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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?