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State College Area High School

High School South, 650 Westerly Parkway, 814-231-5020 High School North, 653 Westerly Parkway, 814-231-1111

Mr. Furmanek's CP U.S. History covers the post industrialization era through modern day (approx. 1900 to the present).  There is a heavy emphasis on paralleling our history to the issues and events of today. The class also participates in a civic engagement project that will require civic action within each specific marking period.  The learning atmosphere has a strong emphasis on creating educated opinions / understandings of our history and current society, as well as taking an active role in the student's society& community.
 
 
Marking Period 2 Civic (template) 
Marking Period 3 Civic (template) 
 
Intro. / Review History 
(Words, Symbols, Freedoms) - Aug. / Sept.
   1.     Ch. 1- 4  (p. 2-133)
   2.     Ch. 5-8  (p.  134-270)
   3.     Ch. 9-12  (p.  271-390) 
   4.     Ch. 13-16  (p.  391-518) 
 
 
Constitution Day (Sept. 17): 
1.  As a 2-3 person discuss and decide a 'verdict' for the 3 major court cases of Tinker, Fraser, and Hazelwood.  Do you agree with the decision?  Explain.
2.  Discuss the importance / impact of 'Tinker' on your school 'freedoms'.  Why is this still so important today?  How does this idea connect to topics we have been discussing in class as of late (words, symbols)?  Supplement your thoughts with 1 piece of research (annotated) that you feel adds to our discussion.
 
 
Sept. 11:
“Those who surrender freedom for security will not have, nor do they deserve, either one.” Ben Franklin
 
Ch. 17-19 (p. 519-609) Due Thurs. Oct 1 (by 810am)
    a.  Continue 'Word Associations' with what you read, and what you see for each chapter.
            **  Have a collection of words that we can condense into concepts
   b.  Develop only  3 'Enduring Understandings' (in which you annotate / explain).
            **  Your words become statements / questions / understandings that endure (enduring understandings)
                        -  Example:  Economic growth can create class division
 
 
-  Define gentrification (use 2 resources that you cite within the definition).
-  Find a political cartoon in which you feel encompasses this issue (explain what it means to you and why you chose it) 
 
-  Which graph stands out to you the most?  What is it offering and what do you think about it? 
 
    VS.
-  Which 'Commandment' encompasses the intent of this piece/statement the best for you?  Explain your rationale.
-  What is a 'successful' life?   Summarize the author's idea, and then incorporate your own.
 
'Two American Families (Frontline) 

Which of the above 2 ideologies do you agree most with?  
a.  Support your thinking with 2 pieces of supplemental research that you feel help solidify your opinion (and in which you can offer to the class as a part of our thought process).
b.  Find a political cartoon that you feel most encompasses your view on this matter (at this point).  Explain (annotate) the cartoon toward your thinking. 
What are your thoughts of this?   Do you side with the business (es) or the workers?
 
 
Which of the following articles do you agree with more?  Explain your rationale with 2 specific statements from the piece.
Also, provide a supplemental piece of research (in which you annotate) that you feel extends this conversation. 
   VS.
 
-  After looking at 5-7 pledge 'letters', SUMMARIZE what you feel is WHY they are making this pledge?  What is the resounding rationale?  Cite 2 specific aspects from the rationales.
 
- Which essayist do you most agree with and why?  Who seems to make the best point? 
 -  Should the U.S. tax the 'rich' at a higher rate?
 

‘Is outsourcing exploitation?’ (comparable to industrial era exploitation of workers in the U.S.?)

a.  Find 3 articles that help you answer this question (annotate the resources for future reference …. Meaning our future discussion)

b.  Find a political cartoon representing your thoughts OR that you feel is relevant to this as a parallel to the U.S. industrial era

 
 
-  Using the above 2 articles, discuss positive/negative 'spillovers'.
In a 2-person group, write a recommendation LETTER for India in regards to allowing Wal-mart 'in'.  Explain your rationale and use specifics from the 2 texts as support.
-  Support your PERSUASION with 1 research piece per group member that you include in your LETTER. 
 
 
What is your overall reaction to this article?  Connect your thinking to the previous 2 questions associated with Neg. Externalities and Sin Taxes.
Do you view Sin Taxes in the same way you did before, or did it change?  Why or why not? 
Should we 'give' cigarettes as an aspect of 'welfare'? 
Find a political cartoon (to share tomorrow) that you think extends your thinking, or captures your thought within this realm (balance it off the one I showed in class.  Would yours be in support of or in opposition to it?) 
 
Which of these two articles makes the better statement / argument for you?  Use 2 specifics from the text to support your gravitation.
2.  How much SHOULD you pay for an Iphone? (this is an opinion question)
Find a political cartoon that is representative of how you would answer this question (can be symbolic of, connected to, and / or associate with).
Annotate the cartoon as well please. 
3.  Disprove your classmates 'American Made Products' list by finding 1 that is not made in the U.S..   Provide the link that has led you to your proof. 
 
‘Inequality for All’ documentary:
  • Summarize this film’s statement regarding the ‘diminishing middle class’ and its greater impact on economy and society?

  • Balance the previous summary (the point of view from this film) with ‘supply side’ economics / globalization / Reaganomics / Milton Friedman viewpoints.   Find a piece of research that disagrees with this film's intent.

  • Which side do you feel you gravitate to in terms of economic / social ideology regarding the continued gap between the RICH / POOR in America today?

  • With all that was presented / discussed / offered in the realm of GLOBALIZATION, what is your opinion (feeling) of how it will affect you in your future occupation?   Is this something you should fear or welcome?   Find a piece of research in the realm of your FUTURE, and how it connects to your thinking. 

 
 
 
T. Roosevelt (Progressive Era / U.S. as a World Power) (November)
Ch. 20 (2 enduring understandings / annotated) - Due Thurs. 11/5
Ch. 21 (2 enduring understandings / annotated) - Due Thurs. 11/5
 
In your own words, define 'negative externalities?  Where else do you see it as an issue in society?
What is your overall opinion of 'Sin Taxes'?  Give 3 specific areas in which you support them.  Support 1 with a piece of research that you annotate.
 
Does the U.S. (Western world) have a 'double-standard' when it comes to ISIS attacks and reality?
Should Facebook have a 'safe button' for all of these incidents?   why or why not?
Do we care more about 'us' than 'them'?  Explain.
What is your opinion of the 'quick sand / Obama' cartoon?  Do you agree with it's intent? 
 http://f.tqn.com/y/politicalhumor/1/S/Y/O/6/ISIS-War.jpg
 
T. Roosevelt Project
'Iron Jawed Angels' Reflection / Women's Suffrage
'Food, Inc.' reflection:
1.  How does this offering connect to the Theodore Roosevelt era in regards to 'Progressivism' of past and present (provide 2 examples)
2.  Find a political cartoon of today that encapsulates the intent of this film (annotate toward your thinking and your points of the film's summary). 
 
 -  Which 5 people (place settings) would you want to sit next to?  Explain why their 'setting' impacted you and how it helped you define / connect to this movement.
(3 Women from Wing Three, 1 Woman from Wing Two, and 1 Woman from Wing One).
**  What would you bring to the 'table' to express modern society's continual segmentation / limitation / suppression (gender stereotypes / 'glass ceiling')? Where do you see this in today's society?
**  Explain your choice and your rationale (as well as add  a piece of annotated research pertaining to it as a stereotype). 
**  Bring it to OUR 'Dinner Table' on Wednesday 11/4  (present to the class with an explanation) - 10 points
What is your reaction to this piece?
Did you find yourself struggling with the 'gender roles' presented in the story?  When do you think (age) you would start to question this story / gender role reality?  How did you learn to expect a different ending?
 
How do you feel when you read it in regards to 'norms' of gender established in your personal history? 
 
**  Which of the 'debaters' do you most agree with in the context of this question?
 **  Find a piece of research that supplements their statement OR that answers a question you may have.
**  Which of the 'debaters' do you disagree most with and why? 
 
 

World Power leads to Involvement (WWI) - December
When and Why do we fight?
Ch. 22 'Enduring Understandings' (3 concepts / themes to remember with explanations)
 
 
 
 
1920's/30s  Causes and Realities of the Great Depression - January/Feb.
Ch. 23/24 'Enduring Understandings' - 2 End. Understandings per chapter (4 total for this section)
Crash Course U.S. History / The New Deal 
 
 
 With a partner, compare and contrast the statement and tone of each of these presidential addresses.  
-   Cut / paste aspects of Economy (pull out the references to the state of the economy).   What 'feel' are they generating?  How does the decade seem be doing?
-  Overall, how does it seem the economy is doing in the 1920's (from these addresses)? 
* Find 1 modern economic political cartoon per address that you feel connects to the overall economic statement,  Annotate toward your summary.
 
a.  In one paragraph summarize 'similarities' between these economic downturns.
b.  In one paragraph summarize 'differences' between these economic downturns.
 
* Define the 'housing bubble' and simply explain it's role in causing the 'Great Recession'. 
 
2016 State of the Union (Obama) - 10 pts
a.  What general tone do you feel Obama expressed / created?  Use a few specifics from the speech that has left that residual with you.
b.  What would you have liked the president to say?  What does he need to discuss in your opinion?  Explain your thoughts.
c.  Are there any similarities between Obama's modern 'state of the union' and the 2 'inaugural addresses' of the 1920s
(Coolidge / Hoover) that you can quickly see?   Offer one specific similarity with a simple explanation to provide a bit of depth. 
 
 
 
 
 
FDR Inaugural address (1933 / 1937)
 
 
 
 
WWII Era (Morality of War) - March
 
-  React to the following from the text: 'There is — or ought to be — a difference between jingoistic expressions of love for America and the kind of love that can admit error while celebrating the virtues that make people want to come here'
**  How do you define 'love of America'? 
-  Pick 3 findings from the CIA Report ('interactive feature') that you find most disturbing.  Explain your rationale.  Use a specific from detailed aspect of that finding within your thought process.
-  Respond to the article's concluding quote from John McCain ('we are always Americans').  Do you agree or disagree?
Embed your response into a conclusive response to this article and statement.  Should 'fear' dictate our actions?
 
 
Answer the question .... use 2 aspects of the article to solidify your response (either of agreement or disagreement).
1. Which ‘debater’ do you most agree with?  Explain your convergence / connection.
2. Which ‘debater’ do you most disagree with?  Explain your divergence / pulling away from.
3. Encompass your overall opinion on current U.S. torture policy (albeit seemingly changing) by way of a POLITICAL CARTOON that you also annotate.
 
 
Ch. 25 (2 Enduring Understandings) 
Ch. 26/27 (3 Enduring Understandings) 
 
Schindler's List: (rationale / discussion questions) 
http://www.carnegiecouncil.org/publications/ethics_onfilm/0017.html
 
Civil Rights Era (April)
Civil Rights Readings (2 Enduring Understandings) 
   -  pgs. 849-858, 864-868, 871-873, 885-888, 903-910
Ch. 28 Enduring Understandings (2 Enduring Understandings)(minus the Civil Rights sections already done) 
 
LA Literacy Exam 
The Wave / 'A Class Divided'
 
 
Milgram Experiment / NPR extension 
'Selma' 
 
 
 
 
'Prom Night in Miss.' reflection
 
 
Cold War/Vietnam Era (May)
 
 Chapter 29 (2 Enduring Understandings with rationale)
Ch. 30  (2  Enduring Understandings with rationale)
 
'Divided Memories'  (Korean conflict)
a.  Summarize the tone and intent of each of the following textbook excerpts (p.44-55: China / Japan / Korea / Taiwan / U.S.).
   -  List key words that help your with the overall picture left of this conflict ('invasion') 
b.   How can these multiple/different 'lessons' impact how we view history?  How do we know the REAL history?
   -  Imagine the reality that WE are fighting against a THEM that have a different TRUTH.  Are there any parallels you can create in society today?  International affairs today?
c.  Extend this realm with an annotated piece of research OR a political cartoon that you think is connected to this conversation. 
 
'13 Days' (Cuban Missile Crisis)
1.  Give a brief summary (your personal synopsis) of U.S.-Cuban relations post CMC (Cuban Missile Crisis).  Use this link to offer support.
2.  Find an article supporting Obama's recent visit / attempts AND an article disagreeing with his visit / attempts (2 links in which you annotate briefly as a summary)
3.  Find a political cartoon of YOUR OPINION regarding U.S.-Cuban relations today.  Annotate toward your thoughts. 
 
'Fog of War' / Robert McNamara:
(Give a brief summary of McNamara's offerings as well as if you agree / disagree with his 'lessons'.  You need to then 'modernize' / 'implement' his lessons into a component of our foreign / domestic policies today by way of finding a political cartoon that you think encompasses this extension of his lesson ... of course in which you annotate toward your point).
   1.  Empathize with your enemy
   2.  Rationality will not save us
   3.  There's something beyond one's self
   4.  Maximize efficiency
   5.  Proportionality should be a guideline to war
   6.  Get the Data
   7.  Belief and seeing are often both wrong
   8.  Be prepared to examine your reasoning
   9.  In order to do good, you may have to engage in evil.
   10.  Never say never ... never, never, never
   11.  You can't change human nature
 
 

a.     Define ‘Americanization’ of war as described by Nixon.

b.    Define ‘Vietnamization’ of war as described by Nixon, and give specifics of his plan.

c.     Find 1 political cartoon from the Vietnam era that encompass Nixon’s objective within this agenda (explain the cartoon in your own words)

d.    Find 1 political cartoon that critically evaluate Nixon’s attempts (and/or realities of Vietnamization) … explain as well.

               e.  Find 1 political cartoon that draws a comparison to 'Vietnam (ization) and any component of the
               'war on terror' (Iraq, Afghanistan, etc.)
               
1.  Summarize Nixon's 'Peace with honor' for the relevant parties (S. Vietnam, N. Vietnam, world powers, America).
2.   How 'honorable' is this speech and the true conclusion of this war in your eyes (1974 'Spring Offensive' / 'Ho Chi Minh Campaign')?
3.  What is your opinion of how the U.S. responded in the conclusion of this 'war'?  Would you have done anything differently?
Support your thoughts with a supplemental piece of research (annotated) that helps you think this reality through. 
4.  How do you initially see this reality affecting the Seuss' 'Butter Battle Book' and the next page?
 
 
 
Concluding the Cold War / Modern Era (June)
 
2.  'Tear Down this Wall' (Reagan speech, 1987) / Question Set
    
3.  Using ‘Forrest Gump’, discuss how the film captures the atmosphere of the era (spanned in the film) by speaking to 1 resounding component of the film per decade / event below (and by adding 1 piece of research to each to bring legitimacy to your connection): (70 point assignment)
      a.  1950s culture and/or political event
      b.  Civil Rights movement (50s/60s)
      c.  1960s culture (counter) and/or political event
      d.  Vietnam War 
      e.  Cold War culture or political event
      f.  70s culture and/or political event
      g.  80s culture and/or political event  
    

- 2011, the Library of Congress selected Forrest Gump for preservation in the United States National FilmRegistry as being "culturally, historically, or aesthetically significant."           

 
 











Last Modified on June 2, 2016
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