Lesson on Tuesday, April 18, 2017

Aim: How was Cold War policy shaped by the Civil Rights Movement?

Bell Ringer: Review/grade 1960s Era Presidents Quiz

Objectives:

1. SS.912.A.7.4-Modern United States: Global Leadership and Domestic Issues: Evaluating the success of the 1960s-era presidents’ foreign and domestic policies.

2. SS.912.A.7.10: Analyze the significance of Vietnam and Watergate on the government and people of the United States.

3. SS.912.A.7.13: Analyze the attempts to extend New Deal legislation through the Great Society and the successes and failures of these programs to promote social and economic stability.

4. SS.912.A.7.17: Examine key events and key people in Florida history as they relate to United States history.

Agenda:

1. Bell Ringer (10 min)

2. Review journals (10 min)

3. Journal 72 -How did the Civil Rights movement in the U.S. contribute to the Cold War anti-Communist mission?

4. Journal 73 -How did the Cold War help further the Civil Rights movement in the United States?

5. Journal 74 -What methods did the United States use to control its image abroad?

6. Journal 75 -What was the relationship between the United States’ civil rights record and its Cold War objectives?

7. After completing the post-quiz and reviewing it with students, The teacher will explain how Cold War foreign policy was shaped by the Civil Rights movement and visa versa. Read Attachment G (10-15 minutes)

8. Review Graded work (10 min)

Home Learning: EOC Review Packet pages 21 and 22. 

Lesson on Monday, April 17, 2017

Today we took the EOC practice Test. If you were absent you will have to stay with me one day after school THIS WEEK to make it up.

We also took the "1960s Era Presidents Quiz" and we will review and grade the quiz tomorrow.

You should have already submitted:

1. Spring Break packet highlighted and with annotations
2. 1960s Era Presidents Quiz
3. Vietnam History Lab

Be ready to share and discuss journals 72-75 tomorrow. I will be grading those four journals.

Practice Test Link

All NGSSS Practice Tests can be found at http://download.pearsonaccessnext.com/fl/fl-practicetest.html?links=true. This includes Civics, Biology, and US History EOCs.

Spring Break Packet Instructions

SPRING BREAK ASSIGNMENTS

There have been two History Labs assigned. The one on Containment is due on Friday, April 7, 2017.  The one on Vietnam War is due on Monday, April 17, 2017.  All sources are found on previous posts (scroll down).

TOPIC:

Modern United States: Global Leadership and Domestic Issues: Evaluating the success of the 1960s-era presidents’ foreign and domestic policies. Also Assessed:

OBJECTIVES:

 Analyze the significance of Vietnam and Watergate on the government and people of the United States.

 Analyze the attempts to extend New Deal legislation through the Great Society and the successes and failures of these programs to promote social and economic stability.

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Essential Questions (as journals) (IGNORE THE FIRST PAGE)

Directions: Read the packet given in class. Highlight the main idea of each section and make necessary annotations as you see fit. After you're done reading, answer the essential questions below as journals. 

Journal 72 -How did the Civil Rights movement in the U.S. contribute to the Cold War anti-Communist mission?

Journal 73 -How did the Cold War help further the Civil Rights movement in the United States?

Journal 74 -What methods did the United States use to control its image abroad?

Journal 75 -What was the relationship between the United States’ civil rights record and its Cold War objectives?

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View the slides below, then be ready to take the quiz on Monday, April 17, 2017

QUIZ QUESTIONS:

1. What was the name given to President Kennedy’s foreign policy agenda?

2. What was the name given to President Johnson’s domestic policy agenda?

3. What was the name of the document that granted President Johnson the authority to “take all

necessary measures…” in Vietnam?

4. What was the name of the Supreme Court case that ended legal segregation of the races?

5. Which statement best describes the position of the United States regarding decolonization after World War II?

a. As a former colony of a European power, the United States always favored decolonization

b. The United States did not encourage the decolonization of its allies’ empires

c. The United States encouraged the decolonization of only those empires it saw as belonging to friendly powers

d. It generally supported decolonization, unless it was strategically damaging to the policy of containment.

6. Why did Cuba pose a significant threat to American national security during the Cold War

era?

7. Which of the following consequences of the Cuban Missile Crisis had the GREATEST impact on future relations between the United States and the Soviet Union?

a. the creation of a “hot line” to improve communication between both the American and

Russian governments

b. The United States’ decision to remove its missiles from Turkey.

c. The Russian decision not to run the American naval blockade of the island.

d. The American government agreeing it would never invade Cuba.

8. Why did Russian Premier Khrushchev decide to build the Berlin Wall?

9. What conclusion can be drawn from the incident in the Gulf of Tonkin?

a. The North Vietnamese provoked American involvement by attacking the USS Maddox without just cause.

b. The United States military was too close to the North Vietnamese coast.

c. The North Vietnamese were acting in self-defense.

d. The Diem government wanted the United States to get involved in the crisis.

10. “The integrity of the U.S. commitment is the principal pillar of peace throughout the world…”

What was Secretary of State Dean Rusk making reference to in the above quote?

a. The United States has an obligation to defend its nation’s interests around the world.

b. The United States has a responsibility to defend its allies whenever they are threatened.

c. The United States is primarily responsible for maintaining world peace.

d. The United States must be willing to surrender some vital national security concerns

in order to promote world peace.

11. Which of the following U.S. allies posed the greatest threat to its ability to build post-colonial anti-communist alliances?

a. South Africa

b. Japan

c. France

d. Mexico

12.“That…war [Vietnam],” Johnson later admitted, “killed the lady I really loved – The Great

Society.”

What was President Johnson making reference to in this statement?

a. As a result of the media scrutiny over the events in Vietnam, the Great Society never received the congressional support it needed to become law.

b. As a result of the economic and financial burdens of the Vietnam War, Johnson’s Great Society programs were unsustainable.

c. Due to an increased number of Vietnamese immigrants coming to the United States, Johnson’s Great Society programs would not last.

d. Johnson was implying that the Tet Offensive was to blame for the demise of his Great Society initiative.

DBQ: Questions 13-15 are based on Edwin Starr’s song War (1969).

War, it ain't nothing 

But a heartbreaker 

War, friend only to the undertaker 

Ooooh, war 

It's an enemy to all mankind 

The point of war blows my mind

13. In the above excerpt, why is war “friend only to the undertaker?”

a. because of the number of enemy North Vietnamese American soldiers will kill in battle

b. because in war, only undertakers benefit from the number of soldiers killed in battle

c. undertaker is being used as a metaphor for President Johnson.

d. because American undertakers wanted to see the United States defeat the North Vietnamese communist government.

14. What is the main theme of Edwin Starr’s song, War?

a. Wars should be fought to achieve any foreign policy goal.

b. American involvement in the Vietnam conflict was a mistake.

c. Despite disagreeing with the concept of war, he argues that the United States must do all it can to contain the spread of communism in Vietnam.

d. Wars are a destructive and pointless endeavor that leaves only destruction in its wake.

15. According to Starr, what must be present in order to avoid war?

a. love, peace, and understanding

b. justice and responsibility

c. God, faith, and prayer

d. luck and good fortune

Vietnam War History Lab Sources (part of Spring Break Packet)

Source 1 – Photographic image showing a Vietnamese family standing around the casket of their deceased relative who died as a result of Vietcong raids in the early 1960s.

Source 2 – Image illustrating the domino theory

Source 3 – Excerpt from Martin Luther King Jr.’s 1967 speech about the Vietnam War.

Source 4 – Political cartoon by Herbert Herblock, 1972

Lesson on Wednesday, April 5, 2017

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

Bell Ringer: Assign Spring Break Packet

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. Cold War (Containment) History Lab (see sources below)

3. Lesson Closure: After completing the post-quiz and going over with students, ask students the following questions to conclude the lesson.

4. a. Journal 68 - What caused the brief economic recession following the conclusion of the Second World War?

5. b. Journal 69 - Explain how the political, economic, and social forces of the late 1940s and 1950s contributed to rapid economic recovery during the middle part of the decade?

6. c. Journal 70 - Assess the validity of the beat movement’s argument regarding the dangers of social conformity.

7. d. Journal 71 - How did American consumerism benefit from the industrial growth and productivity of the 1950s?

Home Learning: Social Conformity Paper

CONTAINMENT HISTORY LAB SOURCES

Source 1 – 1949 US government propaganda poster

Source 2 – Map illustrating Marshall Plan

Source 3 – Chinese propaganda poster created by Xu Ling, 1950

Source 4 – Photograph of 38^th parallel in Korea, 1950

Lesson on Tuesday, April 4, 2017

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

Bell Ringer: Journal 67 - Social Critics of Popular Conformity paper review. What are you writing about?

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. Collect 1950s Consumer Product / Interstate Highway Act Assignment.

3. Assign Spring Break Packet

4.

a. Have students visit Levittown: Documents of an Ideal American Suburb  -The postwar boom in housing made suburban living the cultural norm in America and shaped a generation. The story of the classic suburb, Levittown, is told on this site in pictures and text. https://www.youtube.com/watch?v=9oapCEtf5HA 

b. Have students visit the Fifties Website Homepage http://www.fiftiesweb.com/ -This entertaining site provides samples of music and television from the 1950’s. It also includes a related links page. - Have students write a review of a music or television sample.

c. Have the students visit http://writing.upenn.edu/~afilreis/50s/home.html -This site by Professor Al Filreis of the University of Pennsylvania contains a large array of 1950s literature and images in an alphabetical index. -Have students write a journal reflection of an image studied from the website.

d. Students can visit http://homepages.gac.edu/~jcullip/workexamples/mea.html for general information regarding the economic aspects of the 1950s. -Have students read a short section of the economic aspects of the 1950s.

Home Learning: Social Conformity Paper