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)
1. Can / should schools ban this 'free' expression of student's rights (speech)?
2. Do YOU have the right to evolve / redefine a symbol (with potentially so much historical connotation)?
1. Again .... Do WE have the right to evolve / redefine a symbol (a word) with so much historical connotation?
2. Is this 'category' different than our previous one (Confederate Flag)?
National Geographic 'Visual History'
- React to each of the following in terms of the tone, message, and your feel as you read them.
- How do they differ in message (15 years apart)?
“Those who surrender freedom for security will not have, nor do they deserve, either one.” Ben Franklin
Constitution Day (Sept. 17):
1. As a 2-3 person discuss and decide a 'verdict' for the 4 major court cases of Tinker, Fraser, Hazelwood, & Morse. Do you agree with the decision? Explain.
2. Discuss the importance / impact of these cases 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 (Find a 'case' to offer in terms of agreement / disagreement .... what shirts have been banned or allowed?).
** When should ‘freedom’ be put aside to curb ‘Fear’ in today’s society?
** What should an ‘Obama tweet’ be today in this regard? Explain.
'Fail better, America ..'
How relevant is ‘fear’ to your political views currently?
How is ‘fear’ a component / aspect of our modern society? Provide 2 examples beyond what is presented in the article.
- Even if you are above / beyond the ‘fear’ do you think it affects your thinking in some way? Shifts your ideology?
** What does Fail better mean to you in this piece?
** How do you feel it relates to us today (as a country, as a society, as individuals)?
American Industrial Era (Sept./Oct.)
Ch. 17-19 (p. 519-609):
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
- 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. What will make YOU successful?
- Does wealth make a man/woman 'successful'?
- 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.
‘Inequality for All’ documentary:
Summarize this film’s statement regarding the ‘diminishing middle class’ and its greater impact on economy and society?
Define 'supply side economics' (this is built upon in the debates and SNL clip .... 'TRUMPed up Supply side economics'). Find a piece of research (and explain) to help you in this process.
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? Do you feel at this point in the content you are more PRO BUSINESS or PRO LABOR? Could you be both?
Define GLOBALIZATION (find a second piece of research that you explain to help with this process). What is your initial opinion (feeling) of how it will affect you in your future occupation? Is this something you should fear or welcome?
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.
- How do you balance what is offered within this article and your initial / previous opinions of 'taxing the rich'?
- What are your initial thoughts pertaining to budget deficits and debt in regards to solutions (increase revenue OR decrease spending OR ...)?
- 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.?)
Minimum Wage 1
a. Find 2 articles that help you answer this question (annotate the resources for future reference …. Meaning our future discussion. A quick summary of each.
c. Find a political cartoon representing your thoughts OR that you feel is relevant to this as a parallel to the U.S. industrial era
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.
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.
T. Roosevelt (Progressive Era / U.S. as a World Power) (November)
Ch. 20 (2 enduring understandings / annotated) - Due Thurs. 11/3
Ch. 21 (2 enduring understandings / annotated) - Due Thurs. 11/3
Which of these two articles makes the better statement / argument for you? Use 2 specifics from the text to support your gravitation.
1. We are going to be 'Modern Muckrakers' (alternate activity at the bottom of the document). Pick an issue that you feel needs to be exposed in some way.
2. For mini-presentations in our next session / class (groups of 4):
a. 'Pull back the Veil' for your group on the issue (define, explain, offer visuals)
b. Show 3 resources to support your MUCKRAKE (website, graph / chart, & political cartoon).
** This presentation needs to be shared with Nicole and I as well.
T. Roosevelt Project
- 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 Tuesday 12/6 (present to the class with an explanation) - 10 points
What is your reaction to this piece?
What is the overall goal of the 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)
'What does Peace Feel Like?' (V. Rudunsky)
1. Which 'debater' do you most agree with as a part of this discussion? Explain your rationale with a specific line of support from their essay.
2. Find 3 examples of 'American Exceptionalism' (as you understand it and define it) within either political cartoons or imagery (picture). Explain how you see it.
** Prepare one of the images (your strongest example of what you feel is American Exceptionalism) to present to the class visually.
** We will be responding to and discussing each offering
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 3 specifics from EACH speech that help you create a tone, a pulse, and/or a feel for the era. What impression is left by the address?
- Create a 3-5 word 'association' for the speech / era (this words can be directly from the text or associated with the theme / tone).
** hints: 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?
Class Discussion (5pt contribution):
- What are your 'Trump' words?
- Does your impression of 'us' match his rhetoric / objectives?
- What are your 'words' for your 'feel' in response to his first week in office?
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'.
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 1 finding 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).
Find a political cartoon to share that encompasses your opinion in this realm.
Answer the question ... use 2 specific aspects from the DEBATER of your choice. Explain your reasoning.
Find a political cartoon to share that encompasses your opinion in this realm.
Ch. 25 (2 Enduring Understandings)
Ch. 26/27 (3 Enduring Understandings)
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
'Malcolm X' / 7 reactionary 'tweets' to 'The Ballot or the Bullet' (1964) (with explanation):
Is Malcolm X (his message / tone / style / wordage / energy ..) productive to the Civl Rights Movement? A quick explanation with each is expected.
Cold War/Vietnam Era (May)
Chapter 29 (2 Enduring Understandings with rationale)
Ch. 30 (2 Enduring Understandings with rationale)
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?
'13 Days' (Cuban Missile Crisis)
U.S. - Cuban relations (2014-2017)
3. Find a political cartoon regarding each of the above commentaries about our relations with Cuba today.
Annotate toward the article's statemetn and intent.
1. What is your initial 'response' to the N. Korean crisis? What should we do?
2. How is Trump playing 'our hand'? How has history taught this?
3. Find a current political cartoon that shows this crisis or encompasses your thoughts on how we should handle it. Annotate / explain.
'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
The author speaks to 3 lasting impacts / changes due to the Vietnam Conflict (cynacism, race, and service). Please quickly summarize each and provide a political cartoon that encompasses EACH categories intent / message.
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?
'a new series by The Times, Vietnam ’67, that will examine how the events of 1967 and early 1968 shaped Vietnam, America and the world. Hopefully, it will generate renewed conversation around that history, now half a century past'
The below 3 article links bring a different perspective / approach to thinking about the Vietnam conflict. Respond to each with a statement of response as well as how it helps you understand the era / the conflict / the history (1 Enduring understanding per).
a. What does the author mean by 'arrogance of power'? Do you see any parallels to today (recent administrations)?
b. How does the word / concept of 'alienation' resonate from this article? What does it mean to you as a 16/17 year old in modern society?
c. What is the context of the following quoted sign in the article ('Americans -- Do not do to the Vietnamese what you did to us')?
What are your thoughts of this provocation?
d. The author ends with an amazing closure .... 'direct and disorderly democracy at work'. What do you think this means?
How would you transcend it into today's political culture?
1. Offer a quick summary of the 'Saturday Night Massacre' & the 'Tuesday Night Massacre'.
2. Pick one of the presidential 'scandals' occuring between 1972-2008 to research, summmarize and define. Provide resource of research.
3. What are your 'take-away' assumptions of this situation ('scandal')? Provide one other resource that helps your inquiry and understanding.
Concluding the Cold War / Modern Era (June)
Find a political cartoon that you feel encompasses the intent of each Economic Plan (per presidential administration below) and annotate the cartoon in your own words showing your understanding of it's definition ...
b. Bushonomics (HW)
d. Bushonomics (W)
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): (35 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