Lesson on Friday, March 31, 2017

Aim: Identify causes for post-World War II prosperity and its effects on American society. 

Bell Ringer: Review EOC Review Packet pages 17-20

Objectives:

1. Students will compare the relative prosperity between different ethnic groups and social classes in the post-World War II period.

2. Students will examine the changing status of women in the United States from post-World War II to present.

Agenda:

1.    Bell Ringer (10 min)

2.    Review Attachment D

2. Reading: Read with the students Attachment E, “Social Critics of Popular “conformity.” Stop, discuss, and check for understanding during appropriate points in the reading.

3. Write an editorial from the perspective of a contemporary beatnik author (social critic or commentator). This assignment should be no longer than a page in length. Make sure that the topic of their editorial is germane to the nation, state, or community as a whole. Their thesis should be based on a controversial issue, one in which no clear solution exists (i.e. government dependence or fiscal responsibility, morality and political scandal, stem cell research, civil liberties or civil rights issues).

4. Finally, have students take the post-quiz associated with this lesson (see attachment G). Go over quiz with students and check for understanding as needed. Re-explain concepts not understood.

Home Learning: Complete “Social Critics of Popular Conformity” / 1 page paper: due Tuesday, April 4, 2017 (no late papers) (see #3 in the agenda above)

1st and 5th Periods

You will have a quiz tomorrow, Friday March 31, 2017 on all of the reading material that was given to you this week to read. BE PREPARED!

READ!!!

Lesson on Thursday, March 23, 2017

     Aim: How did the United States respond to the post-World War II geo-political climate? 

Bell Ringer: Review Journal 63

Objectives:

1. Students will examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact).   

2. Students will analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.

Agenda:

1.Bell Ringer (10 min) 

2.Who were the baby boomers?

2.YouTube: Vietnam War  

3.Journal 64 – In your own words explain how the Vietnam War was an extension of the Cold War.  (10 min)  (Keep in mind ‘Domino Theory’

4.Lesson Closure: Ask students to reflect on the essential question: What impact did President Truman’s foreign policy have on the United States and the world? President Eisenhower? President Kennedy? Use the Think-Pair-Share strategy to encourage class discussion in response to the question. Then have students individually respond to this final reflection question: Who do you think had the most successful foreign policy— Truman, Eisenhower, or Kennedy? Explain why.  

6.Cold War Exam (rest of class)

Home Learning: EOC Review Packet, pages 19-20 and your Cold War political cartoon is due on MONDAY! 

Test Tip

On the Cold War Exam, you will be asked to label on a map the following locations:

1. United States
2. Vietnam
3. Soviet Union
4. North Korea
5. Cuba
6. Britain

Lesson on Wednesday, March 22, 2017

Aim: Why did the Russians pull their missiles out of Cuba?

Bell Ringer: Review Attachment B, p.4-8

Objectives:

1. Students will examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact).

2. Students will analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.

Agenda:

1. Bell Ringer (10/15 min)

2. Cuban Missile Crisis: Introduction - Review what students have already learned about the Cold War and explain that it continued for decades.
In 1959, Cuba became a Communist country, led by Fidel Castro. This development brought the Cold War close to home because Cuba is 90 miles off the coast of Florida (you might want to point this out on a map).
John F. Kennedy was elected president in 1960 and oversaw two major events that involved Cuba: 1) the Bay of Pigs invasion; 2) the Cuban Missile Crisis.

3. Play United Streaming Video Segment: The “Hour of Maximum Danger”- http://player.discoveryeducation.com/index.cfm?guidAssetId=29DCDDD5- 57CA-4660-96AC-E34EBCEEA4E5&blnFromSearch=1&productcode=US
Have students answer the following questions:
• According to the video, why did the Russians pull the missiles out of Cuba?
• What do you think they mean by “delicate, behind-the-scenes negotiations?” Today we’re going to look at some of those “delicate” negotiations.

4. Hand out Cuban Missile Crisis Documents A-C and Guiding Questions. Students should answer the questions in pairs.

5. Debrief:
• According to these documents, what deal did the U.S. strike with the U.S.S.R.?
• Why was this deal kept secret?
• Is this deal mentioned in the classroom textbook?
• Why might the textbook not have mentioned this deal?
• Who seems more scared or on the defensive in this documents?
• What does this event show you about how people felt during the Cold War?

Home Learning:

Journal 63 – Choose a "Debrief" question.

Complete questions on Documents A-C

Study for tomorrow's Cold War Exam (Use Attachment B as a study guide)

Lesson on Tuesday, March 21, 2017

Aim: How did the United States respond to the post-World War II geo-political climate?

Bell Ringer: Review Journal 62

Objectives:

1. Students will examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact).

2. Students will analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.

Agenda:

1. Bell Ringer (5 min)

2.  Review Attachment B, pages 5-6

3. Activity: Randomly assign students one of the following key terms: Bay of Pigs Invasion; Cuban Missile Crisis; Berlin Wall; Peace Corps; Alliance for Progress; Central Intelligence Agency; Sputnik; U-2 Incident. Have them use information from their textbooks, class notes, or online resources to create a “who-what-when-where-why” poster illustrating their term. Posters should include the key term in BOLD letters, WHO was involved, WHAT the term means, WHEN it occurred or began, WHERE it is located, and WHY the event happened or WHY the organization was created. Posters should include visual appeal and key bullet points.

4. Introduce your terms to each other and explain to one another how they relate to the Cold War. (30 min)

5. Complete the note-taking guide (Attachment B, p. 7-8) using their textbooks (McGraw-Hill United States History & Geography pp. 318-326), online resources, or class notes as appropriate. Teachers may want to guide students through completing the notes, have students work in small groups, or assign students to complete notes independently. (rest of class)

Home Learning:

1. Complete Attachment B, p. 7-8

2. EOC Review Packet, pages 17-18 (Thursday)

Lesson on Monday, March 20, 2017

Aim: How did the United States respond to the post-World War II geo-political climate?

Bell Ringer: BP: Communism

Objectives:

1. Students will examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact).

2. Students analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.

Agenda:

1.    Bell Ringer (5 min)

2.    Collect Korean War Movie Poster

2. Complete the note-taking guide (Attachment B, p. 4-6) using your textbooks (McGraw-Hill United States History & Geography pp. 318-326), online resources, or class notes as appropriate. (15 min)

3. Activity: Give small groups of students one of the Herb Block political cartoons reflecting the era of McCarthyism (Attachment F) and a copy of the Library of Congress Political Cartoon Analysis tool (Attachment G). Use the Observe-ReflectQuestion protocol outlined in the analysis tool to develop an understanding of your cartoon and then share your analysis with the class.

4. Create your own political cartoon based on one of the concepts related to the Red Scare (or another topic from this unit such as Communism v. Capitalism, Truman’s foreign policies, or the Korean War). (rest of class)

Home Learning:

Journal 62 – What is the difference between Communism and Capitalism?  

EOC Review Packet pages 17 and 18 / due: Thursday

Lesson on Friday, March 17, 2017

 Aim: What were the causes of the Korean War?

Bell Ringer: the Civil War was fought in…. (years)

Objectives:

1. Students will examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact).

2. Students will analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.

Agenda:

1.     Bell Ringer (5 min)

2.     Complete Cold War Human Timeline (10 min)

3.     Have students complete the note-taking guide (Attachment B, p. 4) using their textbooks (McGraw-Hill United States History & Geography pp. 318-326), online resources, or class notes as appropriate. Teachers may want to guide students through completing the notes, have students work in small groups, or assign students to complete notes independently.

4.     Show the Crash Course US History video clip about the Korean War: https://www.youtube.com/watch?v=Y2IcmLkuhG0 , stopping at 4:18. Before viewing, ask students to focus on this question:

According to the video, what impact did the Korean War have? Discuss responses as a class.

5.     Review anticipation guide (Attachment D) questions to check for learning. Ask students to reflect on what they have learned so far in this unit.

6.     Activity: Have students create a movie poster based on Communism in Asia during the early Cold War or the Korean War. Assignment details, including poster requirements and a rubric for grading, can be found in Attachment E.

Home Learning: Korean War Movie Poster Assignment

Lesson on Wednesday, March 15, 2017

Aim: How did the United States respond to the post-World War II geo-political climate?

Bell Ringer: Review EOC Review Packet

Objectives:

1. Students will examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact).

2. Students will analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.

Agenda:

1. Bell Ringer (10 min)
2. Activity: Participate in a “human timeline” of the major events of the early Cold War. Assign individuals or pairs of students an event to represent on the timeline, and give students time to prepare their timeline presentation – each should prepare a written description of their event and find or draw a picture to represent it.

Build the timeline in the classroom by having students line up in order (a U-shape or circle may work best). Finally, have each student or pair present their information in order. Detailed instructions for using this teaching strategy can be found here: https://www.facinghistory.org/for-educators/educator-resources/teachingstrategy/human-timeline.

Suggested events to include:
o Yalta Conference
O Dumbarton Oaks Conference
o Potsdam Conference
o “Iron Curtain” speech
o Long Telegram
o Truman Doctrine
o Marshall Plan
o Creation of “West Germany”
o Berlin blockade
o Berlin Airlift
o Formation of NATO
o Warsaw Pact
3. Grade Journals 51-60



Home Learning: Attachment D "What Do You Know About the Korean War?

Lesson on Tuesday, March 14, 2017

I was late! My apologies. You should have submitted "Iron Curtain" and "Novikov Telegram" questions and hypothesis in to me. NO LATE WORK ALLOWED. Be prepared to discuss this assignment. If you copied the answers from someone else, then make sure you read those documents tonight.

Also, have pages 14 and 15 of the EOC Review Packet complete!

Journals 51-60 complete!

Lesson on Monday, March 13, 2017

Aim: Who was primarily responsible for the Cold War: The U.S. or the Soviet Union?

Bell Ringer: Journal 61 – Choose two early events of the Cold War and describe how these events contributed to the start of the Cold War. Use Attachment B-3

Objectives:

1. Students will examine causes, course, and consequences of the early yea rs of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact).

2. Students will analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.

Agenda:

1. Bell Ringer (10 min)
2. Review journals 60 and 61 (10 min)
3. Do Now: What do you remember about the Cold War from 10th grade history?
4. IMPORTANT TO REVIEW:
• Differences between Communism and Capitalism.
• US and Soviet Union were on   the same side in WWII.
• After WWII, Europe was in ruins and former colonial empires were crumbling. This set the scene for increased competition between the two superpowers, the U.S. and the U.S.S.R.
• The Soviet Red Army remained in Eastern Europe after the war, which led to the Soviet Bloc. At the same time, the United States developed policies of containment – in particular, the Truman Doctrine and the Marshall Plan.

5. Timeline and PowerPoint Lecture
A. Hand out Cold War timeline and lead students through it using PowerPoint slides to draw attention to key events:
• Slide #1: The Iron Curtain Speech
• Slide #2: The Truman Doctrine
• Slide #3: The Marshall Plan
• Slide #4: NATO and Warsaw Pact
• Slide #5: Introduce question of the day:
Who was primarily responsible for the Cold War - The United States or the Soviet Union? Over the past decades historians have disagreed over this question. Today, we are going to look closely at some Cold War documents in order to address the question for ourselves.
6. Pass out Documents A and B along with Guiding Questions. Students read documents, answer questions, and record their initial hypothesis regarding the central historical question.
7. Share out answers and discuss.
8. Pass out documents C and D. Students read documents, answer questions, and record their second hypothesis.
9. Share out answers and discuss.
Whole class discussion:
• Who was primarily responsible for the start of the Cold War? What evidence do you have to support your claim?
• Which of these documents do you believe is most trustworthy? Why? • Did anyone’s hypothesis change? How and why?
• What other evidence would you need to strengthen your claim?



Home Learning: EOC Review Packet pages 14 and 15 / Journals 51-60 will be graded tomorrow.

Lesson on Friday, March 10, 2017

Aim: How did the United States respond to the post-World War II geo-political climate?

Bell Ringer: BP: Cold War / Complete BP handout (vocabulary)

Objectives:

1. Students will examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact).

2. Students will analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.

Agenda:

1. Bell Ringer (10 min)

2. Review J59 (5 min)

3. Complete the note-taking guide (Attachment B, pp. 1-3) using their textbooks (McGraw-Hill United States History & Geography pp. 318-326), online resources, or class notes as appropriate.

Home Learning: Journal 60 – Describe what happened at the three conferences after WWII. Use Attachment B-2

Lesson on Thursday, March 9, 2017

Aim: How did the United States respond to the post-World War II geo-political climate?

Bell Ringer: Review EOC Review Packet pages 13 and 14

Objectives:
1. Students will examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact). ·
2. Students will analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.

Agenda:

1. Bell Ringer (10 min)

2. Grade and review WWII Exam (15 min)

3. Update portfolios (10 min)

4. Lesson Opening: Introduce students to the topic of the Cold War by asking them what they think the term “Cold War” means. How is a “cold” war different from a regular war? Then, show the political cartoon depicting Truman and Stalin engaged in a chess match (Attachment A) and ask students to think about what the cartoon tells them about the Cold War era. Finally, ask students to brainstorm what they already know about the Cold War. (5 min)

5. Preview Chapter 13, Lesson 1 “The Origins of the Cold War” and Lesson 2 “The Early Cold War Years” in McGraw-Hill United States & Geography, pp. 318-326 by guiding students through a picture-walk of the sections. Use the following questions as a guide:

· Examine the map on p. 319:

o What happened to Germany after World War II?

o Which countries occupied Germany after World War II?

o In what zone was Berlin, the capital of Germany, located in 1945? Why is this location significant?

· Examine the picture on p. 320 and read the caption:

o Who were the “Big Three”? Why do you think they had this nickname?

o What are the expressions / demeanor of the men in the photograph? Why do you think they look this way?

· Examine the map on p. 322:

o What do the symbols in the map key represent?

o Where was the “iron curtain” located? Which countries were located to the east/west of the iron curtain? Why do you think the term “iron curtain” is used to describe the border between these countries?

O How did the amount of territory controlled by the Soviets compare with that of the rest of Europe?

· Examine the graph on p. 325:

o Which country received the most aid through the Marshall Plan? Approximately how much did they receive?

o What do the countries that received Marshall Plan aid have in common? Where are they located? Which European countries did not receive aid? Why is this significant?

· Examine the map on p. 327 and read the caption:

o Which countries are members of NATO, as indicated by the map?

o Which countries on the map would have likely been members of the Warsaw Pact? (rest of class)

Home Learning: Journal 59 - How is a “cold” war different from a regular war?

Lesson on Wednesday, March 8, 2017

Aim: How did domestic and foreign political actions contribute to the causes, course and consequences of World War II?

Bell Ringer: Review Attachment F questions.

Objectives:

1. Students will describe the United States' response in the early years of World War II (Neutrality Acts, Cash and Carry, Lend Lease Act)

2. Students will explain the impact of World War II on domestic government policy.

Agenda:

1. Bell Ringer (10 min)

2. BP: WWII Causes and WWII (10 min) / List the 4 causes of WWII, and define Blietzkrieg, Luftwaffe, RAF. List the 3 theaters of WWII, D-Day.

3. WWII Exam (rest of class)

Home Learning: EOC Review Packet pages 13 and 14. 

WORLD WAR 2 STUDY GUIDE

Please research the following topics that will be covered on the exam tomorrow:

1. Name of the British air force
2. The secret agreement between Germany and Russia to not attack each other
3, The unification of Germany and Austria
4. Definition of Blitzkrieg
5. Another name for the Nazi Party
6 . The German air force
7. The agreement that ended WWI and punished Germany harshly
8. Definition of Anschluss
9. What reasons did Hitler give for the people to elect him?
10. Inflation in Germany during WWII
11. Annexation of Sudetenland
12. Event when WWII officially started
13. Who won the Battle of Britain?
14. Why did Japan invade China?
15. The Rape of Nanking AKA Nanking Massacre
16. Why did Japan attack Pearl Harbor?
17. D-Day refers to the American invasion of....
18. What was the "final solution"?
19. Navajo code talkers (not covered in class)
20. Japanese American internment during WWII
21. Strategy of Island hopping in the Pacific (not covered in class)

Below is the exact questions that you will see tomorrow for your short answer response, be PREPARED!

PART D: Short Answer Response

Short Answer: Answer the following questions in complete sentences (6 points each):

1. Explain how Hitler’s actions between 1933-1939, and Britain and France’s policy of appeasement, led to WWII

2. What was the holocaust? What groups were targeted? Were those responsible ever prosecuted?

3. Should the United States have dropped atom bombs on Hiroshima and Nagasaki? Use your pros and cons t-chart to construct a valid argument.  

Lesson on Tuesday, March 7, 2017

Aim: Should the United States have used the atomic bomb against Japan during WWII?

Bell Ringer: The Holocaust Questions

Objectives:

1. Students will describe the United States' response in the early years of World War II (Neutrality Acts, Cash and Carry, Lend Lease Act)

2. Students will explain the impact of World War II on domestic government policy.

Agenda:

1. Bell Ringer(10 min)

2. Collect Propaganda Posters

3. Read History of US V9.

4. Activity: Have students work with a partner to categorize arguments about the use of the atomic bomb as either “pro” or “con” (Attachment G). Then have them decide for themselves which side they are on and respond in writing to the question: Should the United States have used the atomic bomb against Japan during World War II? (rest of class) 

5. Assign Attachment F questions to complete for HW

Home Learning: Answer questions in Attachment F / review the WWI study guide below

Lesson on Monday, March 6, 2017

Aim: How did domestic and foreign political actions contribute to the causes, course and consequences of World War II?

Bell Ringer: Bell Ringer: Think-Pair-Share (Japanese Internment Graphic
Organizer questions)

Objectives:

1. Students will describe the United States' response in the early years of World War II (Neutrality Acts, Cash and Carry, Lend Lease Act)

2. Students will explain the impact of World War II on domestic government policy.

Agenda:

1. Bell Ringer (15 min)

2. Have students explore the propaganda posters found in the National Archives collection (http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_home.html). Then have students work in groups to create a propaganda poster related to one of the following topics:

o The role of women

o Building the military

o Rationing & conservation of materials

o “Four Freedoms”

o War bonds

o Promoting anti-German or anti-Japanese sentiment (rest of class)

Home Learning: Complete WWII Propaganda Poster and
 Complete "The Holocaust Questions"

Lesson on Friday, March 3, 2017

Aim: Why were Japanese Americans interned during World War II?

Bell Ringer: Focus Activity: Pass out Timeline and review the major events. Today, we will look at documents that address the question: Why were Japanese Americans interned during World War II?

Objectives:

1. Students will examine efforts to expand or contract rights for various populations during WWII.

2. Students will explain the impact of WWII on domestic government policy.

Agenda:

1. Bell Ringer (10 min)

2. Begin Inquiry Round One: • Students watch Document A, a government film on internment, and complete the corresponding section of the Graphic Organizer The film is available at http://www.archive.org/details/Japanese1943

• Students fill in Graphic Organizer for Government Newsreel Important: This newsreel was made by the government sometime in the middle of 1942 to explain its reasons and strategies for interning Japanese Americans. This was before television was widespread, and long before personal computers and the Internet!

3. Share out Hypothesis 1. Discussion:
• What were some of the reasons for internment offered in the newsreel?
• How does the newsreel portray internment? Is portrayed as positive or negative?
• Who do you think the audience was for this newsreel?

4. Begin Inquiry Round Two: Hand out Documents B and C. In pairs, students read documents and complete the corresponding sections of the Graphic Organizer.

5. Share out Hypothesis 2. Discussion:
• Has anyone’s hypothesis changed? Why or why not?
• Do you find these documents more or less trustworthy than the government newsreel? Why or why not?
• Why is the date of the Munson report important? 

STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu

6. Begin Inquiry Round Three: Hand out Documents D and E. In pairs, students read documents and complete the corresponding sections of the Graphic Organizer.
7. Share out Final Hypotheses.
8. Discussion:
• Which of these documents do you think has a more reliable explanation of internment of Japanese Americans? Why? 
• Why were Japanese Americans interned during World War II? Ask students to point to evidence in the documents to support their answers.



HW: COMPLETE JAPANESE ASSIGNMENT

Lesson on Thursday, March 2, 2017

Aim: How did domestic and foreign political actions contribute to the causes, course and consequences of World War II?

Bell Ringer: review Journal 58

Objectives:

1. Students will describe the United States' response in the early years of World War II (Neutrality Acts, Cash and Carry, Lend Lease Act)

2. Students will explain the impact of World War II on domestic government policy.

Agenda:

1.Bell Ringer (10 min)

2.Review and collect WWII History Lab thesis.

3.Complete the note-taking guide (Attachment D, pp. 3-6) using their textbook (McGraw-Hill United States History & Geography pp. 273-313) (rest of class)

Home Learning: Complete Pacific/Europe timeline / EOC Review pages 11 and 12. 

Lesson on Wednesday, March 1, 2017

Aim: How did domestic and foreign political actions contribute to the causes, course and consequences of World War II?

Bell Ringer: Stamp and review Journal 58.

Objectives:

1. Students will describe the United States' response in the early years of World War II (Neutrality Acts, Cash and Carry, Lend Lease Act)

2. Students will explain the impact of World War II on domestic government policy.

Agenda:

1.     Bell Ringer (5 min)

2.     Complete Attachment D (divide between students) (20 min)

3.     WWII History Lab (as a class)

4.     Create an illustrated timeline of major events of World War II in either the Europe or the Pacific. Timelines should include the name of the event, the date, and a brief description of the event. In addition, create pictures or symbols to represent at least 3 of the events. Some suggested events to include:

Europe

o Germany invades Poland

o Battle of Britain

o V-E Day

o Battle of the Bulge

o D-Day

o Britain and France declare war

o US troops arrive in Europe

o Battle of Stalingrad

Pacific

o Pearl Harbor

o V-J Day

o Battle of the Coral Sea

o Battle of Iwo Jima

o Battle of Midway

o Battle of Okinawa

o Dropping atomic bombs on Hiroshima & Nagasaki

o Japan’s invasion of Manchuria

Home Learning: WWII History Lab thesis statement. Use the sources below to write your thesis statement. Don't forget to cite at least two sources. 

Source 1 – Political Cartoon by Dr. Seuss, 1941

Source 2 – Photo of the aftermath of Germany’s bombing of London, 1940

Source 3 – American propaganda poster created in 1943

Source 4 – Map of Europe showing German expansion as of 1942