United States History (Fusion)
11.7 Students analyze America's participation in World War II.
1. Analyze Roosevelt's foreign policy during World War II (e.g., Four Freedoms speech).
2. Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of
America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler's atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
In class this Week:
Monday- Finish Battles Presentations and view a few small videos
Tuesday- American Foreign Policy- FDR Four Freedom's Speech
Wednesday- Four Freedom's Analysis and Effect on Domestic Policy
Thursday- Finish Four Freedom's Project- Essay
Friday- Rosy the Riveter and Women in the War
Homework This Week:
Finish Learning Guide #4 (analyze 4 Freedoms Speech) if we don't finish in class.
Moodle Post- Expand our understanding of American Internment Camps. Link a video, text, or pictures here. Explain what the resources is and what we will learn by viewing or reading about it.
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- Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).
- Explain Theodore Roosevelt's Big Stick diplomacy, William Taft's Dollar Diplomacy, and Woodrow Wilson's Moral Diplomacy, drawing on relevant speeches.
Monday- Progressive Movement and Legislation Group Activity
Tuesday- Progressive Presidents Mini-Lesson and Imperialism/Progressives Quiz
Wednesday- Progressive Presidents Activity
Thursday- Progressives Video and Final Review
Friday- Progress Review Game and Final Review
Homework
Not yet determined
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US History
This week we will concentrate primarily on reviewing semester one in preparation for Thursday's final.
Monday- U.S. in WWI Mini-Lesson (Study Guide and PowerPoints on website)
Tuesday- Final Review Game
Wednesday- Final Review
Thursday- U.S. History Test/Final
Friday- Return final and Movie
Homework
Finish Progressive President Assignment (assigned Friday)- Due Tuesday
Final Study Guide- Due Thusday
Moodle Post- What is the most important thing you have learned in US History this semester? It may be academic, or it may be something else. Also thank someone for their contribution(s) to the class. This could be someone who generally makes the class better, or it could be someone who has helped you to better understand US History. This could be a friend, the teacher, or any other person in your class.
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The Roaring 20s
California State Standards
11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
1. Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.
2. Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey's "back-to-Africa" movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.
3. Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
4. Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
5. Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).
6. Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.
7. Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.
In class this Week:
Tuesday- Welcome Back Charades, Introduce Roaring 20's Unit (Learning Guide and A Day in the Life Project)
Wednesday- Mini Lesson- Roaring 20's (Republican Presidents)
Thursday- Work on Learning Guide and a Day in the Life Group Project
Friday- Quiz (Republican Presidents) and A Day in the Life Group Project
Homework This Week:
Chapter 11 Sections 1 and 2 on the Learning Guide (Due Friday)
Moodle Post- Compare life in the 1920's to today- how are they similar and how are they different?
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California State Standards
11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
1. Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.
2. Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey's "back-to-Africa" movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.
3. Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
4. Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
5. Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).
6. Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.
7. Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.
In class this Week:
Monday- Multimedia Lesson- Roaring Twenties (Society and Arts)
Tuesday- Work on Learning Guide and a Day in the Life Group Project
Wednesday- Simulation
Thursday- Work on Learning Guide and a Day in the Life Group Project
Friday- Quiz (Society and the Arts) and Computer Lab
Homework This Week:
Chapter 11 Sections 3 and 4 on the Learning Guide (Due Friday)
Moodle Post- Choose a favorite artist of the 1920's (visual, performing or entertainment) and share a brief biography with us. Also include a link to a video, visual, or site that will give us more information if we want it.
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California State Standards
11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
1. Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.
2. Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey's "back-to-Africa" movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.
3. Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
4. Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
5. Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).
6. Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.
7. Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.
In class this Week:
Monday- MLK Birthday- No School
Tuesday- A Day in the Life Group Project Presentations
Wednesday- Multi-Media Lesson- Culture Clash
Thursday- Review for Test- Game
Friday- Roaring 20's Unit Test
Homework This Week:
Chapter 11 Section 5 on the Learning Guide (Due Friday)
No Moodle Post- Test Week
All late, missing, and incomplete work for the unit is due on Friday at the time of the test.
Test Study Guide (extra credit) Due Friday at time of test.
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United States History- Fusion
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11.6
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Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
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11.6.1
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Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.
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11.6.2
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Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.
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11.6.3
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Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.
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In class this Week:
Monday- Return Roaring Twenties Test, Debrief Unit and Frontload the Great Depression. Introduce Document Based Question
Tuesday- Multi-Media Presentation- Causes of the Great Depression
Wednesday- Great Depression Simulation
Thursday- Great Depression Simulation
Friday- Introduce Unit Project, Quiz on Causes of the Great Depression, and Moodle (Computer Lab)
Homework This Week:
DBQ- Due Dates to be determined.
No Moodle Post- Which cause of the Great Depression do you believe was the most significant. Support your opinion with facts from the reading, class, or research. (Due Sunday)
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United States History- Fusion
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11.6
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Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
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11.6.1
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Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.
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11.6.2
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Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.
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11.6.3
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Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.
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In class this Week:
Monday- Return/Review Great Depression Quizzes- Continue Great Depression Simulation
Tuesday- (Computer Lab) Multi-Media Project- Great Depression
Wednesday- Great Depression Multi-Media Lesson and DBQ
Thursday- Open Day- DBQ, Multi-media Projects, other(Computers in Classroom)
Friday- DBQ, Multi-media Projects, Moodle, Quiz (Computer Lab)
Homework This Week:
DBQ- Graphic Organizer Due Friday (Feb. 3rd), Essay due next Friday (Feb. 10th)
Moodle Post- Which of FDR's New Deal Programs do you think did the most for the American people during the Great Depression?
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United States History- Fusion
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11.6
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Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
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11.6.1
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Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.
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11.6.2
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Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.
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11.6.3
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Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.
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In class this Week:
Monday- Return/Review Great Depression Quizzes- Effects of the New Deal Presentation
Tuesday- DBQ and Multi-Media Project- Great Depression
Wednesday- DBQ Essay Intro. Paragraph and Rubric
Thursday- DBQ Essay Paragraphs 2-3, Multi-media Projects
Friday- DBQ Essay Paragraphs 2-3, Multi-media Projects
Homework This Week:
DBQ- Graphic Organizer and Essay Rough Draft- All Due Friday
Great Depression Multi-Media Projects (Presentations Ready to begin by Friday)
Moodle Post- How did the New Deal fundamentally change the role of government in the lives of Americans? In your judgment, has this change been good for Americans or not? Explain.
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United States History- Fusion
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11.6
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Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
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11.6.1
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Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.
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11.6.2
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Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.
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11.6.3
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Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.
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In class this Week:
Monday- Computer Lab-DBQ (word process) and Multi-Media Project- Great Depression
Tuesday- Computer Lab-DBQ (word process) and Multi-Media Project- Great Depression
Wednesday- Multi-Media Project- Great Depression (present in class)
Thursday- Multi-Media Project- Great Depression (present in class)
Friday- No School-President's Day
Homework This Week:
DBQ- Final Draft Due Friday
Great Depression Multi-Media Projects (Presentations Ready to begin by Friday)
Moodle Post- No Moodle Post this week- work on your DBQ final draft.
All late, missing and incomplete work for the unit is due on Friday.
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11.7 Students analyze America's participation in World War II.
1. Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.
2. Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
3. Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).
4. Analyze Roosevelt's foreign policy during World War II (e.g., Four Freedoms speech).
5. Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of
America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler's atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
6. Describe major developments in aviation, weaponry, communication, and medicine and the war's impact on the location of American industry and use of resources.
7. Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).
8. Analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the war and the importance of a rebuilt Europe to the U.S. economy.
In class this Week:
Monday- No School
Tuesday- Return Quiz and DBQ Essay -Great Depression Unit Evaluation
Wednesday- WWII Unit Introduction and Learning Guide
Thursday- Years Between the Wars/US Entry
Friday- WWII
Homework This Week:
Learning Guide #2 and #3
Moodle Post- Some argue that the United States lured Japan into war. What evidence would they use to make that argument? (Pg. 434-435)
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11.7 Students analyze America's participation in World War II.
1. Describe major developments in aviation, weaponry, communication, and medicine and the war's impact on the location of American industry and use of resources.
2. Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).
In class this Week:
Monday- Review/Preview and Return Essays. Rosy the Riveter
Tuesday- Total War and the War Economy
Wednesday- Atomic Bomb Lesson
Thursday- Atomic Bomb Lesson
Friday- Atomic Bomb Lesson and Quiz
Homework This Week:
To be determined- see the Learning Guide for Details
Moodle Post- Did Truman make the correct choice when he decided to use the atomic bombs on Nagasaki and Hiroshima? Explain. Discuss the consequences of that decision. (due Sunday)
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United States History (Fusion)
11.7 Students analyze America's participation in World War II.
1. Analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the war and the importance of a rebuilt Europe to the U.S. economy.
In class this Week:
Monday- Schedule Classes for Next Year
Tuesday- Marshall Plan Multi-Media Lesson
Wednesday- Test Review Game
Thursday- WWII Test and Study Guides Due
Friday- WWII Unit Evaluation and handout Cold War Study Guide
Homework This Week:
All late, missing and recycled work for the unit is due (Thursday)
Moodle Post- No Moodle Post (Test Week)
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11.9 Students analyze U.S. foreign policy since World War II.
1. Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.
2. Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.
3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following:
• The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting
• The Truman Doctrine
• The Berlin Blockade
• The Korean War
• The Bay of Pigs invasion and the Cuban Missile Crisis
• Atomic testing in the American West, the "mutual assured destruction" doctrine, and disarmament policies
• The Vietnam War
• Latin American policy
• 4. List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the "nuclear freeze" movement).
• 5. Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.
• 6. Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War.
• 7. Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.
In Class this Week:
Monday- Frontload Cold War Unit/ Intro. Project
Tuesday- Meet with counselors/Learning Guide
Wednesday- Cold War Project
Thursday- Cold War Project
Friday- Berlin Airlift Simulation
Homework This Week:
Cold War Learning Guide Chapter 18 Section 1 (Due Tuesday)
Cold War Learning Guide Chapter 18 Section 2 (Due Friday)
Moodle Post- Who was more responsible for beginning the Cold War, Russia or the United States? Explain.
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United States History (Fusion)
California State Standards
11.9 Students analyze U.S. foreign policy since World War II.
1. Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.
2. Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.
3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following:
• The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting
• The Truman Doctrine
• The Berlin Blockade
• The Korean War
• The Bay of Pigs invasion and the Cuban Missile Crisis
• Atomic testing in the American West, the "mutual assured destruction" doctrine, and disarmament policies
• The Vietnam War
• Latin American policy
• 4. List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the "nuclear freeze" movement).
• 5. Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.
• 6. Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War.
• 7. Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.
In Class this Week:
Monday- Learning Guide Frontload
Tuesday- Multi-Media Presentation and Video Clip
Wednesday- Cold War Project and Learning Guide and Moodle Post
Thursday- Cold War Simulation
Friday- Cold War Quiz and Simile Share/Evaluation
Homework This Week:
Chapter 16 Section 2 "The Cold War Abroad and at Home" Pgs. 492-499 Due Tuesday 3-27
Chapter 16 Section 3 "The Cold War Expands" Pgs. 500-506 Due Friday 3-30
2. Moodle Post- Discuss one of the following organizations and explain how it shaped Europe and helped maintain peace and order. (United Nations and the International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT). (Due Sunday April 8)
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11.9 Students analyze U.S. foreign policy since World War II.
1. Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.
2. Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.
3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following:
• The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting
• The Truman Doctrine
• The Berlin Blockade
• The Korean War
• The Bay of Pigs invasion and the Cuban Missile Crisis
• Atomic testing in the American West, the "mutual assured destruction" doctrine, and disarmament policies
• The Vietnam War
• Latin American policy
4. List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the "nuclear freeze" movement).
5. Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.
6. Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War.
7. Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.
In Class this Week:
Monday- Review/Preview and Return Quizzes/Introduce Learning Guide
Tuesday- Cold War Multi-Media Presentation
Wednesday- Cold War Temperature Activity
Thursday- Cold War Temperature Activity
Friday- Cold War Blacklist Simulation
Homework This Week:
2. Moodle Post- How did the West win the Cold War and what role did the Reagan administration play in the victory? (Due Sunday April 15)
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In Class this Week:
Monday- STAR Test Review
Tuesday/Wednesday- STAR Test Review
Thursday- STAR TEST- History Section 1
Friday- STAR TEST- History Section 2
Homework This Week:
Moodle Post- No Moodle Post this week- STAR TESTING
All late, missing and incomplete work semester two is due on Monday, April 30th.
STAR testing begins this week and the history tests are on Thursday (19th) and Friday.
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United States History (Fusion)
11.9 Students analyze U.S. foreign policy since World War II.
1. Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.
2. Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.
3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following:
• The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting
• The Truman Doctrine
• The Berlin Blockade
• The Korean War
• The Bay of Pigs invasion and the Cuban Missile Crisis
• Atomic testing in the American West, the "mutual assured destruction" doctrine, and disarmament policies
• The Vietnam War
• Latin American policy
• 4. List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the "nuclear freeze" movement).
• 5. Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.
• 6. Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War.
• 7. Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.
In Class this Week:
Monday- Vietnam War Veteran Guest Speaker
Tuesday- Cold War Music Analysis
Wednesday- Post WWII Foreign Policy Unit Test Review Game
Thursday- Post WWII Foreign Policy Unit Test
Friday- Return M/C Portion of Test and Debrief Unit- Computer Cart for Make-Up Moodle Posts
Homework This Week:
Post WWII Foreign Policy Study Guide- Due Thursday at the time of the test.
Moodle Post- No Moodle Post this week- Unit Test
All late, missing and incomplete work semester two is due on Monday, April 30th.
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11.10 Students analyze the development of federal civil rights and voting rights.
1. Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt's ban on racial discrimination in defense industries in 1941, and how African Americans' service in World War II produced a stimulus for President Truman's decision to end segregation in the armed forces in 1948.
2. Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
3. Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.'s "Letter from Birmingham Jail" and "I Have a Dream" speech.
5. Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
6. Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
7. Analyze the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.
In Class this Week:
Monday- Civil Rights DBQ
Tuesday- Civil Rights Video and Analysis
Wednesday- Computer Lab- Rough Draft of DBQ Essay
Thursday- Civil Rights Simulation- Sit Ins
Friday- Computer Lab- Final Draft of DBQ Essay
Homework This Week:
Work on DBQ and essay as much as needed to finish the rough on Wednesday and final on Friday
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United States History (Fusion)
11.10 Students analyze the development of federal civil rights and voting rights.
1. Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt's ban on racial discrimination in defense industries in 1941, and how African Americans' service in World War II produced a stimulus for President Truman's decision to end segregation in the armed forces in 1948.
2. Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
3. Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.'s "Letter from Birmingham Jail" and "I Have a Dream" speech.
5. Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
6. Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
7. Analyze the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.
In Class this Week:
Monday- Civil Rights Research
Tuesday- Civil Rights Video
Wednesday- Civil Rights Video
Thursday- Civil Rights Video
Friday- Computer Lab- Civil Rights Research/Presentation
Homework This Week:
Research- Civil Right Research Project- Work on your Civil Rights Project Presentations
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11.10 Students analyze the development of federal civil rights and voting rights.
1. Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt's ban on racial discrimination in defense industries in 1941, and how African Americans' service in World War II produced a stimulus for President Truman's decision to end segregation in the armed forces in 1948.
2. Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
3. Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.'s "Letter from Birmingham Jail" and "I Have a Dream" speech.
5. Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
6. Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
7. Analyze the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.
In Class this Week:
Monday- Civil Rights Presentations/Final Review Games
Tuesday- Civil Rights Presentations/Final Review Games
Wednesday- Final Test/Celebration
Thursday- Final Test/Celebration
Homework This Week:
Prepare for Civil Rights Project Presentations and Study for final
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