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AP U.S. HISTORY SYLLABUSMatthew S. GarrettWashington County High SchoolMatthew.garrett@washington.kyschools.usThe NEW***2014-15 Historical Thinking Skills?From the AP Website....?? Historical Thinking Skills:?Students use of historical thinking skills will be assessed throughout the exam.I.?????????????????? Chronological Reasoninga.?????? Historical Causation- students will examine relationships between causes and consequences of events or processes. ?Long Essay FocusStudents should be able to…??????????????? -Compare causes and/or effects, including between short and long term effects.??????????????? -Analyze and evaluate the interaction of multiple causes and effects.??????????????? -Assess historical contingency by distinguishing among coincidence, causation, ??????????????? and correlation, as well as critiquing existing interpretations of cause and effect.b.????? Patterns of Continuity and Change over time – students will identify and analyze patterns of continuity and change over time and connect them to larger historical processes and themes. Long Essay FocusStudents should be able to…-Analyze and evaluate historical patterns of continuity and change over time-Connect patterns of continuity and change over time to larger historical processes or themesc.?????? Periodization – students will investigate and construct different models of historical periodization. Long Essay FocusStudents should be able to…-Explain ways that historical events and processes can be organized within blocks of time.-Analyze and evaluate competing models of periodization of U. S. history.II.???????????????? Comparison and Contextualizationa.?????? Comparison – students will compare historical developments across or within societies in various chronological and geographical contexts. Long Essay FocusStudents should be able to…-Compare related historical developments and processes across place, time, and/or different societies or within one society-Explain and evaluate multiple and differing perspectives on a given phenomenonb.????? Contextualization – students will connect historical developments to specific circumstances of time and place, and to broader regional, national, or global processes.Students should be able to…-Explain and evaluate ways in which specific historical phenomena, events, or processes connect to broader regional, national, or global processes occurring at the same time.-Explain and evaluate ways in which a phenomenon, event, or process connects to other, similar historical phenomena across time and place.III.????????????? Crafting Historical Arguments from Historical Evidencea.?????? Historical Argumentation-Students will develop coherent written arguments that have a thesis supported by relevant historical evidence.Students should be able to…-Analyze commonly accepted historical arguments and explain how an argument has been constructed from historical evidence.-Construct convincing interpretations through analysis of disparate, relevant historical evidence.-Evaluate and synthesize conflicting historical evidence to construct persuasive historical arguments.b.????? Appropriate Use of Relevant Historical Evidence- students will analyze evidence about the past from diverse sources, such as written documents, maps, images, quantitative data (charts, graphs, tables), and works of art.Students should be able to…-Analyze features of historical evidence such as audience, purpose, point of view, format, argument, limitations, and context germane to the evidence considered.-Based on analysis and evaluation of historical evidence, make supportable inferences and draw appropriate conclusions.IV.????????????? Historical Interpretation and Synthesisa.?????? Interpretation – students will identify and evaluated diverse historical interpretations. Students should be able to…-Analyze diverse historical interpretations.-Evaluate how historians’ perspectives influence their interpretations and how models of historical interpretation change over time.b.????? Synthesis – students will combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past, and to apply insights about the past to other historical contexts or circumstances, including the present.Students should be able to…-Combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past.-Apply insights about the past to other historical contexts or circumstances, including the present.Textbook:Brinkley, Alan. American History: A Survey w/PSI CD, 12th edition. McGraw-Hill, 2008.Zinn Link - Sources [CR1c] Davis, Kenneth, Don’t Know Much About History: Everything You Need to Know about American History but Never Learned.New York: Harper Collins, 2003. Loewen, James W. Lies My Teacher Told Me: Everything your American history textbook got! wrong. (New York: Touchstone, 2007).Taking Sides: Clashing Views in United States History, Volumes I & II, Fifteenth Edition. Ed.! Madaras, Larry and James M. SoRelle. (New York: McGraw-Hill, 2013).Each unit of study will address the concept questions (7) as related to the time periodHow has the American national identity changed over time? (Identity)How have changes in markets, transportation, and technology affected American society? (Work, Exchange, and Technology)How have changes in migration and population patterns affected American life? (Peopling)How have various groups sought to change the federal government’s role in American political, social, and economic life? (Politics and Power)How has U.S. involvement in global conflicts set the stage for domestic social changes? (America in the World)Curriculum RequirementsCR1a The course includes a college-level U.S.history textbook.CR1b The course includes diverse primary sources consisting of written documents, maps, images, quantitative data (charts, graphs, tables), and works of art.CR1c The course includes secondary sources written by historians or scholars interpreting the past.CR2 Each of the course historical periods receives explicit attention.CR3 The course provides opportunities for students to apply detailed and specific knowledge (such as names, chronology, facts, and events) to broader historical understandings.CR4 The course provides students with opportunities for instruction in the learning objectives in each of the seven themes throughout the course, as described in the AP U.S. History Curriculum Framework.CR5 The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence.— Historical argumentation CR6 The course provides opportunities for students to identify and evaluate diverse historical interpretations.— Interpretation CR7 The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, images, quantitative data (charts, graphs, tables), and works of art.— Appropriate use of relevant historical evidence CR8 The course provides opportunities for students to examine relationships between causes and consequences of events or processes.— Historical causation ExampleCR9 The course provides opportunities for students to identify and analyze patterns of continuity and change over time and connect them to larger historical processes or themes.— Patterns of change and continuity over time CR10 The course provides opportunities for students to investigate and construct different models of historical periodization.— Periodization CR11 The course provides opportunities for students to compare historical developments across or within societies in various chronological and geographical contexts.— Comparison CR12 The course provides opportunities for students to connect historical developments to specific circumstances of time and place, and to broader regional, national, or global processes.— Contextualization CR13a The course provides opportunities for students to combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past.— Synthesis CR13b The course provides opportunities for students to apply insights about the past to other historical contexts or circumstances, including the present.— Synthesis CLASS GRADING SCALE:The following grading scale has been established to determine the student’s nine weeks grade on allquizzes, tests, projects, final grades, etc.A = 100-90% B = 89-80% C = 79-70% D = 69-60% F = 59-0%The New Exam: time/scoring%The AP Exam is 3 hours and 15 minutes and includes a 100 minute multiple choice/ short answer section and a 95 minute free response section. Each section is divided into two parts. Student performance will be compiled and weighted to determine an AP Exam Score.Section 1:55 Multiple Choice Questions: 55 minutes/40%Multiple-choice questions will focus on students’ ability to reason about different types of historical evidence. They are organized into sets of 2 to 6 questions related to a stimulus (i.e., readings and images).The questions will draw upon knowledge required by the curriculum framework, and each question will address one of the learning objectives for the course (Concept Outline). Events and topics contained in the illustrative example boxes of the curriculum framework will NOT appear in m/c q’s (unless fully explained by text).4 Short Answer Questions: 45 minutes/20%Short-answer questions (timed at 10 to 15 minutes each) are a new addition to the exam. This type of question asks students to respond to historical source material and problems. The questions measure students’ ability to use specific historical thinking skills rather than to develop a thesis.The questions will directly address one or more of the thematic learning objectives for the course. At least 2 of the 4 questions will have elements of internal choice.?All of the q’s will require students to use HTS to respond to a primary source, a historian’s argument, non-textual sources such as data or maps, or general propositions about U.S. history. Each q will ask students to identify and analyze examples of historical evidence relevant to the source or question…these could be from the concept outline or from classroom instruction not specifically mentioned in the outline.Section 2: No document-based question or long-essay question will focus exclusively on events prior to 1607 (period 1) or after 1980 (period 9). Students will always write at least one essay – in either the DBQ or LE sections – that examines long-term developments that cross historical time periods.1 Document Based Question: 60 minutes/25%The DBQ will have one of the following historical thinking skills as its main focus: Causation, Change and Continuity over time, comparison, interpretation, or periodization. All DBQ’s will also always assess the historical thinking skills of Historical Argumentation, appropriate use of relevant historical evidence, contextualization, and synthesis.The DBQ Rubric asks the student to offer plausible analysis of both the content of all or all but one of the documents AND use one of the following: intended audience, purpose, historical context, or author’s point of view…for all or all but one of the documents …to earn the full 3pts for ANALYSIS, Outside Info adds 1 for a total of a possible 4…Maximum Points= 7 ??Rubric:??Thesis (1pt), Analysis of historical evidence and support of argument (3pts) AND Analysis of outside examples to support thesis/argument (1pt) Total of 4pts, Contextualization (1pt), and Synthesis (1pt)1 Long-essay Question: 35 Minutes/15%Students will be given a choice between two questions. Questions will be limited to topics or examples specifically mentioned in the concept outline. The essay will measure the use of historical thinking skills to explain and analyze significant issues in U.S. History as defined by the thematic learning objectives. Types of questions: Continuity and Change over time, Comparison, Causation, or PeriodizationMaximum points= 6?? Rubric: Thesis (1pt), Support for Argument (2pts), Application of targeted historical thinking skill( 2pts)…describes HC & COT with analysis of specific examples to illustrate both , Describes S & D with reasons , describes C & E with analysis of examples , analyzes the extent?to which historical development (periodization) was diff or sim to events that preceded or followed providing?specific examples to illustrate…Synthesis (1pt).UNIT 1: Pre and Post-Columbian America (3 days) (Peopling, Identify, America in the World, Environment and Geography, Ideas, Beliefs, Culture, Politics and PowerCurriculum Framework: Period 1 (1491 – 1607)Organizing Principles:What were the major patterns of American Indian life in North America before Europeans arrived? To what extent did American Indian and European ideas of freedom differ on the eve of contact? Identify the causes which impelled European explorers to look west across the ocean? Which of these were the most important, why? Identify the major consequences of European contact with American Indians? Which of these were the most significant, why? (CR8)What were the chief features of the Spanish empire in America? Compare and contrast the Spanish, French, and Dutch empires in North America? SFI: hunter gathers, maize, Pueblo, Iroquois, mestizo, encomienda system, joint stock companyUnit 2: Columbus to the French and Indian War 1492-176313 days Ch. 1-4Organizing Principles: (Politics and Power, America in the World, Environment and Geography, Ideas, Beliefs, Culture, Work, Exchange, Technology, Identify, Peopling)Between 1607 and 1763, the British North American colonies developed experience in, and the expectation of self-government and autonomy in the political, religious, economic, and social aspects of life.Between 1607 and 1763 British North American colonies developed distinct political, economic, and social characteristics based on geographical and historical explanations. Unit SFI (Specific Factual Information)SFI: Columbus, Columbian Exchange, Spain vs. France vs. England Columbian Exchange, Jesuits, Juan de Sepúlveda, Bartolomé de Las Casas, Wool Act, Molasses Act, widespread smuggling in Spanish and English colonies SFI: Roanoke, John Smith, Virginia Company, Royal vs. Proprietary vs. Charter Colony, Church of England, Indentured Servants, Headright System, House of Burgesses, Anglican ChurchSFI: Calvinist Puritans, Plymouth Plantation, Pilgrims/Separatists, William Bradford, John Winthrop, Mayflower Compact, Roger Williams, Anne Hutchinson, “Town Meetings”, “City on a Hill” Salem Witch Trials, misogyny, theocracy Quakers, William Penn, James Oglethorpe, Act of Religious Toleration Atlantic Economy, Atlantic Economy, Northern vs. Southern EconomyTriangular trade, Trade/Navigation Acts, Plantation slavery, Merchant Capitalists, Mercantilism, Casta system, mulatto, Métis Pequot War, King Phillips War, Indentured Servants, Bacon’s RebellionReligion vs. Secularism, Education, Early Governments and LawSFI: The Great Awakening, Enlightenment, Jonathan Edwards, George Whitefield, Harvard College, New vs. Old Lights, Phyllis Wheatley, Poor Richard’s Almanac, Peter Zenger Trial, Colonial Governments King William’s War, Queen Anne’s War, Iroquois Confederacy, Albany Plan, “Join or Die,” French and Indian War, Salutary Neglect, Peace of Paris 1763, Braddock’s Defeat, Proclamation of 1763Assignments: Main Idea Log: MarylandMain Idea Log: Trade/Navigation ActsMain Idea Log: The French and Indian WarDiscussions:Winthrop, “A Model of Christian Charity” Edwards, Jonathan “Sinners in the Hands of an Angry God” Analysis (1b)John Locke, Second Treatise on Civil Government Benjamin Franklin on George Whitefield Carol F Karlsen, from The Devil in the Shape of a Woman: Witchcraft in Colonial New EnglandAssessments: Students will analyze primary sources from John Locke and Adam Smith to discover the influence of both authors in mainstream American political and economic values.(WXT-1)(WXT-2)(WXT-6)(WOR-2)(CUL-4) [CR3] [CR4] Long Essay in class: Explain the Enlightenment’s impact upon the First Great Awakening. (CR5)Essays: Assess the relationship between Indians and Europeans in Colonial America. Confine your answers between 1607-1763 (CR5)Discuss the impact of Salutary Neglect in early Colonial America. Confine your answers to 1607-1763. (CR5)Unit 3: From Colonies to the United States of America 1763-1789 14 daysCh 4-6Organizing Principles: (Politics and Power, America in the World, Environment and Geography, Ideas, Beliefs, Culture, Work, Exchange, Technology, Identify, Peopling)Between 1763 and 1776, British attempts to exert control over the colonies led to violent and non-violent, organized, successful resistance.The Articles of Confederation provided a reasonable and workable transition from the unitary system of British rule to the federal system established under the Constitution.Unit 3 SFIBritish Salutary Neglect, Colonial Reactions, Violent/Non-ViolencePontiac’s Rebellion, George Grenville, Sugar Act of 1764, Currency Act of 1764, Mutiny Quartering) Act of 1765, Stamp Act of 1765, Stamp Act Congress, Paxton Boys, Regulator Movement, Post War Depression, Sons of Liberty, Declaratory Act 1766, Virginia Resolves, Thomas Hutchinson’s House, Colonial BoycottsPhilosophy of the Revolution, Acts of Defiance , Acts of UnityNon-Importation Agreements of 1766, Townshend Acts of 1767, Vice-Admiralty Courts, Boston Massacre of 1770, Virtual and actual representation, “no taxation without representation,” Sons of Liberty, Daughters of Liberty, American Board of Customs Commissioners, Spinning Bees, “homespun”Colonial Divisions, State Constitutions SFI: Olive Branch Petition, Common Sense , Declaration of Independence 1776, John Locke, Social Compact Theory, Loyalists/ToriesPhase I—New England, Phase II—Mid-Atlantic, Phase III—South SFI: Lord Dunmore’s Proclamation, Battle of Saratoga, Treaty of Paris, Hessians Judith Sargent Murray, Republican Motherhood, Benjamin Banneker, Abigail Adams, Pennsylvania Gradual Emancipation Law, Articles of Confederation, Shay’s Rebellion, frontier vs. tidewater Virginia Corridos, Spanish Missions Architecture, Vaqueros Virginia’s Statue on Religious Toleration, Land Ordinance of 1784 and 1785, Northwest Ordinance, Annapolis ConventionVirginia and New Jersey Plans, The Great Compromise (Connecticut Compromise), Three-Fifths Compromise, Federalist PapersThe Federalist Papers, Federalist No. 10, The Bill of Rights, Judiciary Act of 1789, “ratifying conventions”, Federalists, Anti-Federalists Student ActivitiesMain Idea Log: Townshend Duties and Customs Racketeering. Main Idea Log: Women and Colonial ResistanceMain Idea Log: Declaration of Independence and Common SenseImage: Paul Revere’s version of the Boston Massacre [CR1b] Image: John Trumbull: The Battle of Bunker Hill (CR1b)Document: John Andres to William Barrell: Letter Regarding the Boston Tea Party [CR1b] Document: The Declaration of Independence (1B)Document: James Madison Defends the Constitution (1B)Causation (students will construct a cause / effect chart tracing the causes and effects of the American Revolution).[CR8] Periodization (students will construct a periodization chart in which they identify a beginning and ending date / event for the American Revolution; next they will identify specific details which reinforce / contradict commonly held beliefs of the period).[CR10] Essay: Assess the relationship between Indians and Europeans in Colonial America. Confine your answers between 1607-1763. (CR5)Essay: Discuss the impact of Salutary Neglect in early Colonial America. Confine your answers to 1607-1763. (CR5)Unit 4: From Washington to the Era of Good Feelings1789-182411 days Ch 6-8Organizing Principles (Politics and Power, America in the World, Environment and Geography, Ideas, Beliefs, Culture, Work, Exchange, Technology, Identify, Peopling)Between 1789 and 1824, conflict over the increasing power of the national government created intensified sectional tension.Between 1789 and 1824, geographic isolation allowed the United States to pursue a policy of selective involvement in world affairs.Between 1789 and 1824, political parties, presidents, and the nation debated the authority of the Constitution through strict and loose constructionism. George WashingtonWhiskey Rebellion, Neutrality Act, Indians and the Constitution, Jay’s Treaty, Pinckney’s Treaty, Citizen Genet, Washington’s Farewell Address (1B). Read: Brinkley 172-175Assignment:Main Idea Log “Post Revolution Treatment of American-Americans”John AdamsRepublicans vs. Federalists, End of the FederalistsSFI: XYZ Affair, Quasi-War with France, Alien and Sedition Acts, Kentucky and Virginia Resolutions, Judiciary Act of 1801, “Midnight Appointments” Read: Brinkley 176-178Video:: Main Idea Log: “Changing Interpretations—The Alien and Sedition Acts”Thomas JeffersonRevolution of 1800, Barbary Pirates, Louisiana Purchase, Lewis and Clark, Essex Junto, Impressment, The Embargo (1807), Non-intercourse Act, Macon’s Bill No. 2, Haitian Rebellion, Chesapeake Incident, Civilizing the Indians Read: Brinkley 193-198, 200-206Assignment: Main Idea Log—The Embargo, (in class) Fed vs. D-R party handoutSecond Great Awakening helped the early Republic develop a sense of culture and pare and contrast the First Great Awakening and the Second Great Awakening in terms of causes, location, and major ic: Technology, Transportation, and Changing PopulationsSFI:Deism and Religious skepticism, American Shipping, Cotton Gin, Steamboat, Turnpikes, Samuel Slater, Second Great Awakening, Noah Webster, Charles Finney,, Utopian Societies, American Colonization Society, , the Hudson River School (1B) , John James Audubon, Lowell system, Baldwin Locomotive Works, anthracite coal mining Readings: Brinkley 184-193Assignment: Main Idea Log—Face of IndustrializationJames Madison“Indian Problems,” War of 1812SFI: War Hawks, “Orders in Council,” War of 1812, “Status quo Antebellum,” Hartford Convention, Treaty of Ghent, Tecumseh, Macon’s Bill No. 2, Tariff 1816 (Dallas Tariff), Madison’s Veto of Internal Improvements Bill, “Indian Problem” Reading“Voices: Tecumseh’s Speech to the Osages” 134-135Brinkley 206-208, 208-212Assignment:Main Idea Log/Generalization Exercises James Monroe“Era of Good Feelings” politically and socially?Discuss the relationship between Central/South America and the United States.Explain how the Missouri Compromise adds to growing ic: Monroe Doctrine, Nationalism and Increasing Sectionalism, Missouri CompromiseSFI:Rush-Bagot Agreement, Adams-Onis Treaty, Panic of 1819, Missouri Compromise 1820, Monroe DoctrineRead: Brinkley 219-221, 222-225, 227-228Assignment:Generalization Exercises John Marshall (Marshall Court), Judicial Review, Marbury v. Madison, McCulloch v. Maryland. Gibbons v. Ogden, Fletcher v. Peck, Johnson v. McIntoshReading : Brinkley 198-200, 225-227Chronological Exercises Unit 4TestUnit 5: Jackson to the Mexican War1824-184817 daysCh. 8-12Organizing Principles(Politics and Power, America in the World, Environment and Geography, Ideas, Beliefs, Culture, Work, Exchange, Technology, Identify, Peopling)During the "Reign of Jackson," politics became more democratic, the power of the presidency increased, America became more optimistic and expansionistic, American became more culturally diverse, new applications of rights were being applied to the disenfranchised, and sectionalism supplanted nationalism.The Election of 1824 and the Age of Jackson Jackson vs. 1) Henry Clay, 2) John C. Calhoun, 3) Nicolas Biddle, 4) John Marshall. (Peopling and Politics)LQs:Explain how the Election of 1824 end the “Era of Good Feelings”Discuss the new trends in voting patterns during the mid 1820 and 1830s?Identify examples of how Jackson increased the power of the executive branch?Topic: American System, The Corrupt Bargain, J. Q. Adams’ Presidency, Jacksonian Democracy SFI: American System, Henry Clay, Congress of Panama, “Corrupt Bargain”, Spoils System, “Era of the Common Man”, King Andrew I, Whigs Read: Brinkley 228-230, 233-238Assignments: Main Idea Logs: “Setting the Stage” and “Election of Jackson”Identify the three major works/ideas that the Theory of Nullification is based?Topic: John C. Calhoun, Webster/Hayne Debate, Tariff of Abominations, State vs. Federal AuthoritySFI: Tariff of Abominations, John C. Calhoun, Peggy Eaton Affair, Webster-Hayne Debate, Theory of Nullification, force bill, Compromise of 1833Read: Brinkley 238-242Bank War=Biddle vs. JacksonSFI: Second B.U.S., Nicholas Biddle, “The Monster,” Hard vs. Soft MoneyRead: Brinkley 246-247, Jackson’s Removal Policy was for Native Americans?Analyze the causes the Removal Policy. Andrew Jackson Political Cartoons Analysis (CR7) The Cherokee Constitution of 1827 (CR7)Letter from a Missionary About the Cherokee Region (CR7)John Bennett’s Story of the Trail of Tears (CR7)Andrew Jackson’s Second State of the Union Address (CR7)Topic: Jackson’s Removal of Native AmericansSFI: “The Indian Problem," “Five Civilized Tribes,” Indian Removal Act 1830, Trail of Tears, Johnson v. McIntosh, Cherokee Nation v. Georgia, Worcester v. GeorgiaRead:Brinkley 242-246Assignment: Students will interpret the evolving historiography of the Trail of Tears presented in History in the Making, by Kyle Ward.(PEO-4)(PEO-5)(CUL-5) [CR4] Debate: Jackson’s Indian Removal (CR6)“Taking Sides: Did Andrew Jackson’s Removal Policy Benefit Native Americans?”YES 190-200 Robert V. Remini Women)NO 190-191, 201-208Alfred C. Cave(Men)Election of 1836 and 1840Ob.:Students will discuss the rise of the second party system and the rise of modern campaigning.. LQs: Discuss what ways the 2nd party system reflected political, social, and economic changes in America?Discuss the importance of W. H. Harrison’s death? Topic: Van Buren’s Presidency, Whigs/ 2nd Party System, Election 1840 Old Tippecanoe and Tyler too! SFI: Specie Circular, Whigs/2nd Party System, Log Cabin Campaign, Election of 1836, Election of 1840Read: Brinkley 249-256Industrialization, Immigration, and Nativists’ Response Ob.:Students will examine the first major surge in European immigration and its impact on industrialization in the North. LQs:Describe the relationship between growing industrialization in the North, increased immigration, and Nativism?Topic: The Irish, German, Nativists, Immigration Today?SFI:Nativism, Irish Immigration, Know-Nothing/American PartyRead: Brinkley 260-265, 277 (Immigrant Work)Video: “Gangs of New York”Industrialization vs. King CottonOb.:Students will compare and contrast the economies of the North and South.LQs:Describe the key differences in the Northern and Southern economies and explain how did these economic differences create two different regions in the United States?Discuss the importance of Commonwealth v. Hunt to pare and Contrast the treatment of slaves in the South to factors workers in the ic: Economy of the North vs. Economy of the SouthSFI:Erie Canal, Interchangeable parts, Lowell System, Commonwealth v. Hunt, “King Cotton,” Deep South, Industrialization, UrbanizationRead:Brinkley 268-273, 277-278, 294-298“Voices: Characteristics of the Early Factory Girls” 121-123Franklin “Emergence of the Cotton Kingdom” 125-128Northern vs. Southern SocietiesOb.:Students will explain how divergent economies created two different societies in the North and South. LQs:Compare and Contrast the social structures of the North and South.Discuss the role of women in Northern and Southern ic: Northern Social Structure vs. Southern Social StructureSFI: Cult of Domesticity/True Womanhood, Cavalier Myth, private vs. public spheres Read: Brinkley 279-285, 298-302Slavery: “The Peculiar Institution”Ob.:Students will examine the relationship between white fears of revolt and oppression. LQs:Discuss the violent/nonviolent modes slaves used against forced servitude?Explain the how the fear of revolt increased oppression of slaves.*Discuss the overall tone of slaves to their former ic: Oppression, ResistanceSFI: “Peculiar Institution,” Slave Codes, Gabriel Prosser, Denmark Vesey, Nat Turner’s RevoltReading*“Voices: Two Letters from Slaves to Their Former Masters” 180-182 (1B)Franklin Slavery to Freedom “Slave’s Reaction to Bondage” 158-166Brinkley 310-312The Age of Reform 1: AbolitionistsOb.:Students will examine how, in the “Age of Reform,” organized resistance against slavery challenged the “institution” in the South.LQs:Compare and contrast the goal of the American Colonization Society and Abolitionists *Discuss the Frederick Douglass’s opinion on the Fourth of July.**Discuss the evidence outlined by David Walker. Topic: Early anti-Slavery Movements, AbolitionSFI: American Colonization Society, William Lloyd Garrison, Underground Railroad, Harriet Tubman (Black Moses) American Anti-Slavery Society, Frederick Douglass, David Walker’s Appeal, slave apologists, Age of Reform Read:*“Voices: Frederick Douglass, ‘The Meaning of July Fourth’” 183 (CR7)**“Voices: David Walker’s Appeal” 168-170 (CR7)Brinkley, 330-337Assignment:Quiz over ReadingsTubman (Ciara)The Age of Reform 2: Seneca FallsOb.:Students will examine how, in the “Age of Reform,” women fought unsuccessfully to gain equal rights for women, yet helped the abolitionist movement. LQs: Explain what were women’s rights based upon in the 1840s?Discuss how successful the Seneca Falls convention was in guaranteeing more political, social, and economic rights for women?Topic: Women’s Rights, Philosophy of Women’s Rights SFI: Elizabeth Cady Stanton, Lucretia Mott, Dorothea Dix, Seneca Falls Convention, Declaration of Sentiments and Resolutions, Age of ReformRead:Brinkley 329-330Assignment: “Changing Interpretations: Seneca Falls” (CR7)(In Class) Association Chains The Age of Moral ReformOb.:Students will examine how, in the “Age of Reform,” groups organized and pushed for reform across a wide swath of the US problems.LQs:Identify the major reform movements during the 1830s, identify the types of people who were in charge of the movements, explain their goals, and discuss each represented a growing “American” identity? Topic: Rise of Popular Religions, Temperance Movement, Prisons and Asylum, Utopian CommunitiesSFI: Walt Whitman, Ralph Waldo Emerson, Henry David Thoreau, Nathaniel Hawthorne, Margaret Fuller, Shakers, Mormons, Temperance Crusade, Transcendentalism, Horace Mann, Brook Farm, Age of ReformManifest DestinyOb.:Students will explain how the westward push became known as Manifest Destiny, which justified further western expansion. LQs:Discuss how and in what ways did Manifest Destiny increase sectional tensions in the 1840s?Describe the interest in Texas and the Oregon Territories. Topic: Sectionalism, Oregon, TexasSFI: Manifest Destiny, James K. Polk, expansionists Texas Annexation, Oregon Trail, Oregon Treaty“54*40’ of Fight!”Read:Brinkley 340-346Franklin Slavery to Freedom, Ave. Price of Field Hands (134) and Prices of Slaves/Cotton (145)Assignment: QFT Students will write down as many questions as they can about John Gast’s American Progress, 1872.The Mexican War Ob.:Students will explain how Manifest Destiny led to an aggressive war against Mexico. LQs:Identify the causes and outcomes of the Mexican War?*Explain the theory of civil disobedience as detailed by Thoreau.**Discuss Douglass’ goals in his address to New ic: Causes and Outcomes of the Mexican WarSFI: The Mexican War, Treaty of Guadalupe Hidalgo (1848), Wilmot Proviso, California Gold RushRead:Brinkley 347-353 *“Voices: Henry David Thoreau, Civil Disobedience” 164-166 **“Voices: Frederick Douglass, Address to the New England Convention “ 159-160Assignment: Quiz over the ReadingsUnit 5 TestEssay Questions Discuss the reason for and the degree to which Andrew Jackson increased the power of the presidency from 1829-1837. (CR5)In what ways did the early 19th century reform movements illustrate the strengths and weaknesses of democracy in the early America Republic. (CR5)Unit 6: Causes and Outcomes of the Civil War1848-187712 daysCh. 13-15Organizing Principles (Politics and Power, America in the World, Environment and Geography, Ideas, Beliefs, Culture, Work, Exchange, Technology, Identify, Peopling)The Civil War was caused by historic economic, social, and political sectional differences that were further emotionalized by the slavery issue.The Civil War effectively determined the nature of the Union, the economic direction of the UnitedStates, and political control of the country.Lessons Sectionalism/Views on SlaveryOb.:Students will examine the major causes of sectionalist tension that led to the Civil War. LQs:Explain the main idea of Hinton Helper’s “The Impending Crisis”Discuss the Proslavery argumentIdentify major issues in sectionalism up to 1850Topic: Sectionalism, Slaves, WarSFI:Hinton Helper/Impending Crisis, “Helperism”ReadingBrinkley 372-373, 359 (Pro-Slavery Argument)“Voices: Hinton Helper ‘The Impending Crisis of the South’” 200-202“Changing Interpretations: Slavery” Sources: 6-11, 16-18Assignment:President’s Quiz (30 points) Washington-Polk (name, dates in office, party, and 3 SFI)Crisis 1850s I: Kanas/NebraskaOb.:Students will examine how events in the 1850s exacerbated sectionalist tensions as popular sovereignty and events surrounding Kansas/Nebraska brought the nation to the brink of war. LQs:Discuss the causes of the Compromise of 1850 and its major details.Discuss the opposition to the Fugitive Slave Act.Explain the birth of the Republican PartyDiscuss the Brooks/Sumner ic: Taylor, Fillmore, Pierce, and Sectionalism over Kanas/NebraskaSFI: Wilmot Proviso, Uncle Tom’s Cabin, Free-Soil Party, Fugitive Slave Act, Compromise of 1850, Gadsden Purchase, Kansas-Nebraska Act, “Bleeding Kansas,” Republican Party/3rd Party System, Ostend Manifesto, Transcontinental Railroad, Union Pacific and Central Pacific Railroad Companies, Sumner/Brooks Episode, Slave Power Conspiracy, Know-Nothing/American Party, Popular Sovereignty, Sack of Lawrence Read:Brinkley 353-359 (Skip “Pro-Slavery Argument”)Assignment: Main Idea Log “Bleeding KansasAssignment: Chronological Reasoning (students will construct a time line placing 10 events in historical / chronological order; students will then note connections between the events and argue for either continuity or change as the basic structure over that time period).role of women with American society from the American Revolution to the Civil War; students will share with the class whether they believe there was more continuity or change within that time period).[CR9]Assignment: Visual Main Idea Log “Sectionalist Political Cartoons” (1b) From 'Analyzing Visual Primary Sources: Sectionalism'. Product code ZP319.Social Studies School Service. (800) 421-4246. : To what degree and to what extent was the Civil War fought over other issues than slavery? (CR8)Crisis 1850s IIOb.:Students will examine the final events that led to the Civil War including the Dred Scott case and the Election of Lincoln LQs:Explain the two major provisions of John Brown’s reasoning behind his actions in Kanas and Virginia.Explain the Dred Scott decision and its impact on increasing sectionalism.Discuss the significance of the Lecompton Constitution’s rejection.Explain why Lincoln only won forty percent of the popular vote in the election of 1860 (see map on pg. 363).Explain why the Crittenden Compromise failed. Topic:Buchanan’s Administration, Election of LincolnSFI:Slave Power Conspiracy, Dred Scott Decision, Pottawatomie Massacre, John Brown’s Raid on Harper’s Ferry, Lecompton Constitution, Uncle Tom’s Cabin, Lincoln-Douglas Debates, Election of Lincoln, Crittenden Compromise Read:Brinkley 359-364, 368-370Voices “John Brown’s Last Speech” 187-188 (CR7)Lincoln’s First Inauguration Speech (CR7)Emancipation Proclamation (CR7)Gettysburg Address (CR7)Lincoln’s Second Inaugural Address (CR7) Main Idea LogAssignment: Generalization Exercises 6.1Secession: 1860 and Overview of the Civil War Advantages and Strategy. Ob.:Students will examine how sectional tensions were exacerbated by the election of Lincoln and will compare and contrast the advantages and strategies of the North and South. LQs:Explain two major historical interpretations of the causes of the Civil War.According to the “Declaration of Immediate Causes” discuss the major reason why South Carolina seceded from the Union.According to Kenneth Stamp, identify the major causes of the Civil ic:Secession and Overview of the War, Mobilization, Advantages, and Strategy of North/SouthSFI:Bull Run, Homestead Act, Copperheads, Habeas Corpus suspended, National Bank Acts, Greenbacks, National Draft Law, NYC Draft Riots, Confiscation Acts, Confederate Conscription Act, King Cotton Diplomacy, Jefferson Davis, CSA (Confederate States of America), march to the seaReadingBrinkley 370, 372-373, 374-375“Declaration of the Immediate Causes Which Induce and Justify the Secession of South Carolina from the Federal Union”Kenneth Stamp “What Caused the Civil War?”“Advantages of the North/South”Assignment:Civil War Cause and EffectThe Civil WarOb.:Students will examine the Civil War and its political and social consequences. LQs:Explain the thinking and failures of “King Cotton Diplomacy”Discuss the connection between the Union blockade and the anaconda strategy. Discuss the connection between the battle at Antietam and the Emancipation Proclamation.Discuss the major successes and limitations of black soldiers during the ic: Major Events of the Civil War, War and SocietySFI: Union Blockade, Anaconda Strategy, Antietam, Emancipation Proclamation, Gettysburg, Vicksburg, Sherman’s March, Appomattox Court House, 54th Massachusetts, CopperheadsRead:Brinkley 375-379, 398-399Franklin Slavery to Freedom “Blacks Fighting for the Union” 238-243(In Class) The Civil War ChartReconstruction I: TheoryOb.:Students will compare and contrast Lincoln, Johnson, and the Congressional Plan for Reconstruction against the needs and goals for reunifying the nation. LQs:Explain Lincoln’s Plan, Johnson’s Plan, and the Congressional Plan and analyze which is the most effective at healing the nation’s wounds. Explain why Johnson was the first president ic:Lincoln’s Plan, Johnson’s Plan, Congressional PlanSFI: “The Lost Cause”, Lincoln’s Reconstruction Plan, Wade-Davis Bill, Johnson’s Reconstruction Plan, “Radical” Republican’s Reconstruction Plan, Johnson’s veto of Civil Rights Act, Tenure of Office Act, Johnson’s Impeachment, 13th Amendment, 14th Amendment, 15th Amendment, military districts, ex parte Milligan (1866), “Seward’s Folly” Read:Brinkley 402-409Assignment:Generalization Exercises 6.2Reconstruction II: From Theory to Reality Ob.:Students will compare and contrast the goals of Reconstruction with their bitter realities. LQs:Discuss the major attempts of the North to help pare and contrast the crop-lien system, sharecropping, and slavery.Explain the purpose of black ic:South in Reconstruction, Slavery to “Freedom” to Dependency SFI: black codes, Freedmen’s Bureau, 14th Amendment, 15th Amendment, Civil Rights Act of 1866, Crop-lien System, sharecropper, “scalawags,” “carpetbaggers,” segregated schools, “40 acres and mule” Read:Brinkley 409-414Assignments:Main Idea Log “Amendments”End of Reconstruction Ob.:Students will discuss the political and economic failures that led the end of Reconstruction. LQs:Discuss the connection between Grant’s scandals and the failure of ReconstructionCompare the cause and outcomes of the Panic of 1873 with the Panic of 1837 and the Panic of ic:Grant Administration, Rutherford B. Hays, Compromise of 1877, Failures of Reconstruction SFI: Ku Klux Klan Acts, black codes , Grant Scandals, Credit Molière, Whiskey Ring Scandal, Panic of 1873, National Greenback Party, Rutherford B. Hays, Compromise of 1877, Social Darwinism Read:Brinkley 414-421Assignment:Generalization Exercises 6.3Visual Main Idea Logs (APPARTS)The New SouthOb.:Students will examine the New South after the failures of Reconstruction and the rise and legacy of Jim Crow and Segregation that followed. LQs:*Explain the rise of the Ku Klux Klan and their goal in the pare Jim Crow Laws and the black codes.Explain if the Civil War and Reconstruction benefited the ic:From Slavery to Segregation SFI: Jim Crow Laws (including examples), Segregation, Minstrel Show, Ku Klux Klan, “wage slavery”, Redeemers, Bourbon Rule, Henry Grady, lynching, Plessy v. Ferguson, voting restrictions (examples e.g. “literacy” or “understanding” tests, grandfather clauses, white primaries, poll taxes)Read:Brinkley 421, 424-425, 427-430Brinkley “The Minstrel Show” Ku Klux Klan “Charter”Assignment:Generalization Exercises 6.4Visual Main Idea LogsEssay(s) Explain the impact of western expansion on national politics from 1848 to 1860. (CR5)Discuss the degree to which Reconstruction healed the wounds caused by the Civil War. (CR5)DBQ (2009): In what ways did African Americans shape the course and consequences of the Civil War? Confine your answer to the years from 1861 to 1870.Unit 6 TestUnit 7: The Gilded Age and Populists1877-190012 daysCh. 16-20Organizing Principles (Politics and Power, America in the World, Environment and Geography, Ideas, Beliefs, Culture, Work, Exchange, Technology, Identify, Peopling)The Gilded Age fostered the consolidation of business, the beginnings of government involvementin the economy, and the organization of disadvantaged economic and social classes.The rise and fall of the Populist movement challenged the gains of industry during the Gilded Age. The Wild West: Fact and Fiction Ob.:Students will analyze the varied approaches to the American West. LQs:Discuss the impact of Chinese immigration on the Chinese and American industry.Discuss the attitude taken by the US to Native Americans and the response by Native Americans.Discuss the true nature of the Wild West and its Romanization. Topic: “Taming the West” The Chinese, Tribes, Cowboy MythSFI:Chinese Exclusion Act 1882, Homestead Act of 1862, Timber and Stone Act 1878, Exodusters of 1878, Comstock Lode, The Cattle Kingdom, Wild West Shows, Frederick Jackson Turner’s Frontier Thesis, Battle of Little Big Horn, “Battle” of Wounded Knee, Sioux Tribe, Nez Perce Tribe/War, Dawes Severalty Act, Ghost Dance Movement Read:Brinkley 437-440,453-457, 447-449, 452Assignment:(In class) Groups to Organize the WestThe Gilded Age and the Rise of Big BusinessOb.:Students will discuss the rise of Big Business and the consequences of free market capitalism. LQs:Explain the connection between corporations, consolidating corporations, and trust. Compare and contrast the myth of the Self-Made Man and Social Darwinism.Discuss the challenges of Henry George and Edward Bellamy against lassiez-faire capitalism.Explain the impact of “Taylorism” and the moving assembly line on industrial production.Discuss the impact of the railroad expansion during the later 19th ic:Technology, Corporations, Critics (W,X,T) CR 4SFI:“Gilded Age” Taylorism, Robber Barons/Captains of Industry, Andrew Carnegie, John D. Rockefeller, Cornelius Vanderbilt, Social Darwinism (applied to wealth, not race), JP Morgan, Adam Smith and classical economics/laissez-faire, The Gospel of Wealth, Horatio Alger, “self-made man” Henry George Progress to Poverty, Edward Bellamy’s Looking Backward, Limited liability, vertical integration, horizontal integration (Id, peo, pol, ideas, beliefs, culture, America in the World CR 4)Read:Brinkley 464-477Labor, Unions, Strikes Ob.:Students will compare and contrast labor organization and strikes in response to the rise of Big Business. LQs:Explain the causes, reactions by the government, and outcome of each of the following strikes: Railroad strike of 1877, Haymarket Square, Homestead Strike, Pullman Strike. Compare and contrast the Knights of Labor and the American Federation of Labor. Topic:Workers’ Problems, Creation of Unions, National StrikesSFI:Molly Maguires, National Labor Union, Railroad Strike of 1877, Knights of Labor, American Federation of Labor (AFL) Samuel Gompers, Haymarket Square, Henry Frick, Homestead Strike, Pinkerton Detective Agency, Pullman StrikeRead:Brinkley 477-486Student Assignment:Generalization Exercise 7.1Organizer for Unions and StrikesStudents will compare and contrast the competing interests of labor and capital by completing a Competing Interests Chart.(WXT-5)(WXT-6)(WXT-7) [CR4] ? Students will evaluate the effectiveness of the Knights of Labor and the Grange in achieving their goals.(WXT-7) Presentation:Strikes! (Gaubrie ), Samuel Gompers (Gwendolyn) Urbanization and Problems of Urbanization Ob.:Students will examine how urbanization exacerbated city conditions. LQs:Discuss the ethnic makeup of the cities during the late 19th century. Explain the reaction to a second wave of immigration and compare it to the first wave of immigration (Irish and GermansDiscuss the major components of city life from pollution to violence to poverty, to urban bosses. Topic:Population, Urban Landscape, Pollution, Poverty, Crime, Bosses. SFI:Immigration Restriction League, City Beautiful Movement, Tenements, Jacob Riis, How the Other Half Lives, Public Health Service, Urban Machines, Tammany Hall, “Boss Tweed”Read:Brinkley 490-504 (skim enough to get SFI)Student Assignment: Main Idea Log: Boss TweedMain Idea Log: Jacob RiisDocument: Horace Greeley: An Overland Journey (1860) iv: Document: Tragedy at Wounded Knee (1890) v Document: The Gilded Age (1880) (CUL-3) vi Image: Puck Magazine: Cartoon of Standard Oil Monopoly (1B)The Rise of Consumption and Leisure—Paideia SeminarOb.:Students will compare and contrast the role capitalism played in creating social classes. LQs:See Paideia QuestionsTopic: Consumerism, High Brow Culture, Low Brow CultureSFI:Mass Consumption, Mass merchandising, Major League Baseball, Vaudeville, Read:Brinkley 504-517 (Group 1 = 504-513, Group 2 = 504-506, 513-517)Assignment:Paideia Questions Generalization Exercises 7.2Quiz [10 pts]: Amendments Quiz 1-15 (matching test)Politics of the 1880sOb.:Students will discuss the feeble and inept governmental attempts of curbing the abuses of Business.LQs:Compare and contrast the arguments between the Stalwarts and Half-Breeds. Explain the circumstances resulting in the assassination of President Garfield. Discuss the significance of the Sherman Antitrust Act. Topic:Hayes Administration, Garfield Administration, Arthur Administration , Cleveland Administration (Act 1), Harrison Administration, Cleveland Administration (Act II) SFI:Civil War Pension System, Stalwarts and Half-Breeds, Civil Service Commission, Pendleton Act of 1883, Sherman Anti-Trust Act 1890, Interstate Commerce Act 1887, Interstate Commerce Commission, Wabash v. Illinois? U.S. v. E.C. Knight and Co. Read:Brinkley 522-527Assignment:Generalization Exercise 7.3Rise of Populism—Money, Land, TransportationOb.:Students will discuss the rise of Populism as a response to problems of unregulated capitalism.LQs:Explain the evolution of the grangers, to the alliances, to the Populists.* Discuss the major complaints and solutions given by Mary Elizabeth Lease ** Discuss the major components of the Omaha Platform of the People’s PartyTopic:Populism Origins and InfluenceSFI:Grangers, Sharing farm techniques, Farmers Alliance, Colored Alliances, Mary Elizabeth Lease, “Raise Less Corn and More Hell!”, Ocala Demands, Populists, Free Silver Movement, Coxey’s Army, “In God we trusted, in Kansas we busted” (1880s dustbowls), Ward and Co. catalogue, Sears Roebuck, Growing power of women in the West, ReadBrinkley 527-533*“Voices: Two Speeches by Mary Elizabeth Lease” 226-229**“Voices: The Omaha Platform of the People’s Party of America”Election of 1896—A Wizard of Oz?Ob.:Students will compare the campaign platforms of the 1896s election as a moniker for politics of the 1890s.LQs:Discuss the major challenges to the United States during the 1890s. Compare and contrast the economic challenges and solutions during the 1890s. Discuss the merits and shortcomings of the Wizard of Oz essay. Topic:William Jennings Bryan, McKinley AdministrationSFI:William Jennings Bryan, 16:1, Gold Standard Act of 1900, Pan-American Congress, McKinley TariffRead:Brinkley 533-540William Jennings Bryan: Cross of Gold Speech (1B)Wizard of Oz EssayUncle Sam the Imperialist: The Spanish-American War Ob.:Students will analyze the way in which the United States used the Spanish-American War as an pretext for following European colonialism and Imperialism. LQs:Discuss the impact of the Spanish American War on the Populist movement.Explain the causes and outcomes of the Spanish American War.Discuss challenges to Washington’s Isolationism precedent as the United States turns to Imperialism. Topic:“The Splendid Little War”, New Imperialism in America: Philippines, China, and PanamaSFI:jingoism, Hawaiian Islands’ annexation, The Maine, Yellow Journalism, William Randolph Hearst, Spanish American War, Rough Riders, Anti-Imperialist League, Treaty of Paris, Platt Amendment, Philippine Insurrection (add use of black troops), Open Door Policy (China), Boxer Rebellion (China)Read:Brinkley 546-547, 549, 553-561 (In class) Mark Twain's views on Imperialism (CR7)Albert J.Beveridge “America Should Retain the Philippines”Joseph Henry Cooker “America Should Not Rule the Philippines” (OpV) [CR1b: “ Assignment:Generalization Exercise 7.5Assignment: Debate Should America Annex the Philippines?” [WOR-6] [CR4] Debate: The Robber Barons Topic:Robber Barons vs. Industrial Giants and Criticism of IndustrializationRead: “Taking Sides: Were the 19th Century Big Businessmen “Robber Barons”YES 51-62 MenNO 51-52, 63-73WomenUnit 7 Test Unit 8: The Age of Progressivism, the Age of Reform1900-192011 daysCh. 21-22Organizing Principles (Politics and Power, America in the World, Environment and Geography, Ideas, Beliefs, Culture, Work, Exchange, Technology, Identify, Peopling)The Progressive movement partially succeeded in improving life for average Americans by curbing big business, making the government more responsive to the will of the people, and enacting social welfare legislation.Rise of Progressives I: Intro and Social and Moral ReformOb.:Students will analyze the foundational ideology for progressives and will apply this ideology to the Social Gospel, Settlement Houses, and the Temperance movement. LQs:Describe the different “varieties of Progressivism.”Discuss the tactics of the pare and Contrast the role of religion on the Social Gospel and the WCTU (p. 584) Topic:Progressive attitudes towards journalism, immigrants, and how to reform the problems of industrialization. SFI: Progressivism, Muckrakers, Ida Tarbell Standard Oil, Lincoln Steffens The Shame of Cities, Jacob Riis’ How the Other Half Lives, Upton Sinclair’s The Jungle, Salvation Army, Jane Addams, Hull House, Settlement Houses, Social Gospel, Walter Rauschenbusch, Father John A. Ryan Read:Brinkley 566-571 Assignment:President’s Quiz (35 points) 6 Presidents, terms, 3 SFI through McKinley (7 min)Decade By Decade Review: Unit 1-Unit 6Rise of Progressives II: Women and ReformOb.:Students will examine how women impacted and were impacted by the Progressive movement during their quest for suffrage and equality in the public sphere.LQs:Explain the role of the “New Woman”Discuss the social and political implications of “Clubwomen.”Discuss the major arguments for and against, as well as the major groups (for and against) suffrage for women. Topic:Role of Women in politics and society to use the Government to secure women’s rights.SFI:Carrie Chapman Catt, 19th Amendment, NAWSA (National American Woman Suffrage Association) Equal Rights Amendment, Women’s Christian Temperance Union (WCTU), Temperance, 18th Amendment (Prohibition), Women’s ClubsRead:Brinkley 572-577, 584-586 (Including “Women and Professionals” pg. 572)Assignment:Visual Maid Idea Logs 8.1Rise of Progressives III: Political and Economic Reform at the State and Local levelsOb.:Students will analyze the effect of Progressivism Reform on local, state, labor, and party elements of the nation while also undermining Socialistic challenges of capitalism. LQs:Explain how each of the SFI listed below challenged urban bosses and gave more power to the people. Discuss how Socialism challenged capitalism and industry. Topic:State and Local Progressive victoriesSFI:Robert La Follett, referendum, initiative, recall, City-manager plan, 16th Amendment, Socialism, IWW (Wobblies), Eugene V. Debs, “Good” vs. “Bad” TrustsRead:Brinkley 577-583 (exclude “Western Progressives”), 587-589Assignment:Generalization Exercises 8.1“For Whites Only” Booker T. Washington vs. W.E.B. DuBois in an Age of ProgressionOb.:Students will compare and contrast Booker T. Washington’s pragmatic approach to racial segregation to the idealistic vision of W.E.B. DuBoisLQs:Compare and Contrast the major ideas of Booker T. Washington and W.E.B. Du Bois.Whose ideas—Washington or Du Bois—challenged segregation more effectively?Topic:Booker T. Washington vs. W.E.B. DuBoisSFI:W.E.B. Du Bois, Booker T. Washington, Plessy v. Ferguson 1896, NAACP, Atlanta Compromise, “Cast down your Bucket”, Tuskegee Institute, Niagara Conference, “Talented Tenth” Read:Brinkley 425-427, 583-584 (African Americans)Franklin Slavery to Freedom “The Age of Booker T. Washington” 299-306Assignment:Generalization Exercises 8.2The Nadir of Race Relations and The Race Question 1895-1921 Ob.:Students will compare and contrast differing views about Race and will analyze the Nadir of Race Relations in the South by examining original sources from the time’s major contributors LQs:See Paideia Questions Topic:Violence in the South and attempts at ReformSFI:Nadir of Race Relations, Minstrel shows, Uncle Remus Stories, Ida B. Wells, Jim Crow, Anti-lynching movement, lynching, “Strange Fruit”, Marcus Garvey, black nationalism Reading “Changing Interpretations: The Race Question” 122-134Franklin Slavery to Freedom “ Patterns of Violence” 345-350“Voices: Ida B. Wells-Barnett ‘Lynch Law’” 232-234Assignment: Paideia Questions Roosevelt’s Administration Ob.:Students will evaluate the success of the Roosevelt administration in terms of its domestic and foreign successes and his commitment to Progressive values. Topic:National Regulation, Regulation and Reform, Foreign PolicyLQs:Discuss TR’s views toward government involvement in business.Explain TR’s “Square Deal” and evaluate if it is truly equitable.Discuss three of TR’s major accomplishments in foreign affairs.SFI:Categories to divide: 1 Regulation, 2 Conservation/Preservation 3 Foreign PolicyThe “Square Deal”, Pure Food and Drug Act, Meat Inspection Act, National Reclamation Act, National Park System, Anthracite Coal Strike 1902, “Trust Buster,” “Big Stick” diplomacy, Roosevelt Corollary, Panama Canal, Platt Amendment, “Great White Fleet” good vs. “bad” trusts (i.e. regulate, not eliminate), Muller v. Oregon, Northern Securities v. U.S., Sherman Antitrust Act, Department of Commerce and Labor, Hepburn Act, Panic of 1907 (led to assisting trusts), Gentlemen’s Agreement 1907 and the Russo-Japanese War, Muller v. Oregon, Department of Commerce and Labor, Elkins Act Read:Brinkley 594-598, 604-606Assignment:(Continued with L9) Chart comparing and contrasting TR with Taft and WilsonTaft and Wilson’s AdministrationOb.:Students will compare and contrast TRs, Taft, and Wilson’s administrations in terms of domestic, foreign, and Progressive policies. LQs:Explain the major ideas of the candidates during the election of 1912.Explain two major ideas of Wilson’s Domestic policies.Contrast the foreign policies of the Central and South America of TR, Taft, and ic:Taft and Wilson Administration (excludes WWI)SFI:The Progressive Party, New Nationalism (TR) vs. New Freedom (Wilson), Election of 1912, Federal Reserve Act 1913, Keatings-Owen Act 1916, “Dollar Diplomacy,” Sixteenth Amendment, Seventeenth Amendment, Eighteenth Amendment, Twentieth Amendment, Federal Trade Commission, Clayton Antitrust Act, Adamson Act, “Moral Diplomacy”, Ludlow MassacreRead:Brinkley 598-604, 606-609 Assignment:(Continued from L7) Chart comparing and contrasting TR with Taft and WilsonAssignment:Visual Main Idea Logs 8.2Progressives Overview Day:Ob.:Students will compare and contrast the major ideas of the Progressive Period. Topic:Linking the Unit Together: Inductive Reasoning Sheet (in class)Assignment: Visual Main Idea Logs 8.3Assignment:Generalization Exercises 8.3Debate:Did the Progressives Fail? “Taking Sides: Did the Progressives Fail?”Yes 168-179Side P No 180-189Side QAssignment: Amendment Quiz (matching 1-20)DBQ (In Class)Assignment:Category Chains with AssociationUnit 8TestUnit 9: War, Depression, War1915-194516 daysCh. 23-28Organizing Principles (Politics and Power, America in the World, Environment and Geography, Ideas, Beliefs, Culture, Work, Exchange, Technology, Identify, Peopling)Disillusionment with the idealism of World War I led Americans to fear change and difference and to retreat into a superficial shell of self-satisfaction.The Great Depression and New Deal led to the expectation of government intervention to maintain the economic stability of the nation.The United States abandoned isolationism in order to curb aggression and promote democracy.Lessons The US and The Great WarOb.:Students will analyze Wilson’s foreign policy decisions in the wake of The Great War and the impact of Wilson’s Fourteen Points on the Peace Process. LQs:Explain the major events that lead the United States into The Great War.Discuss how the United States organized their economy for war. Topic:Wilson, The Great War, Isolationism and Interventionism, Introduction to Simulation SFI:Triple Entente, Triple Alliance, Lusitania, Zimmerman Telegram, Russian/Communist Revolution, Selective Service Act 1917, Liberty Bonds, War Industries Board (WIB), George Creel and the Committee of Public Information (CPI), “Destroy the Mad Brute”, “He Kept us Out of the War!”, US loans to Allies, Militarism, Nationalism, Restricted vs. Unrestricted Warfare, Sussex Pledge, “Preparedness”, AEF, World Safe for Democracy, Armistice, Wilson’s Fourteen Points, League of Nations, National self-determination, Treaty of Versailles, Henry Cabot Lodge and “reservationists”, “irreconcilables”Read:Brinkley 614-622, 628-632Videos: Crash Course “The Great War” Americans at War (Landon), US at War (Stephen)War Worries and Post War Fears [NEXT TIME DAY 2 ABOUT IDEA AT HOME, DAY 3 CULTURE]Ob.:Students will compare and contrast the challenges to liberties during the Great WarLQs:Discuss US attempts at suppressing dissention during the Great War.Explain US fears surrounding immigration.Discuss the impact of the Spanish Flu Epidemic. Topic:War Dissention, Strikes, Great Migration, Race Riots, The Red Scare, Marcus GarveySFI:Spanish Flu Epidemic, Espionage Act of 1917, Sabotage and Sedition Act of 1918, Schenck v. US’s “clear and present danger”, IWW, Billy Sunday, American Protective League, “100 percent Americanism”, Immigration Act of 1917, Chicago Race Riots, The Great Migration, The Red Summer (race), The Red Scare (Communists), Palmer Raids, Sacco and Vanzetti, Boy Spies of America, “Liberty Cabbage and Liberty Sausage”, “contentious objector”, Read:Brinkley 623-628, 632-638Video:Crash Course “America in World War I” Idea Log “Sacco-Vanzetti Case”Post War Fears IIOb.:Students will compare and contrast the challenges to liberties during the Great WarLQs:Discuss Helen Keller’s argument that The Great War was would benefit the capitalists.Discuss the IWW’s stance against patriotism. Discus the anti-war stances of e.e. cummings, Helen Keller, and the IWW (CR6)Topic:Anti-War StancesRead:“Voices: Helen Keller “Strike against War” 284-288 (1b)“Voices: Why the IWW is Not Patriotic to the United States” 291 (1b)“Voices: e.e. cummings, “i sing of Olaf glad and big” 302-304 (1b)Assignment:Visual Main Idea Logs 9.1Generalization Exercises 9.1Main Idea Log “Suppressing Dissent”1920s I The Roaring (and Meowing) 20s Ob.:Students will analyze the call to a “Return to Normalcy” following the Great WarLQs:Discuss the issues facing Harding and Coolidge’s Administrations.Explain Zinn’s statement “When the twenties began, the situation seemed under control.” Topic:The Jazz Age, Roaring 20s, and Harding/Coolidge Administrations SFI:Sheppard-Towner Act of 1921, National Origins Act (Immigration Act) of 1924, Kellogg-Briand Pact of 1928, Teapot Dome Scandal, “Return to Normalcy” Read:Brinkley 661-662Zinn People’s History of the United States [Chapter 15]Assignment:Amendments Quiz [1-21]1920s Culture: The Jazz AgeOb.:Students will compare and contrast the effects of the Great War on societyLQs:Explain the state of women and their rights during the 1920s.Discuss the causes of the revival of Nativism and the ic:Roaring 20s, Flappers, Harlem Renaissance, Prohibition, KKK, Scopes Monkey Trial SFI:“Pink Collar” jobs, Birth Control, Margret Sanger, Flappers, League of Women Voters, National Woman’s Party, The “Lost Generation” Harlem Renaissance, Langston Hughes, Prohibition, Al Capone, Scopes “Monkey” TrialRead:Brinkley 647-661 (exclude Advertising, Modernist Religion, Edu. And Youth, Decline of Self)The Crash of 1929Ob.:Students will analyze the causes of the Great Depression and the Hoover Administrations response. LQs:Describe the five major causes of the Great Depression.Discuss the Hoover program and its successes in limiting the Great ic:Hoover’s Administration and the Causes of the Great DepressionSFI:Black Tuesday, Stock Market Crash 1929, The Hoover Program, “volunteerism” Smoot-Hawley Tariff, The Bonus March(Army)Read:Brinkley 668-671, 685-689 Video:Crash Course “The Great Depression” (CR7) Students will discuss certain trends, comparisons, Realities of the Great Depression Ob.:Students will compare personal and societal responses to the Great Depression. LQs:Discuss the challenges facing the Midwestern farmer during the early 1930sDescribe how the Depression affected Hispanics, Asians, African-Americans, and ic:Hard Times, Escapism, and Society during the Great DepressionSFI:Okies, Dust Bowl, Shantytowns (Hoovervilles), Scottsboro Case, American Communist Party and the Popular Front, Southern Tenant Farmers Union, John SteinbeckRead:Brinkley 672-676, 678-682Terkle, Studs Hard Times (Individual Story for each Student) (In Class) “Voices: Two Poems by Langston Hughes “ Negro Speaks of Rivers and Life is Fine (1b)(In Class) Assignment:One paragraph detailing individual, experiences, and outlook of Hard TimesThe New DealOb.:Students will group and compare New Deal efforts to halt the Great DepressionTopic:FDR’s First 100 days, the New Deal and its CriticsSFI:“Fireside Chats”, New Deal, Emergency Banking Act, Agricultural Adjustment Act, National Recovery Administration, Public Works Administration (PWA), Federal Emergency Relief Act, Glass-Steagall (Banking Act of 1933), Home Owners’ Loan Act, Gold Reserve Act, Tennessee Valley Authority, Federal Deposit Insurance Corporation (FDIC), Securities and Exchange Commission (SEC), Civil Works Administration, Civilian Conservation Corps (CCC), Farm Management Administration, American Liberty League, Dr. Francis E. Townsend, Huey LongRead:Brinkley 694-700, Handout about New Deal Reforms and ReliefVideo: Crash Course “New Deal”— Assignment:Chart detailing New Deal acts and their significanceThe Second New DealOb.:Students will group and compare New Deal efforts to halt the Great DepressionLQs:Discuss the Constitutionality of the New Deal.Discuss the goal of the Social Security Act and to who it was ic: Second New Deal, Critics and ChallengesSFI:“New Deal Coalition” National Labor Relations Board, Wagner Act United Auto Workers (UAW), Works Progress Administration (WPA), “Court Packing”, Fair Labor Standards Act, Social Security ActRead:Brinkley 700-708, Chart on 714. Assignment:Generalization Exercises 9.2Visual Main Idea Log 9.2Legacy of the New DealOb.:Students will discuss the success of the New Deal. Topic:How successful was the New Deal? Welfare StateAssignment:Paideia Question: “Changing Interpretations: The New Deal, Second Thoughts” New Deal Programs Quiz [20 pts] (matching)The Dark Valley in Europe (1930-1939)Ob.:Students will compare events in the United States with events happening around the world, each of which culminate with the start of World War IILQs:Discuss the ideology behind the “Good Neighbor Policy”Explain the Isolationist attempts to remain neutral during the late 1930s.Explain the shift from an isolationist’s to an interventionist’s point of view. Explain the events that led Japan to attack Pearl ic:Fascism in Europe, Communism in USSR, Japanese Imperialism in the Pacific, US enters the War, US Strategy, Scope of the War SFI:Reciprocal Trade Agreement Act of 1934, Good Neighbor Policy, Neutrality Acts, Lend-Lease, Atlantic CharterRead:Boyer 533-538, 540-545Assignment:Generalization Exercise 9.3America at War: Culture and the War.Ob.:Students will examine major conflicts during the war (at home and abroad) and will discuss the positive and negative impacts of dropping the atomic bomb. LQs:Explain the major events in the European Theater from 1944-1945.Explain the major events in the Pacific Theater from 1944-1945. Topic:War and Society, Internment, Major Battles, VE and VJ Day, Atomic AgeSFI:Congress of Racial Equality (CORE), Zoot Suit Riots, “Rosie the Riveter”, The “Swing Era”, Japanese Internment, Korematsu v. US, Dresden firebombing, D-Day, Battle of the Bulge, Battle for Okinawa, Manhattan Project, Hiroshima and Nagasaki, “Decision to Drop the Bomb pros and cons”Read:Boyer 545-554Brinkley 754-764 (Including “Decision to Drop the Bomb”)In Class Preparation (WWII over spill)Assignment: Inductive Reasoning SheetPresidents Quiz [35pts] (Washington to FDR)Compare/Contrast WWI/WWII (TBD)In Class DBQ Create your Own Categories/GEsUnit 9 TestUnit 10: The Cold War to Kennedy 1945-196011 daysCh. 29-30Organizing Principles (Politics and Power, America in the World, Environment and Geography, Ideas, Beliefs, Culture, Work, Exchange, Technology, Identify, Peopling)Between World War II and 1960, the New Deal philosophy that the government was a legitimate agent of social welfare became firmly embedded in the American mind.The Cold War led the United States to pursue an ambivalent policy of confrontation, negotiation, and preventive maintenance between 1945 and 1970.After World War II, the escalation of the Cold War caused the United States to abandon its policy of isolationism in favor of a global interventionist policy to promote pro-western ideas while restricting the spread of communism. The Cold War Overview—IdeologyOb.:Students will connect cultural icons to explain a basic understanding of the Cold War LQs.:Discuss the post war vision for the United StatesDiscuss the post war vision for the Soviet UnionTopic:US vs. USSR, Capitalism vs. Communism, Cold Wars, Proxy WarsSFI:Soviet Union, Cold War, Communism, Capitalism, Read:McMahon “World War II and the Destruction of the Old World Order.” 1-15Truman Foreign Policy I: The Cold War Begins- 1945-1949Ob.:Students will analyze the events that transitioned Soviet “allies” into enemies in the Cold War.LQs:Discuss the actions taken by the United States in response to the growing threat of Communism during the Cold War.*Discuss the major points of the Truman Doctrine.Discuss the causes and outcomes of the Korean icsYalta/Potsdam Conferences, Red China, Containment, NATOSFI:Teheran Conference, Yalta Conference, United Nations, Potsdam Conference, Chaing Kai-Shek, Mao Zedong, Marshall Plan, Truman Doctrine, George Kennan, National Security Act, Berlin Airlift, NATO, Warsaw Pact, National Security Council Report 68 (NSCR-68), Korean WarRead:Brinkley 768-775*The Truman Doctrine Assignment:10.1 Generalization ExerciseTruman Domestic PolicyOb.:Students will examine the effects the war on the US economy and the growing Communist threat.LQs:Discuss the major challenges to the US economy during the post war pare and Contrast the Red Scare with McCarthyism. Topic:Post War Economy, Fair Deal, SubversionSFI:GI Bill of Rights, United Mine Workers, The Fair Deal, Taft-Hartley Act, Dixiecrats, Employment Act of 1946, Thomas E. Dewey, Douglas MacArthur, HUAC, Alger Hiss Trial, McCarran International Security Act, Ethel and Julius Rosenberg, McCarthyism Read:Brinkley 775-786Assignment: 10.1 Visual Main Idea LogMcCarthyismOb.:Students will compare and contrast the Red Scare that followed WWI with McCarthyismTopic:Subversion, Anticommunism, Joseph McCarthyRead:“Changing Interpretations: McCarthyism” 348-356Assignment:Paideia Seminar Questions [20 pts]Eisenhower Domestic PolicyOb.:Students will analyze the effects of the Cold war on Ike’s domestic policy and 1950s culture.LQs:Discuss the partnership between the AFL and the CIO.Discuss the immediate and lasting effects of the “Sputnik” ic: “What’s good for GM. . .”, McCarthy’s decline, and the Military Industrial Complex, 50s CultureSFI:Army-McCarthy Hearing, Keynesian Economics, AFL-CIO, Teamsters Union, Federal Highway Act, Levittowns, UNIVAC, Salk vaccine (Polio), Hydrogen bomb, NASA, Sputnik, Baby Boom Read:Brinkley 812-813, 793-798, 805-806 Eisenhower Foreign PolicyOb.:Students will analyze how world events influenced US foreign policy during the Cold ic:Brinksmanship, Vietnam, Israel, Suez, U-2 Crisis SFI:Massive Retaliation (Brinksmanship), MAD (mutually assured destruction), Dien Bien Phu, Fidel Castro, U-2 incident, Israeli Independence, John Foster Dulles, Eisenhower Doctrine, Military Industrial ComplexRead:Brinkley 813-817Secretary Dulles’ Strategy of Massive Resistance”Eisenhower’s Farewell Address The Eisenhower DoctrineAssignment:Paideia Questions 1950s Counter Culture vs. Age of Affluence vs. “The Other America”Ob.:Students will trace modern luxuries from their beginnings in 1950’s consumerist culture. LQs:Compare and contrast the consumerism of the 1950s and “The Other America”Describe how the Beats embodied counterculture in the 1950sTopic: Consumerism, Suburbanization, Counterculture, “The Other America”SFI:Feminism, Beat Generation, Jack Kerouac, Rock n’ Roll, Suburbanization, Consumerism (TV to Fast Food)Read:Brinkley 798-802, 805-809 (exclude Travel, Organized Society)Read: Howl by Alan GinsbergAssignment: Amendments Quiz (1-22)10.2 Generalization ExerciseMain Idea Log “The Other America by Michael Harrington)Students, working in groups, do a presentation on one of the pioneers of 1950s Rock and Roll that will include two songs by the artist and historical analysis.(ID-7)(CUL-6)(CUL-7) [CR4] 1950s Civil Rights MovementOb.:Students will examine the four major factors that helped facilitate the Civil Rights movement. LQs:Discuss the significance of Brown v. Board of Education and the Little Rock NineDiscuss the goal and outcome of the Montgomery Bus Boycott. Topic:Emmett Till, Brown v. Board, Montgomery Bus Boycott; Challenges to segregationSFI:Brown v. Board of Education of Topeka, Kansas, Little Rock Nine, “Massive Resistance”, Montgomery Bus Boycott, Martin Luther King, Jr., Civil Rights Act of 1957, Emmett Till, Desegregated Armed forcesRead:Brinkley 809-812Assignment:10.2 Visual Main Idea LogEssay: The 1950s’ has been referred to as the second era of the civil rights movements begun in the 1920’s. Assess the validity of this statement. (CR9)Debate: Did Truman Cause the Cold War?Ob.:Students will debate the causes of the Cold War by examining Truman’s foreign policy. YES: 288-301 [Ps]NO:288-289, 303-308 [Qs]Assignment:President’s Quiz 35 points In Class DBQUnit 10TestUnit 11: From Liberalism to Conservatism1960-Present20 daysCh. 31-34Organizing Principles (Politics and Power, America in the World, Environment and Geography, Ideas, Beliefs, Culture, Work, Exchange, Technology, Identify, Peopling)Disillusionment with the increasingly violent protest of the 1960s led to the entrenchment of conservative ideology between 1968 and 1992.Following the breakup of the Soviet Union, America's foreign policy groped for ways to promote world peace with minimal U.S. involvement.Technological developments between 1950 and 2000 radically altered the economic, social, and moral fiber of the nation.LessonsCivil Rights I: Freedom Rides to Freedom SummerOb.:Students will examine the goals of the Civil Rights movement in the 1960sLQs:Discuss the goals of both SNCC and CORE.Discuss the goals of the Freedom Riders and the Freedom SummerExplain the causes and outcomes of the Watts RiotsTopic: Organization, Challenges, LegislationSFI: SNCC, CORE, John Lewis, Freedom Riders, “Sit-in” movement, Eugene “Bull” Conner, 1963 March on Washington, Freedom Summer, Freedom Schools, Watts Riots, “Long Hot Summers”, Stokely Carmichael (CR7)Read:Brinkley 826-832“Voices” John Lewis Speech Delivered at Lincoln Memorial Aug 28, 1963 398-399 (CR7)The Choices Program: Letters from Freedom Summer (CR7) Rights II: Sit-in MovementOb.:Students will analyze in depth resistance to white suppression during the Civil Rights ic: Civil Rights Challenges to the Status QuoRead:“Changing Interpretations: The Sit-In Movement” 394-407Assignment:Paideia Seminar Civil Rights III: MLK Jr. vs Malcolm X Ob.:Students will compare and contrast the differing views of MLK Jr. and Malcolm X within the context of the Civil Rights Movement, then in a broader context of African American oppression and struggle as a ic: MLK Jr. vs. X, Compare and Contrast Dubois/Washington vs. Jr./XSFI: Black Power Movement, Malcolm X, Nation of Islam, “Letters from a Birmingham Jail” Read:Martin Luther King Jr. “Letters from Birmingham Jail” (CR7)Malcolm X, “God’s Judgment of White America” (The Chickens Come Home to Roost) (CR7)Assignment:Essay—Compare and Contrast the civil rights protest movements of the 50’s and 60’s with the protests conducted in the deaths Michael Brown and Eric Garner. (13b)*The Kennedy Administration (Foreign and Domestic)Ob.:Students will examine the impact of the Kennedy Administration’s Domestic and Foreign Policies on the United States.LQs:Discuss Kennedy’s New Frontier in the context of CommunismDiscuss the Kennedy Administration’s successes and failures in CubaDescribe the type of rhetoric Kennedy used in his Inaugural Address (esp. in terms of Communism). Topic: Election 1960, Domestic Policy, Foreign PolicySFI:Election of 1960, The New Frontier, “Missile Gap” Bay of Pigs, Cuban Missile Crisis, “Quarantine Cuba”, Nikita Khrushchev, Ngo Dinh Diem, EXCOM, “Ich bien ein Berliner,” Read: Brinkley 822, 832-834Election of 1960 and Kennedy’s Inaugural AddressJohnson Domestic PolicyOb.:Students will examine the major parts and impacts of LBJ’s The Great Society. LQs:Discuss the major components of The Great Society.Discuss, in depth, the meanings behind the Civil Rights Act of 1964 and the Voting Rights Act of 1965.Discuss the affect the Vietnam War had on LBJ’s Great ic: The Great Society, Civil RightsSFI: The Great Society, War on Poverty, Medicare, Medicaid, Department of Housing and Urban Development (HUD) Community Action Programs, VISTA, Consumer Protection, Immigration Act of 1965, Civil Rights Act of 1964, Voting Rights Act of 1965, Affirmative ActionRead: Brinkley 823-826Assignment:President’s Quiz (Wilson to LBJ—5 SFI)Vietnam: The Beginnings and the Scope of the War Ob.:Students will analyze how and why the United States became involved in the War in Vietnam. LQs.:Discuss the role of the Geneva Conference for Korea and Vietnam.Discuss the roles of the Vietminh and the NLFDiscuss how Cold War ideology forced the US into VietnamTopic: Indochina War to Peace with HonorSFI: Vietminh, Geneva Conference 1954, National Liberation Front (NLF)/Vietcong, Gulf of Tonkin Read:Brinkley 834-840 (stop at From Aid to Intervention)McClellen 430-436*Johnson’s Foreign Policy and Vietnam: 1964-168Ob.:Students will discuss the escalation of the War in Vietnam and its impact on domestic policies. LQs:Discuss the ideas of “hearts and minds” and “search and destroy” in the context of Vietnam.Discuss the major events surrounding the 1968 presidency.Explain the connection between LBJ’s passing on the presidency and the Tet Offensive.Discuss who was assassinated in 1968 and what that might mean for what each man ic: Assassinations, Tet, Rise of NixonSFI: Gulf of Tonkin Resolution, Escalation, “Hearts and Minds,” Search and Destroy, General Westmoreland, Robert McNamara, Robert F. Kennedy, Tet Offensive, My Lai Massacre, Election 1968, 1968 Democratic National Convention Read: Brinkley 840-41, 843-47Assignment: Analysis Activity Songs of the Vietnam War (CR 7): Paideia Seminar (CR 12) See pp. 33-58Nixon Foreign Policy: Ob.:Students will examine the Nixon Administration’s foreign policy, then compare it to his predecessors.LQs:Explain the process of Vietnamization.Discuss the importance and meaning of Nixon’s visit to China.Discuss to what degree Nixon obtained “Peace with Honor”Topic: China, Détente, VietnamSFI: Vietnamization, Henry Kissinger, Nixon Doctrine, “Peace with Honor,” Easter Offensive, Fall of Saigon, War Power’s ResolutionRead:Brinkley 869-874McClellen 444-447Assignment:President’s Quiz (Wilson to LBJ—5 SFI)Compare and Contrast Eisenhower, Kennedy, Johnson, Nixon and VietnamThe Protest Movement: Ob.:LQs:Topic:SFI:Kent State Massacre, Assignment:Paideia SeminarNixon Domestic/Foreign Policy: Combine Nixon’s détente Ob.:Students will examine how major domestic events during the Nixon Administration were precipitated by Global EventsLQs:Discuss what brought about the Kent State MassacreDiscuss George Wallace’s views and bid for the presidency.Describe the major events in the Middle East (Six Day War, Arab Oil Embargo, OPEC) and its global ic: Détente, Stagflation, Scandal SFI: Nixon’s visit to China, “Ping Pong Diplomacy” Détente, Brezhnev Doctrine, George Wallace, SALT I, Six-Day War, Arab Oil Embargo, PLO (Palestinian Liberation Organization), Stagflation, OPEC (Organization of Petroleum Exporting Countries, Clean Air Act 1970, Clean Water Act 1972, “New Federalism,” devolution, Checker’s Speech, Gerald Ford, “Southern Strategy” Read: Brinkley 875-881Watergate: The Fall of Richard NixonOb.:Students will discuss the fall of Richard Nixon and how this lead to mistrust in government. LQs:Discuss the charges against Nixon.Discuss the meaning behind Ford’s pardon.Discuss the affect Watergate had on the ic: Watergate, “Cover-up,” Ford Pardons Nixon, Ford’s Administration SFI: Spiro Agnew, Watergate, CREEP, Nixon’s “Cover Up,” Nixon v. US. “Plumbers,” Frost Nixon, Ford’s Pardon, Bob WoodwardRead:Zinn A People’s History 541-550 & “Changing Interpretations” Assignment:Paideia Questions *1960-70s Culture I: Sex, Drugs, and Rock & RollOb.:Students will examine how the 1960s embodied the counter culture movementLQs:Discuss the major events surrounding Native American RightsDiscuss the beginnings of the Gay Liberation MovementDiscuss the argument put forth by Betty Friedan. Discuss the impact of EnvironmentalismTopic: Sex, Drugs, Rock & Roll, “Fringe Rights”SFI: Students for a Democratic Society (SDS), “New Left,” Free Speech Movement, Antiwar Rallies, Anti-draft movement, Counterculture, Woodstock, American Indian Movement (AIM), Indian Civil Rights Act of 1968, Chicanos, Cesar Chavez, United Farm Workers (UFW), Stonewall Riot, Gay Liberation Movement, New Feminism, Betty Friedan’s The Feminine Mystique, NOW (National Organization of Women, ERA (Equal Rights Amendment) Roe v. Wade, Environmentalism, EPA (Environmental Protection Agency)Read:Brinkley852-856, 862-863, 863-866Assignment:Amendments Quiz 1-27 1960-70s Culture IIOb.:Students will examine how the 1960s embodied the counter culture movementLQs:Describe Allen Ginsberg’s “America” and why it represents counterculture. Describe the events at Stonewall.Explain the plight of black women according to Abbey Lincoln.Discuss why Susan Brownmiller argues in favor of abortion. Topic:Sex, Drugs, Rock & Roll, “Fringe Rights”Read:“Voices:” “America” (454-456),“Stonewall” (457-461), “Who Will Revere the Black Woman” (466-468), “Abortion Is a Woman’s Right” (469-470)Assignment:Chronological Exercises, Association Sheets, group DBQ “Nixon”Carter’s Administration/Rise of ReaganOb.:Students will analyze how foreign affairs crippled one president while also inspecting the rise of the Religious Right.LQs:Discuss the goal and success of the Camp David Accords.Discuss the impact of the Iranian Hostage Crisis on the Carter AdministrationDiscuss the impact of Sunbelt Politics and the Sagebrush Revolution.Discuss the rising impact of Christianity on US politics during the 1970s and ic: Carter Domestic/Foreign Relations, Rise of ReaganSFI: Malaise Speech, Camp David Accords, Iranian Hostage Crisis, Soviet Invasion of Afghanistan, US boycott of 1980 Olympics, Sunbelt Politics, Sagebrush Revolution, Evangelical Christianity, Moral Majority, Christian Coalition, “New Right” Read: Brinkley 886-889, 889-894 (No Tax Revolt/Campaign 1980)Reagan’s AdministrationOb.:Students will examine the highs and lows of the Reagan Administration.LQs:Compare and Contrast Reagonomics and Keynesian Economics.Discuss Reagan’s relationship with the Soviet Union Discuss how the Savings and Loan Crisis and the Iran-Contra Scandal damaged the Reagan pare and Contrast Ergonomics and Keynesian economics. Topic: Reagan Revolution, Star Wars, Controversy SFI: Reagan Revolution, Neo-Conservatives, Proposition 13, Reagonomics (Supply-Side Economics), Deregulation, “Star Wars”/SDI (Strategic Defense Initiative), Reagan Doctrine, Mikhail Gorbachev, perestroika, glasnost, Tiananmen Square, Savings and Loan Crisis, Iran-Contra Scandal, Oliver North, Fall of Berlin WallRead: Brinkley 895-903Bush/Clinton/Bush/ObamaOb.:Students will survey the past four president’s administration.LQs:Discuss the major events of Bush Sr.’s Administration. (8 min)(5 person)Discuss the major events of Clinton’s Administration.(10 min)(7 person)Discuss the major events of W. Bush’s Administration (12 min)(7 person)Discuss the major events of Obama’s Administration (6 min)(4 person)Topic: Bush/Clinton/Bush Or Iraq War, Lewinsky, Iraq War SFI: Invasion of Kuwait, “Read my Lips,” Break up of Soviet Union, NAFTA (North American Free Trade Agreement), Impeachment of Clinton, Bush vs. Gore 2000, Globalization, 9/11, War on Terror, Al Qaeda and Osama bin Laden, Bush Doctrine, War in Afghanistan, War in Iraq, NCLB, The “Great Recession,” “Too Big to Fail,” Affordable Healthcare Act, Drones, “Race to the Top”Read:The House of Bush, Clinton, Obama?In Class DBQ (1960-1970) You might want to timeline your SFI for help.Unit 11 TestCR 12 ComponentUnit 10: Analyzing Primary Sources during the Anti-War Protests in the Vietnam Era (1963-1973)Compelling Questions (to be answered during the Paideia Seminar)Who protests the war and why? I.e. what are the different groups. What are the ways protests occur?What are the events that sparked protests?How successful where these protests?Why were there mass protests against Vietnam but not other wars? Primary DocumentsMississippi Freedom Democratic Party “Petition Against the War in Vietnam (July 28, 1965)SNCC, Position Paper on Vietnam (January 6, 1966)Muhammad Ali Speaks Out Against the Vietnam War (1966)Martin Luther King Jr. “Beyond Vietnam” (April 4, 1967)Larry Colburn “They were Butchering People” (2003)Tim O’Brien “The Man I Killed” (1990)Maria Herrera-Sobek “Untitled” (1999)Tom Hayden “SDS: Students for a Democratic Society”Songs*translationsBob Dylan, “Masters of War” (1963)Barry Sadler, “The Ballad of the Green Berets” (1966)*Luu Nguyen and Long Hung, North Vietnamese, “The March of Liberation” (March, 1966)Pete Seeger, “Waist Deep in the Big Muddy” (1967)*Pham Duy, South Vietnamese folk singer “A Tale of Two Soldiers” (1968)Country Joe McDonald, “Fixin’ to Die Rag” (1968)*Trinh Cong Son, South Vietnamese, “I Must See the Sun” (1969)Crosby, Stills, Nash, Young, “Ohio” (1970)John Lennon, “Give Peace a Chance” (1970)ImagesKent StateDraft CardsStudent ProtestsAfrican-American ProtestsRich vs. PoorPrimary SourceKey SFI and Description of person/group2-3 Arguments against the War using evidence from textMississippi Freedom Democratic Party “Petition Against the War in Vietnam (July 28, 1965)MI:SNCC, Position Paper on Vietnam (January 6, 1966)MI:Muhammad Ali Speaks Out Against the Vietnam War (1966)MI:Martin Luther King Jr. “Beyond Vietnam” (April 4, 1967)MI:Primary SourceKey SFI and Description of person/group2-3 Arguments against the War using evidence from textLarry Colburn “They were Butchering People” (2003)MI:Tim O’Brien “The Man I Killed” (1990)MI:Maria Herrera-Sobek “Untitled” (1999)MI:Tom Hayden “SDS: Students for a Democratic Society”MI:Primary SourceKey SFI and Description of person/group2-3 Arguments against the War using evidence from textBob Dylan, “Masters of War” (1963)MI:Barry Sadler, “The Ballad of the Green Berets” (1966)MI:*Luu Nguyen and Long Hung, North Vietnamese, “The March of Liberation” (March, 1966)MI:Pete Seeger, “Waist Deep in the Big Muddy” (1967)MI:*Pham Duy, South Vietnamese folk singer “A Tale of Two Soldiers” (1968)MI:Primary SourceKey SFI and Description of person/group2-3 Arguments against the War using evidence from textCountry Joe McDonald, “Fixin’ to Die Rag” (1968)MI:*Trinh Cong Son, South Vietnamese, “I Must See the Sun” (1969)MI:Crosby, Stills, Nash, Young, “Ohio” (1970)MI:John Lennon, “Give Peace a Chance” (1970)MI:Which source, out of all sources, best encapsulates the Anti-War protest in your opinion and why?Primary Document Excerpts—“Voices of a People’s History of the United States” Mississippi Freedom Democratic Party “Petition Against the War in Vietnam (July 28, 1965)In McComb, MS, in July 1965, civil rights activist in the Mississippi Freedom Democratic Party circulated and published this petition—one of the first against the war in Vietnam.Here are five reasons why Negroes should not be in any fighting for America:No Mississippi Negroes should be fighting in Vietnam for the White Man’s freedom, until all the Negro People are free in Mississippi. Negro boys should not honor the draft here in Mississippi. Mothers should encourage their sons not to go.We will gain respect and dignity as a race only by forcing the US Government and the Mississippi Government to come with guns, dogs, and trucks to take our sons away to fight and be killed protecting Mississippi, Alabama, George, and Louisiana. No one has a right to ask us to risk our lives and kill other Colored people in Santo Domingo and Vietnam, so that the White America can get richer. We will be looked upon as traitors by all the Colored People of the world if the Negro people continue to fight and die without a cause. Last week a white soldier from New Jersey was discharged from the Army because he refused to fight in Vietnam; he went on a hunger strike. Negro boys can do the same thing. We can write and ask our sons if they know what they are fighting for. If he answers Freedom, tell him that’s what we are fighting for here in Mississippi. And if he says Democracy, tell him the truth—we don’t know anything about Communism, Socialism, and all that, but we do know that Negroes have caught hell right here under this American Democracy. SNCC, Position Paper on Vietnam (January 6, 1966)SNCC also spoke out in early 1966 against the war in Vietnam, seeking to connect the issues of racism at home and the war in AsiaSNCC assumes its right to dissent with the United States foreign policy on any issue, and states its opposition to United States involvement in Vietnam on these grounds:We believe the Untied States government has been deceptive in claims of concern for the freedom of the Vietnamese people, just as the government has been deceptive in claiming for the freedom of colored people in such other countries as the Dominican Republic, the Congo, South Africa, Rhodesia, and in the US itself. We, the Student Nonviolent Coordinating Committee, have been involved in the black people’s struggle for liberation and self-determination in this country for the past five years. Our work, particularly in the South, taught us that the US government has never guaranteed the freedom of oppressed citizens and is not yet truly determined to end the rule of terror and oppression with its own borders. We ourselves have often been victims of violence and confinement executed by US government officials. We recall the numerous persons who have been murdered in the South because of their efforts to secure their civil and human rights. . .We know that for the most part, elections in this country, in the North as well as the South, are not free. We have seen that the 1965 Voting Rights Act and the 1964 Civil Rights Act have not yet been implemented with full federal power and concern. We question then the ability and even the desire of the US government to guarantee free elections abroad. We maintain that our country’s cry of “Preserve Freedom in the world” is a hypocritical mask behind which it squashed liberation movement which are not bound and refuse to be bound by the expediency of US cold war policy. We are in sympathy with and support the men in this country who are unwilling to respond to a military draft which would compel them to contribute their lives to US aggression in the name of the “freedom” we find so false in this country. We recoil with horror at the inconsistency of a supposedly free society where responsibility to freedom is equated with the responsibility to lend oneself to military aggression. We take note of the fact that 16 percent of the draftees from this country are Negro, called on to stifle the liberation of Vietnam, to preserve a “democracy” which does not exist for them at home. . . Muhammad Ali Speaks Out Against the Vietnam War (1966)In 1964, shortly after becoming the world heavyweight boxing champion, the boxer Cassius Marcellus Clay (named after a white abolitionist by that name) took the name of Muhammad Ali, renouncing what he called his slave name. Two years later, the outspoken fighter caused outrage in the media when he petitioned for military exemption from military service in Vietnam and then, when denied, refused to be drafted. As a result of his protest against the war, Ali’s battle against the sentence went to the US Supreme Court and was not reversed until 1971. In 1966, Ali Spoke in Louisville, KY, his home town, about the reasons for not fighting in Vietnam. Why should they ask me to put on a uniform and go ten thousand miles from home and drop bombs and bullets on brown people in Vietnam while so-called Negro people in Louisville are treated like dogs and denied simple human rights? No, I am not going ten thousand miles from home to help murder and burn another poor nation simply to continue the domination of white slave masters of the darker people of the world. This is the day when such evils must come to an end. I have been warned that to take such a stand would put my prestige in jeopardy and could cause me to lose millions of dollars which should accrue to me as the champion. But I have said it once and I will say it again. The real enemy of my people is right here. I will not disgrace my religion [Islam], my people or myself by becoming a tool to enslave those who are fighting for their own justice, freedom and equality. . .If I thought the war was going to bring freedom and equality to twenty-two million of my own people, they wouldn’t have to draft me, I’d join tomorrow. But I either have to obey the laws of the land or the laws of Allah. I have nothing to lose by standing up for my beliefs. So I’ll go to jail. We’ve been in jail for four hundred years. Martin Luther King Jr. “Beyond Vietnam” (April 4, 1967)A number of civil rights leaders urged Martin Luther King, Jr., not to speak out on the growing intervention of the United States in Vietnam, but he said he could not separate the issues of economic injustice, racism, war, and militarism. In a speech he gave in the Riverside Church in New York, exactly one year before his assassination in 1968, King articulated his opposition. A small section is included here.. . .Since I am a preacher by calling, I suppose it is not surprising that I have seven major reasons for bringing Vietnam into the field of my moral vision. There is at the outset a very obvious and almost facile connection between the war in Vietnam and the struggle I and others have been waging in America. A few years ago there was a shining moment in that struggle. It seemed as if there was a real promise of hope for the poor, both black and white, through the poverty program [The Great Society]. There were experiments, hopes, new beginnings. Then cam the buildup in Vietnam, and I watched this program broken and eviscerated as if it were some idle political plaything of a society gone mad on war. And I knew that America would never invest the necessary funds or energies in rehabilitation of its poor so long as adventures like Vietnam continued to draw men and skills and money like some demonic destruct suction tube. So I was increasingly compelled to see the war as an enemy of the poor and to attack it as such. . . . . . Somehow this madness must cease. We must stop now. I speak as a child of God and brother to the suffering poor of Vietnam. I speak for those whose land is being laid waste, whose homes are being destroyed, whose culture is being subverted. I speak for the poor of America who are pain the double price of smashed hopes at home, and dealt death and corruption in Vietnam. I speak as a citizen of the world, for the world as it stands aghast at the path we have taken. I speak as one who loves America, to the leaders of our own nation: The great initiative in this war is ours; the initiative to stop it must be ours. Larry Colburn “They were Butchering People” (2003)On March 16, 1968, a company of US infantry entered the village of My Lai, and although they did not receive a single round of hostile fire, methodically slaughtered some five hundred Vietnamese peasants, mostly women and children. The freelance journalist Seymour Hersh heard the story, but the major media ignored his efforts to publicize it. Finally, in December 1969 Life magazine carried Ronald Haeberle’s horrendous photos of GIs pouring automatic fire into trenches where Vietnamese women, babies in their arms, crouched in fear. The military arrested Lt. William Calley, a platoon leader at My Lai, who had ordered the shootings. Many officers were involved in the incident and then the cover-up, however, only Calley received a jail sentence. His life sentence was diminished to five years by the intervention of President Nixon. He served three and a half years under house arrest and was then released. In the following recollection, Larry Colburn, a helicopter door-gunner, who with his pilot, Hugh Thomspon, came upon the scene and stopped some of the killing, tells his story. We weren’t pacifists. We did our job and when we had to kill people we did. But we didn’t do it for sport. We didn’t randomly shoot people. In our gun company it was very important to capture weapons, not just to legitimize your kill, but psychologically it was easier when you could say, “If I didn’t do that, he was going to shoot me.”We flew an OH-23—a little gasoline-engine bubble helicopter. We were aerial scouts—a new concept. Instead of just sending assault helicopters they’d use our small aircraft as bait and have a couple gunships cover us. Basically we’d go out and try to get into trouble. We’d fly real low and if we encountered anything we’d mark it with smoke, return fire, and let the gunships work out. We also went on “snatch missions,” kidnapping draft-age males to take back for interrogation. We did that a lot in 1968. On March 16, we came on station a little after seven a.m. The only briefing I got was that they were going to put a company on the group to sweep through this village. Normally, we’d go in beforehand to see if we could find enemy positions or entice people to shoot at us. It was clear and warm and the fog was lifting off the rice paddies. On our first pass we saw a man in uniform carrying a carbine and pack coming out of a tree line. Thompson said, “Who wants him?” I said, “I’ll take him.” So he aimed the aircraft at him and got it down low and started toward the suspect. He was obviously Viet Cong. He was armed, evading, and heading for the next tree line. I couldn’t hit him to save my life. We worked that area a little more but that was the only armed Vietnamese I saw that day. After that we started working the perimeters of My Lai-4, -5, -6 and I remember seeing that American troops came in on slicks [helicopters]. We got ahead of them to see if they were going to encounter anything and we still didn’t receive any fire. It was market day and we saw a lot of women and children leaving the hamlet [village]. They were moving down the road carrying empty baskets. As we went further around the perimeter we saw a few wounded women in the rice fields south of My Lai-4. We marked their bodies with smoke grenades expecting that medics would give them medical assistance. When we came back to the road we started seeing bodies, the same people that were walking to the market. They hadn’t even gotten off the road. They were in piles, dead. We started going through all the scenarios of what might have happened. Was it artillery? Gunships? Viet Cong? The American soldiers on the ground were just walking in a real nonchalant sweep. No one was crouching, ducking, or hiding. Then we saw a young girl about twenty years old lying in the grass. We could see that she was unarmed and wounded in the chest. We marked her with smoke because we saw the squad was so far away. The smoke was green, meaning it’s safe to approach. Red would have meant the opposite. We were hovering six feet off the ground not more than twenty feet away when Captain [Ernest] Medina came over, kicked her, stepped back, and finished her off. He did it right in front of us. When we saw Medina do that, it clicked. It was our guys doing the killing. The bodies we marked with smoke—you find yourself feeling that you indirectly killed them. I’ll never forget one lady who was hiding in the grass. She was crouched in the fetal position. I motioned to her—stay down, be quiet, stay there. We flew off on more reconnaissance. We came back later and she was in the same position, right where I’d told her to stay. But someone had come up behind her and literally blew her brains out. I’ll never forget that look of bewilderment on her face. Around ten a.m. [Hugh] Thompson spotted a group of women and children running toward a bunker northeast of My Lai-4 followed by a group of US soldiers. When we got overhead, [Glenn] Andreotta spotted some faces peeking out of an earthen bunker. Thompson knew that in a matter of seconds they were going to die, so he landed the aircraft in between the advancing American troops and the bunker. He went over and talked to a Lt. Brooks. Thompson said, “These are civilians. How do we get them out of the bunker?” Brooks said, “I’ll get them out with hand grenades.” The veins were sticking out of Thompson’s neck and said to Andreotta and me, “If they open up on these people when I’m getting them out of the bunker, shoot’em.” Then walked away leaving us standing there looking at each other. Thompson went over to the bunker and motioned for the people to come out. There were nine or ten of them.We had a staredown going with the American soldiers. About half of them were sitting down, smoking and joking. I remember looking at one fellow and waving. He waved back and that’s when I knew we were okay, that these guys weren’t doing anything to us. No one pointed weapons at us and we didn’t point any weapons at them. Thompson called Dan Millians, a gunship pilot friend of his, and said, “Danny, I’ve got a little problem down here, can you help out.” Millians said sure and did something unheard of. You don’t land a gunship to use it as a medevac, but he did. He got those people a couple miles away and let’em go. I think he made two trips. We flew over the ditch where more than a hundred Vietnamese had been killed. Andreotta saw movement so Thompson landed again. Andreotta went directly into that ditch. He literally had to wade waste deep through people to get to a little child. I stood there in the open. Glenn came over and handed me the child, but the ditch was so full of bodies and blood he couldn’t get out. I gave him the butt of my rifle and pulled him out. We took the little one to an orphanage. We didn’t know if he was a little boy or little girl. Just a cute little child. I felt for broken bones or bullet holes and he appeared to be fine. He wasn’t crying, but he had this blank stare on his face and was covered in blood. The only thing I remember feeling back then was that these guys were really out for revenge. They’d lost men to booby traps and snipers and they were ready to engage. They were briefed the night before and I’ve heard it said that they were going in there to waste everything. They didn’t capture any weapons. They didn’t kill any draft-age males. I’ve seen the list of dead and there were a hundred and twenty some humans under the age of five. It’s something I’ve struggled with my whole adult life, how people can do that. I know what it’s like to seek revenge, but we would look for a worthy opponent. These were elders, mothers, children, and babies. The fact that the VC [Viet Cong] camped out there a night is no justification for killing everyone in the pare it to a little town in the US. We’re at war with someone on our own soil. They come into a town and rape the women, kill the babies, kill everyone. How would we feel? And it wasn’t just murdering civilians. They were butchering people. The only thing they didn’t do is cook’em and eat’em. How do you get that far over the edge? Tim O’Brien “The Man I Killed” (1990)After being drafted, Tim O’Brien served in the army from 1969 to 1970. In 1990, he published a damning account of the war, The Things They Carried. Here is a section of the chapter “The Man I Killed”His jaw was in his throat, his upper lip and teeth were gone, his one eye was shut, his other eye was a star-shaped hole, his eyebrows were thin and arched like a woman’s, his nose was undamaged, there was a slight tear at the lobe of one ear, his clean black hair was swept upward into a cowlick at the rear of the skull, his forehead was lightly freckled, his fingernails were clean, the skin at his left cheek was peeled back into three ragged strips, his right cheek was smooth and hairless, there was a butterfly on his chin, his neck was open to the spinal cord and the blood there was thick and shiny and it was this would that had killed him. He lay face-up in the center of the trail, a slim, dead, almost dainty young man. He had bony legs, a narrow waist, long shapely fingers. His chest was sunken and poorly muscled—a scholar, maybe. His wrists were the wrists of a child. He wore a black shirt, black pajama pants, a gray ammunition belt, a gold ring on the third finger of his right hand. His rubber sandals had been blown off. One lay beside him, the other a few meters up the trail. He had been born, maybe, in 1946 in the village of My Khe near the central coastline of Quang Ngai Provenience, where his parents farmed, and where his family had lived for several centuries, and where, during the time of the French his father and two uncles and many neighbors had joined in the struggle for independence. He was not a Communist. He was a citizen and a soldier. In the village of My Khe, as in all of Quang Ngai, patriotic resistance had the force of tradition, which was partly the force of legend, and from his earliest boyhood the man I killed would have listened to stories about the heroic Trung sisters and Iran Hung Dao’s famous rout of the Mongols and Le Loi’s final victory against the Chinese at Tot Dong. He would have been taught that to defend the land was a man’s highest duty and highest privilege. He had accepted this. It was never open to question. Secretly, though, it also frightened him. He was not a fighter. His health was poor, his body small and frail. He liked books. He wanted someday to be a teacher of mathematics. At night, lying on his mat, he could not picture himself doing the brave things his father had done, or his uncles, or the heroes of the stories. He hoped in his heart that he would never be tested. He hoped the Americans would go away. Soon, he hoped. He kept hoping and hoping, always, even when he was asleep.“Oh, man, you fuckin’ trashed the fucker,” Azar said. “You scrabbled his sorry self, look at that, you did, you laid him out like Shredded fuckin’ Wheat.”“Go away,” Kiowa [Tim’s friend] said.“I’m just saying the truth. Like Oatmeal.”“Go!” Kiowa said. Maria Herrera-Sobek “Untitled” (1999)In this poem, the poet Maria Herrera-Sobek writes about the much-neglected experience of Chicanos and Latinos in the Vietnam war. Like blacks and other people of color, Chicanos faced racism from their officers, and were often assigned the most dangerous positions. They also were among the most active opponents of the war, pointing out the hypocrisy of the US government’s claim to be bringing “democracy” to Vietnam. “Untitled”We saw them comingin funeral black bagsbody bags they called themeyes locked forever they were ourbrown menshotin a dishonest warVietnam taught usnot to trustanyone over thirtyfor they had the gunsand the powerto send our boyfriendsfathers, brothersoff to warwhile they sauntered in lily whitesegregated country clubsa bomb planted in our mindsa bomb exploded in 1969Watts, East LosBlack PanthersBrown BeretsDrank the night and lighted up the skywith homemade fireworks the war had come to roostin our own backyardmade in the USA gunsturned inwardand shot our youngDead in the streetsDead in the battlefieldsDead in the schoolsand yet a plaintive songCrashing against the crackling explosionof a Molotov cocktail. insisted“We shall overcome.” Students for a Democratic Society (SDS) At first SDS tackled domestic issues. In the summer of 1964, SDS volunteers moved into poor urban neighborhoods and organized residents to fight for jobs, better housing, schools, and community services. By the fall of 1964, SDS had organized chapters on nearly 50 campuses around the country. Then a new issue loomed-the war in Vietnam. At its December 1964 national convention, SDS members voted to protest the war by organizing a march on Washington for the following April. Because United States involvement in Vietnam was still limited to military advisers and aid, opposition to the war remained muted. No one expected more than a few thousand marchers. Then President Johnson began to escalate the United States commitment to South Vietnam. When Johnson ordered the large-scale bombing of North Vietnam in 1965 and sent in the first combat troops, the antiwar movement mushroomed. Some Americans felt betrayed by Johnson, whom they had considered a peace candidate in 1964. SDS now led a crusade to end the war in Vietnam. Within a single year, the ranks of SDS had swollen to more than 150 chapters with 10,000 members. That spring (1965) also helped organize several university teach-ins. The first teach-ins took place at the University of Michigan at Ann Arbor. On March 24, 1965. Shortly after the first United States ground combat troops landed in South Vietnam, more than 3,500 students and professors jammed into 4 lecture halls. They sang folk songs, analyzed United States foreign policy, and debated the war until dawn. In the following weeks, similar teach-ins sprang up at campuses across the nation. Tom Hayden outlines the Students for a Democratic Society (SDS) views on the ills of society. . . . American society is being destroyed by its unrepresentative government. The politicians who control the White House and Congress do not respond to glaring social needs or to the outcries of millions of people. Democracy is reduced to the sorry event of people trooping to the polls every four years to vote for candidates who offer no serious choice. Our taxes, blood and national honor are being poured out in the hopeless Vietnam war, while the violence in our cities exposes the real depth of our unsolved problems at home. Faced with a worldwide cry for human rights, from Vietnam to our nation’s slums, top American politicians seem able to reply only with negative and self- defeating violence. But the violence of suppression solves nothing. The problems cannot be avoided or bombed away. In 1960 and especially in 1964, the American voters supported peace in Vietnam and social reform at home. Since then leading scholars, religious figures, artists, even certain generals and businessmen have protested the war; the Senate leadership of both parties has criticized the President; opinion surveys show a large minority opposed to the fighting; nearly all of America’s allies have registered their opposition; world public opinion condemns the US as the aggressor in Vietnam. Yet the warmakers continue to escalate. Their domination of policy grows. For a century American society has endorsed racial equality. But in 1968 a virtual race war is in the making. Since open rebellions broke out nearly four years ago, no social and economic answer has been put forward. The basic response of the government has been to violently suppress the rebellions then let evil conditions go on as before. Rotten housing, schools and jobs are the continuous lot of black Americans. Neither hard work in the cotton fields, nor politics, nor labor organizations, nor nonviolent demonstrations have made the American promise become a reality. The problems of Vietnam and racism affect all Americans. Our country’s future peace and honor depend on a successful resolution of these two problems. Hatreds and divisions are being created which will take generations to end. America is becoming an ugly and insecure place to live. The country lacks the commitment to deal with racism, and cannot afford to anyway because of its preoccupation with Vietnam. Because our social imagination is blighted by these investments in violence, our life as a whole is degraded in countless ways. Cities are unlivable. Television is a wasteland. Medical needs are not met. Mental problems go unattended. . . Songs:Bob Dylan, “Masters of War” (1963) []Come you masters of warYou that build all the gunsYou that build the death planesYou that build all the bombsYou that hide behind wallsYou that hide behind desksI just want you to knowI can see through your masks.You that never done nothin'But build to destroyYou play with my worldLike it's your little toyYou put a gun in my handAnd you hide from my eyesAnd you turn and run fartherWhen the fast bullets fly.Like Judas of oldYou lie and deceiveA world war can be wonYou want me to believeBut I see through your eyesAnd I see through your brainLike I see through the waterThat runs down my drain.You fasten all the triggersFor the others to fireThen you set back and watchWhen the death count gets higherYou hide in your mansion'As young people's bloodFlows out of their bodiesAnd is buried in the mud.You've thrown the worst fearThat can ever be hurledFear to bring childrenInto the worldFor threatening my babyUnborn and unnamedYou ain't worth the bloodThat runs in your veins.How much do I knowTo talk out of turnYou might say that I'm youngYou might say I'm unlearnedBut there's one thing I knowThough I'm younger than youThat even Jesus would neverForgive what you do.Let me ask you one questionIs your money that goodWill it buy you forgivenessDo you think that it couldI think you will findWhen your death takes its tollAll the money you madeWill never buy back your soul.And I hope that you dieAnd your death'll come soonI will follow your casketIn the pale afternoonAnd I'll watch while you're loweredDown to your deathbedAnd I'll stand over your grave'Til I'm sure that you're dead.Barry Sadler, “The Ballad of the Green Berets” (1966) []Fighting soldiers from the sky Fearless men who jump and die Men who mean just what they say The brave men of the Green BeretSilver wings upon their chest These are men, America's best One hundred men will test today But only three win the Green BeretTrained to live off nature's land Trained in combat, hand-to-hand Men who fight by night and day Courage peak from the Green BeretsSilver wings upon their chest These are men, America's best One hundred men will test today But only three win the Green BeretBack at home a young wife waits Her Green Beret has met his fate He has died for those oppressed Leaving her his last requestPut silver wings on my son's chest Make him one of America's best He'll be a man they'll test one day Have him win the Green Beret.*Luu Nguyen and Long Hung, North Vietnamese, “The March of Liberation” (March, 1966)Our native land is shuddering, filled with hate for him who causesSo much suffering for our people. It calls on us for vengeance, To repay the debt of blood. Workers and farmers rise up!Intellectuals rise up! A thundering storm gathers in the China SeaThe tide is rising, and the whole people rise up as high as the tide!(chorus) For our people we march to the front! We’ll wipe out the very last Yankee, And proudly fly our Liberation flag! Let’s raise our voices together, Determined to fight and to win. Our people await the great day When we sing the song of victory and freedomOur hearts are filled with wrath, broken from too much suffering, From seeing the countryside burnt into ashes, and our cities turned into flames!We long to be back in our hometowns, but we swear never to go homeUntil the enemy is driven out forever, and our land is set free!We must overcome all our problems! More exploits dared and won, We must push forward! The golden star lights our road, The path of Revolution! At Kontum we avenge all the suffering.At Ap Bac the blood debt is paid. We turn our hate into energy, To make the enemy tremble and fall!Dawn is breaking everywhere! We grasp our rifles firmly, And resolutely press on forward. We will have a new life, or die!The day is not far away, when our people will be happy and free.From Ca Mau to Vinh-Linh the enemy is in his death-throes.The sky is rosy with glory, and our golden star flies in the free wind! Pete Seeger, “Waist Deep in the Big Muddy” (1967) []It was back in nineteen forty-two,I was a member of a good platoon.We were on maneuvers in-a Loozianna,One night by the light of the moon.The captain told us to ford a river,That's how it all begun.We were -- knee deep in the Big Muddy,But the big fool said to push on.The Sergeant said, "Sir, are you sure,This is the best way back to the base?""Sergeant, go on! I forded this river'Bout a mile above this place.It'll be a little soggy but just keep slogging.We'll soon be on dry ground."We were -- waist deep in the Big MuddyAnd the big fool said to push on.The Sergeant said, "Sir, with all this equipmentNo man will be able to swim.""Sergeant, don't be a Nervous Nellie,"The Captain said to him."All we need is a little determination;Men, follow me, I'll lead on."We were -- neck deep in the Big MuddyAnd the big fool said to push on.All at once, the moon clouded over,We heard a gurgling cry.A few seconds later, the captain's helmetWas all that floated by.The Sergeant said, "Turn around men!I'm in charge from now on."And we just made it out of the Big MuddyWith the captain dead and gone.We stripped and dived and found his bodyStuck in the old quicksand.I guess he didn't know that the water was deeperThan the place he'd once before been.Another stream had joined the Big Muddy'Bout a half mile from where we'd gone.We were lucky to escape from the Big MuddyWhen the big fool said to push on.Well, I'm not going to point any moral;I'll leave that for yourselfMaybe you're still walking, you're still talkingYou'd like to keep your health.But every time I read the papersThat old feeling comes on;We're -- waist deep in the Big MuddyAnd the big fool says to push on.Waist deep in the Big MuddyAnd the big fool says to push on.Waist deep in the Big MuddyAnd the big fool says to push on.Waist deep! Neck deep! Soon even aTall man'll be over his head, we'reWaist deep in the Big Muddy!And the big fool says to push on!*Pham Duy, South Vietnamese folk singer “A Tale of Two Soldiers” (1968)There were two soldiers who lived in the same villageBoth loved the fatherland-Vietnam.There were two soldiers who lived in the same villageBoth loved the fields and the earth of Vietnam. There were two soldiers, both of one family, Both of one race—Vietnam.There were two soldiers, both of one family, Both of one blood—VietnamThere were two soldiers who were of one heart, Neither would let Vietnam be lost.There were two soldiers, both advancing up a road, Determined to preserve Vietnam.There were two soldiers who traveled a long road, Day and night, baked with sun and soaked with dew.There were two soldiers who traveled a long road, Day and night they cherished their grudge. There were two soldiers, both were heroes, Both sought out and captured the enemy troops. There were two soldiers, both were heroes, Both went off to “wipe out the gang of common enemies.”There were two soldiers who lay upon a field,Both clasping rifles and waiting. There were two soldiers who one rosy dawnKilled each other for VietnamKilled each other for Vietnam. Country Joe McDonald, “Fixin’ to Die Rag” (1968) [ ]Give me a F! (F!)Give me a U! (U!)Give me a C! (C!)Give me a K! (K!)What's that spell ? (FUCK)What's that spell ? (FUCK)What's that spell ? (FUCK)What's that spell ? (FUCK)What's that spell ? (FUCK)Well, come on all of you, big strong men,Uncle Sam needs your help again.Yeah, he's got himself in a terrible jamWay down yonder in VietnamSo put down your books and pick up a gun,Gonna have a whole lotta fun.?And it's one, two, three,What are we fighting for ?Don't ask me, I don't give a damn,Next stop is Vietnam;And it's five, six, seven,Open up the pearly gates,Well there ain't no time to wonder why,Whoopee! we're all gonna die.?Yeah, come on Wall Street, don't be slow,Why man, this is war au-go-goThere's plenty good money to be madeBy supplying the Army with the tools of its trade,Just hope and pray that if they drop the bomb,They drop it on the Viet Cong.?And it's one, two, three,What are we fighting for ?Don't ask me, I don't give a damn,Next stop is Vietnam.And it's five, six, seven,Open up the pearly gates,Well there ain't no time to wonder whyWhoopee! we're all gonna die.?Well, come on generals, let's move fast;Your big chance has come at last.Now you can go out and get those reds'Cause the only good commie is the one that's deadAnd you know that peace can only be wonWhen we've blown 'em all to kingdom come.?And it's one, two, three,What are we fighting for ?Don't ask me, I don't give a damn,Next stop is Vietnam;And it's five, six, seven,Open up the pearly gates,Well there ain't no time to wonder whyWhoopee! we're all gonna die.?Come on mothers throughout the land,Pack your boys off to e on fathers, and don't hesitateTo send your sons off before it's too late.You can be the first ones in your blockTo have your boy come home in a box.?And it's one, two, threeWhat are we fighting for ?Don't ask me, I don't give a damn,Next stop is Vietnam.And it's five, six, seven,Open up the pearly gates,Well there ain't no time to wonder why,Whoopee! we're all gonna die.*Trinh Cong Son, South Vietnamese, “I Must See the Sun” (1969)I must see a bright sun upon this homeland filled with Humanity.I must see a day,A day when our people rise up to obtain a peace,Calling to each other from all regions: Life!I must see peace, the happy villages of yesterday have been deserted. The people of Vietnam have forgotten each other amidst the bullets and bombs.The days of Vietnam have been darkened by hatred.I must see peace. I must see peace.All my beloved brothers, Rise up!Let’s walk in the flickering soul of the nation. A million pounding human hearts await a million footsteps. Keep moving forward!I must see, I must see a day with peace glowing brightly all around. Crosby, Stills, Nash, Young, “Ohio” (1970) []Tin soldiers and Nixon coming,We're finally on our own.This summer I hear the drumming,Four dead in Ohio.Gotta get down to itSoldiers are cutting us downShould have been done long ago.What if you knew herAnd found her dead on the groundHow can you run when you know?Gotta get down to itSoldiers are cutting us downShould have been done long ago.What if you knew herAnd found her dead on the groundHow can you run when you know?Tin soldiers and Nixon coming,We're finally on our own.This summer I hear the drumming,Four dead in Ohio.John Lennon, “Give Peace a Chance” (1970) []Two, one two three fourEverybody's talking aboutBagism, Shagism, Dragism, MadismRagism, Tagism, this-ism, that-ismIsm ism ismAll we are saying is give peace a chanceAll we are saying is give peace a chanceEverybody's talkin' 'bout ministers, sinistersBanisters and canisters, bishops and fishopsRabbis and pop eyes, bye bye, bye byesAll we are saying, is give peace a chanceAll we are saying, is give peace a chanceLet me tell you nowEverybody's talking about, revolutionEvolution, masturbation, flagellationRegulation, integrations, meditationsUnited Nations, congratulationsAll we are saying is give peace a chanceAll we are saying is give peace a chanceEverybody's talking about, John and YokoTimmy Leary, Rosemary, Tommy smothersBobby Dylan, Tommy Cooper, Derek TaylorNorman Mailer, Alan Ginsberg, Hare Krishna, Hare Hare KrishnaAll we are saying is give peace a chanceAll we are saying is give peace a chanceAll we are saying is give peace a chanceProtest Photographs: One clear concise sentence that discusses the argument against the Vietnam War. #1 Wichita Kansas, 1967 MI: #2 For Draft ResistanceMI:#3 University ProtestMI:#4 March on Washington 1965MI:#5 Rich Man’s War, Poor Man’s Fight late 1960sMI:#7 Students at Johnson Smith University 1969MI:#8 SNCC Anti-Vietnam Poster, Atlanta 1968MI:#9 Students and National Guard at Kent State 1970MI:#10 Kent StateMI:Unit RUnits 1-2 1492-1787(Becoming a Nation)Units 3-4 1787-1848(Nation Building and Expansion)Unit 5 1848-1877(Civil War and Reconstruction)Units 6-71877-1920(Gilded Age and Progressives)Unit 81915-1945(The Great War, The Great Depression, World War II)Unit 9-101945-Present(The Cold War)Political PartiesWarsPresidents Test Hays to Obama [60 points]Religion, ImmigrationPresidents Test Washington to Grant [60 points]*Native Americans*African Americans** Culture and Courts** Women***DBQ Prediction ................
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