11 th grade united states history: america past and present rm. 148 Course description
Download 210.72 Kb.
|
Required Reading: America: Past and Present, Chapter 23 Booker T. Washington, “The Atlanta Compromise” W.E.B Dubois, Organizing for Protest Anna Garlin Spencer, Women Citizens MyHistoryLab Media Assignments: Read the Document: Lincoln Steffens, from The Shame of the Cities Read the Document: Report of the Vice Commission (1915) View the Map: Changing Lives of American Women, 1880–1930 Read the Document: National Woman Suffrage Association, Mother’s Day Letter Read the Document: Eugene V. Debs, from “The Outlook for Socialism in America” Read the Document: Theodore Roosevelt, from The Strenuous Life (1900) Read the Document: Upton Sinclair, from The Jungle (1906) Watch the Video: Bull Moose Campaign Speech Read the Document: Woodrow Wilson, from The New Freedom (1913) Complete the Assignment: Madam C. J. Walker: African American Business Pioneer
Theme 4 (POL-3) — After reading the work of historians Richard Hofstadter and Ronald G. Walters, students are asked to write an essay agreeing or disagreeing with Hofstadter’s arguments by referencing one reform movement from the antebellum or progressive eras Theme 6 (ENV-5) — Students create an annotated time line for the creation of five major national parks since the late 19th century and explain a) the rationale for the creation of each park, and b) the opposition (if any) that each park’s creation faced. -Students will place themselves in the role of an FDA Administrator. Students should then write down/chart what they think the first 90 days plan should entail based upon the historical context of the food industry at the turn of the century identifying both the problem and the solution. -Students will analyze and discuss the political: The Wrestling Match (New York Herald, 1903) -Students will discuss and chart President Taft’s successes and failures -Students will evaluating Information on the Internet: Suffrage and the Nineteenth Amendment (NAWSA vs. NWP) -Students will re-create the campaign and election of 1912 by dividing the class into four groups, each representing one of the four parties. Students will write and present party platforms, give campaign speeches, debate issues, and eventually hold a mock election. 24. The Nation at War Required Reading: America: Past and Present Chapter 24 Boy Scouts of America, “Boy Scouts of America Support the War Effort (1917) Newton Baker, “The Treatment of German Americans” (1918) F.J. Grimke, Address of Welcome to the Men Who Have Returned from the Battlefront” (1919) MyHistoryLab Media Assignments: Watch the Video: The Outbreak of World War I Read the Document: Adolf K.G.E. von Spiegel, U-boat 202 (1919) Read the Document: President Wilson’s War Message to Congress (1917) Watch the Video: American Entry into World War I • Listen to the Audio File: “Over There” Complete the Assignment: Measuring the Mind Read the Document: Espionage Act (1917) View the Closer Look: Mobilizing the Home Front Watch the Video: The Great Migration Read the Document: President Wilson’s Fourteen Points Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 14 Key Discussion Topics: Lusitania, Roosevelt Corollary, Sussex Pledge, “dollar diplomacy”, League of Nations, Zimmerman Telegram, Bolshevik, Sedition Act, War Industries Board, Fourteen Points, Committee on Public Information Special Activities/Class Exercises: -Students will be divided into teams of five and create posters that show the Mexican Crisis under Wilson. -Divide the class into two teams; have one side create banners, flyers, ads for and one team create against banners, flyers, ads to involve us in WWI -Students will create a timeline which traces U.S. foreign policy and participation in World War I. Using different colors of markers or a coding system of checks, stars, and dots, have students indicate whether the entries on the time lines are political, economic, cultural, or a combination. Then have students add entries that they believe represent important events and should be included-(Chart the events leading up to, events of and events after WWI.) -Students will research Wilson’s Fourteen Points. Then class will be divided into two sides and debate whether or not the Fourteen Points were viable. -Students will defend the following statement with evidence from the readings in the chapter; “Woodrow Wilson was the first Prime Minister of the United States”. -Students will write an editorial that discusses whether you believe Wilson sold out his fourteen points. Support your reasoning with three reasons using your knowledge of the time period and your own knowledge of current history and your background. Must be at least one page.
Comprehensive Immigration Law (1924) Bartolomeo Vanzetti, Court Statement (1927) Advertisements (1925,1927) MyHistoryLab Media Assignments: View the Closer Look: The Great White Way—Times Square Read the Document: Elanor Rowland Wembridge, “Petting and the Campus” (1925) Complete the Assignment: Marcus Garvey: Racial Redemption and Black Nationalism Read the Document: Pearson Profiles, Marcus Garvey Watch the Video: The Harlem Renaissance Read the Document: A. Mitchell Palmer on the Menace of Communism (1920) Read the Document: Court Statements from Sacco and Vanzetti Read the Document: Creed of Klanswomen (1924) Read the Document: Executive Orders and Senate Resolutions on Teapot Dome Watch the Video: Prosperity of the 1920s and the Great Depression Complete the Assignment: The Scopes “Monkey” Trial: Contesting Cultural Differences Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 15. Key Discussion Topics: Model T, Samuel Insull, Nineteenth Amendment, Al Capone, Babe Ruth, Ernest Hemingway, Sacco and Vanzetti, Scopes Trial, Teapot Dome, Al Smith Special Activities/Class Exercises: -Students will divide into groups and create reports/newspapers that discuss the major ideas of the “Roarin Twenties.” a) Each of the newspapers must: (see list below) b) Detail the different aspects of pop culture of the twenties. c) Outline the History of Jazz and Blues. d) Create banners, flyers, ads for and one team in opposition or support of the “Red Scare.” e) Draw one political cartoon of the any significant person/event or idea in this chapter. f) Students will write an editorial that examines both perspectives on the passage of the Prohibition Amendment. g) Discuss the seriousness of the threat of new-KKK movement during this time frame. h) Write a report to break the Presidential Scandals. 26. Franklin D. Roosevelt and the New Deal Required Reading: America: Past and Present, Chapter 26 Ruth Shallcross, “Shall Married Women Work?” (1936) Louise Mitchel, “Slave Markets in New York City” (1940) Joseph Bibb, “Flirting with Radicalism” MyHistoryLab Media Assignments: View the Map: The Great Depression View the Closer Look: Homeless Shantytown, Seattle 1937 Read the Document: Women on the Breadlines Watch the Video: Dorothea Lange and Migrant Mother Watch the Video: FDR’S Inauguration • View the Map: The Tennessee Valley Authority Read the Document: Huey Long, “Share Our Wealth” (1935) Read the Document: Frances Perkins and the Social Security Act (1935, 1960) Watch the Video: Responding to the Great Depression: Whose New Deal? Complete the Assignment: Eleanor Roosevelt and the Quest for Social Justice Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 15 Key Discussion Topics: Reconstruction Finance Corporation (RFC), National Recovery Adminstration, Agricultural Adjustment Administration, Harry Hopkins, Works Progress Administration, Townsend Plan, Social Security Act, Wagner Act, John L. Lewis, Liberty League Special Activities/Class Exercises: • Theme 7 (CUL-6) — Students read a “living newspaper” produced under the auspices of the WPA and debate whether or not it constitutes propaganda for the New Deal. -Students will analyzing tables and graphs related to: The Great Depression -Students will chart the different New Deal Administrations and Legislation that emerged from it. One half of class will focus on the 1st New Deal and the other side will focus on the 2nd New Deal. Both sides will present information for the other side to complete their charts.. -Students will research and create a chart that identifies New Deal Projects still in existence today. -Students will draw political cartoons of the any significant person or idea in this chapter. Conduct a Senate session that debates the passage of the New Deal Legislation. Discuss any serious dissent to the New Deal. Examine and chart the short-term costs & benefits and the long-term costs & benefits of the New Deal.
Albert Einstein, Letter to President Roosevelt (1939) Franklin Delano Roosevelt, “The Four Freedoms” (1941)
View the Map: World War II in Europe Read the Document: Charles Lindbergh, Radio Address (1941) View the Closer Look: The Japanese Raid on Pearl Harbor, December 7, 1941 View the Map: World War II in the Pacific Watch the Video: Rosie the Riveter Read the Document: A. Philip Randolph, “Why Should We March” (1942) Read the Document: Japanese Relocation Order View the Closer Look: D-Day Landing, June 6, 1944 Watch the Video: The Big Three—Yalta Conference Complete the Assignment: The Face of the Holocaust
Students will create a “before and after” cartoon illustrating the effects of the Second World War on the movement for African American civil rights. -Students will complete and interpret information in a map exercise related to: World War II in the Pacific -Students will have the opportunity to visit The USS Hornet which was used in the Pacific during WWII and complete a series of written activities that are part of the educational program. -Students will analyze and discuss documents from the Stanford Reading Like a Historian website: The Atomic Bomb -Students will debate the American decision to use the atomic bomb(s) against Japan in August 1945. -Students will draw political cartoons of the any significant person, event, or idea in this chapter. -Students will discuss whether or not the internment camps were justified playing special attention to the role of race and geography. -Students will compare and contrast the idea of the confinement camp with the idea of the concentration camps. -Students will get into groups and collectively write the eulogy and present for the speech FDR’s funeral in class (dramatically!) 28. The Onset of the Cold War Required Reading: America: Past and Present, Chapter 28 Ronald Reagan, “Testimony Before the House Un-American Activities Committee” (1947) Dwight D. Eisenhower, “Decision not to Intervene at Dien Bien Phu” (1954)
Read the Document: Churchill’s “Iron Curtain” Speech (March 5, 1946) Read the Document: George F. Kennan, “The Long Telegram” (1946) Read the Document: George Marshall, The Marshall Plan (1947) View the Closer Look: Berlin Airlift View the Map: The Korean War (1950–1953) Read the Document: Ronald Reagan, Testimony Before HUAC (1947) Watch the Video: McCarthyism and the Politics of Fear Watch the Video: Ike for President: Campaign Ad (1952) Read the Document: Dwight D. Eisenhower, Letters on Dien Bien Phu (1954) Complete the Assignment: America Enters the Middle East
-Students will identify, read, and interpret information on a map related to: The Korean War and the Cold War in Asia -Students will complete the following Stanford: Reading Like a Historian activities: The Cold War; The Cuban Missile Crisis; The Korean War; The Cold War in Guatemala -Students will complete a perspective journal writing activity: Write a series of short journal entries that describe the life/thoughts of a child living in Berlin in 1948 during the Berlin Blockade; Child should also include journals of relief describing how the situation was resolved through the Berlin Airlift. -Students will Outline: Truman Administration Foreign Policy and then discuss the beneficial/negative aspects of the policy and the historical consequences.
Rosa Parks, ‘The Montgomery Bus Boycott” Jo Ann Gibson Robinson “The Montgomery Bus Boycott” Martin Luther King, “The Strategy of Nonviolent Direct Action” MyHistoryLab Media Assignments Statement Listen to the Audio: “Little Boxes” View the Closer Look: A 1950s Family Watching I Love Lucy Complete the Assignment: The Reaction to Sputnik Read the Document: Pearson Profiles: Jack Kerouac Watch the Video: Justice for All: Civil Protest and Civil Rights Read the Document: Brown v. Board of Education of Topeka, Kansas Watch the Video: How did the Civil Rights Movement Change American Schools? View the Map: Civil Rights Movement Read the Document: Student Nonviolent Coordinating Committee Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 17 Key Discussion Topics: Levittown, baby boom, Sputnik, Highway Act of 1956, Commission on Civil Rights, Brown v. Board of Education of Topeka, Martin Luther King Jr., Southern Christian Leadership Conference, Fair Employment Practices Committee, “beatnicks” Special Activities/Class Exercises: -Students will create a time line of the African American civil rights movement in which they justify an argument for when it began. -Students will complete a writing activity that describes and evaluates the impact of "The Race to Space" on the economies of both the United States and USSR in the 1950s. -Students will create a Visual Montage of the 1950s using a Google site page. Each visual will be accompanied with annotations detailing the impact each had on American society. --Students will analyzing tables and graphs related to: The Baby Boom -Students will receive individual extra credit if they can create an in-class museum of items from the Baby Boom generation. 30. The Turbulent Sixties Required Reading: America: Past and Present, Chapter 30 Betty Friedan, “The Problem That Has No Name” (1963) National Organization For Women, Statement of Purpose (1966) Frances Sugre, Diary of a Rent Striker (1964) MYHISTORYLAB MEDIA ASSIGNMENTS Watch the Video: Kennedy-Nixon Debate Watch the Video: President John F. Kennedy and the Cuban Missile Crisis Watch the Video: Photographing the Civil Rights Movement Watch the Video: Civil Rights March on Washington Read the Document: The Civil Rights Act of 1964 View the Map: Impact of the Voting Rights Act of 1965 Complete the Assignment: Unintended Consequences: The Second Great Migration View the Map: Vietnam War Watch the Video: Protests Against the Vietnam War Read the Document: National Organization for Women, Statement of Purpose (1966)
Theme 7 (CUL-6) — Students write an essay debating the role of popular music in affecting public attitudes toward the Vietnam War. -Students will complete a writing activity that define America’s New Frontier and how it differed from previous administrations. - Students will outlining Kennedy’s Foreign Policy and evaluate its impact and effectiveness. Would his policy work or relevant today? -Write a position paper on how President Kennedy misinterpreted Soviet intentions in Asia and that misinterpretation lead to the brink of Nuclear War. -Field Trip- The Marin Headlands/Fort Cronkhite/NIKE Missile site (The Bay Area reacts to the threat of Nuclear invasion) -Students will complete and interpret map exercises related to: The Vietnam War
The House Judiciary Committee, “Conclusion on Impeachment Resolution” (1974) Jimmy Carter, “The ‘Malaise’ Speech” (1979)
Ronald Reagan, “Speech to the House of Commons” (1982) George Bush, “Address to the Nation Announcing Allied Military Action in the Persian Gulf” (1991)
View the Closer Look: Watergate Shipwreck Read the Document: Roe v. Wade (January 22, 1973) Watch the Video: Jimmy Carter, The “Crisis of Confidence” Speech (1979) Read the Document: Ronald Reagan, First Inaugural Address (1981) Watch the Video: Ronald Reagan on the Wisdom of the Tax Cut Read the Document: Ronald Reagan, the Air Traffic Controllers Strike View the Map: Conflict in Central America (1970–1998) Complete the Assignment: The Christian Right View the Map: The Middle East in the 1980s and 1990s Complete the Assignment: Roe v. Wade: The Struggle over Women’s Reproductive Rights Watch the Video: Oliver North Hearing Optional/Suggested Reading: A People’s History of the United States, Chapter 19/20/21 (extra credit) Key Discussion Topics: Henry Kissinger, Warren Burger, SALT I, the Pentagon Papers, OPEC, Gerald Ford, The Stonewall riots, the Mayaguez, Camp David Accords, the hostage crisis, the Moral Majority, Sandra Day O’Conner, Gramm-Rudman Act, AIDS, Oliver North, Crack Cocaine, Mikhail Gorbachev, Michael Dukakis, Tiananmen Square, Saddam Hussein, Special Activities: -Theme 4 (POL-7) — Students construct a time line of the civil rights movement from Reconstruction to the 1970s and annotate key turning points in the movement. -Theme 6 (ENV-5) — Students write an essay asking what role the acquisition of natural resources has played in U.S. foreign policy decisions since the late 19th century - Students will debate: Roe v. Wade decision . First student will be assigned a side, then after completion of the first set, I students will be allowed to state/debate their real feelings if they feel it necessary. -Students will create a chart that illustrates a National Policy they would create to deal with the 1970s Energy Crisis (Chart should identify the problem and include both a short term/long term solutions) -Students will write an evaluation of the Reagan Economic Plan. Students should identify at least three key parts of the plan in doing so and then cite historical examples from the 1980s-2010 of its consequential successes and failures. -Students will create a political cartoon based upon the Persian Gulf War and write an editorial in support or opposition to the war. -Students will analyze tables and graphs related to: The Energy Crisis of the 1970s -Students will identify, read, and interpret maps related to: The United States and the Middle East and The United States, Central America, and the Caribbean.
Maxine Waters, “Causes of the L.A. Riots” (1992) Anita Hill, “Statement to the Senate Judiciary Committee” (1993)
View the Closer Look: Opening the Wall, Berlin Read the Document: George Bush, Address to the nation on the Persian Gulf (1991) Read the Document: Illegal Immigration Reform and Immigrant Responsibility Act of 1996 Watch the Video: Bill Clinton Sells Himself to America Read the Document: Bill Clinton, Answers to the Articles of Impeachment Read the Document: The Balkan Proximity Peace Talks Agreement (1995) View the Closer Look: World Trade Center, Sept. 11, 2001 Complete the Assignment: The Battle of Seattle Read the Document: George W. Bush, Address to Congress (September 20, 2001) Watch the Video: The Historical Significance of the 2008 Election Watch the Video: Bill Clinton Sells Himself to America Suggested Reading: A People’s History of the United States, Chapter 22, 23, 24 (extra credit) Key Discussion Topics: Tom Ridge, unilateralism, The Internet, Afghanistan, Timothy McVeigh, Osama Bin Laden, Contract With America, Ground Zero, Weapons of Mass Destruction, Election of 2000, Election of 2004, Americans with Disabilities Act, Barack Obama, Operation Desert Storm, Sunbelt, undocumented aliens, War on Terror, Unilateralism, Affirmative Action Special Activities: -Theme 3 (PEO-2) — Students examine a map of reported ancestry on the 2000 Census and engage in small-group research teams to report on the causes for the settlement patterns revealed in the map -Theme 3 (PEO-7) — Students use a graphic organizer to compare and contrast the causes and goals of each act as described in excerpts from the 1924, 1965, and 1990 Immigration Acts. -Theme 3 (PEO-7) — Students create political cartoons comparing and contrasting attitudes toward immigrants in the 1920s and the present -Theme 6 (ENV-5) — Students write a mock op-ed article for or against drilling for oil in the Arctic National Wildlife Refuge that cites precedents in U.S. law and history to justify their position. -Students will identify, read, and interpret a map related to: Population Mobility in the 20th Century -Students will discuss the question: Was the election of 1992 a political revolution? Why or why not? -Students will write a position paper that analyzes the effectiveness of the Clinton Administration citing specific policies and specific examples of successes or failures. -Students will evaluating the Election of 2000 focusing on why it was controversial and what they think should have happened to rectify the controversy. -Students will have a discussion that compares and contrasts the two major economic revolutions of modern American history. How does the modern transition from an industrial economy to a service, a technology, and an information economy compare to the late nineteenth century transition from an agricultural to an industrial economy? -Students will write a one page mini-Clinton biography that details his upbringing, political rise, and presidency..
Several resources provided by the College Board will be utilized. We will start with a timeline that traces events through American/United States History. This will be a task that is divided up amongst groups so that we can get through it as quickly as possible. The two chief aspects of the review period are the assignment of three or four chapters per night for review and a quiz made up of 10–15 multiple-choice questions taken from previous exams to be given the next morning, graded immediately, and discussed. For the remaining 25-30 minutes of each class, an essay question or DBQ is placed on the board (selected to dovetail with the previous night’s review chapters), and the class analyzes, brainstorms, and outlines an answer to it.
1) Research and write a 7-10 page, double-spaced paper on the cause(s), main events, and consequence(s) related to the historical time period or event. 2) Write two personal essays where you discuss the direct impact of these events on your family or an individual within your family. You should conduct oral interviews of older people in your family or extended family to see what they have to say about these events and then included their words and experiences as quotes and relevant outside information to complete this assignment. Each essay should be double-spaced, three to four pages in length (at least) and must be grammatically correct. 3) Present your historical event and impact on your family using powerpoints or PREZI in front of your peers at the end of the year for your FINALS grade. All submitted written work should be sent to my TURNITIN.COM website to ensure that plagiarism does not occur. THIS IS DUE BYthe 2nd Friday before school ends as it will take 3 class periods (including the FINALS scheduled 2 hour block) to get through all the presentations. Directory: staff staff -> Contests, Competitions, and Activities humanities staff -> United states army space and missile defense command april 2000 Shiloh staff -> Historic Waterfront Cruise Introduction staff -> U. S. Senate Committee on Energy and Natural Resources staff -> An alphabetised list of vocabulary references staff -> ~ la 1 Alphabet Book ~ June 19, 2009 staff -> The skill of multi-model seasonal forecasts of the wintertime North Atlantic Oscillation staff -> Curriculum vitae personal details Download 210.72 Kb. Share with your friends:
|