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Essential Questions: How is Vietnam portrayed by different groups of people? What stands out most to you about Vietnam?

Monday and Tuesday: Watch “Two Days in October” and complete the accompanying viewing guide. If you aren’t in class for the video, there is a copy on hold in the LMC for you to watch and complete the viewing guide.

Music- “Ohio” by Crosby, Stills, Nash and Young

Wednesday: Vietnam through oral histories. Read through a collection of sources that all show someone’s personal experiences with the Vietnam War. Use these links to help see different points of view.


The Bitter Homecoming

Homework: For Monday write a 2 page, double spaced paper on what you would include in your telling of the Vietnam War. Use at least 2 quotes that you have collected from these different sources. How would you tell the story of Vietnam? This is meant to be personal, each of you will include different quotes or stories. If you are presenting on Monday, you can include your quotes or stories in a power point or poster presentation.

Thursday: Nixon and the Silent Majority. Watch this clip and see why the protests and tensions that occurred during the late 1960s and 1970s created a backlash. What is meant by the Silent Majority?

Friday: Nixon’s presidency included more than just Watergate and Vietnam. What are some of the other policies he enacted?




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Essential Questions: What do equal rights mean for different groups? How do people challenge and use power?


Monday: Look at how Latino Americans are still fighting for civil rights. Watch this clip, The Struggle in the Fields, to see what issues Latino Americans were facing in the late 1960s-1970s. What does Chicano mean?

Music- Barry McGuire performs On the Eve of Destruction

Homework- Finish the video and continue taking notes to be handed in on Wednesday

Tuesday: LMC Paper Day! We’ll meet in the LMC to start researching some topics for your Using History project. Start thinking of ideas!

Wednesday: Continue thinking about the Chicano movement. We’ll watch  Taking Back the Schools (to about 35:00 or so..). While watching, think about the video we watched on Monday and think about these questions:

  1. What were the harms and the injustices Chicano’s felt?
  2. What methods and motivations did the groups use to correct the injustices?
  3. What were the remedies sought? What demands were made?
  4. Who were the players and what did they each believe? Who supported the movement? Who did not?

Thursday: Vietnam introduction. We’ll look at Vietnam’s history to find out how the US got involved there at all. Here’s a copy of the power point we used in class if you need a reference! You can also check these pages in your textbook (768-776)

Friday: How does Vietnam affect us today? Look at the Gulf of Tonkin ResolutionWar Powers Resolution and the Iraq War Resolution to see how presidential war powers were impacted by the events in Vietnam.

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Essential Questions- What kinds of methods of protest are used by groups and individuals during the Civil Rights Movement?


MondayHow does Martin Luther King address the concerns of the Southern preachers’ about the pace of change in the civil rights movement? How are students taking a role in desegregating Birmingham?

Music- Southern Man by Neil Young & Sweet Home Alabama by Lynyrd Skynyrd.

In Class: Look at our test questions and start organizing responses to each question. We will also review Martin Luther King’s Letter from a Birmingham jail and look at what’s happening in Birmingham, AL in 1963.

Tuesday: How do Martin Luther King and Malcolm X differ from each other in their approaches to protest during the Civil Rights Movement? How are they alike?

We are going to spend today looking at the rise of Black Nationalism as it pertains to Malcolm X. How do you reconcile what you’ve heard with what you can discern from primary sources? This will support your question on methods and motivations of protest. Keep two-column notes with Malcolm X on one side and Martin Luther King Jr. on the other.

WednesdayHow does JFK deal with the Soviet Union using Cuba to hold nuclear weapons?

In Class: Finish our discussion on the similarities and differences between Malcolm X and MLK’s views on protest and the way forward in the civil rights movement. We’ll watch these videos on class:

We’ll also start looking at the Cuban Missile Crisis. We’ll look a little at the history of Cuba and the US and see how the Soviet Union gets involved in this 1962 crisis. Check out this website to see the materials we’ll be looking at.


We will look Malcolm X speeches. Who was he?

Friday: Civil Rights Music Day. Look at the progression of the Civil Rights Movement through popular music


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3/24 Emmett Till

Monday- How does Emmett Till’s murder inform your views on the role of the Courts and of the Police? How about his mother’s personal protest?

Monday Music:  by Sam Cooke

1. Watch clip about the murder of Emmett Till (August 1955) from Eyes on the Prize. This is an updated story on the case from 60 Minute) that includes the background of the case.

Consider the impact federal hate crime laws would have had on the case.

Related Resources

  1. Bob Dylan: The Death of Emmett Till


  1. The case of Trayvon Martin (nytimes.com) and Trayvon Martin and Black Manhood on Trial (The Nation)
  2. Trayvon Martin and Emmett Till (newyorker.com)
  3. Willie Reed, witness in the Emmett Till Case, dies at 76 (washingtonpost.com)
  4. Look Magazine article: The Shocking Story of Approved Killing in Mississippi

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Tuesday: UNIT 2 TEST!

Wednesday: Civil Rights Intro. We will look at our new essential questions and think about the role the government, courts, and individuals play in this social movement.

  1. In what ways did the new strategies and goals of the civil rights movement affect social transformation?

  2. How do people challenge and use power?

  3. What is the proper role of gov’t in shaping American society?

  4. When will reform work and when is revolution required?

  5. What’s the best method for success: integration or segregation?

Thursday: Look at Jackie Robinson, Isaac Woodard, and an intro to Brown v. Board of Education of Topeka, KS. http://4.bp.blogspot.com/-Z1StPzACpcQ/UPwF03OA4wI/AAAAAAAACr8/jUnVfBG-C7w/s1600/segregation_map2.jpeg

How do the electoral maps from these elections compare with this map of segregated schools?

Friday: Look more in depth at Brown v. Board of Education. We’ll split into groups to see how the road to Brown got started, and what it meant after the case, and still means today.


1. Pre-Brown. Cases, laws and events leading up to the decision.

2. The Brown v. Board of Education decision itself

3. Post-Brown/Little Rock Central High School

4. Current Implications: Madison in the 1980s and school segregation issues today

Create a presentation between 10-12 minutes that gives the class substantive content from each of your group’s documents. This will be presented to the class on Thursday.

  • Share information from each document in your packet
  • There should be enough content that viewers can take notes on your performance.
  • You should offer a brief context as to where your group fits into the broader picture of Brown v. Board of Education decision.

Related articles

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Monday: Finish “Race: the Power of an Illusion” in class. Also read this article on Crimea and see how the Cold War can still be seen today.

Homework– Keep working on “Happy Days” looking for evidence of whether or not the 1950’s are really happy.

Tuesday: We’ll look more closely at the GI Bill and housing after WWII and see how the suburbs changed America in the 1950s. How did women’s roles change in this time? And we looked at how African Americans were impacted by housing but what about Latino Americans? Here’s the power point that we used in class and that you can use to help you study for your test.

Homework– Read your textbook pages 598-624 and take notes for Friday.

Wednesday: No class

Thursday: Potluck article day. We’ll look at old newspaper articles on women, the Space Race, Suburbia, racism and more to get a clear picture of society in the 1950s. We’ll complete this worksheet and discuss what you find tomorrow in the discussion. You do not need to fill out the summary section!

Friday: Discussion Day. Were the ’50s really Happy Days? What kinds of intervention have we seen so far? What motivations have we seen for US involvement around the world? Here’s your review guide for your test next Tuesday!

Additional Resources:





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Music Monday:  The Tennessee Waltz

In Class: Watch “The Fear and the Dream” and see what the fifties look like at home. We won’t have time to finish this in class so watch the rest of it for homework and complete the viewing guide.

Tuesday: Look at how the US reacts to communism spreading around the world. We will look at China, Guatemala, and Cuba. How does the US intervene in these places?

Homework: Read textbook pages 587-593 and the CIA classified documents article and answer the questions on the back

Wednesday: LMC day. Looking at CIA declassified documents. We will be collecting data trying to decide if you agree or disagree with the following statement, “Secrets are the necessary currency of the intelligence profession and protection of confidential sources and special methods is a solemn duty of every CIA officer.” How does the CIA get involved around the world?

2. Overview of the beginnings of the CIA

Robert Wallace and H. Keith Melton say in their 2008 book Spycraft, that:

“Every CIA director confronts the tension between secrecy and the American public’s right to know what its government is doing. Secrets are the necessary currency of the intelligence profession and protection of confidential sources and special methods is a solemn duty of every CIA officer. Regrettably. there have been instances when secrecy was invoked to deny knowledge of information that has long since lost sensitivity but is vital for the public understanding  and consideration. Such misuse of secrecy can result in flawed policy decisions  wild speculation about the CIA’s activities, and a misleading historical record/ For the CIA to maintain the public trust, responsible and accurate presentation of information on intelligence subjects is both wise and necessary.”

Cold War CIA Covert Operations (support [advice, subsidization, etc.] of political parties, private groups or individuals, covert propaganda, economic operations, and paramilitary or political action operations designed to overthrow or support a regime.)

CIA will open its files….a brief overview from the New York Times. (The  film Zero Dark Thirty was based on CIA documents released after Bin-Laden’s death.)

1. The Iran Coup, 1953 (see p. 590-591 in your textbook for a brief introduction)

2. The CIA in Cuba (see p. 591-593 in your textbook for a brief introduction)

3. CIA mission in Guatemala


1. Review CIA declassified documents from the LMC research.

2. Who were the Rosenburgs? The Rosenburg execution.

3. Consider the Stalin and Truman speeches. Where can the origins of this Cold War be found?

4. What does this fear look like in the US?

Friday: The ’50s at Home: GI Bill, housing, and the postwar economy. Was the 1950s economic boom great for everybody?

Additional Resources:

Textbook references

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