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Democratizing Twentieth Century - New Left Group Presentation Schedule - June 9

Period 1 - Black Power - Mary, Noah, Nicole, Samantha, Brittany

Period 2 - LGBT Liberation - Tiffany, Cynthia, Whitney, Raven, Maximilian, Elsie

Period 3 - Black Power - Madison, Carmen, Kaya, Coby

Period 4 - Anti Vietnam War- Anthony, Patryk, Osvaldo, Dave

Period 5 - Latino Cultural Liberation - Henry, Brian, Jonathan, Karolyn, Benjamin, Kwame, Kelsey

Period 6 - Women's Liberation - Nathalie, Sophia, Beth, Kathleen, Julia, Angel

Period 7 - Anti Vietnam War - Koby, Carrig, Noel, Ivaleez, Branden

**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. 

    6 - 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. 

    4 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events

   2 - 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 effectively organizes presentation around a clear 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 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 thoughtfully 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 struggle to discuss in a deep and meaningful way how the 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 America - Homework - Due - Tues, June 7

All groups should have their presentation complete and be prepared to do a practice run in class on Tuesday. Remember, you need to address all of the questions including:

• Why then? Why did the endeavor for this reform get underway when it did? 
• What gains were won? 
• What gains were sought but not won? 
• If the reform was only partially achieved, what limited its attainment? 

In addition, you will need to have your entire claim memorized by tomorrow. 

Politics and Government - Homework - Due - Tues, June 7

Make sure you have finished reading and meaningfully annotating The Reagan Years 

LATE HOMEWORK WILL NOT BE ACCEPTED AFTER FRI, JUNE 10

LATE HOMEWORK WILL NOT BE ACCEPTED AFTER FRI, JUNE 10

Homework should be titled according to the text and page numbers, not the date. Please check Pupil Path to see what you are missing. If you do not adhere to these guidelines your late work will not be checked. 

Politics and Government - Homework - Due - Thurs, June 2

Read Reagan's Realignment of White Southerners pgs 221 -239

What is the difference between political realignment and dealignment? 

Why was Reagan successful in realigning conservative southern white voters? What evidence do the author's provide to illustrate this success? Discuss how this realignment manifested itself in during the 1990s. 

Why have Republicans had less success with southern moderate whites than with southern conservative whites? 

Discuss the role of the Religious Right in the Republican party. Discuss the various reactions of Republicans to the Religious Right.

Discuss the impact of Newt Gingrich on the Republican Party.

Was Bill Clinton successful in dismantling the Republican coalition? Explain your answer.

Discuss the difference between the metropolitan and rural wings of the Republican party.

Democratizing Twentieth Century America - Homework - Due - Thursday, June 2

Your presentation will focus on Why Then?, but you will need to also address the following questions. Please select one of the following questions and do a one page written response that includes evidence from at least two different texts:


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?

Politics and Government - Homework - Due - Wed, June 1

Read Reagan's Realignment of White Southerners pg 205 - 221 

Identify/define/answer the following, and make sure you support your identification with direct evidence from the text:

a) political dealignment
b) political realignment
c) Great White Switch
d) Dixiecrat
e) Harry Truman
f) Eisenhower's impact on the Southern president vote in 1952 and 1956
g) Republican voting patterns on presidential level, elections 1964, 1968, 1972, 1976
h) Reaganism
i) Party Platforms of Democrats and Republicans, 1980
j) How/why did Reagan appeal to Southern Democrats? Discuss his election strategy in 1980. How did he characterize/discuss the economy, foreign policy, religion/social issues, civil rights
k) Why was criticized for his appearance in Philadelphia, Pennsylvania?
l) Discuss Reagan's relationship with the black community.
m) Which Reagan policies were most popular amongst white southerners?
n) Discuss Reagan's legacy and impact on the elections of 1988 and 1992. 

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

Read the following documents in Gosse and prepare a primary source analysis for each:

• Fair Play for Cuba Committee (pg 55) 
• Speech at Congressional Black Caucus Dinner (pg 170)
• Our Bodies, Ourselves (pg 172) 

Look at the table of contents in Gosse and identify all the documents that pertain to your group. This list should also include documents to which your group might make connections, for instance, the Black Power group might list the Young Lords Thirteen Point Platform in addition to the Black Panthers Ten Point Platform to illustrate intersectionality between the two groups. 

Democratizing Twentieth Century America Homework - Due - Thurs, May 26

Read each of the following, take notes, and discuss significance.

Bowers v Hardwick 

Lawrence v Texas 

United States v Windsor 

Supreme Court Ruling Makes Same Sex Marriage Legal in All 50 States 

Democratizing Twentieth Century America - Homework - Due - Monday, May 23

1 - Why Then? Why did the Puerto Rican Nationalist Movement get underway when it did?

Most Americans don't know Puerto Ricans are Americans 

Read the article, annotate, and take notes. How does this article confirm, extend, simplify, or complicate ideas generated in the readings and discussions about the Puerto Rican Nationalist Movement? 

2 - Multicultural, Pluralistic America 

How and why has the United States changed ethnically, racially, and culturally since the mid twentieth century? How have these changes impacted politics, and how might these changes continue to to impact politics in the future? 

Voices of Obama's America: Who We Are Now 

You should have a total of 1.5 to 2 pages of writing when you are finished. 

Politics and Government - Homework - Due - Friday, May 20

Read Reagan's a Time For Choosing speech.

1 - Make a columned chart that lists words that appeal to the different conservative audiences.

2 - Complete a primary source analysis that identifies the texts central ideas and connections to other texts. How does Reagan confirm, extend, challenge, or refute arguments made by Goldwater and other conservatives? Make sure you provide evidence from multiple texts. You should have at least a page of writing, not including your columned chart for item 1.

3 - **Reminder: School attendance is not optional, even when it's nice out, even if you are a senior. 

Politics and Government - Homework - Due - Monday, May 16

Read the following Atlantic article and take notes.

What are the article's central ideas, and what seems to be the central argument? How does this text confirm, extend, or refute the major ideas presented in the Lee Edwards article, Conscience of a Conservative, and Goldwater on Goldwater? Please use direct quotes from each article to evidence your connections.

Why did the Conservative Movement get underway when it did, and why was it able to capture the Republican Party in 1964?

You should have 1.5 - 2 pages of writing.

The Conservative 1960s 

Democratizing Twentieth Century America Homework - Due - Monday, May 16

Puerto Rican Cultural Nationalism: Why Then?

1 - Read Third World Liberation Front - The Politics of Strike and complete a primary source analysis. (Gosse, pg 127)

2 - Read the following two texts and take notes on each. In addition, please discuss the texts' central ideas, take note of important numerical/statistical data, and record important information, such as events, people, organizations, legislation, etc.

Who are the Young Lords? Why did Puerto Ricans become more politically active and aware during the late 1960s and early 1970s? How does their movement connect to other movements within the New Left?

 Remember the Young Lords? Nether the NYPD...

Young Lords Legacy of Puerto Rican Activism 

Politics and Government - Homework - Due - Friday, May 13

Debate Results

Mon, May 9

Period 1

Resolution:  Government should improve educational opportunities for disadvantaged students by facilitating access to parochial schools.

Affirmative: Gregory N, Ashley R, Anastasiya S. = 523 points

                                    vs

Negative:  Tabatha R*, Ahmed N, Jourdan S. = 436 points

Period 2

Resolution:  Public schools should be allowed to implement mandatory drug testing for all students.

Affirmative: Angella R, Anderson A, Ana N. = 532 points  

                                    vs

Negative: Jaqueline L, Tristan T, Alexander C. = 456 points

Period 3

Resolution : The right to bear arms is essential in a free and democratic society.

Affirmative: Gloriel F, Guthrie M, Desmond S. = 519 points

                                    vs

Negative:  Brandon, Athena, Alfredo = 454 points

Period 4

The death penalty is a necessary component of our justice system.

Affirmative: Vincenzo A, Tess D, Logan M. = 342 points

                                    vs

Negative:  Lily D, Amanda H, Allison H. = 317 points

Period 5

Resolution : The death penalty is a necessary component of our justice system.

Affirmative: Yosrick A, Jackie S, Ryan A. =283 points  

                                    vs

Negative:  Kaylah T, Veronica W, Sheila C. = 334 points

Period 6

Resolution: Eminent domain should be invoked to encourage private development of economically disadvantaged communities.

Affirmative: Nick W, Augustus D, Danny S., Max  = 450 points

                                    vs

Negative:  Danny R, Michael S, Jordan S., Emma H = 512 points

Period 7

Resolution : The right to bear arms is essential in a free and democratic society.

Affirmative: Dylan T, Vasilisa L, Thomas M. = 242 points

                                    vs

Negative:  Ellen S, Ally, Mariam S. = 348 points

Wed, May 11

Period 2

Resolution:  Government should improve educational opportunities for disadvantaged students by facilitating access to parochial schools.

Affirmative: Kayla M, Nilou M, Eldin P, Emily C. = 453 points

                                    vs

Negative:  Sarah M, Allie R, Nikki Lee. = 495 points

Debate Schedule

Period 1

Resolution:  Government should improve educational opportunities for disadvantaged students by facilitating access to parochial schools. 

Affirmative: Gregory N, Ashley R, Anastasiya S. 

                                     vs
Negative:  Tabatha R*, Ahmed N, Jourdan S.

Period 2

Resolution:  Public schools should be allowed to implement mandatory drug testing for all students.

Affirmative: Angella R, Anderson A, Ana N.  
                                     vs
Negative: Jaqueline L, Tristan T, Alexander C.

Period 3 

Resolution : The right to bear arms is essential in a free and democratic society.

Affirmative: Gloriel F, Guthrie M, Desmond S.
                                     vs
Negative:  Brandon, Athena, Alfredo 

Period 4 

The death penalty is a necessary component of our justice system.

Affirmative: Vincenzo A, Tess D, Logan M. 
                                     vs
Negative:  Lily D, Amanda H, Allison H. 

Period 5 

Resolution : The death penalty is a necessary component of our justice system.

Affirmative: Yosrick A, Jackie S, Ryan A.  
                                     vs
Negative:  Kaylah T, Veronica W, Sheila C. 

Period 6 

Resolution: Eminent domain should be invoked to encourage private development of economically disadvantaged communities.

Affirmative: Nick W, Augustus D, Danny S., Max 

                                     vs
Negative:  Danny R, Michael S, Jordan S., Emma H

Period 7 

Resolution : The right to bear arms is essential in a free and democratic society.

Affirmative: Dylan T, Vasilisa L, Thomas M.  
                                     vs
Negative:  Ellen S, Ally, Mariam S. 

Wed, May 11, period 2 

Resolution:  Government should improve educational opportunities for disadvantaged students by facilitating access to parochial schools.

Affirmative: Kayla M, Nilou M, Eldin P, Emily C. 
                                     vs
Negative:  Sarah M, Allie R, Nikki Lee.

Politics and Government - Homework - Due - Thursday, May 5

1 - Final drafts of speeches should be completed, printed, and ready to be read aloud to either me or a teammate. Please make sure your teammates time your speeches. If this is not complete, the grades for the respective team members will suffer.

2 - If you have index cards, clipboards, or highlighters, please bring them to class.

3 - Remember that Monday's debate is formal, so it will help to dress the part. 

Politics and Government - Break Homework - Due - Tues, May 3

Read the Barry Goldwater packet, annotate, and take detailed notes. Write a two page historical synthesis to respond to the following:

Why is Goldwater critical of the Federal Government? Why does he take issue with certain civil rights reforms? How does he use language to appeal to different conservative audiences? 

Democratizing Twentieth Century America - Break Homework - Due - Tues, May 3

1 - Read all packets, annotate, take detailed notes.

2 - Write a two page historical synthesis in response to the following:

• Why then? Why did the Women's Liberation Movement get underway when it did? How did the WWII, the Cold War, and the Civil Rights Movement create a political, social, and economic environment in which the Women's Liberation Movement would take root? 

Democratizing Twentieth Century America - Homework - Due - Friday, April 22

Read and prepare primary source analyses for the following documents:

Doc 23: NOW Statement of Purpose (pg 107)

Doc 29: New York Radical Women (pg 123)

Doc 30: No More Miss America (pg 124) 

Politics and Government - Homework - Due - April 22

Read Goldwater packet and answer the following questions:

1 - Based on the preface, what did Goldwater believe about the state of Conservatism in 1960? How did he feel about Conservatives in government?

Based on chaps 1 & 2:

2 - How does Goldwater distinguish Conservatism from Liberalism? How does he use concepts such as the human soul, spirituality, and material wealth to highlight these differences?

3 - In what ways are freedoms curtailed to preserve order?

4 - Why does Goldwater take issue with Republican party?

Politics and Government - Homework - Due - Thursday, April 21

1 - Finish class assignment:

a) Create a 4 column chart with each of the factions within the Conservative Movement as a heading. In each column, list the words or phrases from the text that illustrate the Goldwater's use of language to reach his audience.

b) Answer the following question in writing, and use several examples from your chart. You should have no less than 2-3 full paragraphs:

How does Goldwater's use of language help him appeal to the various constituencies within the Conservative Movement? 

2 - You should be meeting with your debate group and working or your speeches and questions. On May 2nd your two constructive speeches are due, and you should also have a total of 15 questions completed. 

Politics and Government - Homework - Due - Tuedsay, April 19

The Conservative Movement: Why then? Why did the Conservative Movement get underway when it did?

Read, take notes, summarize and synthesize central ideas, make connections to the Lee Edwards piece we read recently. You should have about a page of writing, if you don't you will not receive full credit.

Is Donald Trump another Barry Goldwater? 

Democratizing Twentieth Century America - Homework - Due - Tuesday, April 19

Women's Liberation Movement 

Why Then? Why did the Women's Liberation Movement get underway when it did? 

1 - Read excerpts from the Feminine Mystique.

2 - Prepare a primary source analysis.

3 - In what ways does Friedan's analysis of women's oppression reflect her middle class status? 

4 - What statistical data does Friedan provide to strengthen her analysis? 

5 - What is the mystique? 

Democratizing Twentieth Century America - Homework - Due - Monday, April 18

Antiwar Movement - Why Then?
How did the Vietnam War fracture the Cold War consensus?
How did the draft help to bring about opposition to the war?


1 - Read Gosse 120 - 122

2 - Create a primary source analysis for Night Flight to Hanoi; your analysis should include responses to the questions listed above.

Antiwar Movement - Why Then?
How did the Vietnam War fracture the Cold War consensus?
How did the draft help to bring about opposition to the war?
How did the Vietnam War radicalize students?

3 - Read Gosse 129 - 131

4 - Create a primary source analysis for Toward a Revolutionary Youth Movement; your analysis should include responses to the questions listed above.

**You should also compete your analysis of John Kerry's testimony before Senate committee.

Politics and Government - Homework - Due - Wed, March 12

1 - Each team should have:

a) 2 to 3 values, complete with definitions
b) All of the key terms in your resolution identified and defined in a way that angles them toward your team's stance
c) A list of relevant cases you will use to support your team's position

Democratizing Twentieth Century America - Homework - Due - Wed, April 13

1 - Finish reading Zinn, pgs 490 -501

2 - Answer questions:

 - Discuss the antiwar activism of students. In what ways did student activism shape public opinion regarding the protests.

- Discuss the Gallup polling data regarding public opinion and the war.

- How were race, income, education and gender linked to attitudes about he war.


- Discuss opposition to the war within the military.

- Identify: Sam Choy

- How did the invasion of Cambodia and Laos impact attitudes about the war? Discuss Nixon's management of the war.

3 - Gosse 156 - 161 Remembering the Killings at Kent State 
     primary source analysis 

Democratizing Twentieth Century America - Homework - Due - Tues - April 12

AntiWar Movement - Why Then?
How did the Vietnam War fracture the Cold War/Liberal consensus?
How/Why did the Vietnam War radicalize students?


1 - Read the lyrics to the following song and write a primary source analysis.

http://people.wku.edu/charles.smith/MALVINA/mr094.htm

2 - Complete primary source analysis for each of the following documents. Please remember to make connections to the causes of the AntiWar Movement and to the essential questions listed above.

http://www.pbs.org/wgbh/amex/twodays/filmmore/ps_soglin.html

http://www.pbs.org/wgbh/amex/twodays/filmmore/ps_ambush.html

http://www.pbs.org/wgbh/amex/twodays/filmmore/ps_legislators.html

Debate Guidelines

Politics and Government - Debate Guidelines 

Order of speakers:

1. First Affirmative Constructive (4 min):
• Defines key terms in resolution
• Presents the team’s values
• Presents evidence that supports at least one of the values

2. Negative Cross ex/rebuttalist (2 min)
• Asks specific questions that attempt to dismantle the affirmative argument
• Asks general questions that attempt to promote the negative arguments

3. First Negative Constructive (4 min):

• Rebutts affirmative team’s initial argument
• Defines key terms in resolution
• Presents the team’s values
• Presents evidence that supports at least one of the values

4. Affirmative Cross ex/rebuttalist (2 min)
• Asks specific questions that attempt to dismantle the negative team’s argument
• Asks general questions that attempt to promote the affirmative arguments

5. Second Affirmative Constructive (4 min):
• Rebutts negative team’s initial argument
• Re-presents affirmative values
• Continues to present the affirmative team’s arguments
• Presents evidence that supports the affirmative team’s values

6. Negative Cross ex/rebuttalist (2 min):
• Asks specific questions that attempt to dismantle the affirmative argument
• Asks general questions that attempt to promote the negative arguments

7. Second Negative Constructive (4 min):
• Rebutts affirmative team’s initial argument
• Re-presents negative values
• Continues to present the negative team’s arguments
• Presents evidence that supports the negative team’s values

8. Affirmative Cross ex/rebuttalist (2 min):
• Asks specific questions that attempt to dismantle the negative team’s argument
• Asks general questions that attempt to promote the affirmative arguments

9. Negative Cross ex/rebuttalist ( 3 min):
• Restates the mistakes made by the affirmative team during cross ex
• Restates flaws in affirmative arguments
• Summarizes the negative team’s arguments

10. Affirmative Cross ex/rebuttalist (3 min):
• Restates the mistakes made by the negative team during cross ex
• Restates flaws in negative team’s arguments
• Summarizes the affirmative team’s arguments


Jobs of Speakers: 

First Affirmative Constructive (4 min)
Introduction:
• Hook with quote or anecdote
• Resolution Stated
• Team’s Position Stated

Background and Context
• Key Terms Defined
• Values Stated and Defined
• Arguments stated

Argument Constructed
• Argument stated
• Connection to value stated
• Evidence to support value provided:

a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited

First Negative Constructive (4 min)

Refutation:
• Directly responds to the values and arguments presented by the Affirmative Team
Introduction:
• Hook with quote or anecdote
• Resolution Stated
• Team’s Position Stated
Background and Context
• Key Terms Defined
• Values Stated and Defined
Arguments stated

Argument Constructed
• Argument stated
• Connection to value stated
• Evidence to support value provided
a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited

Second Affirmative Constructive (4 min)

Refutation
• Directly responds to and challenges the values, definition and evidence provided by other team

Argument Constructed
• Next value(s) restated and defined
• Argument stated
• Connection to value stated
• Evidence to support value provided

a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited

Second Negative Constructive (4 min)

Refutation
• Directly responds to and challenges the values, definition and evidence provided by other team
Argument Constructed
• Next value(s) restated and defined
• Argument stated
• Connection to value stated
• Evidence to support value provided

a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited

Cross Examiners/Rebuttalists

Deconstruction: asks questions to pick apart the values, arguments and definitions 
Reconstruction: asks questions to re-frame the debate on your terms
Summation: makes a final speech to summarize teams overall position and the inferiority of the opponents' values 

I. Lincoln Douglass Values Debate

A) Values: The morally guiding principle upon which your argument is based. The reason why you argue what you argue.

1. Each team should have 2-3 values; each value should be clearly defined in speech.
2. Sample values: Freedom of Religion, Freedom of Speech, Equality, Personal Liberty, Equal Opportunity

B) Argument: A reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong.

1. Each value should be supported by 1-2 arguments.
2. Sample argument: The use of race as a criteria for college admissions impedes racial progress by discouraging colorblindness and individualism.

C) Evidence: The constitutional, legal, statistical and anecdotal information used to support your team's position