Mr. Laughlin's U.S. History Class

6/10/10 The Watergate Scandel and Michigan's Native Son

2010-06-08T04:52:00.000-07:00

Students will become exposed to the circumstances and consequences of the Watergate Scandel and the transitional "healing" to the Gerald Ford Presidency.

6/9/10 The Nixon Years

2010-06-08T04:48:00.000-07:00

Students will focus today on learning what the major policies of the Nixon adminstration were both domestic and foreign. Students will determnine the importance of these policies by reading the text and by watching a power point presentation.

(6-8-10) 20-3: The Counter-Culture and Hippies

2010-06-08T04:40:00.002-07:00

T-4 Read pages 650-55 and answer the following questions as a guided reading. We will also watch selected youtube videos on Woodstock, student campus protests, Haight-Ashbury, and Woodstock.

Name_____________________________________
CH 20-3 Hippies
1. What led to the rise of the counterculture?

2. Whose example did the counterculture follow?

3. Why would J. Edgar Hoover describe student activism as “revolutionary terrorism”?

4. Why would drugs be so prevalent in the U.S. society during this time period?

5. In what way did the counterculture affect American attitudes?

6. Read the cartoon on page 654, do you think the artist viewed hippies sympathetically or critically? Explain.

7. Do we have a counterculture today? Explain.

8. Who were Joplin, Morrison, Hendrix? What happened to them?

9. What happened at Woodstock, NY?

10. What were the goals of the counterculture?

2010-06-08T04:40:00.001-07:00

6-7-10 (Focus on Contemporary Issues)

2010-06-08T04:35:00.000-07:00

Students will watch, discuss, and respond to a Thomas Friedman (The World is Flat) journalistic piece on the Roots of 9-11. Many Arab-Muslim peers of today's American high school students give their opinion on why many students in the Arab world have contempt for Americans and their government.

Week of June 1,2010 (The Vietnam War and The LBJ Presidency turns for the worst)

2010-05-28T11:29:00.000-07:00

5/27 and 5/28 Discovery Education: The Vietnam Experience

2010-05-26T06:36:00.000-07:00

http://player.discoveryeducation.com/index.cfm?guidAssetId=BD4671E4-5F77-494D-B311-09B329F0D59B&blnFromSearch=1&productcode=US

5/25 and 5/25 T-4 Chapter 19 in Co-op learning format

2010-05-26T05:07:00.000-07:00

Name__________________________ Hr___
Ch 19-1 Vietnam War
1. Why did the United States become involved in Vietnam? Who did we support?

2. What terms were agreed upon at the Geneva Conference? Were all the terms carried out?

3. Why did Ho Chi Minh adopt Communist beliefs?

4. What events in Asia after WWII increased American fears of communism?

5. Why was containing communism so important for the United States?

6. What useful experience did the Vietnamese take away from Dien Bien Phu?

7. How and why did President Kennedy increase involvement in Vietnam?

8. Who was Ngo Dinh Diem, why did the US support him and what happened to him?

9. What affect did the monk setting himself on fire have on the people of the US?

10. What did the Gulf of Tonkin Resolution do?
Name_________________________ hr___
Ch 19-2 The War and Home
1. What chemical weapons did the US use? What did they do?

2. What was an unintended result of the air bombing?

3. What is the difficulty in fighting guerrilla warfare?

4. Why was the pacification program unlikely to win support from the South Vietnamese?

5. Why were body counts used rather than traditional war progress through territory?

6. Why did poor and minority men mainly fight the Vietnam War?

7. How did television influence public opinion of the Vietnam War?

8. What effect did the Vietnam War have on Johnson’s domestic policies?

9. Where did most of the protests take place? Why?

10. What was the SDS?

Bonus point - Explain this statement “ A rich man’s war, the poor man’s fight.”

Name__________________________ hr___
Ch 19-3
1. What effect did the Tet Offensive have on the American people?

2. Look at the map on page 613, why were so many US air strikes targeted in Laos and Cambodia?

3. Read “Battlefield Reporting” on page 614, what were the biggest changes in war coverage during the last 150 years?

4. Why did President Johnson decide not to run for re-election?

5. What happened to John Kennedy’s brother, Robert Kennedy?

6. What plan did Nixon have, that helped him to win the 1968 election?

7. Why did demonstrators gather in Chicago in 1968?

8. What was Chicago’s police response?

9. Do you think Chicago’s mayor and police were asking for trouble?

10. Look at the election map on page 619, who won the southern states? What assumption can you make about that candidate based on the region of the country he won?
Name_____________________________ hr____
Ch 19-4 Vietnam War ends
1. Explain the policy of Vietnamization.

2. Why did Nixon keep the expansion of the war a secret?

3. Explain Nixons’s “Madman Theory.”

4. What happened at Kent State University?

5. How had the war protesters become more mainstream?

6. Who were the Weathermen?

7. Why do you think Daniel Ellsberg leaked the Pentagon Papers? Was what he did right? Explain.

8. Identify the My Lai massacre and the Pentagon papers and explain how they influenced American opinion about the war.

9. What was the significance of the 26th Amendment?

10. Who were the Khmer Rouge?

5-24-10

2010-05-26T05:06:00.001-07:00

Richard Wright: Black Boy Audio Book/ Disc 12

5-19-2010 THE JFK ASSASINATION

2010-05-18T12:47:00.000-07:00

Guided Notes - JFK (2)

5-18-10

2010-05-17T04:42:00.000-07:00

RICHARD WRIGHT AUDIO BOOK: BLACK BOY DISC 12

5-17-10

2010-05-17T04:40:00.001-07:00

CIVIL RIGHTS UNIT TEST OVER ALL OF CHAPTER 18 AND CHAPTER 20 SECTIONS 1 AND 2.

5-13/5-14 Chapter 20 Sections 1 and 2 and Review for Exam

2010-05-14T11:48:00.000-07:00

Chapter 18 and 20

5-11-10 (Discovery Education Video and Questions) FREE AT LAST!!!!

2010-05-11T06:44:00.000-07:00

http://player.discoveryeducation.com/index.cfm?guidAssetId=FEBE8E0C-6B1B-43E0-8330-83D0D29CD38D&blnFromSearch=1&productcode=US

May 5th and May 6th. T--4 Section 18-4/18-5

2010-05-10T06:42:00.000-07:00

Name__________________________________ Hr___
Ch 18-4 Movement changes
1. What does de jure segregation and de facto segregation mean?
De jure

de facto

2. Why is it more difficult to end de facto segregation than de jure? Why?

3. Why did many African-Americans turn to more radical leaders?

4. What is Black Power?

5. How did Malcolm X’s view change?

6. What about the civil rights movement of the early 60s did Malcolm dislike?

7. How was the Black Panther Party different from previous civil rights groups like SCLC?

8. Why would Martin Luther King have been upset about the public reaction to his death?

9. In what ways were Malcolm X and Martin Luther King similar and different?
MALCOLM X similarities KING

10. Explain James Baldwin’s remark that a white police officer in a black neighborhood was “like an occupying solder in a bitterly hostile country.”

Name_____________________________ Hr___
Ch 18-5 Movement Continues
1. Explain the Poor People’s Campaign and its’ results.

Cointelpro, FBI short for "counterintelligence program," was first launched in 1956 against the Communist Party, USA (CPUSA). The Cointelpro against Black nationalists began in 1967, with the Black Panther Party as its main target.(13) On Aug. 25, 1967, FBI Director J. Edgar Hoover wrote an internal memorandum to all FBI offices which explained: "The purpose of this new counterintelligence endeavor is to expose, disrupt, misdirect, discredit or otherwise neutralize the activities of black nationalist hate-type organizations and groupings, their leadership, spokesmen, membership, and supporters." From http://www.hartford-hwp.com/archives/45a/077.html
2. How did J. Edgar Hoover categorize the Black Panther Party?

3. How did the FBI plan on engaging the Black Panther Party?

4. For what reasons did the Black Power movement decline?

5. What was J. Edgar Hoover’s opinion of the Black Power movement?

6. How did the Cold War influence the FBI’s attitude about the Black Power movement?

7. What civil rights changes took place in the 70s, and what were their results?

8. What was the response in some areas to court-ordered busing?

9. In what way did busing and affirmative action strengthen the Republican Party?

10. Why do you think many people have opposed affirmative action?

5-3.5-4.5-5

2010-05-04T05:28:00.000-07:00

Students will T-4 the following pages (564-578) and answer the section review questions on pp. 571 and 578. Students will also watch united streaming videos on the non-violent Civil Rights movement and The Black Panther Party Platform and Program. Students will then right a personalized essay on their initial reactions to both platforms.

5/4/10

2010-05-04T04:18:00.000-07:00

Discovery Education Video and Corresponding Questions on the Civil Rights Movement and Racism in America today.

http://player.discoveryeducation.com/index.cfm?guidAssetId=4FF4D77A-0ED5-4BEB-9E34-62879D305ED4&blnFromSearch=1&productcode=US

4-29 and 4-30 Kennedy's Administration outside Cold War

2010-04-29T12:18:00.000-07:00

Chapter 17 _ Section 1

4-27 and 4-28 (SANTILLI COMPUTER LAB)

2010-04-28T04:26:00.000-07:00

Students will answer one of the following two questions after spending one and a half class periods cooperatively learning about the Cold War Challenges of the "IKE", JFK, and Johnson administrations.

1) Which administration had the most challenging time containing communism?

or
2) Which Presidents Cold War circumstances would you have "least envied" if you were in his role at that time in U.S. History??

(Week of 4-26-10) The 1950's Various T-4 Activities: 496-517,

2010-04-23T12:03:00.000-07:00

Ch 16 Questions

Week of 4-12-10 (The Cold War and Korean War Continued)

2010-04-12T10:15:00.000-07:00

http://www.scribd.com/full/29802286?access_key=key-2ckzve49w7bvfpy8p2gv

Week of 4-12-10

2010-04-12T10:10:00.000-07:00

The Cold War and The Korean War Continuted.

,Origins of the Cold War

Week of 3-24-10 (The Cold War Begins and The Korean War)

2010-03-19T12:12:00.000-07:00

3-23-10 (Nation Building of Japan and Germany)

2010-03-19T12:06:00.000-07:00

“From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the Continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia, all these famous cities and the populations around them lie in what I must call the Soviet sphere, and all are subject in one form or another, not only to Soviet influence but to a very high and, in many cases, increasing measure of control from Moscow…. Police governments are prevailing in nearly every case, and so far, except in Czechoslovakia, there is no true democracy. Turkey and Persia are both profoundly alarmed and disturbed at the claims which are being made upon them and at the pressure being exerted by the Moscow Government.”
Winston Churchill
Sinews of Peace Address
March 5, 1946
Westminster College, Fulton, Missouri
Read the section above to answer the following two questions.

_____ 1. What does the Iron Curtain symbolize?
A. The division of Europe between Communist and Capitalist countries
B. The end of World War II
C. All of the above

_____ 2. According to Winston Churchill, who controls the ancient states of Eastern and Central Europe?

A. The Soviet Union
B. Nazis Germany
C. United States
D. They are independent
___________________________________________________________________________
In an address at Harvard University on June 5, 1947, George Marshall articulated the general principles of the Marshall Plan. The European Recovery Program, as it was officially known, provided aid to war-torn Europe. Between 1948 and 1951, sixteen nations received more than thirteen billion dollars with which to improve agricultural and industrial production, and to rebuild housing, medical, and transportation facilities.
Extract from "Design for Reconstruction" Proposed Address for Secretary Marshall June, 1947, drafted May 20, 1947

"What will happen if we do not provide adequate funds and commodities for subsistence and reconstruction abroad? This, I think, is hardly questionable: what if adequate help from the United States is not forthcoming, many of our allies in the late war ... will be obliged in the months to come to cease imports of food and reconstruction material. Should this happen, human want, economic collapse, political crisis, collapse of democratic institutions, growth of extremism, and perhaps loss of independence would in many countries quickly follow. Our hopes for peace and prosperity would quickly vanish. We would live in unprecedented isolation. We would live in growing poverty. We would live in growing fear."

_____ 3. According to Sec. Marshall’s speech above, what would happen if the aid were not given?

A. There would be a collapse of democratic institutions
B. There would be a growth in extremism
C. Both

_____ 4. What was the purpose of the Marshall Plan?
A. To have war-torn countries return the money they owed us.
B. To loan money to help rebuild war-torn countries
C. To start to Cold War with the Soviet Union

_____ 5. How would the United States benefit under the Marshall Plan?
A. It stopped the spread of Communism
B. The united States gained allies and countries bought our products
C. It was directly against the Soviet Union.

3-22-10 (Test on World War II Today!!!)

2010-03-19T12:05:00.000-07:00

Test covers Chapter 13-14

Week of 3-15-10 (World War II Portfolio)

2010-03-12T10:54:00.000-08:00

Name: Hour:
Portfolio #5 - RubricUSHG ERA 7 – The Great Depression and World War II (1920 – 1945)7.2 WWIIExamine the causes and course of World War II, and the effects of the war on United States society and culture, including the consequences for United States involvement in world affairs.(Chapters 13 & 14)Remember, you must have all items complete and in the plastic sleeve. If anything is missing, your work will not be graded. You can turn this in late; however, your total score will be reduced by one grade (ten points).
Your portfolio will document the activities and the historic eras that are assigned by the State of Michigan. A description of each activity and how much they are worth are listed below. You will have an opportunity to self-assess your work in one column and in the one next to it I will record my grade. Your portfolio is due the day after a test. I will give you a plastic sleeve so you can turn in a professional looking document. If you supply your own, you will earn an additional ten points. When your portfolio is checked and returned, it is your responsibility to keep it/them in a three ring binder. Your portfolio will be collected at the end of the semester and count toward your mid-term or final exam. Also, your portfolio should be brought to any conference held between parent, guardian, teacher, or administrator.
Content: Task Description and Points Possible: Self-Assess Mr. W
Test Score (%): Pre-Test #1 ______ Pre-Test #2 ______ Test (do not add to your points total)
7.2.1 Causes of WWII – Analyze the factors contributing to World War II in Europe and in the Pacific region, and America’s entry into war including:Ø The political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, Munich Agreement)Ø The differences in the civic and political values of the United States and those of Nazi Germany and Imperial JapanØ United States neutralityØ The bombing of Perl Harbor Copy of the ErasCCR – ch. 13T4 – ch. 13Your choice for this one – be creative!Discussion Board – Posting/ResponseBook Questions & Formula
7.2.2 U.S. and the Course of WWII – Evaluate the role of the U.S. in fighting the war militarily, diplomatically and technologically across the world (e.g., Germany First strategy, Big Three Alliance and the development of atomic weapons).

7.2.3 Impact of WWII on American Life – Analyze the changes in American life brought about by U.S. participation in World War II including:Ø Mobilization of economic, military, and social resourcesØ Role of women and minorities in the war effortØ Role of the home front in supporting the war effort (e.g., rationing, work hours, taxes)Ø Internment of Japanese-Americans
7.2.4 Responses to Genocide – Investigate development and enactment of Hitler’s “final solution” policy, and the responses to genocide by the Allies, the U.S. government, international organizations, and individuals (e.g., liberation of concentration camps, Nuremberg war crimes tribunals, establishment of state of Israel). Powerpoint Presentation Notes
Rubric filled out, a cover page typed, your points added, and included as last page 10
Extra Credit – Professional Dress (Interview Appropriate) 10
Extra Credit – Behavior (Good, Fair, Poor) 10
Extra Credit - Supplied own plastic sleeve (Yes or No) 10
Extra Credit – Electronic Portfolio may excuse you from the unit test YorN
Turned in on-time or late
Total Points 100

Week of 3-8-10

2010-03-05T12:27:00.000-08:00

USA History students this week will participate in audio-visual, critical reading, and co-operative learning experiences that will deepen there already significant exposure of World War II. After completing the card sort from the previous week students will become engaged in their understanding of the activities of the those on the home front and the diplomatic fissure that led to the Cold War.

Ch 14 Homework

(3/3/10 and 3/4/10) World War II Card Sort

2010-03-03T05:11:00.000-08:00

This is a small group activity, in addition students will listen to some first hand accounts from those involved in the Bataan Death March via Youtube.

7.2.2 U.S. and the Course of WWII – Evaluate the role of the U.S. in fighting the war militarily, diplomatically and technologically across the world (e.g., Germany First strategy, Big Three Alliance and the development of atomic weapons).

Directions: Use all of chapter 14 to organize the following terms/phrases. Use the template I have provided to help you with the structure.

-Diplomatically (4) -The Role of the U.S. in Fighting the War
-Geography: Europe (Atlantic), -Development of atomic weapons
Asia (Pacific), Africa -Tuskegee Airmen
-Radar -Operation Torch -Big Three Alliance
-Germany First strategy -Potsdam -Code Talkers
-D-Day -United Nations -Manhattan Project
-Convoys vs. Wolf Packs -VE Day -Militarily (7)
-Yalta -Technologically (4)

Title:
Subtitle: Subtitle: Subtitle: Create your subtitle:Do this part after question 7.

T4 Summary: The United States—including its military forces and its civilian population—succeeded along with the Allies to defeat the Axis powers in Europe and the Pacific. Yet the cost of victory and the discovery of the full horrors of World War II were staggering.
Answer the questions using a complete sentence and try to rephrase the question in your answer. It might be a good idea to do the questions on your own piece of paper.

1. After Hitler attacked the Soviet Union, Joseph Stalin joined the Allied Powers. Was he in favor on the Operation Torch and D-Day? Explain you choice.
2. What was meant by the “Germany First strategy”?
3. Convoys and wolf packs fought for control over the Atlantic. Why was control of the Atlantic important?
4. What was Operation Torch conducted (geographic location)?
5. Where what area of fighting (geographically) did the Tuskegee Airmen fight?
6. Why would D-Day be remembered as one of the most important events in WWII?
7. Create a fourth subtitle – War in the Pacific. List six of the most important events that document the fighting in that geographic area. Use my example that highlights major events in Europe and Africa as a model.
8. What was a “code talker”?
9. What was the Manhattan Project?
10. Why is Yalta important? What was decided there? Who was making the decisions?
11. How is Yalta and Potsdam connected?
12. What does the letter on the stamp stand for?
13. With the T4 summary in mind, make a graph listing some numbers that can be used to describe the “cost of victory”.

Use the area below to write a paragraph that describes what you have learned about WWII. You must use the benchmark (7.2.2) that starts the assignment somewhere in your paragraph. Highlight it, so you do not forget to include it.

Semester 2 Day 2 (2-3-10)

2010-02-03T14:54:00.001-08:00

Today we will go over the causes of World War II. We will examine the German violations of the Treaty of Versailles, hyperinflation, nationalism, racial superiority, and focus on the life story of Adolph Hitler. These notes will be used on the exam.

We will also watch this 10 minute movie on what of Hitler's most significant henchman.

Copy and Paste the link into your browser to view this video.

http://www.youtube.com/watch?v=x0Wl6u7kXfU

Finally we will review pages 387-89 in the text.

Semester 2 Class Period 1 (2-2-10)

2010-02-02T14:39:00.000-08:00

Todays U.S. History class will take the 10 week department assessment covering the material we covered from the "2nd" 10 weeks. The 23 question assessment will be valued as 11.5 points. New Second Semester students will be receiving their textbooks today and course outline.

Week of 1-4-10 (The Roaring 20's and from War to Peace)

2010-01-15T11:02:00.000-08:00

As we return from break and finish the poster project students will then engage the era of 1920's America. We will focus on the collective psyche of the American people as they try and return to "normalcy". Secondly, students will become exposed to some of the new products and ways of marketing products that changed the American and eventually the world economy. As a side note, the fact that the vast majority of Americans didn't share in the prosperity will be examined. Finally, students will partner and take in investigations of the Presidential terms of Coolidge and Harding.

Day 2 of 2 (U.S.A. Historical Poster Project)

2010-01-04T05:22:00.000-08:00

Students will use today's class hour completing their United States history poster project. Students will be able to use anything they learned up to Winter Break and depict it in an artistic fashion on a poster. There is a considerable amount of latitude for the students in order to capture their creativity.

Richard Wright Black Boy (Disc 6) ((MAKE-UP TEST FOR WWI))

2009-12-08T06:23:00.000-08:00

12-7-09 TEST WORLD WAR I

2009-12-07T07:03:00.000-08:00

Students will pick 10 of the 15 questions of their own choosing from the study guide and answer the questions in detail and as stated.

The questions they have to answer will be generated from the study guide. Good Luck!

Study Guide
World War I
Test on Monday, December 4
(Your Test will consist of 10 of the 15 questions at 5 points each)
You will also need to be able to actively use Vocabulary of WWI in a standard sentence.

Short Essay Test Questions

1) What was trench warfare, how did it develop, and how brutal could it be?
2) What were some of the costs of World War I in terms of human casualities, effect on Europe, lives lost of Americans, overall financial impact….etc.
3) What punishments did the Treaty of Versaille levy against Germany, what was the USA’s stance on it, and what was theie counter proposal?
4) Name some of the countries that developed after World War I and why did they originate?
5) Why was Russia not allowed to attend the Paris Peace Confernce, what arguments could they have made that they should have been allowed to attend?
6) What arguments were made, led by Henry Cabot Lodge, that we shouldn’t be in the League of Nations? What was the League of Nations?
7) What was the issue in Schenk vs. USA? Who won? What was the impact of the Supreme Court decision?
8) How did the USA government try and win the battle of public opinion? What is propaganda? What was it like to be a German American during this time?
9) What sacrifices did “everyday average” Americans make during World War I?
10) What were some of the reasons the USA felt it had to get involved in World War I in relation to things that happened in the Ocean?
11) How did the Zimmerman Note change America’s perspective on Isolationism?
12) Why did President Wilson issue the Selective Services Act?
13) What were some of the major causes of World War I in terms of competition, jealousy, suspicion, fear, and pride?
14) List the major players at the beginning of WWI? Who made up the Triple Entente and who made up the Triple Aliance?
15) What was “The Spark” that started of World War I?

In addition make sure you know the terms from the Vocabulary Activity.

World War I Study Guide for Dec 7 Test

2009-12-04T15:03:00.000-08:00

Study Guide
World War I
Test on Monday, December 4
(Your Test will consist of 10 of the 15 questions at 5 points each)
You will also need to be able to actively use Vocabulary of WWI in a standard sentence.

Short Essay Test Questions

1) What was trench warfare, how did it develop, and how brutal could it be?
2) What were some of the costs of World War I in terms of human casualities, effect on Europe, lives lost of Americans, overall financial impact….etc.
3) What punishments did the Treaty of Versaille levy against Germany, what was the USA’s stance on it, and what was theie counter proposal?
4) Name some of the countries that developed after World War I and why did they originate?
5) Why was Russia not allowed to attend the Paris Peace Confernce, what arguments could they have made that they should have been allowed to attend?
6) What arguments were made, led by Henry Cabot Lodge, that we shouldn’t be in the League of Nations? What was the League of Nations?
7) What was the issue in Schenk vs. USA? Who won? What was the impact of the Supreme Court decision?
8) How did the USA government try and win the battle of public opinion? What is propaganda? What was it like to be a German American during this time?
9) What sacrifices did “everyday average” Americans make during World War I?
10) What were some of the reasons the USA felt it had to get involved in World War I in relation to things that happened in the Ocean?
11) How did the Zimmerman Note change America’s perspective on Isolationism?
12) Why did President Wilson issue the Selective Services Act?
13) What were some of the major causes of World War I in terms of competition, jealousy, suspicion, fear, and pride?
14) List the major players at the beginning of WWI? Who made up the Triple Entente and who made up the Triple Aliance?
15) What was “The Spark” that started of World War I?

In addition make sure you know the terms from the Vocabulary Activity.

(12/01/09) Schenck vs. USA & The Birth of the United Nations

2009-11-30T04:49:00.000-08:00

1) Discovery Education Video: A summary of the novel: All Quiet on the Western Front

2)Students will briefly review the rights all United States Citizens are granted under the 1st Amendment and then proceed with a case study of Schenck vs. USA (1919). Students will then enter into a class discussion and possibly a Socratic circle the validitiy of the Espionage Act of 1920 and the Sedition Act and if they could ever come into play today in regards to Afghanistan and Iraq.

3) Students will then be introduced and then examine the thought process of President Wilson's 14 Points Plan for Peace after World War I and compare and contrast it with the Treaty ov Versailles. We will do this via a 10 minute direct lecture and an examination of the text. (254-259)

November 30, 2009 Richard Wright: Black Boy

2009-11-30T04:44:00.000-08:00

Students will listen today to the final entry of Disc 5 of the audio book by Richard Wright: Black Boy. Students will make their two-column notes engaging their connections, questions, responses.

World War I Section 2 Assessment

2009-11-24T05:36:00.000-08:00

8-2 scav hunt

Weapons of World War 1 Worksheet

2009-11-24T05:33:00.000-08:00

Weapons of WWI

Week of 11-23-09 WORLD WAR I

2009-11-24T05:29:00.000-08:00

We will continue our multi-media inquiry into World War I. Students will be exposed to a variety of power point presentations, videos, text, and lecture/class discussions. This week we build on last weeks lessons on the reasons for World War I by focusing on the timing and factors for the United States entry.

11-17-09 (10 week department assessment)

2009-11-16T06:38:00.000-08:00

Students cannot study for this assessment. It is simply a "best practice" tool for the Clintondale High School Social Studies Dept. This test does not affect the students grade in any way.

11-16-09 Richard Wright Black Boy Audio Book

2009-11-16T06:34:00.000-08:00

Students who were in attendence Friday will spend today listening and reacting to the Black Boy book authored by Richard Wright. At this point in the auto-biography Richard's mother has undergone a series of debilitating strokes. He temporarily moved in with an uncle but declared himself unhappy and is about to return to Jackson.

11/12/09 (Practice Test for Chapter 7) Test on 11-13-09

2009-11-12T07:01:00.000-08:00

Ch 7 test B

(11-2-09) Richard Wright (Black Boy) Disc 4

2009-11-02T05:10:00.000-08:00

Today we will listen to the audio book, Black Boy, by Richard Wright. Students will take "connective notes" while listening. The notes are necessary for a project that we are working on regarding the book.

Week of 10-26-09

2009-10-29T11:22:00.000-07:00

Students will continue their exposure and investigation of the Progressive movement through the Teddy Roosevelt, Warren G. Harding, and Woodrow Wilson and become exposed to their ideals and policies. We will accomplish this through a series of co-operative learning situations, Discovery Education videos, and text investigations.

Week of 10-20-09

2009-10-19T05:16:00.000-07:00

Students have attained knowlege of the progressive movement last week as they completed an overview of several of the progressive era movement in the United States in the first 30 years of the 20th century. During this two-day workshop we also had a class discussion. Tues, Wed, and Friday, we will utizlize the text, power points and worksheets to deepen the knowlege we began last week. On Wednesday we will watch some very well done video's from Discovery Education.

(10-19-08) Black Boy Part 5

2009-10-19T05:13:00.000-07:00

Students will listen and react to part 5 of the audio book Black Boy authored by Richard Wright. The reaction will be recorded in their packet of Black Boy responses.

10-2-09 Richard Wright: Black Boy Part 3

2009-09-24T18:16:00.000-07:00

Students will continue with the Audio Book of Richard Wright: Black Boy Part 3 and continue with the portfolio project we are assembling in cocert with its continuation.

(10-1-09) Industry, Railroads, Oil Barons and the rise of big business.

2009-09-24T18:08:00.000-07:00

We wil begin class with a quick "Did you read?" Quiz on the assigned homework reading from the class before. We will have a class discussion on the legacy of Industrial Tycoons like Rockefeller and Carnegie...as well as the advantages of big business who used mass marketing.

Students will then become familar with the governments attempt to balance the effects of monopolies and big business by enacting the Sherman Anti-trust Act as well as the beginnings of Organized Labor of the American Worker.

We will then answer questions 1-4 as a class on p. 155

Homework: Students must read 156-162 for Monday and answer questions 1-5 on p. 162

(9-30-09) Mining, Ranching, and Farming in last 1/2 of 19th Century

2009-09-24T17:57:00.000-07:00

Today the class will watch a power point presentaion on Oklahoma Land rush between 1889-95 as well as the effects of the Federal Governments policies of the Homestead Act, Pacific Railway Act, and Morrill Act. The effect on Native-Americans will be involved in this exploration. Students will answer #2,3, and 4 on p. 148.

Homework: Please read 149-152

(9-29-09) The American West

2009-09-24T17:51:00.000-07:00

Students will watch a 25 minute video from Discovery Education on the continuing conflicts and Major Battles between American Western settlers and Native-Americans. Students will then read pp. 142-144 answering in detail question 1 a.b.c. on p. 148.

9-28-09 (An Industrial Nation) Students will complet the following exercise on Social Darwinism

2009-09-24T17:37:00.000-07:00

xSocial Darwinism

Part 1 of U.S. History Second Semester Final Study Guide

2009-06-04T04:42:00.001-07:00

U.S. History Sem 2 Final U.S. History Sem 2 Final Mr.Laughlin

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Study Guide Part I for Final Exam

2009-06-04T04:36:00.000-07:00

This is Part I of the Final Exam Study Guide. Students will have class time on 6-3-09 and 6-04-09 to take notes (which they can use on the final, study their text and notes, and ask questions and for clarifications.

6-2-09

2009-06-02T13:11:00.001-07:00

Students will break down the Nixon Presidency into four sectors:
1) Nixons view of Governments responsibility in America
2) Foreign Policy
3) USA Space Program
4) Watergate

6-01-09

2009-06-02T13:07:00.000-07:00

Students must answer the following question in an essay form.

Why was LBJ in such a personal conflict about the extent of the USA's involvement in Vietnam?

20 points

20-3 Hippies and Counter Culture

2009-05-28T11:07:00.000-07:00

Students will read 20-3 and complete a guided reading. We will also have a class discussion in generational tensions in the late 1960's.

20 3 Questions 20 3 Questions Mr.Laughlin

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Vietnam Experience Movie (5-26 & 5-27)

2009-05-27T04:25:00.000-07:00

Using visual media students will watch a well balanced documentary on the LBJ's role in Vietnam. The documentary also covers how the war changed America and those who fought in it. The war protests will also be covered. Students will use the text in giving some background for the movie. Questions will be given at the end of the hour today as an assessment.

Lesson for 5-18,5-19,5-20

2009-05-20T12:50:00.000-07:00

We will begin our unit on the Vietnam War with a student inquiry based assignment that will consist of the students researching the Vietnam War, proposing the most interesting aspects of their inquiry to the group, and then the group drawing a poster of a major theme. Students may focus on alomst any aspect of the war. The poster is 80% of the grade and a summary of thier what they have learned will coplete the three day assignment.

5-14-09 (TEST REVIEW DAY!!!)

2009-05-14T11:33:00.000-07:00

Chapter 18 and 20 test review on African American, Native-American, Latino, and Women's rights is tomorrow on 5-15-09

Ch 18 and 20 test B Ch 18 and 20 test B Mr.Laughlin

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(5-11-09) 20-1, 20-2

2009-05-11T05:31:00.000-07:00

We are going to incorporate two sections of Chapter 20 with Chapter 18 for a combined test, all of which invlove the struggle for civil rights in America.

Students are going to pair up. One student will read 20-1 (Women and Native Americans Fight for Change) and another will read 20-2 (Latino's fight for Rights). After completing the reading the students will educate each other on the plight of the struggle for equal rights of those read. As an assessment the students will pick the five most important points of emphasis of each section to turn in.

Detroit Riots Power Point Presentation for 5-04-09

2009-05-04T05:14:00.001-07:00

Riots of Detroit Riots of Detroit Mr.Laughlin

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5-04-09 (Detroit Riots Power Point)

2009-05-04T04:51:00.000-07:00

Students will watch an unfolding of the Detroit Riots via a power point presentation. Students will then read about pursuit of voting rights by African Americans in the South by reading the text. (573-578) Answer questions 1-4 in partners.

4-23-09 Essay Project on Kennedy and Johnson Era's

2009-04-23T04:34:00.000-07:00

Students will be answering three out of four essay questions as their assessment over Chapter 17. Students will have two days including homework time Thursday night to complete the assessment. Each essay should approach a page in order to receive an "A" on that specific question. Again, three out of four essay questions must be answered.

Essay Question 1: What events in history helped to lead the United States into the Cuban missile crisis? How did the Cuban Missile Crisis alter the Cold War in both the diplomacy and Nuclear War tensions?

Essay Question 2: List and explain four conspiracy theories behind the Kennedy assasination. Secondly, do you believe that his autopsy was intentionally bungled?

Essay Question 3:Kennedy remarked that in the 1960 election, "it was TV more than anything else that turned the tide." Do you think that television may have given Kennedy and unfari advantage over Nixon, or did it provide voters with information they needed to make an intelligent decision? Support your answer.

Essay Question 4: Argue which of LBJ's Great Society programs have had the greatest positive impact on American society. Additionally, which programs have had the greatest strain on American taxpayers and why?

4-22-09 (Today we will be having a trivia contest in which the students will be grouped into teams of four)

2009-04-22T11:20:00.000-07:00

The trivia contest is designed to deepen the knowlege for students regarding the Kennedy and Johnson era's of U.S. History. The competion is designed for students to collaboratively work together to win a prize!

4-21-09 (Please only refer to the 17-3 Worksheet for this lesson)

2009-04-21T09:25:00.000-07:00

Students will complete Section 3 on LBJ's Great Society by completing a guided reading worksheet and answering a few critical thinking questions on the back.

Ch 17 Questions Ch 17 Questions Mr.Laughlin

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4-20-09 (President Johnson's Great Society)

2009-04-20T05:22:00.000-07:00

Students will begin learning about The Great Society policies of President Johnson and the continuting legacy of President Kennedy. Students will be reading and taking notes on 17-3 pp. 541-548 and answer questions 1-4 in partners and writing a pursuasive letter to their Senator as found on question 6 individually.

4-09-09 (Cuban Missile Crisis Movie)

2009-04-09T05:47:00.000-07:00

4-9-09 (Kennedy's Thousand Days & Kennedy's Assasination)

2009-04-06T05:15:00.000-07:00

Read Chapter 17 Section 2 (p.535-540) Answer questions (1-5)

On Wednesday students watch Cuban Missile Crisis Movie and on Tuesday 4th hour does!

2009-04-06T05:14:00.000-07:00

On Tuesday (4-7-09) 3rd hour registers for classes in Sanitlli Library/On Wednesday 4th hour does the same!

2009-04-06T05:13:00.000-07:00

4-06-09 (KENEDY'S PRESIDENCY & THE BAY OF PIGS)

2009-04-06T05:05:00.000-07:00

Finish Reading Chapter 17 Section 1. Answer Section 1 Question on P. 534 (1-5)

Kennedy Plots to Kill Castro (4-03-09) Read 541-548

2009-03-27T15:00:00.000-07:00

Kennedy's Thousand Days: (4-2-09) Answer questions:1-4.540

2009-03-27T14:58:00.001-07:00

Kennedy Power Point (4-01-09)

2009-03-27T14:51:00.000-07:00

Chapter 17 _ Section 1 Chapter 17 _ Section 1 Mr.Laughlin

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TEST ON COLD WAR AND THE 1950's WILL TAKE PLACE ON: 3-31-09

2009-03-27T13:20:00.000-07:00

Cold War Practice Test (Class Study Day 3-30-09)

2009-03-27T13:18:00.000-07:00

Ch 15 test B Ch 15 test B Mr.Laughlin

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CHANGE OF PLANS FOR 3-26-09

2009-03-26T05:36:00.000-07:00

All U.S. History students will be heading to the Santilli Library today for a Independent Study on 1950's Americana. They will present their findings on Friday and also begin the chapter review.

Chapter 16 Guided Reading for section 1 (Monday 3-23) section 2 (Tue 3-24) and section three (Wed 3-25)

2009-03-23T05:20:00.001-07:00

Ch 16 Questions Ch 16 Questions Mr.Laughlin

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Guided Reading Questions for Chapter 16 (Mon 23, Tue 24, Wed 25)

2009-03-23T05:17:00.000-07:00

Brief History of Middle East Conflicts (3-24-09)

2009-03-23T05:15:00.000-07:00

Brief History of Middle Eastern Conflicts Brief History of Middle Eastern Conflicts Mr.Laughlin

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Brief

2009-03-23T05:10:00.000-07:00

Vietnam Power Point (3-23-09)

2009-03-23T05:08:00.000-07:00

Vietnam Vietnam Mr.Laughlin

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Cold War Card Sort

2009-03-09T08:53:00.001-07:00

CH 15 Card Sort

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Cold War "Card Sort" 4-9-09

2009-03-09T08:50:00.000-07:00

Origins of Cold War (4-9-09)

2009-03-09T08:47:00.000-07:00

Origins of the Cold War

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Marshall Plan "Starter"

2009-03-03T07:46:00.000-08:00

Starter Marshall Plan

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Ch 14 WWII questions.doc

2009-02-17T04:55:00.000-08:00

Ch 14 WWII questions.doc

WWII Practice Test

2009-02-10T11:47:00.000-08:00

:
Ch 14 test B.pdf

2009-02-10T04:56:00.000-08:00

:
Ch 14 homework.pdf