson loses presidency to Adams & Clay gets a job from Adams. Dem-Repubs split into Northern and Southern branches.
2. Election of 1828: Jackson is President
3. "common man?"—property requirements are gone 356,038 voters in 1824, 1,155,350 in 1828.
4. spoils system—my guys get jobs, “bureaucrats” are thrown out
5. tariffs—for taxes or protection?
6. For protection—south angered, they must pay, North happy, they get the manufacturing jobs.
7. S. Carolina really mad (bad economy) declare that laws may be declared invalid--
8. Nullification—Jackson will not allow nullification so
9. S. Carolina threatens to secede (Jackson threatens invasion, Clay gradually lowers tariffs, SC backs down)
10. Nat'l Bank—killed which causes the
11. Panic of 1837—a severe economic downturn, which creates the
12. Whigs—the Democratic-Republicans finally have an effective rival
13. Indian Removal Act—Overhead: Trail of Tears
14. Van Buren—no one really cares about Van Buren—except that he enforces the Indian Removal Act
15. Monroe--Monroe Doctrine--does it really matter? No.
16. 3 column chart—column 3 is the hardest, but how an event caused the Civil War falls into two categories:
17. The event caused the North and South to become fundamentally different places (Industrial Rev in North).
18. The event caused conflict between the North and the South (Missouri trying to enter as a slave state).

            A and B are related and mutually reinforcing. As the North and the South become less alike, conflict becomes more likely. When they come into conflict, their differences make it harder for them to reconcile.

6. On White Board: Causes can be long term (slavery) or short term (Lincoln’s Election).
7. Assignment: Based on your reading in Chap. 2, Sec. 3 and Chap. 2, Sec. 4, p. 206-210 create a
8. Three-column Chart:

            1) Column One—Causes of the Civil War—

            2) Column Two-Describe the cause listed in column

            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 can be considered a cause. Fill in 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.

Fri., 10/10—Pep Rally—Shorter Periods

Topic: Causes of the Civil War/Civil War

Agenda:

1. Video and Handout: Causes of the Civil War –through William Lloyd Garrison and The Liberator
2. Add to the List of Causes of the Civil War on the SMARTboard--quickly!
3. I have placed a copy of the 3 column chart below. Download this and fill in column 2 for Monday. We will discuss column 3 in class-no need to fill it in....yet
4. Download: Antietem Battle Paragraph and Paragraph Writing Rubric—use as a guide for your homework.
5. Assignment: p. 210-215; Write a paragraph describing one of the 6 major battles of the Civil War and why it was important. Due on Tuesday!!!!
6. Fort Sumter. 2. 1st Battle of Bull Run. 3. Gettysburg. 4. Vicksburg. 5. Sherman's March to the Sea. 6. Appomattox. You must cite your sources!!! AND THEY MUST BE SOURCES WITH AN AUTHOR WHO IS AN “EXPERT” IN THE FIELD!!!

MON., 9/29

 Topic: Political Changes in America—America Under Washington, Adams, Jefferson, Monroe, Adams II & Jackson--Creating Modern America

Agenda:

1. Video: Are We To Be A Nation—last sections
2. Rapid grading of Chap. 2, Sec. 1 worksheet
3. Overhead: Birth of a Nation--analyze how symbols help create unity.
4. Overview and Discussion of the Early Republic
5. Washington—cabinet, 2 terms, Bill of Rights, farewell address—beware the Euros! :Whiskey Rebellion

TUES., 9/30

Topic: Political Change in the Early Republic

Agenda:

1. Exam Review
2. Overview and Discussion of the Early Republic (cont’d)
3. Adams:
4. Handout: Alien & Sedition Acts—clear violation of 1st amendment and clearly political
5. Judicial appointments—Federalist retreat into the judiciary
6. Not the only reason, but #1 does help lead to Adams’ defeat.
7. Jefferson—Handout: Election of 1800. Important for 4 reasons:
8. Peaceful transfer of power—no assassinations and no coups
9. Call for unity—“we are all federalists, we are all D-Rs.” Done by every president since.
10. Jefferson talks like a D-R but acts more like a federalist as president—just like all presidents do.
11. Election went to H of R—Jefferson only makes it by one vote. Decide to split ticket—vote for president and vice president separately.

WED., 10/1

Topic: Political Change in the Early Republic

1. National Bank fight causes split into two political parties:
2. Federalists—Washington, Adams, Hamilton—want a strong central gov’t with an economy based on manufacturing (and trade). Popular in NE, cities, parts of Middle Colonies.
3. Democratic-Republicans—Jefferson & Madison—want a small, cheap central gov’t and a nation of farmers
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.
5. Overhead: Federalists vs. Democratic-Republicans—How did we do on our chart?
6. Jefferson—barely elected president because he and Burr get same # of votes—goes to H of Rep. Points out a weakness in the system. Voting for pres and vice pres should be separated.
7. Louisiana Purchase—importance—enumerated or implied power?.
8. Why do we want Louisiana?
9. Why is France willing to sell it?
10. Lewis & Clark--overhead
11. Handout: Why did Lewis & Clark go?
12. Handout: Exploring the West: The Journey of Lewis & Clark.
13. What did Lewis & Clark's trip change for Americans? Indians?
14. Assign: Read p. 182-9; Handout: Chap. 1, Sec. 3, Chap. 2, Sec. 1 & 2 Quiz Sheet

Thurs., 10/2

Topic: Economic Change and Nationalist Unity

Agenda:

1. Quiz
2. (continued from yesterday) Lewis & Clark--overhead
3. Handout: Why did Lewis & Clark go?
4. Handout: Exploring the West: The Journey of Lewis & Clark.
5. What did Lewis & Clark's trip change for Americans? Indians?
6. Jefferson’s embargo-Overhead: the Ograbme turtle
7. Barbary Pirates—“the shores of Tripoli”
8. Madison
9. Invasion of Florida—retrieve slaves, get a state
10. War of 1812—Importance:
11. Not a draw!!! We lose.
12. Need an army and navy.
13. unity.
14. Speeds our movement west.
15. Battle of New Orleans makes Jackson famous and destroys Federalist Party.

Party.

3. Court Cases—Federal Gov’t grows in power (as Federalists wanted and D-R did not) p. 177
4. Marbury v. Madison-judicial review
5. McCulloch vs. Maryland—implied powers; Feds are sovereign in their own sphere
6. Gibbs vs. Ogden-only Feds can regulate commerce

Fri., 10/23—Hall of Fame—short periods

Topic: Economic Change and Nationalist Unity

Agenda:

1. Politics Wrap-up: Hamilton vs. Jefferson1. Economic Growth
2. Overhead: Population Growth—America is growing geographically and numerically
3. Movement West speeds economy (importance of Lewis & Clark).

2 Overhead: Transportation Revolution—US is changing economically

3 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”?

   Topic: Why a Constitution?

Agenda:

1. Why a Constitution?—Articles of Confederation have some problems
2. Overhead: Continental Soldier
3. Overhead: Problems with the Articles of Confederation
4. Revision or Starting Over--Why a new Constitution?—Montesquieu, Rousseau & Locke
5. Some Assembly Required reading
6. Overhead: States Write Constitutions
7. Overhead: 3 Branches of Government--3 part plan of gov't--why? From where?
8. Great Compromise—House & Senate
9. 3/5 compromise--not a solution, just buying time
10. Bill of Rights--why?
11. Ratification of Constitution
12. Overhead: Problems with Articles of Confederation
13. Overhead: Federalist vs. Antifederalist
14. Ratification of Constitution Map.
15. Assignment: p. 139-145; While you read these pages, complete (by which I mean type up) the following assignment:
16. 139-40: Write definitions for all the highlighted terms.
17. 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—1) briefly explain their primary functions and 2) list how they “check” the other branches of gov’t. (The chart on pg. 140 should be quite helpful in your effort.)

Tues., 9/23Topic: The Early Republic—Creating Modern America &

Structure of the US Constitution and Government

Agenda:

1. Homework Check--stamp

1. Constitution: Did it solve the problems of the A of C?—Small group work
2. Army, navy—who supplies, commands, declares war?
3. Trade agreements—who can—and can’t negotiate treaties and agreements
4. Taxes—what can—and can’t—Feds and states tax?
5. Who can and can’t print $$$?
6. Slave Trade/2^nd amendment
7. 5^th & 6^th Amendments—rights of accused
8. Liberty Video: Are we to be a Nation?
9. Assignment p. 175-81; Download and complete Chap. 2, Sec. 1 worksheet

Wed. 9/24

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. Video: Are We To Be A Nation—last sections
2. Rapid grading of Chap. 2, Sec. 1 worksheet
3. (If time) Overhead: Birth of a Nation--analyze how symbols help create unity.

Thurs. 9/25—No School

Fri. 9/26—No School

MON. 9/15

Topic:

Agenda:

1. Battles Project—Lexington and Concord (from Friday)
2. Video: watch Continental Congress and Shot Heard Round the World
3. Bunker Hill
4. Handout: Discuss importance of Common Sense—after Breed’s Hill, Olive Branch Petition 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.
5. 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.
6. Handout (rest of one used for #3 above): from Zinn: Is this a fight between England and the colonies or between two groups of rich guys? Who is really causing the trouble—the British or the colonists?
7. Assign: Chap. 1, Sec. 1 & 2 Study Guide is on-line; exam is Thursday.

Tues., 9/16

Topic:

Agenda:

1. Handouts (2): Declaration of Independence
2. The parts of the declaration—why this structure? What do the parts mean?
3. What is left out? Why?
4. Rest of Battles Project—turn in assignment
5. Take out anything with a stamp—this is what you will be turning in before the test tomorrow.
6. Return of homework.

Wed.. 9/17—Review for Exam on Chap. 1, Sec. 1 & 2—Single Late Start

Agenda:

1. Review for Exam.
2. Test Structure & what you need to bring.
3. Share information, get any handouts you do not have.
4. Final hints and review.
5. Assign: Prepare for exam tomorrow.
6. You must bring with you tomorrow:a. Stamped notes from pg. 98-101b. Stamped notes from pg. 101-108c. Stamped Revolutionary War Battle report

Thurs. 9/18——Back to School Night

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

Agenda:

1. Exam
2. Assignment: p. 124-131; Short quiz on reading on Fri.

Fri., 9/19—Minimum Day

Topic: Why a Constitution?

Agenda:

1. Quiz on reading.
2. Articles of Confederation--not all bad
3. Articles of Confederation--ok, pretty bad
4. Assignment: Read Handout: “Some Assembly Required”

MON., 9/8

Topic: Run-up to Revolution

Agenda:

1. Seating Chart
2. Q #1: Was Columbus the first non-Native American to reach the New World? Does it matter if he wasn’t?
3. Q#2: How were the Old and New Worlds changed by Columbus’s discovery of the New World?—How would you answer this question as an essay?
4. Overhead: Who cares?: Cause & Effect of Columbus's voyages.
5. PrePowerpoint—What do you know from your reading/past teaching about the English colonies?
6. Powerpoint: America Begins: New England/Middle Atlantic/Southern Colonies--differences.

TUES., 9/9

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

Agenda:

1. Powerpoint: America Begins: New England/Middle Atlantic/Southern Colonies--differences.
2. The Mayflower Compact—why was it written? What does it mean? Why is it important?
3. Quick Review of Homework: Causes of the Revolution—most important and most difficult ideas will be discussed.

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

6. Assign: Revised 2 Column Chart is due tomorrow!!!!

WED., 9/10

Topic: Revolution!

Agenda:

1. Review additions to chart from Monday.
2. Liberty Video: watch Stamp Act, discuss Declaratory Act; The Regulars Arrive to Police Boston—watch short section and discuss; watch Tea Party; discuss Boston Massacre; watch Continental Congress and Shot Heard Round the World
3. Assignment: a) 114-119 b) Battles Project—1. Lexington & Concord; 2. Bunker Hill. 3. Saratoga. 4. Trenton 5. 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!!! AND THEY MUST BE SOURCES WITH AN AUTHOR WHO IS AN “EXPERT” IN THE FIELD!!! Due on Fri.!!!.

THURS., 9/11

Topic: 9/11

Agenda:

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

FRI., 9/12

Topic: Revolution!

Agenda:

1. Battles Project—Lexington & Concord
2. Battles Project—Bunker Hill
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.
4. 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.
5. (If Time) Point/Counterpoint—who is really causing the trouble—the British or the colonists? –Use info from Zinn—Rich vs. Richer.

Agenda for Sept. 1 - 5, 2014

MONDAY, 9/1

Labor Day Holiday--NO SCHOOL!

TUESDAY, 9/2

 TOPIC: The Spanish & English in the New World

Agenda:

1.  Turn in signed classroom expectations.
2. Stamp lists from 101-108. Taking notes makes a difference. 6 Ws method is only one of many—no right or wrong way to take notes, as long as you do it.

Handouts/Readings Packet: (Continue from Friday).

Review/sum up work we did on Friday. 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.

1. Excerpt from 1491-p. 50. What did Indians think of Europeans? Not much. History, in order to be accurate, should be viewed from as many “sides” as possible.
2. Two Big Questions: Why did the Europeans come to American? Why did the Europeans “win” the competition with the Native Americans?
3. What was “pushing” the Europeans to expand outside of their borders?
4. What was “pulling” the Europeans to the Americas?
5. Columbia Exchange—look at some of the big items that moved back and forth across the Atlantic.

5. Plymouth Rock postcard—this is total garbage, disguised as history.

8. Handout: America Found & Lost—Effect of European Arrival in the New World—read and annotate for class on Wednesday.

2. Assign: Bring annotated America Found and Lost handout to class tomorrow. Bring textbook on Thursday!

WED., 9/3

 TOPIC: Spanish vs. English Colonies; The Road to Revolution Against England

Agenda:

1. Sleep—you need it!
2. Hobodyer Map—bias!
3. Big Question #1: Why did the Euros Come? 4 Gs—God, Gold, Glory, Geography—important to remember while watching the film.
4. Big Question #2: Why did the Euros “win”? Guns, germs, steel.
5. Video: America Before Columbus.—section 3, 4, 5, 8, 9, 11, 12, 13, 15 —last few minutes (diseases in Americas)—Natives die, Europeans win, Africans imported as slaves.

      America Begins--short version.ppt

THUR., 9/4-

Topic: The Run-up to Revolution

Agenda:

1. Video: America Before Columbus.—section 3, 4, 5, 8, 9, 11, 12, 13, 15 —last few minutes (diseases in Americas)—Natives
2. (Quickly) The Columbian Exchange—from text, film and reading America Found and Lost--how did the new & old worlds change each other?
3. 4Gs—quick definitions of each G
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 (god, gold, glory, geography.) and is a primary document.
5. Why the Europeans “won”
6. Guns, germs and steel
7. Reading & analysis: Conquest of the Incas and why the Europeans conquered the New World.
8. Reading Discussion: America Found & Lost –why the English came and “won”.
9. Assign: Bring textbook to class tomorrow.

FRI., 9/5

Topic: England vs. Spain

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. Overhead: Who cares?: Cause & Effect of Columbus's voyages.
4. Quiz--short
5. Assign: 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.

TUESDAY, 08/26

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 and, thus, of the people themselves.

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? (Aboriginal Australians made it across miles of open water 50-60,000 years ago. Why couldn’t the Siberians?)

c. Problem with book—much of the info in the first paragraph is wrong.

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

6. 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?

7. Assignment #1: History questions generally fall into one of the following categories: Who? What? When? Where? Why? and How? Access your book at www.tav.mt.glencoe.com. User Name: AVMTCA06 Password: f51rb8vx and read p. 98-101 (stop when you see the headline “European Explorations.”) While reading, place the information in this section under one of the 6 questions listed above.

8. Assignment #2: 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. You will be assigned one of the following groups:

            A. Aztecs

            B. Inca

            C. Hohokam

            D. Anasazi

            E. Missippians

--Once assigned a group, you must find at least one website that discusses your assigned group and use it to answer the following questions: 1) Where did this group live? 2) When did this civilization flourish? 3) What was distinctive/important about this group? Did they have a unique architecture, religion, government (kingship? Democracy?), economy (Were they traders? Farmers? Hunters? Herders?), social structure (Did they have different classes?) 4) What happened to this group? 5) Did any of the distinctions you noted in #3 above influence later generations?  In other words, even after this civilization declined, did their practices influence groups that followed them? 6) How do you know the information on this website is correct? Does the author cite archeological evidence? Does he offer sources for his information? Begin by citing the source for your information (the website address is fine), and be sure to include the name of the author of the article or the person who edits the website. The article/website must have an author who has some professional credential, i.e., the writer is a historian, college professor, head of a learned society, etc. If there is no author, it is not a valid source and cannot be used.

--You may answer these questions in list format (1, 2, 3, etc.) but you must use complete sentences and correct spelling and punctuation.

--You must print out at least one page from your website and bring it to class with your list.

WEDNESDAY, 08/27

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

Agenda:

1. Super quick quiz on reading.—Spent way too much time on this—did not get to any presentations or to the homework assignment. CRAPPPP!!!!!!
2. Brief discussion of Olmec, Maya and Toltecs—Maya Map--who, what, when, where, why, how of history—these are the “documents” of history. These matter, otherwise we have no story to tell.
3. Presentation of answers to homework assignment.

THURSDAY, 08/28

TOPIC: The New World Before Columbus

Agenda:

1. Finish Toltecs and show map of civilizations
2. Native empire presentations.
3. Assignment: download from the website: 1) Classroom Expectations (return tomorrow 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 tomorrow.

FRIDAY, 8/29

TOPIC: OLD WORLD & NEW WORLD COLLIDE

Agenda: