Thursday, April 30, 2009
Classwork for Thursday 4/30/2009
Today was the day of the Junior-Senior picnic, so I decided not to teach any new material. Instead, we went to the library, and people who came to class had the opportunity to earn extra credit completing a scavenger hunt. This was a one-time offer. There is no chance to make this up.
Wednesday, April 29, 2009
Classwork for Wednesday 4/29/2009
Do Whatcha Know!
Yesterday, we learned about civil rights leaders like SNCC and Dr. Martin Luther King, Jr.
What kind of tactics did they use in their struggle for basic rights?
Are there any other tactics available that they aren’t using? Can you think of groups or people who might have used them?
Intro to New Material
Read pages 240-263 of The Autobiography of Malcolm X (Chapter 14: Black Muslims).
As you read, copy any sentences that particularly stand out to you.
Guided Practice
In the late 1960s, the Black Panther party advocated "black power." Read the following excerpts from their party platform and write a single sentence summary.
WHAT WE WANT
We want freedom. We want power to determine the destiny of our black community.
We want full employment for our people.
We want an end to the robbery by the white man of our black community.
We want decent housing, fit for shelter of human beings.
We want education for our people that exposes the true nature of this decadent American society....
We want all black men to be exempt from military service.
We want an immediate end to police brutality and murder of black people.
We want freedom for all black men held in federal, state, county and city prisons and jails.
We want all black people when brought to trial be tried in court by a jury of their peer group or people from their black communities, as defined by the Constitution of the United States.
We want land, bread, housing, education, clothing, justice and peace. And as our major political objective, a United Nations-supervised [vote] to be held throughout the black colony in which only black colonial subjects will be allowed to participate, for the purpose of determining the will of black people as to their national destiny.
Independent Practice
Create a Venn diagram comparing the tactics and beliefs of Dr. King and SNCC with the Black Panthers and Black Muslims.
Learning Log
It’s 1963 and you’ve made up your mind to work for civil rights. Which group would you join? Give three reasons for your choice.
Yesterday, we learned about civil rights leaders like SNCC and Dr. Martin Luther King, Jr.
What kind of tactics did they use in their struggle for basic rights?
Are there any other tactics available that they aren’t using? Can you think of groups or people who might have used them?
Intro to New Material
Read pages 240-263 of The Autobiography of Malcolm X (Chapter 14: Black Muslims).
As you read, copy any sentences that particularly stand out to you.
Guided Practice
In the late 1960s, the Black Panther party advocated "black power." Read the following excerpts from their party platform and write a single sentence summary.
WHAT WE WANT
We want freedom. We want power to determine the destiny of our black community.
We want full employment for our people.
We want an end to the robbery by the white man of our black community.
We want decent housing, fit for shelter of human beings.
We want education for our people that exposes the true nature of this decadent American society....
We want all black men to be exempt from military service.
We want an immediate end to police brutality and murder of black people.
We want freedom for all black men held in federal, state, county and city prisons and jails.
We want all black people when brought to trial be tried in court by a jury of their peer group or people from their black communities, as defined by the Constitution of the United States.
We want land, bread, housing, education, clothing, justice and peace. And as our major political objective, a United Nations-supervised [vote] to be held throughout the black colony in which only black colonial subjects will be allowed to participate, for the purpose of determining the will of black people as to their national destiny.
Independent Practice
Create a Venn diagram comparing the tactics and beliefs of Dr. King and SNCC with the Black Panthers and Black Muslims.
Learning Log
It’s 1963 and you’ve made up your mind to work for civil rights. Which group would you join? Give three reasons for your choice.
Tuesday, April 28, 2009
Classwork for Tuesday 4/28/2009
Do Whatcha Know!
Yesterday, we learned about Emmett Till, whose death helped spur the modern civil rights movement.
If you were alive in 1955, what kind of actions would you take against Jim Crow laws, or to prevent other young men from being lynched? What do you think the consequences of your actions might be?
Intro to New Material
Read Dr. Martin Luther King's "Letter from a Birmingham Jail." (In class, we read only paragraphs 1, 3, 9, 10, 11 and 12, but feel free to read the whole letter; it's excellent).
Answer the following questions in complete sentences:
1. How did King respond to the charge that the protests in Birmingham were “unwise and untimely”? How would you respond? What rationale did King offer for his actions? Why did he think that the struggle against segregation could not be confined to courtrooms and polite negotiations?
2. King describes the challenges of explaining the brutality of segregation and violence to his six-year old daughter? How would you explain segregation and violence to a child? What would you want him or her to know?
3. Why did King think it was necessary to create “constructive nonviolent tension” in order to effect change? How can tension help to change people’s perspectives?
4. King wrote about the “degenerating sense of ‘nobodiness’” prevalent among blacks in America. What did he mean by the term ‘nobodiness’? How, according to the King’s letter, do indignities like name-calling rob blacks of their individuality and humanity? Can you think of other examples in which people are made to feel like “nobodies” because of the way they’re treated?
Guided and Independent Practice
Read any two of the sources found here, and answer the questions that follow.
Learning Log
1. Who were some of the main civil rights leaders, events and organizations that we learned about today? Describe at least three.
2. What goals did they have?
3. What tactics did they use to reach those goals?
Yesterday, we learned about Emmett Till, whose death helped spur the modern civil rights movement.
If you were alive in 1955, what kind of actions would you take against Jim Crow laws, or to prevent other young men from being lynched? What do you think the consequences of your actions might be?
Intro to New Material
Read Dr. Martin Luther King's "Letter from a Birmingham Jail." (In class, we read only paragraphs 1, 3, 9, 10, 11 and 12, but feel free to read the whole letter; it's excellent).
Answer the following questions in complete sentences:
1. How did King respond to the charge that the protests in Birmingham were “unwise and untimely”? How would you respond? What rationale did King offer for his actions? Why did he think that the struggle against segregation could not be confined to courtrooms and polite negotiations?
2. King describes the challenges of explaining the brutality of segregation and violence to his six-year old daughter? How would you explain segregation and violence to a child? What would you want him or her to know?
3. Why did King think it was necessary to create “constructive nonviolent tension” in order to effect change? How can tension help to change people’s perspectives?
4. King wrote about the “degenerating sense of ‘nobodiness’” prevalent among blacks in America. What did he mean by the term ‘nobodiness’? How, according to the King’s letter, do indignities like name-calling rob blacks of their individuality and humanity? Can you think of other examples in which people are made to feel like “nobodies” because of the way they’re treated?
Guided and Independent Practice
Read any two of the sources found here, and answer the questions that follow.
Learning Log
1. Who were some of the main civil rights leaders, events and organizations that we learned about today? Describe at least three.
2. What goals did they have?
3. What tactics did they use to reach those goals?
Friday, April 24, 2009
Homework - due Monday 4/27/2009
Interview your parents, your grandparents, or other adults who remember the Vietnam War to find out what they thought about the United States’ involvement in this conflict. The people you interview should have been old enough to be aware of the situation in Vietnam and develop opinions about it. Pose the following questions and add one or more of your own. Type your questions and answers – you must submit your interview by email, blog comment or on flash drive by Monday at 1pm.
If you cut and paste your interview and leave it as a comment on this blog, please use your first name and last initial and not your whole name(you don't want perverts hunting you down via Internet). Same with your interviewee.
-What is your name, what do you do, and how old are you?
-Where were you living in 1969?
-What did you think about the Vietnam War in 1969? Why did you have this opinion?
-What did you think of President Nixon in 1969? Why did you have this opinion?
-What is your opinion of the Vietnam War today? Have you changed your opinion since 1969? Why or why not?
If you cut and paste your interview and leave it as a comment on this blog, please use your first name and last initial and not your whole name(you don't want perverts hunting you down via Internet). Same with your interviewee.
-What is your name, what do you do, and how old are you?
-Where were you living in 1969?
-What did you think about the Vietnam War in 1969? Why did you have this opinion?
-What did you think of President Nixon in 1969? Why did you have this opinion?
-What is your opinion of the Vietnam War today? Have you changed your opinion since 1969? Why or why not?
Thursday, April 23, 2009
Classwork for Thursday, 4/23/2009
Do Whatcha Know!
Label this map of southeast Asia and complete both questions.
Intro to New Material
In class, we watched a video about the causes, U.S. involvement in, and eventual end of the Vietnam War. As we watched, we defined the following terms:
Viet Cong
Gulf of Tonkin Resolution
Lyndon B. Johnson
Tet Offensive
Vietnamization
Learn more about the Vietnam War here.
Guided Practice
Independent Practice
Learning Log
1. Who fought against whom in the Vietnam War?
2. Why did the U.S. get involved?
3. Was the war popular with Americans? Why or why not?
4. How did the Vietnam War end?
Label this map of southeast Asia and complete both questions.
Intro to New Material
In class, we watched a video about the causes, U.S. involvement in, and eventual end of the Vietnam War. As we watched, we defined the following terms:
Viet Cong
Gulf of Tonkin Resolution
Lyndon B. Johnson
Tet Offensive
Vietnamization
Learn more about the Vietnam War here.
Guided Practice
Independent Practice
Learning Log
1. Who fought against whom in the Vietnam War?
2. Why did the U.S. get involved?
3. Was the war popular with Americans? Why or why not?
4. How did the Vietnam War end?
Wednesday, April 22, 2009
Classwork for Wednesday 4/22/2009
Do Whatcha Know!
In 1959, a young communist rebel named Fidel Castro led a revolution in Cuba, overthrowing the government and the dictator who ran the country. He immediately made the country communist, taking over U.S. businesses for the Cuban government and allying the country with the Soviet Union.
1. Why would this make Americans nervous? Explain your answer.
2. If you were the President, how would you deal this new issue?
Intro to New Material
we watched two short videos about the Bay of Pigs invasion and the Cuban Missile Crisis. Learn about each event by clicking on its name.
Guided Practice
Answer the following questions in complete sentences; avoid using the words "it," "they" and "he."
1. What was the Bay of Pigs invasion? Was it successful?
2. Explain the events of the Cuban missile crisis. How did it end?
3. What do these events have to do with the Cold War, if they’re in Cuba?
Independent Practice
President Kennedy had a huge decision to make about how to approach nuclear weapons in Cuba, and he didn't make the decision alone. Choose one of Kennedy's advisers at this wonderful Web site. Read his opinion carefully, then answer these two questions in one paragraph or more.
1. What options does this adviser suggest?
2. Which option does the adviser think is the best? Why?
Learning Log
1. List 3 different options for dealing with the Cuban Missile Crisis.
2. Explain the 2 most important facts that you learned about the Bay of Pigs invasion and the Cuban missile crisis.
3. Explain the 1 policy option that you think was the best option during the Cuban missile crisis and why.
In 1959, a young communist rebel named Fidel Castro led a revolution in Cuba, overthrowing the government and the dictator who ran the country. He immediately made the country communist, taking over U.S. businesses for the Cuban government and allying the country with the Soviet Union.
1. Why would this make Americans nervous? Explain your answer.
2. If you were the President, how would you deal this new issue?
Intro to New Material
we watched two short videos about the Bay of Pigs invasion and the Cuban Missile Crisis. Learn about each event by clicking on its name.
Guided Practice
Answer the following questions in complete sentences; avoid using the words "it," "they" and "he."
1. What was the Bay of Pigs invasion? Was it successful?
2. Explain the events of the Cuban missile crisis. How did it end?
3. What do these events have to do with the Cold War, if they’re in Cuba?
Independent Practice
President Kennedy had a huge decision to make about how to approach nuclear weapons in Cuba, and he didn't make the decision alone. Choose one of Kennedy's advisers at this wonderful Web site. Read his opinion carefully, then answer these two questions in one paragraph or more.
1. What options does this adviser suggest?
2. Which option does the adviser think is the best? Why?
Learning Log
1. List 3 different options for dealing with the Cuban Missile Crisis.
2. Explain the 2 most important facts that you learned about the Bay of Pigs invasion and the Cuban missile crisis.
3. Explain the 1 policy option that you think was the best option during the Cuban missile crisis and why.
Tuesday, April 21, 2009
What would you do, if you were JFK?
You decide what to do about the Cuban Missile Crisis. This is a neat interactive history game. Check it out!
Classwork for Tuesday, 4/21/2009
Do Whatcha Know!
Someone in this class stole my hard drive yesterday. Please write down any information you know about its whereabouts.
(This is a set-up for discussion. I accuse a student of taking it, and refuse to say who pointed the finger at them. I then accuse their closest classmate of being an accomplice.)
Discussion Questions: How did the accused person feel? How did the blind accusation make the rest of the class feel? Is this kind of justice OK? Why?
Review of Old Material
communism - a political/economic system in which the state controls the economy and a single party holds power, with the goal of creating a classless society
Red Scare - widespread fears of Communist influence on U.S. society and Communist infiltration of the U.S. government.
-This happens first during WWI, when communists and socialists are jailed for opposing the war
Intro to New Material
McCarthyism - a period of intense anti-Communism in the United States, primarily from 1948 to 1954
Joseph McCarthy, Senator from WI, 1947-57
-Claimed to have a list of Communist spies in federal gov’t
-"While I cannot take the time to name all the men in the State Department who have been named as members of the Communist Party and members of a spy ring, I have here in my hand a list of 205.“ -Wheeling Speech, 2/9/1950
House Un-American Activities Committee (HUAC)
-Used to uncover communist spies in gov’t
-“Are you now or have you ever been a member of the Communist Party?" Did find some real spies
-Alger Hiss, Julius Rosenberg
Most charges were bogus
-Ethel Rosenberg
-“Hollywood Ten” are blacklisted
Guided Practice
Answer the following questions about Joseph McCarthy's telegram to President Truman and Truman's response.
1. Summarize McCarthy’s telegram.
2. How does he speak to the President?
3. Summarize Truman’s reply.
4. How does he speak to McCarthy?
5. What inferences can you make about their relationship, based on this exchange?
Independent Practice
In class, we watched some of the film Good Night, and Good Luck.
As we watched, we took notes on how
A) the CBS newsroom
B) the American military
C) Senator Joe McCarthy
reacted to and were affected by fears of communism.
Learning Log: Homework
1. How were Americans’ freedoms affected by McCarthy’s charges?
2. Do you think that Senator McCarthy’s actions were justified? Explain.
3. Why do you think George Clooney would decide to make this film in 2005, at the height of the war in Iraq?
Someone in this class stole my hard drive yesterday. Please write down any information you know about its whereabouts.
(This is a set-up for discussion. I accuse a student of taking it, and refuse to say who pointed the finger at them. I then accuse their closest classmate of being an accomplice.)
Discussion Questions: How did the accused person feel? How did the blind accusation make the rest of the class feel? Is this kind of justice OK? Why?
Review of Old Material
communism - a political/economic system in which the state controls the economy and a single party holds power, with the goal of creating a classless society
Red Scare - widespread fears of Communist influence on U.S. society and Communist infiltration of the U.S. government.
-This happens first during WWI, when communists and socialists are jailed for opposing the war
Intro to New Material
McCarthyism - a period of intense anti-Communism in the United States, primarily from 1948 to 1954
Joseph McCarthy, Senator from WI, 1947-57
-Claimed to have a list of Communist spies in federal gov’t
-"While I cannot take the time to name all the men in the State Department who have been named as members of the Communist Party and members of a spy ring, I have here in my hand a list of 205.“ -Wheeling Speech, 2/9/1950
House Un-American Activities Committee (HUAC)
-Used to uncover communist spies in gov’t
-“Are you now or have you ever been a member of the Communist Party?" Did find some real spies
-Alger Hiss, Julius Rosenberg
Most charges were bogus
-Ethel Rosenberg
-“Hollywood Ten” are blacklisted
Guided Practice
Answer the following questions about Joseph McCarthy's telegram to President Truman and Truman's response.
1. Summarize McCarthy’s telegram.
2. How does he speak to the President?
3. Summarize Truman’s reply.
4. How does he speak to McCarthy?
5. What inferences can you make about their relationship, based on this exchange?
Independent Practice
In class, we watched some of the film Good Night, and Good Luck.
As we watched, we took notes on how
A) the CBS newsroom
B) the American military
C) Senator Joe McCarthy
reacted to and were affected by fears of communism.
Learning Log: Homework
1. How were Americans’ freedoms affected by McCarthy’s charges?
2. Do you think that Senator McCarthy’s actions were justified? Explain.
3. Why do you think George Clooney would decide to make this film in 2005, at the height of the war in Iraq?
Monday, April 20, 2009
Classwork for Monday 4/20/2009
Do Whatcha Know!
Who won World War II? Who lost? How? When? What do you think happened next?
Intro to New Material
Today, you’ll watch a short video on the Cold War and define the following terms.
Cold War
Iron Curtain
containment
domino effect
Truman Doctrine
Marshall Plan
Berlin Airlift
NATO
McCarthy hearings
Guided Practice
1. Name the two superpowers during the Cold War.
2. When did the Cold War begin?
3. What was the goal of the Marshall Plan?
4. Why did the U.S., France and Britain airlift supplies into Berlin?
5. Why was NATO formed?
6. What did nuclear weapons have to do with the Cold War?
Independent Practice
Open your textbook to page 608. Look at the chart labeled “U.S. Aims Versus Soviet Aims in Europe.” Use the chart, and what you learned in the video to answer this question in a paragraph or more:
Why did the Cold War begin?
Learning Log
How do you think the Cold War affected regular Americans? How do you think it affected countries other than the Soviet Union and the United States?
Who won World War II? Who lost? How? When? What do you think happened next?
Intro to New Material
Today, you’ll watch a short video on the Cold War and define the following terms.
Cold War
Iron Curtain
containment
domino effect
Truman Doctrine
Marshall Plan
Berlin Airlift
NATO
McCarthy hearings
Guided Practice
1. Name the two superpowers during the Cold War.
2. When did the Cold War begin?
3. What was the goal of the Marshall Plan?
4. Why did the U.S., France and Britain airlift supplies into Berlin?
5. Why was NATO formed?
6. What did nuclear weapons have to do with the Cold War?
Independent Practice
Open your textbook to page 608. Look at the chart labeled “U.S. Aims Versus Soviet Aims in Europe.” Use the chart, and what you learned in the video to answer this question in a paragraph or more:
Why did the Cold War begin?
Learning Log
How do you think the Cold War affected regular Americans? How do you think it affected countries other than the Soviet Union and the United States?
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