Sunday, February 12, 2012
Saturday, February 11, 2012
Democratizing Twentieth Century America - Feb Break Assignment - Due Mon, Feb 27
1) Read Zinn chap 17: "Or Does it Explode?"
2) Identify the each of the following terms. Consider the significance of each. How does the term relate to the essential question for the unit? Provide at least one quote from the text to support your notes for each term:
a) southern blacks and the communist party
b) Angelo Herndon
c) Harry Truman and blacks
e) Truman's Committee on Civil Rights
f) use of Federal Courts
g) Martin Luther King
h) Greensboro, NC
i) CORE/Freedom Rides
j) John Kennedy and blacks
k) SNCC
l) Lyndon Johnson and blacks
m) Arthur Sschlesinger: A Thousand Days
n) unemployment, poverty rates whites/blacks
o) Lyndon Johnson
p) Watts, Los Angeles
q) black migration to the North
r) Julius Lester
s) urban riots, 1967
t) National Advisory Committee on Urban Disorders
u) "Black Power Movement"
v) Black Panthers
w) Civil Rights Rights Act 1964, 1965, 1968
x) Vietnam War
y) King, FBI
z) COINTELPRO
aa) "black capitalism"
Question: What did Malcolm X think about Martin Luther King's march on Washington? Provide at least one quote from the Malcolm X excerpt on 457-458.
Be prepared to participate in several class discussions on this chapter.
3) Read "Blacks in the Cold War Era"
4) Answer the following questions:
a) What was the purpose of the San Francisco Conference. Discuss blacks' attitudes about the San Francisco Conference. **3 quotes
b) How did blacks hope to use the U.N?
c) Discuss the gains blacks made via the Supreme Court.
d) Identify: "To Secure These Rights"
e) How did Harry Truman impact the status of blacks?
f) Provide 3 examples of evolution of black voting rights after WWII
g) Discuss NAAWP, White Citizens' Councils and interposition. How did these all impact African Americans?
h) In what ways did whites use violence to resist?
i) What is "white flight"? What caused it and how did imoact housing trends?
j) Discuss three gains blacks made regarding employment post WWII.
2) Identify the each of the following terms. Consider the significance of each. How does the term relate to the essential question for the unit? Provide at least one quote from the text to support your notes for each term:
a) southern blacks and the communist party
b) Angelo Herndon
c) Harry Truman and blacks
e) Truman's Committee on Civil Rights
f) use of Federal Courts
g) Martin Luther King
h) Greensboro, NC
i) CORE/Freedom Rides
j) John Kennedy and blacks
k) SNCC
l) Lyndon Johnson and blacks
m) Arthur Sschlesinger: A Thousand Days
n) unemployment, poverty rates whites/blacks
o) Lyndon Johnson
p) Watts, Los Angeles
q) black migration to the North
r) Julius Lester
s) urban riots, 1967
t) National Advisory Committee on Urban Disorders
u) "Black Power Movement"
v) Black Panthers
w) Civil Rights Rights Act 1964, 1965, 1968
x) Vietnam War
y) King, FBI
z) COINTELPRO
aa) "black capitalism"
Question: What did Malcolm X think about Martin Luther King's march on Washington? Provide at least one quote from the Malcolm X excerpt on 457-458.
Be prepared to participate in several class discussions on this chapter.
3) Read "Blacks in the Cold War Era"
4) Answer the following questions:
a) What was the purpose of the San Francisco Conference. Discuss blacks' attitudes about the San Francisco Conference. **3 quotes
b) How did blacks hope to use the U.N?
c) Discuss the gains blacks made via the Supreme Court.
d) Identify: "To Secure These Rights"
e) How did Harry Truman impact the status of blacks?
f) Provide 3 examples of evolution of black voting rights after WWII
g) Discuss NAAWP, White Citizens' Councils and interposition. How did these all impact African Americans?
h) In what ways did whites use violence to resist?
i) What is "white flight"? What caused it and how did imoact housing trends?
j) Discuss three gains blacks made regarding employment post WWII.
Democratizing Twentieth Century America Homework - Due Wed, Feb 15
**be sure to scroll down, there are also assignments due Monday and Tuesday**
1) Read the following:
The Cold War (1945–1963)
Overview
Summary of Events
Key People & Terms
The Postwar World: 1945–1949
The Start of the Cold War: 1947–1952
2) Construct notes based on what you've read. Make sure you include important people, events, statistical/numerical data, institutions and organizations.
3) Finish reading Zinn, chap 16.
4) Identify each of the following terms. For each, describe in your own words and provide a supporting quote from the text:
Julius and Ethel Rosenberg
House Un-American Activities Committee
ACLU
U. S. Military Expenditures
Marshall Plan
John F Kennedy
Fidel Castro/Cuban Revolution
1) Read the following:
The Cold War (1945–1963)
Overview
Summary of Events
Key People & Terms
The Postwar World: 1945–1949
The Start of the Cold War: 1947–1952
2) Construct notes based on what you've read. Make sure you include important people, events, statistical/numerical data, institutions and organizations.
3) Finish reading Zinn, chap 16.
4) Identify each of the following terms. For each, describe in your own words and provide a supporting quote from the text:
Julius and Ethel Rosenberg
House Un-American Activities Committee
ACLU
U. S. Military Expenditures
Marshall Plan
John F Kennedy
Fidel Castro/Cuban Revolution
Democratizing America Homework - Due Tuesday, Feb 14
**please make sure you scroll down; there is an assignment due on Monday also**
1) Read the following:
The Battle of Britain
Italy and the Mediterranean
The Invasion of Russia
Japan and Pearl Harbor
Total War in the Pacific
The Fall of Germany
The Fall of Japan
2) Construct notes based on what you've read. Make sure you include important people, events, statistical/numerical data, institutions and organizations.
1) Read the following:
The Battle of Britain
Italy and the Mediterranean
The Invasion of Russia
Japan and Pearl Harbor
Total War in the Pacific
The Fall of Germany
The Fall of Japan
2) Construct notes based on what you've read. Make sure you include important people, events, statistical/numerical data, institutions and organizations.
Friday, February 10, 2012
Politics and Government Homework Due - Mon, Feb 13
Construct opinion analyses for the cases Everson v. Bd of Ed and Zorach v. Clauson. Your opinion analyses should mention the background and context, facts, provide summaries, deconstruct the Court's rationale and explain your own opinion regarding the Court's ruling. You should also include evidence to support your work. When possible, make connections to the Constitution, other texts or concepts mentioned in class discussions. Please type and turn in on Monday. Your analyses should be 1-2 pages each. Please be prepared to participate in a class discussion about these cases.
You might want to check out these descriptions from Oyez, but please remember, your analyses should be of the opinions in the packet, not of the Oyez summaries.
MCCOLLUM v. BOARD OF EDUCATION
ZORACH v. CLAUSON
EVERSON v. BOARD OF EDUCATION
You might want to check out these descriptions from Oyez, but please remember, your analyses should be of the opinions in the packet, not of the Oyez summaries.
MCCOLLUM v. BOARD OF EDUCATION
ZORACH v. CLAUSON
EVERSON v. BOARD OF EDUCATION
Democratizing Twentieth Century America Homework - Due Mon, Feb 13
1) Finish reading - Fighting the Four Freedoms
2) Take notes in notebook; notes will be graded on a four point scale. Notes should show evidence of use of nonfiction text note-taking strategies:
- chunked summaries with titles
- important people
- important events
- important businesses, agencies, organizations and institutions
- numerical/statistical data
- connections to EQ (The Civil Rights Movement-Why Then); connections to other texts (Zinn)
3) Read Zinn pgs 424-432 (end of the page)
4) Identify each of the following terms. For each, describe in your own words and provide a supporting quote from the text:
New World Order/Organization of nations after war
Korea/Japan
Korean War
Harry Truman (don't tell me 'we already did this'. I'd like you to discuss Zinn's perspective)
Truman Doctrine
Chiang Kai-shek
National Consensus/Cold War Consensus
Berlin Airlift
Increasing Nationalism in African Nations
Joseph McCarthy/McCarthyism **(two quotes)
Liberals and the Red Scare
5) The post WWII period is considered a point of "ideological realignment" in the United States? Why do you think this is so?
2) Take notes in notebook; notes will be graded on a four point scale. Notes should show evidence of use of nonfiction text note-taking strategies:
- chunked summaries with titles
- important people
- important events
- important businesses, agencies, organizations and institutions
- numerical/statistical data
- connections to EQ (The Civil Rights Movement-Why Then); connections to other texts (Zinn)
3) Read Zinn pgs 424-432 (end of the page)
4) Identify each of the following terms. For each, describe in your own words and provide a supporting quote from the text:
New World Order/Organization of nations after war
Korea/Japan
Korean War
Harry Truman (don't tell me 'we already did this'. I'd like you to discuss Zinn's perspective)
Truman Doctrine
Chiang Kai-shek
National Consensus/Cold War Consensus
Berlin Airlift
Increasing Nationalism in African Nations
Joseph McCarthy/McCarthyism **(two quotes)
Liberals and the Red Scare
5) The post WWII period is considered a point of "ideological realignment" in the United States? Why do you think this is so?
Tuesday, February 7, 2012
Due March 16 - Democratizing Twentieth Century America Response Essay 2
We are studying WWII and the Cold War as a context for understanding how and why African Americans began to obtain full citizenship when they did. In your next essay, you will discuss the Civil Rights Movement. You will demonstrate your understanding of this movement--its roots, its successes and its limitations. You will also demonstrate your understanding of the historical context, including the United States' emergence as a super power and its quest for world dominance during the Cold War.
This essay should be 4-5 typed pages, 12pt font, double spaced and you must include evidence obtained from the following sources:
a) Howard Zinn - "Or Does it Explode" and "A People's War"
b) Franklin, John Hope - "Fighting for the Four Freedoms", "African Americans in the Cold War Era", "The Black Revolution"
c) Who Built America - "The Rights Conscious 1960s" pgs 607-630 **(this book is only available in class and you must use class time to take your notes)
d) Gosse, Van - Movements of the New Left
e) notes from "Eyes on the Prize"
f) notes from class lectures, discussions and other short films
Rubric for Essay
HISTORICAL CONTENT
16 - Demonstrates a clear and sophisticated understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses, compares and contrasts opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.
12 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; mostly accurately discusses the opinions and arguments presented by different historians discusses, compares and contrasts opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.
8 - Demonstrates some understanding of the historical time period and the cause and effect relationship between significant events; attempts to discuss, compare and contrast opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.
4 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events; does not discuss, compare and contrast opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.
INTRODUCTION, DISTINCTION AND DEVELOPMENT OF PRECISE CLAIMS AND COUNTERCLAIMS
4 - Introduces, distinguishes and develops precise claims and counterclaims throughout the entire essay to create a strong and nuanced argument; cites strong and thorough evidence from A-F above.
3 - States a precise claim that is developed throughout the entire essay; provides relevant and thorough evidence from of A-F; evaluates claim against some counterclaims.
2 - States a claim that is developed throughout much of the essay; provides relevant evidence from several of A-F.
1 - Provides some information, details, and/or evidence related to claim but does not state a claim.
USE OF SPECIFIC LANGUAGE AND VARIED SYNTAX TO LINK CLAIMS AND COUNTERCLAIMS, AND EVIDENCE
4 - Uses a variety of specific transitional words, phrases, and clauses as well as varied syntax to connect claims, counterclaims and/or evidence. Appropriately incorporates new vocabulary learned in this unit.
3 - Uses specific transitional words and phrases as well as varied syntax to connect claims, counterclaims, and/or evidence.
2 - Uses specific transitional words and phrases to connect claims, counterclaims, and/or evidence.
1 - Uses simple words/phrases to connect claims, counterclaims, and/or evidence.
OBSERVATION AND MAINTENANCE OF APPROPRIATE TONE, STYLE, NORMS AND CONVENTIONS
4 - Observes and maintains objective tone and formal style throughout the entire essay while attending to the norms and conventions of a history essay. Discusses the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War
3 - Observes and maintains relevant tone and style throughout the entire essay; attends to the norms and conventions of a history essay in most of the essay. Discusses the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War
2 - Uses relevant tone and style consistently throughout sections/portions of the essay; attends to the norms and conventions of a social studies essay in specific paragraphs or sections of the essay. Attempts to discuss the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War
1 - Uses relevant style and tone sporadically; fails to attend to the norms of a social studies essay in specific sentences or specific portions of the essay. Fails to discuss the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War
PROVISION OF RELEVANT CONCLUDING STATEMENT
4 - Provides a concluding statement that follows from and supports all of the major claims of the argument while extending insight and/or prescribing further relevant action
3 - Provides a concluding statement that follows from and supports all of the major claims of the argument
2 - Provides a concluding statement that follows from and supports several of the major claims of the argument
1 - Provides a concluding statement that is somewhat relevant to the argument presented
ABILITY TO DEMONSTRATE A COMMAND OF THE CONVENTIONS OF STANDARD ENGLISH GRAMMAR AND USAGE
4 - Demonstrates command of a variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout the essay; resolves issues of complex or contested usage.
3 - Demonstrates command of variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout most of the essay.
2 - Demonstrates command of variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout sections of the essay.
1 - Demonstrates some command of proper sentence structure, use of basic phrases (noun, verb) and simple clauses (independent and dependent).
DEMONSTRATE COMMAND OF THE CONVENTIONS OF STANDARD ENGLISH CAPITALIZATION, PUNCTUATION, AND SPELLING
4 - Demonstrates command of the conventions of capitalization, punctuation (extends to hyphenation), and spelling consistently throughout the text.
3 - Demonstrates command of the conventions of capitalization, punctuation, and spelling consistently throughout most of the text.
2 - Demonstrates command of the conventions of capitalization, punctuation (extends to semicolon/colon usage), and spelling consistently throughout sections/portions of the text.
1 - Demonstrates some command of the conventions of capitalization (names, beginning of sentence), punctuation (end punctuation, basic comma usage) and spelling.
This essay should be 4-5 typed pages, 12pt font, double spaced and you must include evidence obtained from the following sources:
a) Howard Zinn - "Or Does it Explode" and "A People's War"
b) Franklin, John Hope - "Fighting for the Four Freedoms", "African Americans in the Cold War Era", "The Black Revolution"
c) Who Built America - "The Rights Conscious 1960s" pgs 607-630 **(this book is only available in class and you must use class time to take your notes)
d) Gosse, Van - Movements of the New Left
e) notes from "Eyes on the Prize"
f) notes from class lectures, discussions and other short films
Rubric for Essay
HISTORICAL CONTENT
16 - Demonstrates a clear and sophisticated understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses, compares and contrasts opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.
12 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; mostly accurately discusses the opinions and arguments presented by different historians discusses, compares and contrasts opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.
8 - Demonstrates some understanding of the historical time period and the cause and effect relationship between significant events; attempts to discuss, compare and contrast opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.
4 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events; does not discuss, compare and contrast opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.
INTRODUCTION, DISTINCTION AND DEVELOPMENT OF PRECISE CLAIMS AND COUNTERCLAIMS
4 - Introduces, distinguishes and develops precise claims and counterclaims throughout the entire essay to create a strong and nuanced argument; cites strong and thorough evidence from A-F above.
3 - States a precise claim that is developed throughout the entire essay; provides relevant and thorough evidence from of A-F; evaluates claim against some counterclaims.
2 - States a claim that is developed throughout much of the essay; provides relevant evidence from several of A-F.
1 - Provides some information, details, and/or evidence related to claim but does not state a claim.
USE OF SPECIFIC LANGUAGE AND VARIED SYNTAX TO LINK CLAIMS AND COUNTERCLAIMS, AND EVIDENCE
4 - Uses a variety of specific transitional words, phrases, and clauses as well as varied syntax to connect claims, counterclaims and/or evidence. Appropriately incorporates new vocabulary learned in this unit.
3 - Uses specific transitional words and phrases as well as varied syntax to connect claims, counterclaims, and/or evidence.
2 - Uses specific transitional words and phrases to connect claims, counterclaims, and/or evidence.
1 - Uses simple words/phrases to connect claims, counterclaims, and/or evidence.
OBSERVATION AND MAINTENANCE OF APPROPRIATE TONE, STYLE, NORMS AND CONVENTIONS
4 - Observes and maintains objective tone and formal style throughout the entire essay while attending to the norms and conventions of a history essay. Discusses the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War
3 - Observes and maintains relevant tone and style throughout the entire essay; attends to the norms and conventions of a history essay in most of the essay. Discusses the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War
2 - Uses relevant tone and style consistently throughout sections/portions of the essay; attends to the norms and conventions of a social studies essay in specific paragraphs or sections of the essay. Attempts to discuss the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War
1 - Uses relevant style and tone sporadically; fails to attend to the norms of a social studies essay in specific sentences or specific portions of the essay. Fails to discuss the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War
PROVISION OF RELEVANT CONCLUDING STATEMENT
4 - Provides a concluding statement that follows from and supports all of the major claims of the argument while extending insight and/or prescribing further relevant action
3 - Provides a concluding statement that follows from and supports all of the major claims of the argument
2 - Provides a concluding statement that follows from and supports several of the major claims of the argument
1 - Provides a concluding statement that is somewhat relevant to the argument presented
ABILITY TO DEMONSTRATE A COMMAND OF THE CONVENTIONS OF STANDARD ENGLISH GRAMMAR AND USAGE
4 - Demonstrates command of a variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout the essay; resolves issues of complex or contested usage.
3 - Demonstrates command of variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout most of the essay.
2 - Demonstrates command of variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout sections of the essay.
1 - Demonstrates some command of proper sentence structure, use of basic phrases (noun, verb) and simple clauses (independent and dependent).
DEMONSTRATE COMMAND OF THE CONVENTIONS OF STANDARD ENGLISH CAPITALIZATION, PUNCTUATION, AND SPELLING
4 - Demonstrates command of the conventions of capitalization, punctuation (extends to hyphenation), and spelling consistently throughout the text.
3 - Demonstrates command of the conventions of capitalization, punctuation, and spelling consistently throughout most of the text.
2 - Demonstrates command of the conventions of capitalization, punctuation (extends to semicolon/colon usage), and spelling consistently throughout sections/portions of the text.
1 - Demonstrates some command of the conventions of capitalization (names, beginning of sentence), punctuation (end punctuation, basic comma usage) and spelling.
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