Friday, February 27, 2015

Democratizing Twentieth Century America - Homework - Due Monday, March 2

Read Franklin pgs 506-514

a) Discuss the gains blacks made via the Supreme Court.
b) Identify: "To Secure These Rights"
c) How did Harry Truman impact the status of blacks?
d) Provide 3 examples of evolution of black voting rights after WWII
e) Discuss NAAWP, White Citizens' Councils and interposition. How did these all impact African Americans?
f) In what ways did whites use violence to resist?

Thursday, February 26, 2015

Politics and Government - Homework - (For Seniors) - Due Friday, Feb 27

Finish the article, notes, and questions.



The Most Wanted Gun in America
1 – How did the gun industry increase demand for the AR-15?
2 – How are the AR-15 and M-16 different?
3 – Discuss Tom Diaz’s book and analysis.
4 – Discuss guns in the U.S.’s history and culture.
5 – Discuss the evolution of the gun industry. How has the AR-15 impacted the gun industry?
6 – How did gun manufacturers respond to the 1994 assault weapons ban?
7 – Where does the gun industry seem to be headed in the future?
8 – Overall, what are the article’s central ideas?
9 – Do you think one’s right to access a weapon such as the AR-15 is protected by the Constitution? Explain. 
10 - What are the article's central ideas? 
11 - Historical synthesis: Is access to firearms such as the AR-15 essential in a free and democratic society? Why or why not? 

Democratizing Twentieth Century America - Homework - Due Friday, Feb 27

Finish Zinn - A People's War?

1 - What was the Truman Doctrine? Why was the Greek Civil War significant in the context of this doctrine?

2 - Discuss the Chinese Civil War.

3 - Discuss the Korean War.

4 - Identify: Executive Order 9835

5 - What world events helped to foment anti-communist hysteria at home?

6 - Discuss the impact of anti-communist hysteria on domestic policy. Identify: Joseph McCarthy

7 - Identify: Internal Security Act

8 - Discuss the Rosenberg case. In what way does this case illustrate Cold War anti-communist hysteria?

9 - How did liberals respond to anti-communist hysteria?

10 - How did anti-communist hysteria manifest itself in popular culture?

11 - Discuss the development of the military industrial complex.

12 - Discuss the purpose and significance of the Marshall Plan.

13 - Discuss U.S. intervention Iran, Guatemala, and Lebanon.

14 - Discuss both pre and post revolutionary relationship between Cuba and the United States. Discuss the relationship between Cuba and the Soviet Union. 

15 - Discuss Zinn's characterization of JFK.

16 - Historical synthesis: Based on what you've read, what was the Cold War consensus?

Friday, February 13, 2015

Democratizing Twentieth Century America - Homework Due Tues (not that it really makes a difference), Feb 24

1) Finish reading the Franklin packet and answer the following questions (pgs 492 - 504)
a) Discuss the context and significance of "What will Berlin say?"
b) Discuss actions taken by the Federal government to promote equal opportunities in the defense industries.
c) What was the OPA? How did it impact the lives of some African Americans?
d) Discuss the problems that arose from changing demographics in cities such as Detroit.
e) Why were some blacks resentful of Joe Louis?
f) Identify: Double V Campaign - What was it, and why is it significant?
g) Compare your notes in from Why We Fight with the discussion of the Office of War Information in this text. How does this impact what you already believed about the Office?
h) Do a primary source analysis for the Walter White excerpt on the top of 498.
i) Discuss African Americans' feelings about the San Francisco Conference.
j) Why was the establishment of the United Nations significant in the context of the incipient Civil Rights Movement? Use evidence from the text to support your answer.
i) Why might one argue international events helped to provoke the Civil Rights Movement?

2) Read Zinn chap 16 pg 407 - 424. 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) Atlantic Charter
b) Socialist Workers Party
c) Smith Act
d) Attitudes toward Japanese
e) Air raids/bombings
d) Hiroshima/Nagasaki
f) Manhattan Project
g) Executive Order 9066


3. Answer each of the following questions. Provide one or two quotes from the text to support your answer.

a) What evidence does Zinn provide to suggest WWII was about imperialism?

b) Discuss the foreign policy stance taken by the U.S. prior to the invasion of Pearl Harbor.

c) How was WWII a "war to save capitalism?"

c) How did WWII affect workers and unions?

d) How can it be argued that WWII was a catalyst for the Civil Rights Movement?


Politics and Government - Homework - Due Tues (please do not show up to class w out it), Feb 24

1. Read Felix Frankfurter's dissent in WVA v Barnette.
a) Title each paragraph and highlight/underline key passages
b) Why does Frankfurter discuss his own experience as a religious minority? (he was Jewish) What argument is he trying to make with this discussion?
c) What contentions in his dissent suggest he believes the court has overstepped its bounds and violated the concept of separation of powers?

2. Read Engel v Vitale
a) Title each paragraph and highlight/underline key passages
b) What was the purpose of the NY State Regents prayer?
c) Why does the court believe the prayer is unconstitutional? Provide 3 examples from the text.

3. Read Everson v Board of Education
a) Title each paragraph and highlight/underline key passages
b) Sometimes this case is referred to as the New Jersey School Bus Case. Why?
c) What is a parochial school?
d) Why is Virginia significant in a historical discussion about religious freedom?
e) Discuss the references to Madison and Jefferson in the opinion. In what ways does this impact your thoughts and beliefs about the two men? Does it support or contradict your previously held views? How?
f) Why did the court uphold the New Jersey statute? Do you agree with the court's decision?
g) Select and copy one quote that illustrates the concept of incorporation of the Bill of Rights.


4. Read the following articles about McCollum v Board of Education and take notes.
 a) What are the facts of the case?
 b) How did the court rule? Why?
 c) Do you think the release time program was constitutional? Why or why not?
    McCollum v Board of Education - Article 1
    McCollum v Board of Education - Article 2 

5. Read the following article about Zorach v Clauson and take notes.
 a) What are the facts of the case?
 b) How did the court rule? Why?
 c) Do you think New York release time program is significantly different from the program in McCollum?   Explain.
 d) Was the release time program constitutional? Why or why not?

Zorach v Clauson 

6. Read the following about Lemon v Kurtzman and take notes.
  a) What is the "Lemon Test?"
  b) Were the Pennsylvania and Rhode Island statutes a violation of the Establishment Clause? Why or why not?

Lemon v Kurtzman

7. Read the following article and take notes.
a) What are the competing liberties at issue in Burwell v Hobby Lobby?
b) What did the court rule?
c) Discuss the excerpt from the majority opinion. Give it a title.
d) Discuss the excerpt from the minority opinion. Give it a title.
e) Are corporations entitled to the same religious freedoms as individual citizens? Why or why not?

 Supreme Court Rejects Contraceptives Mandate for Some Corporations 

Justices Rule in Favor of Hobby Lobby


8. Historical Synthesis:

Has the court done a good job in maintaining separation between church and state? Explain.

Wednesday, February 11, 2015

Politics and Government - Homework - Due Thurs, Feb 11

1 - Finish reading the majority opinion in WVA v Barnette.

2 - Create a title for each paragraph. Your titles should be stronger and more relevant than the titles you made last night.

3 - Further discuss the Court's rationale for its ruling in the Gobitis decision.

4 - Explain the purpose of the Bill of Rights. (You must explain, not simply copy the quote)

5 - Why does the opinion bring up the State's ability to regulate public utilities?

6 - Discuss 2-3 ways in which the court directly deconstructs the Gobitis opinion.

7 - What is nationalism?

 

Democratizing 20th Century America - Homework Due Thurs, Feb 12

Read Franklin pgs 481 - 492

1 - Make a chart titled Blacks in the Armed Services - 1944

2 - What gains were won by in armed forces and, black women specifically?

3 - Compare the role of blacks in the navy between 1940 and 1943.

4 - What gains did blacks win in officer training school?

5 - Discuss the role of blacks on the European front.

6 - Do you think the integration of black platoons was a success?

7 - Identify" Private George Watson
   - Who was he and why is he significant?

8 - Discuss some instances of heroism during the war. Why did black receive no medals of honor?

9 - What were the "Four Freedoms?"

10 - Historical Synthesis: In a paragraph or two: How did WWII help bring about the Civil Rights Movement?

 

**ATTENTION ALL CLASSES**

WE ARE GOING TO SEE SELMA ON FRIDAY

THE COST OF THE TRIP IS $10

I FORGOT TO GIVE A PERMISSION TO ONE SECTION, PLEASE BRING MONEY AND I WILL GIVE YOU A PERMISSION SLIP TOMORROW

IF YOUR PARENTS NEED CONFIRMATION BEFORE GIVING YOU MONEY, PLEASE HAVE THEM EMAIL ME AT COPELAND.JL@GMAIL.COM


Tuesday, February 10, 2015

Read Fighting for the Four Freedoms (Franklin and Moss), pages 476 - 480 (up until Blacks in the Service)

define: fascism 

1 - Discuss the impact of Mussoluni on African Americans.

2 - Discuss fascism and its impact on the attitudes of African Americans.

3 - What percentage of the military was African American in 1940?

4 - Discuss the status of black soldiers and the military's racial policies.

5 - What was the Selective Service Act? How did it impact African Americans?

6 -  Identify: A Philip Randolf
      Who was he, and why is he significant?

7 - Identify: Executive Order 8802/FEPC
     What was it, and why was it significant?

8 - How did whites, particularly Southern whites, respond to the Executive Order?

9 - Historical Synthesis: In a paragraph or two - How did WWII help to bring about the Civil Rights Movement?

Politics and Government Homework - Due Wed, Feb 11

1 - Read pages 511 - 514 (up until the last paragraph on the page, the sentence ending with "....for which history indicates a disappointing and disastrous end.)

2 - Create a title for each paragraph. Your you should be able to explain the connections between your title and the central idea of the paragraph.

3 - What was the rationale behind the West Virginia statute?

4 - List some of the groups who opposed the statute and discuss the reasons behind their opposition.

5 - Why did the Jehovah's witnesses oppose the statute?

6 - Discuss the following quote:

"As the present Chief Justice said in his dissent in the Gobitis case, the State may 'require teaching by instruction and study of all in our history and the structure and organization of our government, including the guarantees of patriotism and civil liberty, which tend to inspire patriotism and love of country.'"

a) What is a dissenting opinion?
b) Who wrote the dissenting opinion in the Gobitis case?
c) What are the central ideas in this excerpt from the dissent?

7 - How is symbolism defined, and why is the concept of symbolism significant in this case?

8 - Discuss, analyze, and interpret the following quote:

"To sustain the compulsory flag salute we are required to say that a Bill of Rights which guards the individual's right to speak his own mind, left it open to public authorities to compel him to utter what is not on his mind."

9 - Select a quote that suggests the West Virginia statute is unconstitutional. What is it about the quote that suggests the court takes issue with the statute.

Saturday, February 7, 2015

Democratizing Twentieth Century America - Semester 2 Essay and Presentation Rubrics

Second semester will focus on the Movements of the New Left. Your understanding, interpretation, and analysis of these movements will be assessed in several ways: a response essay, a group presentation, homework, class participation, and a final exam.

**Your notes moving forward should be angled toward a claim that addresses the questions posed in these assessments. Notes should reflect your thinking and evolving arguments. What work will you need to do along the way to write a thorough and sophisticated essay and to make an engaging and sophisticated presentation? 

Due Wed, March 25
The Response Essay:

We are studying WWII and the Cold War as a context for understanding how and why the struggle for civil rights got underway when it did. In this essay 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 by including a discussion of the United States' emergence as a super power and its quest for world dominance during the Cold War.

This essay should be 5-6 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 selected handouts short films
 
Rubric for Essay
 
HISTORICAL CONTENT  

16 - Demonstrates a sharp and sophisticated understanding of the historical time period and the cause and effect relationship between significant events.
     - Accurately discusses WWII, the Cold War, the Supreme Court, youth, technology, and/or their/its impact on the Civil Rights Movement.
     - Accurately compares, contrasts, and critiques arguments presented by different historians regarding WWII, the Cold War, the Supreme Court, youth, technology, and/or their/its impact on the Civil Rights Movement.

     12 - Demonstrates an understanding of the historical time period and the cause and effect relationship between significant events.
     - Accurately discusses WWII, the Cold War, the Supreme Court, youth, technology, and/or their/its impact on the Civil Rights Movement.

8 - Demonstrates a basic or superficial understanding of the historical time period and the cause and effect relationship between significant events
   - Attempts to discuss WWII, the Cold War, the Supreme Court, youth, technology, and/or 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 WWII, the Cold War, the Supreme Court, youth, technology, and/or their/its impact on the Civil Rights Movement.
 

ORGANIZATION



4 - Writer creates a well-organized essay.  Arguments and analysis are sequenced logically to support the claim.

Writer makes effective use of transitions to link all parts of the essay.

3 - Writer creates an organized essay.  Arguments and analysis are sequenced logically to support the claim.

Writer uses transitions to link all parts of the essay

2 - Writer creates a somewhat organized essay.  Arguments and analysis are not always sequenced logically to support the claim.  Writer attempts to use transitions to link parts of the essay.

1 - Writer provides very little to no organization.  Writer does not use transitions to link any parts of the essay. 



CLAIM AND CONTEXT 


4 - Writer’s claim provides a precise, nuanced interpretation of the sources that is grounded in multiple perspectives, historical, political, and/or social scientific context.

   - The introduction engages the reader and persuasively lays foundation for a passionate argument.  It identifies topic of the essay and provides ample contextual information that builds the readers’ understanding of the claim.

   - The conclusion continues and strengthens the claim.  It highlights significance, expands insight and makes recommendations for future action.  

3 - Writer’s claim provides a precise, interpretation of the sources that is grounded in multiple perspectives, historical, political, and/or social scientific context.

   - The introduction identifies topic of the essay and provides ample contextual information that builds the readers’ understanding of the claim.

   - The conclusion continues and strengthens the claim.  It mentions significance and makes recommendations for future action. 

2 - Writer’s claim provides a general interpretation of the sources OR a lack of clarity detracts from the claim.
   - The introduction identifies topic of the essay and provides superficial contextual information that gives readers a partial understanding of the sources. 
   - The conclusion summarizes arguments and restates the claim. 

1 - Writers claim only states a fact about the sources and offers no interpretation.

   - The essay lacks a clear introduction.

   - The essay lacks a coherent conclusion. 



EVIDENCE, ANALYSIS, AND COUNTER-CLAIM 



4 - Writer develops claim thoughtfully and persuasively using numerous relevant, convincing pieces of evidence from both secondary and primary sources (including direct quotation), and statistical/numerical data.
   - Writer cities specific textual evidence to support analysis of primary and secondary         sources.
   - Writer includes statistical data as part of the evidence to bolster claims and/or devalue counterclaims
   - Writer provides insightful, thorough analysis of the evidence to support the claim, using the following critical reading strategies:

Explanation of what the text says directly as well as analysis of meanings that are implied, hidden, hinted at, or left ambiguous in the text.
Analysis of how the authors’ word choices impact the biases of the sources.  Writer considers and discusses bias of authors when analyzing evidence.
Evaluates the claims, premises, and evidence in both primary and secondary sources in order to challenge counter arguments and bolster initial claim.      



3 - Writer develops claim using sufficient relevant, convincing pieces of evidence from both secondary and primary sources (including direct quotation), and statistical/numerical data.

    - Writer cities textual evidence to support analysis of primary and secondary sources.
    - Writer includes statistical data as part of the evidence to support claims and/or devalue counterclaims
    - Writer provides thorough analysis of the evidence to support the claim, using one or more of the following critical reading strategies:
Explanation of what the text says directly as well as analysis of meanings that are implied, hidden, hinted at, or left ambiguous in the text.
Analysis of how the authors’ word choices impact the biases of the sources.  Writer considers and discusses bias of authors when analyzing evidence.
Evaluates the claims, premises, and evidence in both primary and secondary sources in order to challenge counter arguments and bolster initial claim.                              

2 - Writer develops claim using some relevant evidence from the texts, including direct quotations that support the claim.

   - Writer provides a basic explanation of how the evidence supports the claim.

1 - Writer uses irrelevant or insufficient textual evidence to support analysis of text. 

   - Writer’s analysis of the evidence does not support the claim. 


STYLE AND CONVENTIONS  

4 - Writer uses a range of precise and varied vocabulary to elaborate or clarify ideas. 

   - Demonstrates command of the conventions of capitalization, punctuation (extends to hyphenation), and spelling consistently throughout the text.   - Mechanical and grammatical errors are rare or nonexistent.

   - Writer follows accepted conventions for formatting text citations such as MLA standards, footnotes, and parenthetical notes.  

3 - Writer uses a range of vocabulary to elaborate or clarify ideas. 

   - There are few mechanical or grammatical errors.

   - Writer follows accepted conventions for formatting text citations and adheres to MLA standards.

2 - Writer uses basic vocabulary to elaborate or clarify ideas

   - There are many mechanical or grammatical errors that do not generally interfere with the reader’s ability to understand the essay.       

   - Writer attempts to follow accepted conventions for text citations and works cited page.

1 - Abundant mechanical and grammatical errors interfere with the reader’s ability to understand the essay.
   - In text citations and works cited page are missing from the essay


  Wed-Thurs, May 27-28: The Presentation

 **There will be 10 presentations spread out during the school day for students and in the evening for parents. 


Your presentation will be based on one of the following movements:

Black Power 
Anti-War
Women's Liberation
Multiculturalism: Latino and Chicano Cultural Movement and/or Red Power 
LGBT Liberation 

Your presentation should be 30-40 minutes and there will also be a 10-15 Q and A session with audience. Your presentation should answer following questions:

1. Why then? Why did the endeavor for this reform get underway when it did?

2. What gains were won?

3. What gains were sought but not won?

4. If the reform was only partially achieved, what limited its attainment?


Rubric for presentation

 HISTORICAL SYNTHESIS AND UNDERSTANDING 

  10 - All group members demonstrate a sharp and sophisticated understanding of the historical time period and the cause and effect relationship between significant events.
     - Accurately discusses WWII, Civil Rights Movement, and/or the Cold War as context.
     - Accurately compares, contrasts, and critiques arguments presented by different historians
     - Accurately responds to questions from audience
     - Uses content vocabulary such as Cold War consensus/liberalism
  8 - Most group members demonstrate an understanding of the historical time period and the cause and effect relationship between significant events.
     - Discusses WWII, the Civil Rights Movement, and/or Cold War as context.
    4 - Demonstrates a basic or superficial understanding of the historical time period and the cause and effect relationship between significant events
   - Attempts to discuss WWII, the Civil Rights Movement, and/or the Cold War as context.
    2 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events
   - Does not discuss WWII, the Civil Rights Movement, or the Cold War as context

CLAIM AND EVIDENCE

4 -  Group effectively organizes presentation around a clear and complex claim and develops the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence

3 - Group organizes presentation around a clear and complex claim and develops the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence

2 - Group attempts to organize presentation around a clear and complex claim and attempts to develop the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence

1 -  Group does not organize presentation around a clear and complex claim and does not develop the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence 

SIGNIFICANCE 

4 - Group members insightfully and thoroughly articulate how claim is significant in relation to a larger social, political, or economic issue, and members also use powerful evidence to support said assertion.  

3 - Group members discuss how claim is significant in relation to a larger social, political, or economic issue, and members also use evidence to support said assertion.  

2 -  Group members attempt to discuss how claim is significant in relation to a larger social, political, or economic issue, and members use only anecdotal or no evidence to support said assertion. 

1 - Group members do not discuss how claim  is significant in relation to a larger social, political, or economic issue, and members do not evidence to support said assertion. 

ORAL COMMUNICATION AND ORGANIZATION

4  - Organization of all ideas is logical; includes introduction, background and context, transitions, and conclusion
     - Sophisticated and thorough knowledge of content is evident and presented in an articulate fashion
     - Extensive and effective use of visuals to enhance presentation
     - Effectively answers all questions posed by audience
     - Spoken language is clear, audible, and articulate.
3   - Organization of all ideas is logical; includes introduction, background and context, transitions, and conclusion     
     - Knowledge of content is evident and presented in an articulate fashion
     - Appropriate use of visuals to enhance presentation
     - Answers all questions posed by audience
     - Spoken language is clear, audible, and articulate.
2   - Knowledge of content is somewhat evident
     - Some use of visuals to enhance presentation
     - Answers some questions posed by audience
     - Spoken language is clear and audible.
1   - Knowledge of content is not evident
     - Little use of visuals to enhance presentation
     - Answers some questions posed by audience
     - Spoken language is unclear and inaudible.










Democratizing Twentieth Century - Homework - Due - Tues, Feb 10

***BRING ZINN NEXT WEEK***

1) Define each of the following terms. Include parts of speech.

annexation
expurgated
kiosk
scuttle
Anti-Semitic
euphemism


2) Read the following and identify the following in your notes:

WWII - Key People and Key Terms

 WWII - The Start of the War  

Winston Churchill
Allied Powers
Dwight D. Eisenhower
Hirohito
Adolf Hitler
Nazi Party
Benito Mussolini
Franklin Delano Roosevelt
Joseph Stalin
Harry S Truman
Allied Powers
Axis Powers
Blitzkrieg
D-Day
Fascism
“Final Solution”
Gestapo
Manhattan Project
Munich Agreement
S.S.


 3) Look at the maps. Take notes on what you observe/notice. Sketch the map into your notebook or print and tape into your notebook.