For Jimmy Carter's speech go HERE
TEAR DOWN THIS WALL - go HERE
HOMEWORK - outline the above and soapstone one.
Wednesday, 22 April 2015
Primary Sources
The Beat Generation - go HERE
For Jimmy Carter's speech go HERE
TEAR DOWN THIS WALL - go HERE
HOMEWORK - outline the above and soapstone one.
For Jimmy Carter's speech go HERE
TEAR DOWN THIS WALL - go HERE
HOMEWORK - outline the above and soapstone one.
Tuesday, 21 April 2015
Chapter 39
Today we'll look at Crash Course #40 and then begin Chapter 39.
Homework: Finish chapter 39 and outline it.
Tomorrow we have to go over some primary sources. Thursday - chapter 40 and Friday do some review.
Homework: Finish chapter 39 and outline it.
Tomorrow we have to go over some primary sources. Thursday - chapter 40 and Friday do some review.
Monday, 20 April 2015
Primary Sources
Today we need to look at
Brown v. the Board of Education of Topeka
The Tonkin Gulf Resolution
Tim Driscoll, "There Really is a War"
The Other America
but first let's look at some Cold War Films
Brown v. the Board of Education of Topeka
The Tonkin Gulf Resolution
Tim Driscoll, "There Really is a War"
The Other America
but first let's look at some Cold War Films
Friday, 17 April 2015
Friday
Today we need to finish 38. It needs to be outlined this weekend.
Next week we need to cover 39 and 40. And the rest of the primary sources.
Next week we need to cover 39 and 40. And the rest of the primary sources.
Thursday, 16 April 2015
Thursday
Today - we need to read chapter 38. And discuss the primary sources you read yesterday.
GO HERE for NATO
GO HERE for NATO
Wednesday, 15 April 2015
Cold War
We need to discuss the overview of the Cold War - what it was, why it happened, what happened within it, and how it ended. We also need to look at a series of primary sources/key developments today:
1) The Truman Doctrine (go HERE)
2) The Marshall Plan (go HERE)
3) NATO (go HERE)
4) Eisenhower's Farewell Address (and Washington's Farewell Address)
Eisenhower's Address go HERE; Washington's Address go HERE
5) A statement from "The Association of Manhattan District Scientists" concerning the arms race (GO HERE )
6) Truman on McCarthy - Go HERE
HOMEWORK - write a short essay (1-page) in which you compare Eisenhower's Farewell Address with Washington's Farewell Address. Think about the warnings that each gives. How are they similar? Different?
If you have time watch the following:
1) The Truman Doctrine (go HERE)
2) The Marshall Plan (go HERE)
3) NATO (go HERE)
4) Eisenhower's Farewell Address (and Washington's Farewell Address)
Eisenhower's Address go HERE; Washington's Address go HERE
5) A statement from "The Association of Manhattan District Scientists" concerning the arms race (GO HERE )
6) Truman on McCarthy - Go HERE
HOMEWORK - write a short essay (1-page) in which you compare Eisenhower's Farewell Address with Washington's Farewell Address. Think about the warnings that each gives. How are they similar? Different?
If you have time watch the following:
Tuesday, 14 April 2015
OVERVIEW for REVIEW
The course is broken up into nine historical periods investigating seven themes in each, and developing nine historical thinking skills.
Periodization:
Period 1 (1491-1607)
Period 2 (1607-1754)
Period 3 (1754-1800)
Period 4 (1800-1848)
Period 5 (1844-1877)
Period 6 (1865-1900)
Period 7 (1890-1945)
Period 8 (1945-1989)
Period 9 (1980-Present)
THEMES:
Identity: This theme focuses on the formation of both American national identity and group identities in U.S. History. Students should be able to explain how various identities, cultures, and values have been preserved or changed in different contexts of U.S. History, with special attention given to the formation of gender, class, racial, and ethnic identities. Students should also be able to explain how these sub identities have interacted with each other and with larger conceptions of American national identity.
Work, Exchange, and Technology: This theme focuses on the development of American economies based on agriculture, commerce, and manufacturing. Students should be able to explain ways that different economic and labor systems, technological innovations, and government policies have shaped American society. Students should be able to explore the lives of working people and the relationships among social classes, racial and ethnic groups, and men and women, including the availability of land and labor, national and international economic developments, and the role of government support and regulation.
Peopling: This theme focuses on why and how the various people who moved to, from, and within the United States adapted to their new social and physical environments. Students should be able to explain migration across borders and long distances, including the slave trade and internal migration and how both newcomers and indigenous inhabitants transformed North America. The theme also illustrates how people responded when “borders crossed them.” Students should be able to discuss the ideas, beliefs, technologies, religions, and gender roles that migrants/immigrants and annexed people brought with them and the impact these factors had on both these peoples and on U.S. society.
Politics and Power: This theme examines the ongoing debates over the role of the state in society and its potential as an active agent for change. This includes mechanisms for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationship among branches of the federal government and among national, state, and local governments. Students should be able to trace efforts to define or gain access to individual rights and citizenship and explain the evolutions of tensions between liberty and authority in different periods of U.S. history.
America in the World: In this theme, students focus on the global context in which the United States originated and developed as well as the influence of the United States on world affairs. Students should be able to discuss how various world actors (such as people, states, organizations, and companies) have competed for the territory and resources of the North American continent, influencing the development of both American and world societies and economics. Students should also be able to explain how American foreign policies and military actions have affected the rest of the world.
Environment and Geography – Physical and Human: This theme examines the role of environment, geography, and climate in both constraining and shaping human actions. Students should be able to analyze the interaction between the environment and Americans in their efforts to survive and thrive. Students should also be able to explain the efforts to interpret, preserve, manage, or exploit natural and man-made environments, as well as the historical contexts within which interactions with the environment have taken place.
Ideas, Beliefs, and Culture: This theme explores the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States. Students should be able to explain the development of aesthetic, moral, religious, scientific, and philosophical principles and consider how these principles have affected individual and group actions. Students should also be able to analyze the interactions between beliefs and communities, economic values, political movements, including attempts to change American society to align it with specific ideas.
Historical Thinking Skills:
Historical Causation
Patterns of Continuity and Change over Time
Periodization
Comparison
Contextualization
Historical Argumentation
Appropriate Use of Relevant Historical Evidence
Interpretation
Synthesis
Periodization:
Period 1 (1491-1607)
Period 2 (1607-1754)
Period 3 (1754-1800)
Period 4 (1800-1848)
Period 5 (1844-1877)
Period 6 (1865-1900)
Period 7 (1890-1945)
Period 8 (1945-1989)
Period 9 (1980-Present)
THEMES:
Identity: This theme focuses on the formation of both American national identity and group identities in U.S. History. Students should be able to explain how various identities, cultures, and values have been preserved or changed in different contexts of U.S. History, with special attention given to the formation of gender, class, racial, and ethnic identities. Students should also be able to explain how these sub identities have interacted with each other and with larger conceptions of American national identity.
Work, Exchange, and Technology: This theme focuses on the development of American economies based on agriculture, commerce, and manufacturing. Students should be able to explain ways that different economic and labor systems, technological innovations, and government policies have shaped American society. Students should be able to explore the lives of working people and the relationships among social classes, racial and ethnic groups, and men and women, including the availability of land and labor, national and international economic developments, and the role of government support and regulation.
Peopling: This theme focuses on why and how the various people who moved to, from, and within the United States adapted to their new social and physical environments. Students should be able to explain migration across borders and long distances, including the slave trade and internal migration and how both newcomers and indigenous inhabitants transformed North America. The theme also illustrates how people responded when “borders crossed them.” Students should be able to discuss the ideas, beliefs, technologies, religions, and gender roles that migrants/immigrants and annexed people brought with them and the impact these factors had on both these peoples and on U.S. society.
Politics and Power: This theme examines the ongoing debates over the role of the state in society and its potential as an active agent for change. This includes mechanisms for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationship among branches of the federal government and among national, state, and local governments. Students should be able to trace efforts to define or gain access to individual rights and citizenship and explain the evolutions of tensions between liberty and authority in different periods of U.S. history.
America in the World: In this theme, students focus on the global context in which the United States originated and developed as well as the influence of the United States on world affairs. Students should be able to discuss how various world actors (such as people, states, organizations, and companies) have competed for the territory and resources of the North American continent, influencing the development of both American and world societies and economics. Students should also be able to explain how American foreign policies and military actions have affected the rest of the world.
Environment and Geography – Physical and Human: This theme examines the role of environment, geography, and climate in both constraining and shaping human actions. Students should be able to analyze the interaction between the environment and Americans in their efforts to survive and thrive. Students should also be able to explain the efforts to interpret, preserve, manage, or exploit natural and man-made environments, as well as the historical contexts within which interactions with the environment have taken place.
Ideas, Beliefs, and Culture: This theme explores the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States. Students should be able to explain the development of aesthetic, moral, religious, scientific, and philosophical principles and consider how these principles have affected individual and group actions. Students should also be able to analyze the interactions between beliefs and communities, economic values, political movements, including attempts to change American society to align it with specific ideas.
Historical Thinking Skills:
Historical Causation
Patterns of Continuity and Change over Time
Periodization
Comparison
Contextualization
Historical Argumentation
Appropriate Use of Relevant Historical Evidence
Interpretation
Synthesis
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