Our Inaugural Addresses

Morgan's Inaugural

Your Final

Today in class we began by doing some self-reflection on our America Redefined portfolios using this self-assessment tool. 
We then talked through each piece of the Final Project for the year.   This is the rubric I'll be using to assess your final.  This is a brainstorming chart that will help you get started.

Wrapping Up and Moving Forward

As our unit on Redefining America concludes, we need to begin to think about how we will bring all of the information that we've been studying over the last several weeks together. Your task to close the unit is to explore changes in the Presidency, America's role in the world, or changing social norms and views during this era more explicitly. You should choose whichever of those topics have been most consistently named in your portfolio and identify a progression or pattern that you see emerging.   Once you've done so, work to create a thesis or assertion about that topic that will guide your argument which you can present either in writing or in a creative/visual format.  Make sure that you are not merely making observations about the events occurring but instead that you are making an assertion about how, why, so what, cause/effect, etc.
Today in class, we'll be using this brainstorming sheet in order to work towards arriving at a thesis for the synthesis piece that you'll create. Notice, that the sheet also asks you to categorize the moments that you identify according to the Preamble section that you can most readily connect them to.  This is intended to give you a "twofer"-not just prepping for the synthesis of this unit, but also to begin brainstorming for your final.  We'll be going over the requirements and instructions for the final on Friday in class, so please read through it before then.  You will have Thursday in class to work on your synthesis piece.

70's and 80's

Yesterday and today in class, we'll be using episodes of The Century to supplement our reading of the Foner text and continue considering the changes in the presidency, social norms and views, and America's role on the world stage.
Here is the link to Starting Over and the corresponding study guide.
Here is the link to A New World and the corresponding study guide.

End of Vietnam

Today we heard a speaker, Jon Schaefer, share his experiences of what it's like to be in war from the Vietnam War. His presentation can be found below.
In class, Mr. Kramer presented a lecture on the end of the war and we discussed its legacy. You can see the lecture slides here.
Jon Schaefer Presentation
Part 1
Part 2
Part 3
Part 4

Schaefer's "Considerations Before Going to War".

Slides from the presentation.

Freedom at Home-The Great Society

As we continue our look at the 1960's and the Vietnam War, it's important to remember the other issues in the United States at the time and how LBJ and the government attempted to respond to those issues. How much of an impact did the War have on the United States' ability to meet Johnson's vision of a Great Society? In order to address that question, please complete the tasks in this web activity. You should work with a partner to discuss your responses.  Note-You should be able to finish somewhat quicker than the times listed on the document because you've already read the Washington Post article in the "Looking at the Legacy" section.

1968

Today in class, we'll be taking a closer look at significant aspects and events of the Vietnam War-the draft, the Tet Offensive, the My Lai Massacre, the 1968 Democratic Convention, and the shootings at Kent St. University. To do so, please complete this webquest.
Be sure to look at the calendar for your homework for this weekend, there have been some changes made.

Intro to Vietnam

Yesterday in class we began to discuss the causes of the Vietnam War. Mr. Kramer used this PRESENTATION to guide us through our learning. After looking at the clip from The Century: Poisoned Dreams that identifies Kennedy's call to action in the Peace Corps and the creation of the Green Berets (30:00-36:00), we looked at a letter from a concerned citizen about American involvement in Vietnam as well as Kennedy's response to it.
Today in class we'll be discussing the Tonkin Gulf Resolution and starting to watch Dear America: Letters Home From Vietnam.  As we watch, we'll be taking notes about the details of the war, things that were being expressed in the letters, important images, and songs/lyrics used.

Kennedy and the Cold War

Today we are going to look at President's Kennedy's Inaugural Address and consider it in light of the Cold War conflicts with the Soviet Union.  To do so we will start by getting a brief introduction to President Kennedy from The Century: Poisoned Dreams and then we'll  use this copy of the speech with the questions that follow to analyze his ideas. We'll return to Poisoned Dreams to expand on the events listed in your Foner reading for today and use this note taking sheet as we watch.

Freedom in the 1950's

Yesterday, with a substitute, we started our look at the next episode of The Century called Happy Daze, using this VIEWING GUIDE as we watched.  The episode is embedded below.
Then, today, in addition to finishing the film, we went back into our notes from the Foner readings of the last couple of nights to continue to try to determine how freedom was being defined at this time. We tried to answer that question in a reflective piece of writing in our notebooks while also determining how those definitions shaped the idea of what it meant to be an American. We tried to identify specific examples that showed the ways in which freedom was being defined.
We then turned our attention to two of the voices of freedom found on pages 718-719 of Foner and with partners discussed how each was defining freedom and then answering the questions on page 719.

The Cold War Heats Up

Yesterday in class we began by looking at this IMAGE and discussed what kinds of conclusions we could draw about the era from it.  We then watched the end of The Century: The Best Years and finished filling out the study guide. We took some time to fill in the left column and discussed what seemed to be emerging from the events shown.
After the film, we read the story about the freedom train from the beginning of the Foner chapter that you had read for homework for today and discussed what it suggested about the central issue of the time (defining freedom).
We then narrowed our focus to take a closer look at the Truman Doctrine by reading excerpts from the speech and then answering the first two questions on this WORKSHEET (Scroll through to the end).

Today in class we will take a closer look at the Marshall Plan and discuss how it relates to the Truman Doctrine first by reading the document and then answering the next two questions from the worksheet.
We will finish class today by gathering some details about the Korean War and reflecting on its legacy, what it says about the time period as well as why it's considered the "forgotten war".   We will use this web activity to do so.

America Redefined:1945-1988

All of the work for Unit 7: WW2 is listed in the posts below and on Mr. Clemons' assignment sheet.
The new assignment sheet for Unit 8: America Redefined, 1945-1988 is posted HERE and in the tab above.
Today in class we will be introducing the new unit and then watching The Century: Best Years to help set the context for the post WW2 era.  Here is the VIEWING GUIDE for the film which is embedded below.

FDR and The Holocaust

Today in class we will discuss the assertions that Michael Beschloss makes about FDR and the Holocaust in The Conqueror's.
We will then examine documents that reflect multiple sides of the issues raised in Beschloss's book.
Here is a link to the first set of documents-  FDR and the Holocaust Docs.
Here is a link to the chart you should use as you analyze the documents-America and the Holocaust Doc. Analysis Chart.

America and the Holocaust Assignment Sheet

Scroll down to the end of the WWII Assignment Sheet.

Mr. Clemons' WWII Assignment Sheet Part II

The second part to Mr. Clemons' WWII Unit is posted in the assignment sheet below:
WWII Assignment Sheet

Mr. Clemons' WWII Assignment Sheet

WWII Assignment Sheet Part I

Foreign Policy 1919-1941: America in the Age of Isolationism--PARCC Week Work

NOTE-If you are looking for Section II of the Foreign Policy writing, it's in the previous post! Everything listed in this post is for next week's work.

Isolationism and US Foreign Policy Between the Wars

Over the course of this week, you will do independent work concerning the development of American Foreign Policy during the period from the end of WWI to WWII.  This work will consist of three central tasks:

1. Getting grounded in the story of the period by reading and annotating Choices readings, as well as completing Study Guide questions related to those readings.
2. Synthesizing that information by completing a timeline of the period.
3. Examining the progression of American Foreign Policy by looking at excerpts of the speeches of Franklin Roosevelt.

You will be given this packet of readings in class on Monday. If you are unable to come to class, please print them out or come to Q101 to pick it up. This packet also contains the timeline you will be creating throughout the unit. You will complete all of the other written work and study guides for this week electronically in this packet.

Given that we are all on separate schedules for the week, we are suggesting that you follow the following pacing guide.  Your completed packets (annotations and timelines handed in physically, this packet submitted via turnitin.com) are due by 3:14 on Friday, 3/20.  All class periods will be work periods for this week.  There will be no additional homework.  Please note, though, that if you are out of class, you should do your best to maintain the pace we have set by completing that day’s task at home.  

Again, all readings are from this packet.  You will also use this timeline.  Hard copies of both have been provided in class.

Day One: Complete Initial Foreign Policy Brainstorming. Read and annotate Choices Part I, and complete Study Guide questions.  Put events from the reading on the timeline.

Day Two: Read and annotate Choices Part II, and and complete Study Guide questions.  Put events from the reading on the timeline.

Day Three: Complete Part I of the FDR Foreign Policy questions

Day Four: Complete Part II of the FDR Foreign Policy questions (NOTE: You need your AR)

Foreign Policy Writing Part II

As a result of PARCC testing next week, We've decided to reduce the tasks that we're asking you to complete as an assessment at the end of our WWI unit. Thus, instead of completing parts II and III of the foreign policy writing assignment, you only need to complete part II.  Here are the full instructions for that part:
II.  America at War and Just War Theory -- Round Two

Use Just War Theory to analyze our participation in World War One

You will write one fully developed paragraph.  The paragraph will focus on at least ONE aspect of Just War theory (with the exception of “Proper Authority,” which may not be used).  Your  paragraph must include a topic sentence that makes an assertion about that aspect of Just War Theory.  That assertion should be supported using three pieces of specific historical evidence.  Analysis of each piece of evidence must clearly develop the argument of the paragraph.
You may NOT use the same element of Just War Theory as you used in section I (your paragraph on the Spanish-American or Philippine-American wars).
Your paragraph must be in your Google folder AND submitted to turnitin.com by class time on Monday, March 16.

For your consideration: 
Here are two Section I paragraphs that DID NOT meet the standards and expectations of the assignment.
Here are two Section I paragraphs that MET or EXCEEDED the standards and expectations of the assignment.

Wilson's War Message

Last week in class you explored notions of Just War as it applied to the Spanish-American and Philippine-American wars. You then looked at the Roosevelt Corollary to the Monroe Doctrine and analyzed the shifts that took place in American Foreign Policy as a result.  Finally, you began to study the origins of World War One as well as America's road to engaging in that conflict by watching the first 25 minutes of the video below and filling out this study guide.
Today in class, we will be continuing our work by having a brief discussion about when (or if) the United States' should have engaged militarily in the conflict.
Our primary focus today though will be on how Woodrow Wilson's Message to Congress made an argument that the United States should declare war on the Central Powers in World War One.

Debate Day!!!

Great job on the debate every one! We were very happy to see the work you put into them. 

The homework due on out next class meeting is as follows: 

1. Read and annotate the Epilogue and the Roosevelt Corollary
2. Complete Study Guide: Epilogue (Which is the blue sheet handed out today.)
3. Read and annotate the first page of the Just War Theory. 

I would wish you all good luck on the ACT’s but you will not need it!

Today we started out the lesson by talking about the Monroe Doctrine as an early statement of American Foreign Policy. It is important to think about where this fits in American history.  Before it was written, America had a very hands-off policy when it came to Europe. The Monroe Doctrine was the first expression of the Foreign Policy that explained why America made later decisions, such as entering Cuba.

,Debate Option Speech, due Monday. In our options groups, we looked at the full options packet (speech, beliefs and assumptions, and historical record). Working in our groups, we tried to understand the stance of our option by putting the belief and assumption statements from the packet in our own words, and tying evidence from the "historical record" section to those statements. We used this chart to organize that material. 

A few important things to note as you prepare your Debate Option Speech: 

1. Please bring THREE copies to class, even though the handout says two. 
2. Remember that your sources of information are: the Historical Record in the Options packet, the Choices readings (Parts I and II), and any past information that we have studied.
3. Also Mr. Kramer and I will be grading these short speeches in class, so please have fun with them, and make sure to practice reading them aloud! 

Imperialism Day 1

First of all, thank you so much for being so welcoming and patient with me in your class. I am very honored to go through this experience with all of you. 

Today, we began a unit on Imperialism and America on a World Stage.  In order to do this, we spent some time looking at some primary documents that reflected different attitudes about America, the world, and other people.  If you were not in class today, you will want to take a look at these documents (1-4, 6, 7) and be able to explain the different perspectives of Americans during this period.

We ended class today with a quick look at the Monroe Doctrine. I cannot wait to see your slogans/hashtags. #youguysareawesome!!

Home work for tomorrow.

Choices Packet on Spanish American War part II AND Option Speech as assigned

Option 1, Option 2 OR Option 3

To help with your options reading please use:

https://docs.google.com/a/dist113.org/file/d/0BzRHVmWoUg2ja0FxMUs3QW52OGc/edit

These are suggested questions to help you through your reading, but they are not a requirement.

Have a wonderful night!

February 23rd Sharing Our Research Papers

Today we shared our research papers. To do this used this handout.

We also handed out the reading packet for this unit. The first page is "the Monroe Doctrine." This is followed by an activity entitled "Americans Abroad," and several pages of documents on Theodore Roosevelt. Your homework for our next class meeting is to read and annotate the introduction and part one which follow those activities. You will notice these are page numbers 1-11. We also passed out study guides for the first two assignments in the unit.

Home work for tomorrow is:

Read and annotate: Choices Packet on Spanish American War part I (pages 1-11)

Complete Study Guide Part I.

Finishing Up

Today in class and over the weekend, you will work to edit and revise your paper.
First you should look at the rubric that I will be using to assess your work.
Next, you must use this revision checklist to take you through the process of editing and revising.
As you do your final edit, pay attention to the "No Excuse List" and fix any errors that appear.

Outlining Your Argument

By this point in the research process you should have a working thesis and a clear sense of what you want to prove in your paper. Today you are going to work on organizing your research to determine the ways in which your information will help you prove your thesis.  Here is where your notecards are going to come into play.
There are two ways to think about using your notecards:

1) Look at your working thesis and then the body sections that come out of that thesis. Then determine which cards apply to which elements of your thesis.
or
2) Spread out all of your cards and see which cards connect.  Begin to group them together in categories and then see how those categories apply to your thesis.

You must complete one of the above tasks before moving into your outline.

Once you have your notecards reorganized, then you can begin to insert your information into the outline.  Your completed outline is due to be submitted to turnitin.com anytime before 8:00 AM on Tuesday morning, 2/17.

Research Paper

The next phase of the process is listed in the assignment sheet that is also posted in the Unit 5 tab above. There are links to all of the documents, worksheets, and information you'll need in that assignment sheet.

Today in Class

We followed the activities listed on the assignment sheet.
We then received our research assignment.  Assigned topics are listed on the assignment.
HW for Thursday is the following:

1. Get yourself  colored notecards: Red, Yellow, Blue, Green, and White

2. Read about your topic in your online text (chapter is listed on the research assignment).  In this Google Doc, do a brief summary of the information.

3. Go back into the group Google Doc of initial research.  Skim through the terms, notes and questions listed for the section most closely aligned with your topic.

4. Begin to develop research questions using the Bowdoin method discussed in class. Come to class with those questions written out.

Industrialization-Westward Expansion

On Tuesday in class we looked at the Crash Course on Industrialization and compared Carnegie's Gospel of Wealth with George's Progress and Poverty.  Today in class, we will explore what Samuel Gompers' What Does the Working Man Want adds to the ideas suggested by Carnegie and George. We will then look at the Crash Course on Westward Expansion, using the provided notetaking sheet. We'll finish by reading and analyzing Helen Hunt Jackson's A Century of Dishonor (AR 290).  All of the necessary links are posted in the assignment sheet.

2nd Semester

Greetings all and welcome back!
Hope your finals were successful. Our new unit calendar is posted in the Unit 5: Promises and Problems tab above. You should know that the majority of the unit will be spent preparing a research paper, the instructions for which will be posted in the same tab as necessary.

Final Exam Rubric

See it HERE

Your Final

Here is the link to the FINAL EXAM ASSIGNMENT. Please note that your completed final must be one document that is submitted to turnitin.com by the beginning of your finals period (1:10 PM) on Wed. 1/21.  The last page of the assignment is the Table of Contents that should be the first page of your submitted final.

Here is the link to the BRAINSTORMING SHEET which is a required portion of your final. It is worth 10% of the final exam grade so make sure that it is thorough and complete.  It needs to be submitted to turnitin.com by 11:59 PM on Friday, 1/16.

Below is a schedule for the week. Stay on track and trust the process.

Date	In-class	Homework
Tue. 1/13	Meet in E108 Go over course options Intro Brainstorming sheet	Homework Due:Reread Doc. 1, come to class with all materials Homework to do tonight: Finish Brainstorming sheet for Doc. 1, Reread and annotate Doc. 2.
Wed. 1/14	xxxxx	Homework to do tonight:Finish Brainstorm Sheet Doc. 2 Begin Drafting Sec. 1
Thu. 1/15	Meet in E108 Intro Sec. 2 Brainstorm Sec. 2	Homework Due: Brainstorm Sheet Docs. 1 and 2 Homework to do tonight: Brainstorm Sec. 2 Continue Drafting
Fri. 1/16	Meet in E108 Discuss Section Three Brainstorm Sec. Three Begin Drafting	Homework Due:Brainstorm Sec. 2 Homework to do tonight: Brainstorming packet due to turnitin by 11:59 PM Continue Drafting
Sat 1/17-Sun. 1/18	xxxxxxxxx	Full Draft of Sec. 1, Docs 1 and 2 complete
Mon. 1/19	xxxxxxxxxx	Full Draft of Sec. 2 and 3 complete
Tue. 1/20	xxxxxxxxx	Final Edits of Sec. 1, 2, and 3
Wed. 1/21	xxxxxxxxx	FINAL DUE to TURNITIN.COM at 1:10 P.M.  No late papers!