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Thursday, June 9, 2011

Thursday, June 9

Final Exam Info/Study Tips

Format of the Final Exam:
  • The first hour of the exam will be a Paper One on the Vietnam War. It will be a "full paper one" meaning #3 will have TWO OPVL's, rather than just one.
  • The second hour will be a separate essay that asks you to think back and consider our entire study of U.S. history, from "Westward Expansion" all the way to the Vietnam War. The prompt will be: "What is the most significant historical trend that has surfaced repeatedly during our study of U.S. history? Use relevant historical evidence to support your argument as to why this trend should be considered the most significant."
Study Tips:
  • Review your materials from the Vietnam War unit. I've compiled the GoogleDocs of the readings and completed study guides for you here--
Part I Reading
Completed Study Guide Part III
  • For the essay question, I would very much encourage you to create an outline, which will be your most relevant study guide. While I'm not allowing you to bring in an outside outline, you'll have some time in that hour to quickly recreate it for yourself. Doing this beforehand will allow you to review and consider the material we've covered, coming up with thoughtful and relevant historical examples from throughout the school year.
How to begin?
  • I would suggest first brainstorming possible historical trends to discuss--what ideas and themes kept popping up in different forms across units?
  • Once you've identified the historical trend you will discuss in your essay, begin to come up with examples that demonstrate this trend. Choose several strong examples to become your body paragraphs. From there can go back and fill in with more historical evidence and detail.
What I'm looking for:
  • Clear thesis--you've identified the historical trend you will discuss and made a clear and strong argument as to why it should be considered most significant. While you have a lot of room to choose a historical trend, I will be judging whether I agree if it is relevant, well thought out and appropriate to use for this essay.
  • Body Paragraphs--relevant historical examples and details are provided as evidence, all working to support your argument that the historical trend you are discussing should be considered the most significant.
  • A conclusion--that reinforces the argument you've just presented.

Wednesday, June 8, 2011

Wednesday, June 8

In-Class Today:

Writing Response:
  • What factors led to the events at My Lai occurring?
  • Can soldiers following orders be blamed for what happened? Where does blame belong?
  • Why do you think there was such protest and outrage following Lt. Calley's conviction?
Homework:Final Exam Info/Study Tips

Format of the Final Exam:
  • The first hour of the exam will be a Paper One on the Vietnam War. It will be a "full paper one" meaning #3 will have TWO OPVL's, rather than just one.
  • The second hour will be a separate essay that asks you to think back and consider our entire study of U.S. history, from "Westward Expansion" all the way to the Vietnam War. The prompt will be: "What is the most significant historical trend that has surfaced repeatedly during our study of U.S. history? Use relevant historical evidence to support your argument as to why this trend should be considered the most significant."
Study Tips:
  • Review your materials from the Vietnam War unit. I've compiled the GoogleDocs of the readings and completed study guides for you here--
Part I Reading
Completed Study Guide Part III
  • For the essay question, I would very much encourage you to create an outline, which will be your most relevant study guide. While I'm not allowing you to bring in an outside outline, you'll have some time in that hour to quickly recreate it for yourself. Doing this beforehand will allow you to review and consider the material we've covered, coming up with thoughtful and relevant historical examples from throughout the school year.
How to begin?
  • I would suggest first brainstorming possible historical trends to discuss--what ideas and themes kept popping up in different forms across units?
  • Once you've identified the historical trend you will discuss in your essay, begin to come up with examples that demonstrate this trend. Choose several strong examples to become your body paragraphs. From there can go back and fill in with more historical evidence and detail.
What I'm looking for:
  • Clear thesis--you've identified the historical trend you will discuss and made a clear and strong argument as to why it should be considered most significant. While you have a lot of room to choose a historical trend, I will be judging whether I agree if it is relevant, well thought out and appropriate to use for this essay.
  • Body Paragraphs--relevant historical examples and details are provided as evidence, all working to support your argument that the historical trend you are discussing should be considered the most significant.
  • A conclusion--that reinforces the argument you've just presented.

Tuesday, June 7, 2011

Tuesday, June 7

Final Exam Info/Study Tips

Format of the Final Exam:
  • The first hour of the exam will be a Paper One on the Vietnam War. It will be a "full paper one" meaning #3 will have TWO OPVL's, rather than just one.
  • The second hour will be a separate essay that asks you to think back and consider our entire study of U.S. history, from "Westward Expansion" all the way to the Vietnam War. The prompt will be: "What is the most significant historical trend that has surfaced repeatedly during our study of U.S. history? Use relevant historical evidence to support your argument as to why this trend should be considered the most significant."
Study Tips:
  • Review your materials from the Vietnam War unit. I've compiled the GoogleDocs of the readings and completed study guides for you here--
Part I Reading
Completed Study Guide Part III
  • For the essay question, I would very much encourage you to create an outline, which will be your most relevant study guide. While I'm not allowing you to bring in an outside outline, you'll have some time in that hour to quickly recreate it for yourself. Doing this beforehand will allow you to review and consider the material we've covered, coming up with thoughtful and relevant historical examples from throughout the school year.
How to begin?
  • I would suggest first brainstorming possible historical trends to discuss--what ideas and themes kept popping up in different forms across units?
  • Once you've identified the historical trend you will discuss in your essay, begin to come up with examples that demonstrate this trend. Choose several strong examples to become your body paragraphs. From there can go back and fill in with more historical evidence and detail.
What I'm looking for:
  • Clear thesis--you've identified the historical trend you will discuss and made a clear and strong argument as to why it should be considered most significant. While you have a lot of room to choose a historical trend, I will be judging whether I agree if it is relevant, well thought out and appropriate to use for this essay.
  • Body Paragraphs--relevant historical examples and details are provided as evidence, all working to support your argument that the historical trend you are discussing should be considered the most significant.
  • A conclusion--that reinforces the argument you've just presented.


Monday, June 6, 2011

Monday, June 6

Final Exam Info/Study Tips

Format of the Final Exam:
  • The first hour of the exam will be a Paper One on the Vietnam War. It will be a "full paper one" meaning #3 will have TWO OPVL's, rather than just one.
  • The second hour will be a separate essay that asks you to think back and consider our entire study of U.S. history, from "Westward Expansion" all the way to the Vietnam War. The prompt will be: "What is the most significant historical trend that has surfaced repeatedly during our study of U.S. history? Use relevant historical evidence to support your argument as to why this trend should be considered the most significant."
Study Tips:
  • Review your materials from the Vietnam War unit. I've compiled the GoogleDocs of the readings and completed study guides for you here--
Part I Reading
Completed Study Guide Part III
  • For the essay question, I would very much encourage you to create an outline, which will be your most relevant study guide. While I'm not allowing you to bring in an outside outline, you'll have some time in that hour to quickly recreate it for yourself. Doing this beforehand will allow you to review and consider the material we've covered, coming up with thoughtful and relevant historical examples from throughout the school year.
How to begin?
  • I would suggest first brainstorming possible historical trends to discuss--what ideas and themes kept popping up in different forms across units?
  • Once you've identified the historical trend you will discuss in your essay, begin to come up with examples that demonstrate this trend. Choose several strong examples to become your body paragraphs. From there can go back and fill in with more historical evidence and detail.
What I'm looking for:
  • Clear thesis--you've identified the historical trend you will discuss and made a clear and strong argument as to why it should be considered most significant. While you have a lot of room to choose a historical trend, I will be judging whether I agree if it is relevant, well thought out and appropriate to use for this essay.
  • Body Paragraphs--relevant historical examples and details are provided as evidence, all working to support your argument that the historical trend you are discussing should be considered the most significant.
  • A conclusion--that reinforces the argument you've just presented.
In-Class Today:


G Period--


Friday, June 3, 2011

Friday, June 3

Today in class, we either started or continued watching the American Experience episode on "My Lai." (hint, hint, that's a link to watch what you missed online)

On Monday, I will have a final exam study guide for you, as well as your CRM Paper 1 Tests to give back.


Wednesday, June 1, 2011

Wednesday, June 1

"1968" Part 1/7 (watched at the beginning of class. Feel free to watch the rest of the film at home!)

Worksheet from Class:
Reviewing Critical Junctures
(use Part III reading to complete)


E Period Homework:

Part IV: What None Knew: Misinterpretation and Failed Diplomacy
Study Guide--Part IV

Check your work--
Completed Part III Study Guide (again, thanks to Lauren!)

Tuesday, May 31, 2011

Tuesday, May 31

"1968" Part 1/7 (watched at the beginning of class. Feel free to watch the rest of the film at home!)

Worksheet from Class:
Reviewing Critical Junctures
(use Part III reading to complete)

Thursday, May 26, 2011

Thursday, May 26

In-Class Readings:
The Tonkin Gulf Resolution
Summer 1965: The Moment of Decision


Video Clips:
The Fog of War: Tonkin Gulf Incident
YouTube: The Hidden War in Vietnam Clip


I will be gone tomorrow (Friday), and gave this reading and study guide TO WORK ON IN-CLASS tomorrow. I will check for completion in-class on TUESDAY.
Part III: America's Vietnam Ordeal--(1965-1975) Part III: Study Guide

Questions on Study Guides 1 and 2?? Check out fully completed versions (thank you Lauren!):
Completed Study Guide: Part I
Completed Study Guide: Part II

Tuesday, May 24, 2011

Tuesday, May 24

B and C Periods, I checked Part I and Study Guide for completion at the beginning of class. You got Part II and Study Guide, to be completed tomorrow (please refer to yesterday's post if you need the GoogleDoc!!).

YouTube, Dien Bien Phu Documentary Clip (watched in class by B and C)
YouTube: The Hidden War in Vietnam Clip (watched in class by G)

G Period, you got a TON-O-PAPERS! Remember, that the Part III reading and study guide are to work on IN-CLASS FRIDAY (when I'm gone).

Monday, May 23, 2011

Monday, May 23

In class today you had time to start working on background readings and study guides relating to to the beginning of U.S. involvement in Vietnam. This is another weird week when I see classes varying amounts, and the assignment was a little different depending on the class.

E and G Periods, Read BOTH Part I and Part II and complete Study Guides Part I and 2. If you are in E period, I'll check your work on THURSDAY. If you are in G period, I'll check your work TOMORROW.

B and C Periods have to read just Part I and complete Study Guide Part I, to be checked in class TOMORROW.

Here are the links to GoogleDoc versions of these documents:
Part I: The Cold War in Southeast Asia--1946-1954
Study Guide--Part I

Part II: America's Deepening Commitment--1954-64
Study Guide--Part II

Monday, May 16, 2011

Monday, May 16

Today in class you got into groups for a super duper info exchange!! In case you have unresolved questions, please refer back to the "Story of the Movement" Page. I've also included a cornucopia of links below:

Tons-O-Video and Other Resources on the Stuff Your Researched and Talked About in Class!!

Remember, all this fun and games is in preparation for your PAPER 1R Test later this week:

To what extent did the methods and goals of the Civil Rights Movement shift significantly from the mid-1960’s onwards?

This is the prompt you will have for the #4 mini-essay. YOU MAY USE AN OUTLINE, ONE PAGE FRONT AND BACK on the day of the Paper 1.

B Period--FRIDAY
C Period--THURSDAY (second part of long block)
E Period--#1-3 on Thursday, #4 on Friday
G Period--#1-3 on Thursday, #4 on Friday


What Should Be in Your Notes: (I'll be collecting notebooks the day of your Paper 1)
  • Civil Rights Movement Brainstorm
-How can we define the CRM? What people, events, ideas, etc... come to mind when you think of the CRM?
  • Notes on the Murder of Emmett Till
-Writing Response: Why do you think the murder of Emmett Till is considered significant to the CRM?
  • The Montgomery Bus Boycott
-What factors led to the success of the Montgomery Bus Boycott?
  • School Integration, "Fighting Back" (1957-1962):
  • -The Autherine Lucy Case 1956
  • -Integration of Little Rock Central High School 1957-1959
  • -James Meredith Integrates Ole Miss 1962

    • "Ain't Scared of Your Jails (1960-1961)" Reading
    Notes on Documents:
    -Origin
    -Purpose
    -Message (summing up and choosing key excerpts from the source to share)
    • "Ain't Scared of Your Jails" (1960-1961) Episode:
    -The Nashville Sit-ins (1960)
    -The Freedom Rides (1961)
    • "No Easy Walk" (1961-1963) Reading:
    -Why did the Albany Movement fail?
    -Why was Birmingham chosen as the next location of the movement?
    • "No Easy Walk" (1961-1963) Episode:
    -Project "C" in Birmingham (1963)
    -The March on Washington (August 1963)
    • The Freedom March from Selma to Montgomery, Alabama
    "Bridge to Freedom" (1965)
    -"Bloody Sunday" (March 7)
    -Second, unsuccessful march attempt (March 9)
    -The Voting Rights Act of 1965 is proposed by President LBJ (March 15)
    -Freedom March from Selma to Montgomery arrives at the capitol building (March 25)
    -Voting Rights Act of 1965 signed into law (August 6)

    Friday, May 13, 2011

    Friday, May 13

    HI, you have a new HOMEWORK assignment that must be completed by MONDAY, MAY 16! Please direct yourself to the assignment description for your class period. Thanks! Let me know if you have questions:

    B Period, Civil Rights Homework Assignment

    Wednesday, May 11, 2011

    Wednesday, May 11

    HI, you have a new HOMEWORK assignment that must be completed by MONDAY, MAY 16! Please direct yourself to the assignment description for your class period. Thanks! Let me know if you have questions:

    B Period, Civil Rights Homework Assignment

    Tuesday, May 10, 2011

    Tuesday, May 10

    I'm sorry to report that the episode of Eyes on the Prize that we finished watching in class today ("No Easy Walk") is not available on YouTube! If absent, or foggy on any facts, please check out the info pod provided for you by PBS (and get notes from a reliable classmate). Thanks!

    Homework:

    Reading, "Mississippi: Is This America (1962-1964)"

    Monday, May 9, 2011

    Monday, May 9

    Today in class we discussed the reading that was homework and brainstormed on the following questions:


    • Why did the Albany Movement fail?

    • Why was Birmingham chosen as the next location of the movement?
    I'm sorry to report that the episode started (and finished in B period) in class today, is not available on YouTube! If absent, or foggy on any facts, please check out the info pod provided for you by PBS (and get notes from a reliable classmate). Thanks!


    B Period Homework:


    Reading, "Mississippi: Is This America (1962-1964)"

    Friday, May 6, 2011

    Friday, May 6

    Today in class we finished the episode of Eyes on the Prize, "Ain't Scared of Your Jails." If you were absent, you can finish watching (and take notes on) this episode on YouTube. I'm providing a link to the beginning of the episode, but you should probably skip to section 2 or 3 and finish watching from there.

    Thursday, May 5, 2011

    Thursday, May 5

    It was a day of mass absences, so I hope a lot of people are checking the blog!

    In G Period, we finished the episode of Eyes on the Prize, "Ain't Scared of Your Jails." If you were absent, you can finish watching (and take notes on) this episode on YouTube. I'm providing a link to the beginning of the episode, but you should probably skip to section 2 or 3 and finish watching from there. We had an in-class reading which describes the next stage of the movement. Please read if you were absent from G period today:
    In-Class Reading, "No Easy Walk"

    In B, C and E Periods we watched approximately the first half of the episode, which covered up through the Nashville sit-ins.

    Links from Today:

    Wednesday, May 4, 2011

    Wednesday, May 4

    Today in class we finished going over the "Ain't Scared of Your Jails" documents.

    We moved on to start watching the Eyes on the Prize episode of the same title. In G Period we got through about 25 minutes, but in B & C Periods are just about 5 minutes in. If you were absent, you can watch what you missed on YouTube and take notes:

    In G Period we also stopped to brainstorm on the questions:

    • Why did Nashville become a center of the sit-in protests?

    • Why factors contributed to the Nashville sit-ins becoming a success for the CRM?

    Monday, May 2, 2011

    Monday, May 2

    Kids, I have great news! It turns out that Eyes on the Prize is now on YouTube, so if you are/were absent, you can catch up by not only getting a classmates notes, but also going back and watching the portions you missed. Yippee! There is also a very handy guide to the key events discussed that I will provide the link for below on the PBS website that will help you to catch up, or go back and clarify.

    Today in Class: We began discussing the next stage of the CRM, and you all got a reading titled, "Ain't Scared of Your Jails (1960-1961)." While everyone had the same first page, there were 5 different documents handed out that were everyone's second page of the packet. You got into groups to discuss and take notes on the following for each source:
    • Origin
    • Purpose
    • Message (summing up and choosing key excerpts from the source to share)
    Tomorrow, your group will be expected to report to the class on your document! If you finished in class you do not have homework, but if you did not finish, do so for homework.


    Friday, April 29, 2011

    Friday, April 29

    Today in class we finished (or almost finished!) the episode of Eyes on the Prize on school desegregation, and breaked to discuss "What did you see/hear? What did you feel/think?" If you were absent, please get notes from a classmate, or do some independent research and make sure you information covering:


    • The Autherine Lucy Case (1956)

    • Little Rock Central High School (September 1957-May 1959)

    • James Meredith Desegregates "Ole Miss" (1962)

    Thursday, April 28, 2011

    Thursday, April 28

    Today in class we started/continued watching the "Eyes on the Prize" episode on school desegregation, covering:


    • The Autherine Lucy Case (1956)

    • Little Rock Central High School (1957-1959)

    • James Meredith desegregates "Ole Miss" (1962)

    If you were absent, please get notes from a classmate! I will also scan chapters from the Eyes on the Prize book in the coming days and put them up on the blog.

    Wednesday, April 27, 2011

    Wednesday, April 27

    We continued on in our quest to learn all about the Civil Rights Movement Today!
    Remember that for this unit, I will be collecting notebooks on the day of the test, and giving credit for all notes and in-class writing assignments. Here's what you should have thus far:
    • Civil Rights Movement Brainstorm (How can you define the CRM? What people, places, events, ideas, etc... come to mind when you think of the CRM?)
    • Notes on the Murder of Emmett Till
    • Writing Response: Why do you think the murder of Emmett Till is considered significant to the CRM?
    • What factors led to the success of the Montgomery Bus Boycott?
    • Notes on School Integration (The Autherine Lucy Case 1956, Integration of Little Rock Central High School 1957-1959, James Meredith Integrates Ole Miss 1962)
    No homework tonight. If you were absent, make sure to get notes from a reliable classmate ASAP. I will also scan the chapters from the "Eyes on the Prize" book that accompany the portions of the documentary series we've watched thus far.

    Monday, April 25, 2011

    Monday, April 25th

    Today in class we started our unit on the Civil Rights Movement! After a warm-up and class brainstorm, we started talking about Brown v. Board of Education. Below is a link to that reading:
    Brown v. Board Reading Civil Rights Movement Timeline

    G Period Homework:
    Montgomery Bus Boycott Reading

    Wednesday, April 13, 2011

    Thursday, April 14

    The PAPER 1 TEST on the COLD WAR is TOMORROW!!
    Study Materials! I've compiled what I think will be the most helpful study materials for your Paper 1 Test on the Cold War tomorrow. The focus is on the beginnings/origins of the Cold War:

    Wednesday, April 13

    Today in class we finished the Eisenhower, Dulles and Unrelenting Cold War PowerPoint, and watched Eisenhower's Farewell Address. Please consult yesterday's post for those materials.

    PAPER 1 TEST on the COLD WAR this FRIDAY!!
    Study Materials! I've compiled what I think will be the most helpful study materials for your Paper 1 Test on the Cold War tomorrow. The focus is on the beginnings/origins of the Cold War:

    Tuesday, April 12, 2011

    Monday, April 11, 2011

    Monday, April 11

    Today in class we analyzed and discussed political cartoons! Each addressed the era of "McCarthyism." If you missed it, here's the cartoon analysis worksheet and each of the five cartoons reviewed in class:

    Homework:

    Read Chapter 26-4 (starts on p.828), and take notes on the terms and names.

    STILL need to set up an online textbook account?!? Well here's the info:


    Activation Code- 3303357-10 (make sure the 10 goes in the second box!)

    REMINDER:

    Paper 1 Test on the Cold War scheduled for THIS Friday (4/15/11)!!


    Friday, April 8, 2011

    Friday, April 8

    In class today we discussed last night's reading on whether or not McCarthyism was justified. No homework for B, C and E periods.

    G Period:
    McCarthyism Political Cartoons
    Homework for G Period-- Read 26-4 (starting on p.828) and take notes on the Terms and Names.

    Thursday, April 7, 2011

    Thursday, April 7

    In-Class:

    Homework:
    Actively read and be ready for discussion in class tomorrow!

    Tuesday, April 5, 2011

    Wednesday, April 5

    In-Class:

    Tuesday, April 5

    Today in class we discussed last night's reading: "Was U.S. intervention in Korea justified?"

    Homework:
    Read 26-3 and take notes on "Terms and Names"

    Need to activate an online textbook account? Go to:
    Use this activation code: 3303357-10 (make sure to put the 10 in the second box!)

    Monday, April 4, 2011

    Monday, April 4

    We finished the Korean War PowerPoint in class, and you had some time to begin the following reading that you need to complete for homework.

    Homework:
    Reading, Korean War: Was U.S. Military Intervention in Korea in 1950 Justified?
    Please actively read--highlighting, notes in margins, etc... You want to have the major points for each viewpoint identified to use in class discussion tomorrow.

    Thursday, March 31, 2011

    Friday, April 1

    Today in class we watched the following clip while I checked last night's homework, and then started a PowerPoint on the Korean War:
    PBS News Hour Clip: Korean Tensions Keep Military on High Alert

    Video Clip provided by the amazing Mike Moen:

    B Period, Homework (all other classes won't get it until Monday):

    Thursday, March 31

    Today in class we finished our discussion of, "Who started the Cold War?" and had a bit of time to start working on tonight's homework assignment.

    Activation Code: 3303357-10

    Homework: Read Chapter 26-1: The Cold War Heats Up, in the online Americans textbook, and take notes on the "Terms and Names."

    Wednesday, March 30, 2011

    Wednesday, March 30

    We started class discussions on the topic of, "Who started the Cold War?" Only G Period has homework (since we had long-block): Read Chapter 26-1 in the Americans textbook and take notes on the "Terms and Names."

    Tuesday, March 29, 2011

    Tuesday, March 29

    Today in class we finished the PowerPoint, discussed the Berlin Blockade and Airlift and I gave you a bit of time to begin the reading that is homework tonight.
    Homework: Actively Read-- Origins of the Cold War: Did the Soviet Union Start the Cold War?
    -Notes/questions in the margins -Underline/highlight
    **We will have a whole-class discussion based on this reading Wednesday in class.**

    Monday, March 28, 2011

    Monday, March 28

    Each class is at a slightly different point, due to MCAS weirdness last week and the course-selection assembly today. Only E period has homework, since we had long block!
    E Period-- Homework: Actively Read-- Origins of the Cold War: Did the Soviet Union Start the Cold War? -Notes/questions in the margins -Underline/highlight **We will have a whole-class discussion based on this reading Wednesday in class.**

    Friday, March 25, 2011

    Friday, March 25

    We're back to normal life after MCAS week!
    • Today in class we talked about the Origins of the Cold War (hint, hint, that there's a link to today's PowerPoint used in class!!)
    • I also checked the 26-1 "Assessment" that was assigned Monday. If you were absent, make sure to show this to me ASAP so I can give you credit for you work!

    **No homework over this weekend.**

    Tuesday, March 22, 2011

    Tuesday, March 22

    Due to MCAS, I only saw E period today. We just began watching a documentary, WWII: Behind Closed Doors. I'll provide a link below to all who are interested. It gives some background to the relationship between the Allies during the war, and lays the groundwork for understanding the Cold War.

    Here's the Link:
    This brings you to the first section of the film. You can follow the links from there.

    Monday, March 21, 2011

    Monday, March 21

    Today, we started our unit on the Cold War. You had time in class to begin working on the following assignment:

    Read Chapter 26, Section 1 (starting on p.808) of the Americans textbook and complete the Assessment section, #1-#5 on p.814. I will be checking for completion on FRIDAY. This will be your only homework (if not completed in class) during MCAS week.

    Still need to create an online textbook account?
    Go to activate.classzone.com and use the following activation code: 3303357-10. Follow the steps to create a username and password that follow.

    A returning customer with a username and password already?
    Simply go to classzone.com and sign in!

    Saturday, March 19, 2011

    Friday, March 19

    Today in class we finished WWII project presentations, and then had some time to address IB-related questions. No homework for this weekend.

    Thursday, March 17, 2011

    Thursday, March 17

    We've been steadily chugging through presentations on last week's WWII research assignment!
    By tomorrow, all classes should be finished.

    G Period, here is a link to the first segment of American Experience: America and the Holocaust. If all went according to plan, we should have started watching i today in class, but if not today, we will tomorrow. People in other classes--please feel free to watch on your own, it really is fascinating stuff!

    Tuesday, March 8, 2011

    Wednesday-Friday, March 9-March 11

    Greetings U.S. History II Students! I have an assignment for you:

    Do you need still need to set up a student blog?
    *Make sure to e-mail me the url of your blog so I can give you credit for your work!

    Questions? Concerns? E-mail me: croselanderginn@sturgischarterschool.org

    In case there's any confusion, I'm going to make a small list of UNACCEPTABLE COMPUTER LAB BEHAVIOR: g-chat, facebook, youtube, anything that might be fun and off task...


    Tuesday, March 8

    Today in class, we had our WWII In-Class Essay test!! If you were absent, you'll be asked to make-up the test in class during one of the computer lab days this week (Wed, Thurs, and Friday). Please e-mail me with questions and concerns if you have them.

    Monday, March 7, 2011

    Monday, March 7

    In-Class Essay Test TOMORROW!! Please check Friday's post for a link to the prompt and tips for outlining worksheet I gave out in class, as well as some other helpful resources.

    Friday, March 4, 2011

    Friday, March 4

    In-Class:
    We used the following documents, Japanese Internment and Military Segregation During WWII to respond to and discuss these questions:

    1. Who are the authors of these documents? Who is the authors’ audience(s)?
    2. What is the authors’ purpose in the documents? What are the documents’ main ideas
    3. What do you think the reasoning was behind the government actions or policies described in these documents? Were these actions or policies justified? What is the proper balance between respect for rights and freedoms and concern for national security during wartime?

    Homework: Begin outlining for the IN-CLASS ESSAY test next TUESDAY, March 8

    In-Class Essay Prompt and Info Hand-out

    As promised, here are links to several major speeches tha may help you define what is meant by "fighting for democracy":

    FDR's Arsenal of Democracy Speech

    FDR's Four Freedoms Speech

    Eisenhower's D-Day Message to the Troops

    Thursday, March 3, 2011

    Thursday, March 3

    WWII Homefront, Video Clips:

    Homework (started in class):

    Read and Take Notes on the Following: (will be checked tomorrow)
    1. The Alien Registration (Smith) Act
    2. Internment of Japanese Americans (“An Enemy Race”)
    3. The “Double V” Campaign
    4. FDR’s Executive Order No. 8802
    5. Race Riots of 1943
    6. The Bracero Program
    7. The “zoot-suit riot”
    8. Experience of Women in War Industries
    9. Creation of the United Nations
    10. The St. Louis
    11. The Yalta Conference
    12. The Potsdam Conference

    B Period got the IN-CLASS ESSAY Prompt and Explanation Hand-Out (hi, I'm a link!)

    The in-class essay test will be this coming Tuesday, March 8!!

    Wednesday, March 2, 2011

    Wednesday, March 2

    In Class:
    We had a big-old circle class discussion for the whole period discussing the question of how we should evaluate the U.S. decision to drop the atomic bomb.

    Homework:
    Reading, "Mobilizing the American Home Front"

    Read and take notes on the following:

    1.The “Four Freedoms”
    2.The Office of War Information (OWI)
    3.Why We Fight
    4.Office of Price Administration
    5.War Production Board and War Manpower Commission
    6.Government Incentives in Business
    7.University Research and Weapons Development
    8.Unions and Wartime Labor Strikes
    9.Wartime Changes in Agriculture
    10.Growth in the Federal Government

    Monday, February 28, 2011

    Tuesday, March 1

    In Class:
    We finished watching the documentary on Hiroshima. I then had you read this packet of documents in class, and evaluate the U.S. decision to drop the atomic bomb on Japan.
    Here is a link to the Truman Library site that has even MORE documents to explore!!


    G Period, Homework: (the rest of the classes will get this assignment tomorrow)
    Reading, "Mobilizing the American Home Front"

    Read and take notes on the following:

    1. The “Four Freedoms”
    2. The Office of War Information (OWI)
    3. Why We Fight
    4. Office of Price Administration
    5. War Production Board and War Manpower Commission
    6. Government Incentives in Business
    7. University Research and Weapons Development
    8. Unions and Wartime Labor Strikes
    9. Wartime Changes in Agriculture
    10. Growth in the Federal Government

    Monday, February 28

    Today in class we continued watching Hiroshima: BBC History of World War II. It is available to watch instantly on Netflix if you were absent and happen to be a subscriber. Each class has approximately ten minutes to finish up tomorrow.

    Friday, February 18, 2011

    February 18

    Today in class we began watching Hiroshima: BBC History of World War II. We will be finishing it upon returning to break, but if you just can't wait, or were absent, it is available to watch instantly on Netflix.
    *B, C and G Periods watched the first 45ish minutes (up to the frustrating point where the bomb is about to fall)
    *E Period met for long block, and watched the first 75 minutes.

    HAVE A GREAT BREAK!!!

    Thursday, February 17, 2011

    Thursday, February 17

    If you were absent: I checked homework from yesterday, we discussed and watched another clip from the WWII documentary series about the planning, lead-up and execution of the D-Day invasion. Unfortunately it's from a DVD, so there's no clip I have to share with you here.

    Wednesday, February 16, 2011

    Wednesday, February 16

    Homework:

    Reading, Winning the Second World War (title is link)

    Take notes on the following terms and address the following questions:

    1. Outline examples given of the reading's point that, "The Second World War marked a turning point in the lives of millions of Americans."
    2. The reading states that, "wartime relations among the U.S., Great Britain and the Soviet Union ran hot and cold." Explain why that was and give examples, including the Second Front Controversy.
    3. The Tehran Conference
    4. D-Day
    5. The Battle of Midway
    6. The Battle of Guadalcanal
    7. The Battle of Iwo Jima
    8. The Battle of Okinawa
    9. The Manhattan Project
    10. Hiroshima and Nagasaki
    11. What factors went into the U.S. decision to use the Atomic Bomb?

    Tuesday, February 15, 2011

    Tuesday, February 15

    *I checked last night's homework (Pearl Harbor reading and questions) today in class, so if you were absent make sure to show me your completed homework ASAP. We discussed and watched about 20 minutes of quality documentary footage on the lead up and attack at Pearl Harbor.

    B Period met for long block and got another reading and questions, this is not homework for C, E and G tonight!

    Homework:

    Reading, Winning the Second World War (title is link)

    Take notes on the following terms and address the following questions:

    1. Outline examples given of the reading's point that, "The Second World War marked a turning point in the lives of millions of Americans."
    2. The reading states that, "wartime relations among the U.S., Great Britain and the Soviet Union ran hot and cold." Explain why that was and give examples, including the Second Front Controversy.
    3. The Tehran Conference
    4. D-Day
    5. The Battle of Midway
    6. The Battle of Guadalcanal
    7. The Battle of Iwo Jima
    8. The Battle of Okinawa
    9. The Manhattan Project
    10. Hiroshima and Nagasaki
    11. What factors went into the U.S. decision to use the Atomic Bomb?

    Monday, February 14, 2011

    In class today we began our simulation/discussion on the Lend-Lease Act (1941).

    Homework: Pearl Harbor (among other topics) Reading (title is the link)

    Take notes on the following terms and address the following questions:
    1. The Selective Training and Service Act
    2. What was FDR’s 1940 campaign slogan?
    3. The Lend-Lease Bill (what ends up happening?)
    4. The Atlantic Charter
    5. The Greer Incident
    6. Explain the point, “In retrospect, it seems ironic that the Second World War came to the United States by way of Asia.”
    7. Describe and explain the events that led to increased tensions between the U.S. and Japan.
    8. Pearl Harbor:
      Describe the surprise attack.
      Explaining Pearl Harbor…

    Friday, February 11, 2011

    Friday, February 11

    In class today we began our simulation/discussion on the Lend-Lease Act (1941).

    G Period-
    Homework: Pearl Harbor (among other topics) Reading

    Take notes on the following terms and address the following questions:
    1. The Selective Training and Service Act
    2. What was FDR’s 1940 campaign slogan?
    3. The Lend-Lease Bill (what ends up happening?)
    4. The Atlantic Charter
    5. The Greer Incident
    6. Explain the point, “In retrospect, it seems ironic that the Second World War came to the United States by way of Asia.”
    7. Describe and explain the events that led to increased tensions between the U.S. and Japan.
    8. Pearl Harbor:
      Describe the surprise attack.
      Explaining Pearl Harbor…

    Friday, February 4, 2011

    Thursday, February 3, 2011

    Thursday, February 3

    Timeline (1918-1941) PowerPoint

    Reminder: B, E and G Periods have a short quiz tomorrow.

    The first part, will be fill in the blank with a word bank (enjoy it, it will never happen again in this class), corresponding very closely to Chapter 24, Section 1 of your online Americans textbook. For the link and activation code to set up a new account this year, see yesterday's post.

    The second part will be a short answer question on America's attempts to stay neutral during the inter-war years. Review reading packets, Part I and Part II to prepare.

    Tuesday, February 1, 2011

    Wednesday, February 1

    My blogging consistency has been absolutely shameful these past couple of weeks. I do apologize. Unfortunately, I don't have e-copies of the readings and assignments for this "Inter-War Years: American Isolationism" Unit. Here's what you should have at this point:
    • Part I: After the Great War (1918-1935) and Study Guide--Part I
    • Part II: "Isolationism" and Franklin Roosevelt (1935-1941) and Study Guide--Part II
    • Toolbox: Understanding the Political Spectrum
    • Timeline of World Events 1918-1941
    • Map Assignment: Political Geography 1918-1940
    ONLINE TEXTBOOK INFO: (if you need to finish up the map or timeline assignments at home, and to study for the short quiz coming up)
    Activation Code=3303357-10

    G Period
    Videos from Today:
    March on Rome

    SHORT QUIZ FRIDAY for G, E and B periods! C Period Monday.


    Tuesday, January 11, 2011

    Tuesday, January 5

    Today in Class:
    Yesterday you all got FDR's fireside chat delivered on July 24, 1933, On the First Hundred Days. Your homework yesterday was to do the reading, and today we had an assignment that corresponded with this document:
    TASK: Write a letter to the editor either expressing your support for the New Deal or arguing against it, offering support in the form of detailed evidence for whatever position you take.

    You also got a new packet, The Second New Deal (this GoogleDoc includes the first New Deal packet too). Some had time to finish the following questions in class, but if not, please complete for homework, using p.221 of the packet:

    1. Why did FDR and his advisors see the need for a Second New Deal?
    2. Compare and contrast the New Deal and the Second New Deal in terms of the goals, methods and actions of each (in paragraph form please).

    C PERIOD, We met for long-block today, and you had an extra set of questions corresponding to the Second New Deal packet. Please complete for homework:

    1. Make a list of the main complaints and suggestions of those who felt the New Deal did not do enough.
    2. Look at the criticisms that the New Deal was doing too much. Roosevelt’s opponents were often accused of being selfish. How far do the criticisms support or contradict that view?
    3. What do Sources 13 and 14 suggest about Roosevelt’s New Deal?

    Monday, January 10, 2011

    Monday, January 10

    In Class:
    What were the Goals of the New Deal? (using packet p.218-220)
    • On a scrap piece of paper, make a column for each separate goal the reading packet identifies. Then go through each action made during the New Deal and place it under the goal you think it fits under.
    C, E and G Periods, HOMEWORK:
    As you read, think from the perspective of an American listening to this address in 1933 and trying to understand the changes introduced by the New Deal:
    • What proposals would you have supported?
    • What would you have disagreed with?
    • Do you find FDR effective in explaining the New Deal and gaining support for his initiatives?

    B Period Homework: (had time in class to work)
    PART I:
    As you read, think from the perspective of an American listening to this address in 1933 and trying to understand the changes introduced by the New Deal:
    • What proposals would you have supported?
    • What would you have disagreed with?
    • Do you find FDR effective in explaining the New Deal and gaining support for his initiatives?
    • TASK: Write a letter to the editor either expressing your support for the New Deal or arguing against it, offering support for whatever position you take.
    PART II:
    The Second New Deal (link to GoogleDoc version of the reading packet)
    Use p.221 to complete the following questions. Also finish reading the rest of the packet giving you background on opposition to the New Deal.
    1. Why did FDR and his advisors see the need for a Second New Deal?
    2. Compare and contrast the New Deal and the Second New Deal (in paragraph form please):
    • Goals
    • Methods
    • Measures

    Friday, January 7, 2011

    Friday, January 7

    Today in class we watched the American Experience episode on the Civilian Conservation Corps (follow the link to watch if you were absent).
    *I also checked hw assigned yesterday, so if you were absent, make sure you show me your assignment to get credit.

    Thursday, January 6, 2011

    Thursday, January 6

    Today's PowerPoint: Intro to FDR and the Election of 1932 (material up through FDR's inauguration was covered in class today).

    For your viewing pleasure:
    PBS News Hour, "Keynes vs. Hayek Background" YouTube, "Fear the Boom and Bust" a Hayek vs. Keynes Rap Anthem


    Homework:
    The New Deal Reading Packet Read p.218-220 (first three pages) of this packet, and create and fill out the chart modeled for you at the bottom of p.220, "What was the New Deal of 1933?"

    I will check this for completion tomorrow in class.

    Wednesday, January 5, 2011

    Wednesday, January 5

    Today's PowerPoint: Intro to FDR and the Election of 1932 (material up through Keynes vs. Hayek was covered in class today).

    We prolly won't get to these until tomorrow, but just in case:
    PBS News Hour, "Keynes vs. Hayek Background"

    No homework tonight.

    Tuesday, January 4, 2011

    Tuesday, January 4

    Today in Class we had a reading with questions to answer. If you did not finish during class-time, please complete for homework. If absent, please follow the link (title of article below is link) and answer the questions using the reading.


    “Hoover, Roosevelt and the Role of Gov’t” Questions on the Reading: (may be answered in bullet point form, use evidence from the text!)
    1. What does the reading point out that Hoover and Roosevelt agreed upon?
    2. In what ways does the reading describe Hoover as “breaking with the tradition” set by his predecessors? Give some examples.
    3. What reasons did Hoover have for opposing federally funded direct relief for Americans living in poverty?
    4. Outline the differences between Hoover and Roosevelt the reading describes.
    5. What was Roosevelt’s relationship with business during the First New Deal, and how/why did it shift during the Second New Deal?
    E Period, we also started the PowerPoint, Intro to FDR and the Election of 1932.