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State College Area High School

Our Mission: To prepare students for lifelong success through excellence in education

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
American Industrial Era (Sept./Oct.)
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? 
-  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. 
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. 
-  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?
-  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. 
**  Add a political cartoon that encompasses your final opinion of Walmart (and if it is good for America).  Add a quick and simple annotation as well. 
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. 
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?) 
Does Government Regulation really Kill Jobs? (Yang)
T. Roosevelt (Progressive Era / U.S. as a World Power) (November)
Ch. 20 (2 enduring understandings / annotated)
Ch. 21 (2 enduring understandings / annotated)
-  Which 5 people / 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 modern / Wing Three, 1 from Wing Two, and 1 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 with a piece of research pertaining to it as a stereotype). 
**  Bring it to OUR 'Dinner Table' tomorrow (present to the class with an explanation) 
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)
 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)? 
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'? 
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) 
Civil Rights Era (April)
LA Literacy Exam 
The Wave / 'A Class Divided'
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) 
Milgram Experiment / NPR extension 
'Prom Night in Miss.' reflection
Cold War/Vietnam Era (May)
 Chapter 29 (2 Enduring Understandings with rationale)
Ch. 30  (2  Enduring Understandings with rationale)
'Fog of War' (Vietnam aspects) 

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.)
As a 2 person group, compose an email that defines which 'debater' you most agree with (support with research that you annotate) AND which 'debater' you most disagree with (support with research that is annotated)
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 3 resounding components of the film (and by adding 1 piece of research to each).

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


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