Democratizing Twentieth Century - Final

You may bring notebooks, but not share. 

 

NATO

Warsaw Pact

Allies

Axis

WWII

Cold War

open door policy of equal access

Atlantic Charter

Taft-Hartley Act

Nuremberg Trials

Yalta Conference

Chiang Kai-shek

Mao Zedong

John L. Lewis

Joseph McCarthy

Walter White

W.E.B. DuBois

Franklin Roosevelt

Levittown

Harry Truman

Dwight Eisenhower

AFL-CIO

containment

Smith Act

George Wallace

Executive order 9066

CIA/covert action

Greek/Turkish uprisings

Marshall Plan

Joseph McCarthy

Bay of Pigs Invasion

Iron Curtain

Domino Theory

military industrial complex

ideological realignment

Julius/Ethel Rosenberg

Stokely Carmichael

Massive resistance

W. E. B. DuBois

Medgar Evers

Lyndon Johnson

John F. Kennedy

Richard Nixon

Dwight Eisenhower

Montgomery Bus Boycott

Young Lords Party

Jones Act

Pedro Albizo Campos

Commonwealth

Napalm

Ho Chi Minh

Dow Chemical Co

Urban Riots

University of Wisconsin, Madison

Pentagon Papers

Vietnam War

Saigon

Ngo Diem

National Liberation Front

Gulf of Tonkin Resolution

Mai Lai 4

Tet Offensive

Cambodia

Muhammad Ali

Draft

Anti-war movement

SDS

NAACP

SNCC

CORE

New York Radical Women

WITCH

NOW

Reproductive rights cases 

ERA

Our Bodies, Ourselves

Counter culture

New Left

Old Left

Covert action/CIA

Martin Luther King

Black Panther Party

Non-aligned nation

Little Rock, Arkansas

Tom Hayden

Caesar Chavez

Stonewall Riots

Civil Rights Act, 1964

Wounded Knee

Alcatraz Island 

Kent State Massacre

Poll tax/grandfather clause

Limited Test Ban Treaty

Mattachine Society

Daughter of Bilitis

Liberal Consensus

Betty Friedan

Gloria Steinam

Vietnam Veterans against the War

Vietnamization

Weathermen Undergound

 Lyndon Johnson

Watts, Los Angeles

black migration to the North

Julius Lester

urban riots, 1967

National Advisory Committee on Urban Disorders

"Black Power Movement"

Black Panthers

Vietnam War

King, FBI

COINTELPRO

"black capitalism"

 Massive Resistance

Gay Liberation Movement

Stonewall Uprising

Poly Govt Final Exam

Reagan: Foreign policy of, and military spending, Reaganomics, children of, as actor, as corporate spokesman, as governor of California, relationship w/Religious Right, legacy of     

Jimmy Carter

Mikhail Gorbachev

Sandra Day O’Connor

William F. Buckley

Lyndon Johnson

Russel Kirk

Franklin Roosevelt

Clarence Darrow

William Jennings Bryan

Thomas Jefferson

DC v Heller

McDonald v Chicago

Scottsboro Cases

Lawrence v Texas

Bowers v Harwick

Romer v Evans

Atkins v Va

Penry v Lynaugh

Gitlow v. New York

Marbury v. Madison

Dred Scott v. Sandford

Schenk v. United States

Brandenberg v Ohio

Zorach v Clauson

Slaughterhouse Cases 

Earls v. Bd of Ed

Barron v. Mayor of Baltimore

Zelman v. Simmons-Harris

Lemon v. Kurtzman

McCollum v. Board of Education

Everson v. Board of Education

Engle v. Vitale

Epperson v. Arkansas

WVA Board of Education v. Barnette

Minersville v. Gobitis

Schenk v U. S.

Marbury v Madison

Furman v Georgia

Gregg v Georgia

Gitlow v. New York

Edwards v Aguillard

Zelman v Simmons-Harris

Minersville v. Gobitis

Sherbert v Verner

Weeks v United States

United States v Santana

Boy Scouts of America v Dale

Miranda v. Arizona

Plessy v Ferguson

Bowers v Hardwick

Civil Rights Act of 1964

Butler Act

Missouri Compromise

Reconstruction Amendments

Voting Rights Act of 1965

Reagan - 1981 Economic Recovery Tax Act

14th amendment

Bill of Rights

Establishment Clause

Free Exercise Clause

Establishment / Free Exercise

Judicial Review, Types of

ACLU

voter identification

racial makeup of southern electorate

Great White Switch

Republican Revolution 1994

Nicaragua

Afghanistan

New Christian Right

Popularizer

Military industrial complex

Containment

philosophers, popularizers, philanthropists, and politicians

Keynesnian Economics
Milton Friedman 

Daisy Ad

Vietnam War

Watergate Scandal

6 Conservative principles

Executive, legislative, judicial branches (major powers of each)

Framers of the Constitution

States rights/state sovereignty

Earl Warren/Major Justices

You may bring your notebooks, but not share.

due process

equal protection

civil liberties

judicial review

Dangerous Tendencies Test/Clear and Present Danger

Imminent Lawless Action 

Writ of certiorari

“benevolent neutrality”

“child benefit theory”

Excessive Entanglement Standard

Compelling interest rule

Generally applicable law rule

balanced time

Compelling interest

Generally applicable

Exclusionary rule

Writ of certiorari

Released Time

overlapping jurisdiction

double jeopardy

change of venue
Present Supreme Court, chief justice  

Bill of Rights

operative/prefatory clause 

14th amendment

New Left Presentation Schedule

*Please make sure you have checked your presentation against the rubric. Do establish context by making connections to WWII and the Cold War? Do you explain what the New Left is? Do you have statistical and numerical evidence to support your claim and arguments? Do you have textual evidence, in the form of both primary and secondary sources? Have you checked your slides for errors in spelling, punctuation, capitalization?
 
**Please make sure you have checked, double checked, and TRIPLE CHECKED your technology. You will be using the projector and will be able to plug into speakers. Remember, youtube is not available on the schools server and sometimes other sites shut down videos unexpectedly. I advise you to download any clips you want to show. I would even advise you have a backup power point on a flash drive in case there are internet issues.

***Please make sure you have practiced your presentation several times in front of someone. Have you timed it?

****If you have any handouts for the audience, they should be sent to me by 11 pm on SATURDAY night. If not, you will have to make the photocopies yourselves.

8:55 - 9:45
LGBT Liberation Movement (Seniors)

9:50 - 10:35
Women's Liberation Movement (Seniors)

10:40 - 11:35
Antiwar Movement (Seniors)

11:40 - 12:25
Black Power Movement (Seniors)

12:30 - 1:15
Women's Liberation Movement (Juniors)

1:20 - 2:10
Puerto Rican and Chicano Movement (Seniors)

2:15 - 3:10 
LGBT Liberation Movement (Juniors)

3:15 - 4:05
** Extra Credit for students who attend this session
 Black Power Movement (Juniors)

4:10 - 5:00
 Puerto Rican and Chicano Movement (Juniors)
** Extra Credit for students who attend this session

5:00 - 5:50
Antiwar (Juniors)
** Extra Credit for students who attend this session

New Left Presentations

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.

Politics and Government - Homework - Due Friday, May 8

From each member:

Final draft of speech and/or questions, printed, and ready to present. Speeches can be printed and pasted on note cards if you prefer.

Debate Schedule - Monday, May 11

8:50 - 9:45

The death penalty is consistent with our constitution.


Affirmative: Andrea, Kaya, Kenneth
Negative: Summer, Osvaldo, Madison


9:45 - 10:40

The right to bear arms is an essential component of ordered liberty.

Affirmative: Sam, Quinn, Giancarlo
Negative: Ella, Sara, Sophia

10:40 - 11:35 

Government should improve educational opportunities for disadvantaged students by providing vouchers to attend private and parochial schools.

Affirmative: Jasmine, Ming, Carmen, Nhajee
Negative: Lisa, John, David, Anthony

11:35 - 12:30 

The death penalty is consistent with our constitution.

Affirmative: Isiah, Liam, Zoltan
Negative: Tabatha, Alena, Gabby

1:20 - 2:15 

That religious dress and symbols should be banned in public schools.

Affirmative: Fergus, Radhimir, Shahriyar
Negative: Karisa, Kasey, Stela

Democratizing Twentieth Century America - Homework - Due Tues, May 5

Read the following article and print if possible, take notes, and answer the following questions:

1 - Identify: Immigration and Nationality Act; why was it momentous and significant?

2 - Why/how are "We the People" of 2009 different from "We the People" previous generations?

3 - Discuss ethnic diversity in the Bronx.

4 - Discuss early 20th century immigration.

5 - Identify: McCarran-Walter Act

6 - Why did European emigration to the United States begin to decline after WWII?

7 - How are younger voters different from previous generation?

http://www.newsweek.com/voices-obamas-america-who-we-are-now-78523