ON FINALS DAY

The test will contain questions from the following...

• Vietnam and the Cold War
• Local Color
• Civil Rights Strategies
• Ch 58 - U.S. Domestic Politics at the Turn of the 21st Century
• Attach the presidential dialoge processing assignment to your test
• Ch 59 -  U.S. Foreign Policy in the Post–Cold War Era
• Attach the "Trophies" processing assignment to your test

Civil Rights Struggle: Two Approaches

The GOAL of  the Civil Rights Movement was/is "LEGAL EQUALITY /  EQUAL RIGHTS"

Quickly  scan the topic headings and vocab in sections 45.2, 45.3 and 45.5 (Pages 578 - 583) Work with your group to answer overarching question  "What was the common 'Strategy' of groups in this chapter?" (Everyone write it in your notebooks.)

Now, divide the "Sections" up between your group  members. Each member determine adn describe the tactic used in a particular subsection, or two, and share it with your group members. Use the words in blue in your descriptions.(Everyone should have these written in their notebook.)


Quickly scan the topic headings and vocab in sections 46.2 and 46.3  (Pages 592 - 597) Work with your group to answer overarching question  "What was the common 'Strategy' of groups in this chapter?"

Now, divide the "Subsections" up between your group  members. Each member determine the tactic used in a particular subsection and share it with your group members. Use the words in blue in your descriptions.(Everyone should have these written in their notebook.)

Assessment: Write a well organized paragraph comparing the strategies of the people and groups described in Chapter 45 to those in Chapter 46. Use some of the tactics as examples in your paragraph. 
Due Tuesday 5/28 for 3rd and 4th period
Due Wednesday 5/29 for 5th and 8th period
Late work will only be accepted with an excused absence. 
No exceptions

LOCAL COLOR

LOCAL COLOR 

As you watch this documentary jot down some notes about the African American experience in Portland / Oregon during the following eras. These will be valuable notes for your test on finals day as well as some potentially good information for adding to your "Pursuing American Ideals" essay

WWI and before   -   The Great Depression   -   WWII   -   Post WWII   -   Vanport   -   After Vanport

Describe some African American experiences in schools. Be Specific!

What does Otto Rutherford  mean by.. "We had to have a few funerals to solve the problems..."

Think about our overarching question for the year, "How has america lived up to the founding ideals of the declaration of independence" and apply it to the documentary you have just seen.

Portland / Oregon and Racism

Cell Phones away, notebooks out and write one paragraph response to the following... Yeah, we might do music.

Do you think of Portland / Oregon as a racist place? Explain and give examples either way.

POLL

Mystery Doc

Oregon Constitution Exclusion Language

Read  this document (Both sides) carefully and text code it as follows.
1. Underline what you think is the most important sentence.
2. Put a box around what you think is the most important phrase.
3 Circle what you think is the most important word.

Oregon Racial Laws and Events

End of America's Vietnam War

Learning the limits of power presentation/notes here

Personal stories (how did Vietnam affect your family?)

Last night I dremed of peace: the diary of Dang Thuy Tram

http://en.wikipedia.org/wiki/Dang_Thuy_Tram

Cold War and Vietnam overview 

Cold War and Vietnam test Monday, May 20th

don't miss it!

How media shaped public opinion on Vietnam

Tues / Weds May 14, 15

here are the

Notes and presentation

The Tipping Point

America Gets Out

What did we learn?

Cold War Test Mon. May 20th

Test review, unit over view Thurs/Fri

Hair and Vietnam!?!? signifier of greater things...

Notes from Monday May 13:
notes & presentation
Q:  How did conflict over the Vietnam War manifest itself in American culture in the late 1960s?   

Q:  How do Americans today express their politics through their culture?  
Cold War & Vietnam test Thurs/Fri

Vietnamese Declaration of Independence - Johnson ups the ante

The Big Picture:  Vietnam - one country.  (Two wars?)

Was there a "disconnect"? What was the effect on ordinary Americans?

Bring notebooks Monday

remember about phones!

here's the presentation from Thurs/Fri

Presentation and Question: Truman's Decision CELL PHONE NOTICE PLEASE READ!

Here it is. CLick HERE to view the presentation

CELL PHONE NOTICE, PLEASE READ:  as important as it is to keep up with your friends, cell phones are a serious distraction in class, and class-time is limited and too valuable to be taken up by repeated requests for cell phones to be put away.  Starting Monday May 13th, please be forewarned that if the bell rings for our American History class to start and your cell phone is out it will be confiscated according to school policy.  Here's the link to that policy, see page 39.  http://www.pps.k12.or.us/schools/lincoln/files/school-lincoln/student_planner_12-13.pdf

Tuesday/Wednesday 5/7&8 Homework

1) start asking your parents/grandparents if the Vietnam War might have affected your family
 2) "All men are created equal. They are endowed by their Creator with certain inalienable rights; among these are Life, Liberty, and the pursuit of Happiness."

 (Haven't we heard this some place before...?)

 It is also the first sentence of the the Vietnamese Declaration of Independence, declared in public in a 1946 public speech in Vietnam by Vietnamese leader Ho Chi Minh. Read the whole text (not long) and bring one question to class here's the text of the declaration:

  http://www.fordham.edu/halsall/mod/1945vietnam.html

Your music: Maybe

Starting Monday, May 29th if everyone in class gets to work and follows directions on the screen promptly at the end of class we will listen to a musical selection from the table Group that is done first.

A Day Called "X"

A Day Called "X"

Homework

Read all of chapter 36 "Fighting World War II" by Monday, April 15th. 

 On April 18th/19th be ready to turn in a brief description and share the following. 2) Ask your parents (or other relative) if anyone in your family was affected by WWII. Were your grandparents in the service? Did your family move because of the war, for instance, maybe come to the West Coast or to Portland to work in war industries? How about a neighbor, or family friend? Have you ever seen family mementos, medals, WWII memorabilia, or family pictures of people in uniform? Next week we’ll talk about how WWII affected Americans, (including Portland and Lincoln High School).

Battle Of Britain

Begininning Of WWII Battle of Poland: BLITZKRIEG

Homework

1) Read Ch 34 Sections 4 and 5 for Wed/Thurs April 10th/11th 

On April 18th/19th be ready to turn in a brief description  and share the following.

2) Ask your parents (or other relative) if anyone in your family was affected by WWII. Were your grandparents in the service? Did your family move because of the war, for instance, maybe come to the West Coast or to Portland to work in war industries? How about a neighbor, or family friend? Have you ever seen family mementos, medals, WWII memorabilia, or family pictures of people in uniform? Next week we’ll talk about how WWII affected Americans, (including Portland and Lincoln High School).

In Class Writing

Write a well organized paragraph answering the following question. Could WWII have been prevented by England and/or France? Example: Without American Help England/France could not have prevented the war because...

Hitler's Plea

1:40 - 3:26

World War II Casualties

Go to this link for Casualties by country


Goto this link for populations by state

WWII - The Run Up To War

Homework for Mon - Tues classes - all sections

READ  Ch. 34.1, 2, 3

New Deal Programs and Unintended Consequences

Examine the chart on page 424 of your text. Describe  unintended consequences of 3 of these programs. Look to one of the previous sections if needed.

The New Deal and Business Cycles

From what we have learned this unit why do you think "The Great Depression lasted for so much longer than other economic downturns?

Did the New Deal get America out of the Great Depression?

Great Myths of The Great Depression: Phase 4, The Wagner Act

Compare our text book's perspective on the Wagner Act to that of the author of Great Myths of The Great Depression.

This is in your notebook and will be counted as an assessment.

New Deal Homework #2

Complete section 5 on the notebook guide. Due at the beginning of the period. 

Periods 3 and 4 (Due Thursday April 4th) Periods 5 and 8 (Due Friday, April 5th)

Fireside Chat: Bank Holiday

It is March 12th, 1933. You have been unable to get money out of the bank for the last week. President  Roosevelt ordered a "Bank Holiday."  He ordered all banks close their doors temporarily because there was a "Run on the banks" (Many people went to withdraw their money from the banks at the same time.)

What questions do have for the President of the United States concerning this bank closure? Write three questions down in your notebook with a few lines between each question.


While listening to President Roosevelt's "Fireside Chat" listen to see if he answers your questions and write them down.

Write down at least 2 other questions that come to mind as you listen to this address.

The New Deal and It's Legacy Homework #1

Answer the questions on your notebook guide for sections 2, 3, and 4. Due at the beginning of the period (Tue. 4/2 for periods 3 and 4 / Wed 4/3 for periods 5 and 8)

Be sure to include the key content terms in your answers. Remember to add a lot of detail, you will be able to use these notes on the up coming test which you will take during the second half of the class on (Thurs. April 4th for periods 3 and 4 // Fri. April 5th for periods 5 and 8)

The Response to the Great Depression: Assessment

Complete the processing assignment for Ch 31, "The Response to the Great Depression"
Keep in mind the information from "Great Myths" Phase I when completing this.

Lesson 31 - The Response to the Economic Collapse sec 3 and 4

Complete the following in class and read Phase 2 of "Great Myths of Great Depression" to add to your notes paying special attention to the difference between how your book describes Hoover and how he is pictured in "Great Myths"

Ch 31 - The Response to the Economic Collapse Sec 2

Complete in your notebook during class.

Homework Ch 32 - The Human Impact of the Great Depression

Complete the Reading Challenge for Ch 32 - The Human Impact of the Great Depression
Due Friday, March 22nd

Ch 30: Causes of the Great Depression Assessment

3rd and 4th Period - Due Tuesday, March 19th

5th and 8th Period - Due Wednesday, March 20th

Cool Examples - http://goo.gl/8i7LP -  http://goo.gl/Q9XXj
Be sure to add concepts from the "Austrian Business Cycle Theory.

 BIG TIME EXTRA CREDIT OPTION - Make a narrated video of a kinetic Sculpture and post it on Youtube.

Causes of the Great Depression Homework 2

Complete Reading Notes for sections 4 and 5 of Chapter 30, Causes of the Great Depression. Combined infromation from phase 2 of  "Great Myths" and your book.
Periods 3 and 4 - Due Thursday, March 14th
Periods 5 and 8 - Due Friday, March 15th.

Great Myths of the Great Depression

Watch the following to gain a real appreciation of this work. It is a reading of the full transcript. http://youtu.be/Ta2m3D9Ig0g

Austrian Business Cycle Theory

What causes the boom / bust cycle.


 How does the "Austrian Business Cycle Theory" explain the crash of 1929, and all other crashes?

Causes of the Great Depression Homework

Do reading notes for sections 1, 2, and 3 of Chapter 30, Causes of the Great Depression. Leave plenty of room for notes from "Great Myths of the Great Depression"

Due March 11th for 3rd and 4th period.
Due March 12th for 5th and 8th period.

Read the first three pages of "Great Myths of the Great Depression" and supplement your notes with new ideas from this article. 

VIDEO: The Roaring 20's

Be ready to write about two things during this film.
1. Do you see signs of what might cause the depression at the end of the 1920's?
2. Would you have enjoyed living during this time? Give specific examples of why.

Compare Coolidge to the Progressives

Examine the page in your notebook where you compared the "Progressive" presidents, Roosevelt, Taft, and Wilson. After the video contrast Coolidge's ideas to those of the progressive. What is Coolidge focusing on vs. focus of the progressives. Use examples and be as specific as possible.

Lesson 27 - The Politics of Normalcy

Complete the Lesson 27 Reading Challenge by Monday, March 11th.
Your score will be divided by 5 to determine the grade.
Examples: 20/5 = a "4", 16/5 = 3.2.
Sign in at http://www.learntci.com/student/sign_in

Intervention to Versailles Timeline

Complete the following in your journal. This will be graded as an assessment when you turn in your notebook after the test on Tues. March 5th / Wed March 6th.

Essay: Treaty of Versailles, Ratify or Reject

Should the United States have ratified or rejected the Treaty of Versailles?

The completed  graphic organizer is due Thurs. the 28th of February /  Fri. the 1st of March.

The  essay is due on Friday, March 8th. Make sure all the requirements are met.

Ch 25 Reading Notes

Due Tues 3/5 for periods 3 and 4 - Wed. 3/26 for periods 5 and 8.
I will grade you on them t the beginning of the period.

Rare Extra Credit Opportunity: Ch 24 Processiing

Complete the following for extra credit. To qualify it must be done in color with neat writing or typed words. I will use these as examples for future classes and for art work on my classroom walls. (Due no later than Monday, March 4th)

Ch. 24 Assessment

Complete the following in your notebook. This will be counted as an assessment.

Course and Conduct of World War One: Technology

Write the following terms in your notebook leaving 4 or 5 lines between each term.

Tank, Artillery, Machine Gun, Flame Thrower, Trench System, Poisonous Gas, Airplane, Battleship, Submarine

Follow the directions below while watching the video.

You are responsible for doing the reading notes for sections 2 and 4 on your own. Pay special attention to the "Selective Service Act" (Hint, Hint)

From Neutrality to War Assessment

The processing assignment from from Ch. 22 (Described below, and also on the notebook guide) will be scored as an assessment. Complete it in your notebook and it will be evaluated it when notebooks are collected.

Homework:Due Friday, February 15th

Go to the link on the right and sign up for the online text. Before class on Friday complete the reading challenge for Lesson 23 - The Course and Conduct of World War I

Acquiring and Managing Global Power

Today, Thurs Feb. 7th  or Fri. Feb. 8th you will be using your visual metaphors on the walls and your books to complete sections 3 and 4 of chapter 21 and the processing assignment. 

This is due on Monday, February 11th,. If it is not complete you can only get 1/2 credit. 

Remember, the quality of your notes mill most likely determine your score on the open notebook test.

U.S. Intervention Visual Metaphore

The Chapter 21 Visual Metaphor is your first assessment of the new semester and is due on Thurs. Feb. 7th / Fri. Feb. 8th.

Each person in your pair will be responsible for the final draft of one of the metaphors you are creating. 

EXTRA CREDIT  is available for a creative and colorful version suitable for putting up on the classroom walls.

Acquiring and Managing Global Power HW

First homework of the second semester
Complete "Reading Notes" for Chapter 21 Section 2.
Due Tues. February 5th / Wed. February 6th

I WILL BE CHECKING FOR ON TIME COMPLETION. 50% off if not completed on time.

THE FINAL

Your final for this class will be based on Chapters 16, 17, and 18, The Progressive Era.. It will include a 5 paragraph essay.

It will be open notebook.

Progressivism on the National Stage

The reading notes for this chapter are due on Monday January 28th.

The processing assignment is due on Finals day and will be counted as 10 percent of your final grade. Turn in both the article and your paragraph.

Tomorrow's Children

This was made in 1934 as an education film.

1. What were the reasons why the authorities wanted sterilize the family?
2. What was different about Alice's case?
3. Is this about positive or negative eugenics, or both? Site evidence from the film to justify your answer?
4. What do you think the film maker's (Dr. Brooks) opinion was concerning forced sterilization? Why? Site evidence from the film to justify your answer?


>

Homework

Due Tues Jan 22nd / Jan 23rd

 EUGENICS AND THE PROGRESSIVE MOVEMENT

 Answer all questions, that are underlined and italicized

Forced Sterilization

War On The Weak

Eugenics and the Progressives

Remember our main question.

Who were the Progressives and how did they address the problems they saw?
Today you will analyze how something called eugenics was used in their pursuit.

What is Positive Eugenics?
What is Negative Eugenics?
How do these ideas fit into the progressive agenda?

An Operation

Use the information provided in this document to write a short (One Paragraph) story about Fred  Burr and what happened to him. Work with the partners at your table and be ready to share your “Story” in 12 minutes. This can be a narrative or first person account.

Please write your all names on the written copy you will turn in.

Due on 1/17 - 1/18

Finish the section 6 and the processing assignment for "The Progressives Respond" notebook guide.

January 11th - 16th

We have been studying how "The Progressives" responded to problems of the late 19th and early 20th century. All work is being done in class. No homework unless you have missed class, see chapter 17 resources on the right.

Video

The Unfinished Nation The Progressive Era

Set up your notebook to take notes identifying some specific things the "Progressives" did to try to solve some of the problems in the 3 of the areas we have studied.

1. Solutions to the problems in Cities and Workplaces
2. Solutions to the Problems in Politics
3. Solutions to the Problems in Society

Is the solution a government or private effort?

Writing An Investigative Newspaper Report

Have the rough draft of your article ready to share at the beginning of class on Tuesday 1/8 for 3rd and 4th period, Wednesday, 1/9 for 5th and 7th period.

Final draft due Thursday, 1/10 for 3rd and 4th period and  Friday 1/11 for 5th and 8th period.

THE LAST FEW WEEKS OF THE SEMESTER

During the last few weeks of the semester we will be studying Unit 5: The Progressive Era.

The last week of this this month is finals week and the last day of the term is is Friday, January 31st.
Your final in this class will consist of the Unit 5 test (50%) plus an open notebook test covering previous units.

You will only turn in your notebook one more time this semester, when you finish the open notebook portion of the final.

ALL LATE WORK MUST BE TURNED IN BY FRIDAY, JANUARY 11TH.