US+History

= =
 * 1) US History

=Vietnam (Cold War Continued) Nov 1, 1955 to Apr 30, 1975 (U.S. pulled out Apr 15, 1973)=

Read the background information:
@http://www.pbs.org/wgbh/amex/vietnam/psources/index.html - primary sources from 1954-1971, these give you insight to the perspective each President and other leaders of the time

Online Text book about the Vietnam War: Digital History

Maps:
@http://www.pbs.org/wgbh/amex/vietnam/maps/map_pop_intro.html @http://www.english.illinois.edu/maps/vietnam/maps.htm

Battle Field:
@http://www.pbs.org/battlefieldvietnam/history/

Time line:
@http://www.pbs.org/battlefieldvietnam/timeline/

Other Media:
Letters from Home, About Vietnam War (school library) Music and Words from Vietnam War (my collection) Mr. Dave Bristol - personal accounts of serving in the war

**Basic Knowledge of Vietnam War:**
//
 * Who fought against whom in the Vietnam War?
 * Why did the United States become involved in Vietnam, and why did it increase its involvement into the 1970s?
 * What specific events marked the beginning of the United States' active military campaign against North Vietnam? (e.g., the Gulf of Tonkin Resolution)
 * What was the initial public sentiment in the United States regarding U.S. involvement in Vietnam?
 * What was President Johnson's attitude toward U.S. involvement in Vietnam? What was President Nixon's attitude toward the war?
 * How did the war change under President Nixon's administration?
 * Was the Vietnam War overwhelmingly popular among American civilians? Why or why not?

Opposing Views of Vietnam War - Google Docs with questions and group group directions

 * h@ttp://nixon.archives.gov/forkids/speechesforkids/silentmajority.php - "The Silent Majority Speech" by Richard Nixon, November 1968
 * https://facultystaff.richmond.edu/~ebolt/history398/JohnKerryTestimony.html - John Kerry, a Vietnam War Veteran, testifies before the senate foreign relations committee April 22, 1971

**Public Perceptions and the Media**
 * @http://www.pbs.org/wgbh/amex/vietnam/reflect/index.html - Reflections on the war

**Gulf of Tonkin Resolution** **Definition:** The congressional resolution of August 1964 that gave the president broad war powers with relation to North Vietnam and served as the legal basis for the Johnson administration to commit ground troops to Vietnam. **Context:** The United States government formulated the**Gulf of Tonkin Resolution**after having allegedly been fired at on two separate days by North Vietnam, although the second attack has never been confirmed.
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**My Lai massacre** **Definition:** A notorious incident in which United States troops massacred at least 100 and perhaps as many as 200 civilians in the hamlet of My Lai. **Context:** When the American public began to hear about the**My Lai massacre**, antiwar sentiment swelled, as many were horrified to hear about the United States' role in so many civilian deaths.

**precipitate withdrawal** **Definition:** President Nixon's term to describe the immediate withdrawal of troops from Vietnam. He used the word //precipitate// to imply that an immediate withdrawal would be rash and reckless. **Context:** President Nixon felt that a "**precipitate withdrawal**" of American troops from Vietnam would be a mistake. He proposed to make the withdrawal much more gradual, in step with his "Vietnamization" policy.

**Viet Cong** **Definition:** Communist-trained South Vietnamese rebels. **Context:** During the Vietnam War, United States soldiers frequently had trouble distinguishing between the friendly South Vietnamese and the**Viet Cong**.

**Vietnamization** **Definition:** Nixon's policy of building up the South Vietnamese army in order to allow American troops to begin withdrawing from Vietnam. **Context:** In his "Silent Majority" speech of 1969, President Nixon expressed his support for a policy of "**Vietnamization**" and announced his authorization of substantial increases in training and equipment to the South Vietnamese. ||

=@http://www.mediacollege.com/journalism/press-release/format.html press release format= = = =Civil Rights Movement:= If we are to reach real peace in this world, and if we are to carry on areal war against war, we shall have to begin with the children. - Mahatma Gandhi, peace-maker

Day 1
 * 1) ==**Journal** - saved under public < wnichols < USHistory < 1950 < Children's March 1957-1963 //complete the sheet, print and add to notebook for grading.[[file:Children's March 1957-1963.docx]]//==
 * 2) ==Learning Objectives:==
 * 3) Identify 10 crucial global issues
 * 4) Understand that although we live in a n information rich society many people are slow to act for social justice.
 * 5) ==Tasks:==
 * Need**: a sheet of paper with 4 columns ( one larger 3 smaller) and a writing instrument
 * Your job:** get into in small groups of no more than four,
 * First Column**: make a list the Global Issues that you believe to be the most crucial and concerning issues.
 * Second Column:** On a scale (0 is lowest to 5 being highest) rate how important the issue is. Must be a group consensus; group members each raise a finger and find average to record.
 * Third Column**: Rate this column using same 0-5 scale but rate it by how much you know about the concerning issue.
 * Fourth Column**: Using the same 0-5 scale write a number about what you are doing about the issue.


 * Group discussion:** How can you participate in causes?

AIDS walk www.aidswalk.org Cancer walks www.the3day.org Diabetes walks www.walkjkrf.org Plant a tree www.PlantaSeedGrowaTreeforAmerica.org Read to feed www.heifer.org

"Thou shalt not be a victim. Thou shalt not be an oppressor. But most of all, thou shall not be a bystander." Yehuda Bauer, Jewish historian

Day 2

Learning Objectives: Understand political movements involve children as well as adults Understand Children of all ages have the power to make a difference in the world. Make a plan of how you can make a difference starting today.

Journal: Brainstorm 10 simple social justice actions that you can take this very week.(Report back, how was your efforts received, how did it make you feel?)
 * 1) Smile and be kind to classmates that they don't usually interact with.
 * 2) Volunteer at a community organization.
 * 3) Bake some cookies for the elderly couple down the street.

Watch the Movie: "The Mighty Times, Children's March" 2004, answer questions while watching the movie.
 * On May 2, 1963, The children of Brimingham, Ala., flooded the city's streets - and the city's jail to challenge segregation.
 * "The Children's March reminds each of us, young and old, that youth have the power to change the world," Jenifer Holladay, director of Teaching Tolerance

Key people: Gov. George Wallace, governor of Alabama Eugene "Bull" Connor, commissioner of public safety Rev. Andrew Young, movement leader Carolyn McKinstry

Day 3

Read: **1961: the Freedom Riders by Merrill Perlman** Answer questions (discussion)

Watch this clip

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Journal: The Civil Rights Movement in Birmingham was very gendered.

 * 1) As you watched the film, what roles did you see boys and girls taking?
 * 2) Were their roles different or similar? How so?
 * 3) How is each gender represented?
 * 4) How do these gender roles in the film compare to who leads at your school?
 * 5) Who in your school or community are the leaders? Male of Female?
 * 6) What is meant by "strong woman" and gentle man"?

===Create a **Found Poem** - A Found Poem is made up of words or phrases from something you read. It uses someones else's words, bu in a new way. You can find these words anywhere: newspaper, magazine, literature, documents, oral histories and narratives. Can also be the spoken word, things you hear on TV and in the hallways.===

Choose 10 key words or phrases that describe how you see each gender represented or addressed. Arrange them in pleasing and meaning way. Illustrate with drawings or pictures. Do one for both genders.

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=Assassination of President Kennedy= November 22, 1963
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 * Marilyn Monroe! ||  ||
 * media type="youtube" key="k4SLSlSmW74" height="349" width="425" || @http://www.palzoo.net/MarilynMonroe ||

= = =Cuban Missile Crisis - Cold War, When the world was on the brink of a Nuclear Holocaust.= October 1962

Watch "13 Days" Read the movie's criticism by Dr. Philip Brenner = = Short Essay: After watching the movie, "13 Days" and reading Dr. Philip Brenner's essay, which lessons do each advocate for? Explain each side from the movie and the article? Where do you stand? If and when you research this topic further what information would you want and need to know more about? = = =Hardball and Handshakes - how Baseball changes America Labor and fights for civil liberties.= = = == =
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 * The Korean War - The first Blood shed during the Cold War**

Presentation of the different countries involved and their sides Map worksheet

= = = =Unit 7 - The Great Society Breeds the Cold War=
 * ==Truman Doctrine== || ==Marshall Plan== || ==Joseph McCarthy== ||  ||
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 * Documentaries on the Cold War ||  ||   ||   ||
 * @http://www.youtube.com/user/MrMilitaryAviation ||  ||   ||   ||

Advertising - what does it say about our Great Society?



 * To complete this section**, find a modern day advertisement and compare it to one from 1945 to 1955. (20 Point rubric)

Watch the Movie, **The Best Days of Our Live (1946)** after discussion, answer questions and a short essay.
 * NOTES On Politics**: Harry David Truman became president after FDR suddenly passed away April 12, 1945.


 * How did America change? (American in 20th Century DVD)**
 * Suburbia || GI Bill || Football is Nationalized ||
 * Inventions || Authors, paper back books || Baseball ||
 * Jackie Robinson || Northern Industry ||  ||
 * Jim Crow ||  ||   ||
 * Desegregation || Jazz - "Bee Bob" ||  ||

Links:
@http://millercenter.org/president/truman @http://www.c-spanvideo.org/program/191864-2 @http://www.bls.gov/opub/cwc/cm20030124ar04p1.htm

=Unit 6 - WWII= Novel of choice WWII World War II

ASSESSMENT: Power Point presentation on the various aspects of how the United States quickly mobilized and helped end WWII.Must use specific examples, facts and oral histories to help support your research. Must have Works Cited.
 * Industry
 * Agriculture
 * Women
 * Japanese- Americans
 * American Indians
 * African Americans

=Unit 5 - 1930 to 1945= The Great Depression

Unit 4 - WWI
WWI Test

Unit 3 - Imperialism
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@http://www.usa.gov/Agencies/State_and_Territories.shtml
 * Territories and States currently a part by the United States

@http://en.wikipedia.org/wiki/Territories_of_the_United_States
 * History of our territories and how they have changed over time.

@http://us.history.wisc.edu/hist102/photos/html/1084.html
 * political cartoons and visuals

Unit 2 - the 1920's
Test for the 1920's

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 * Unit 1 - The Progressive Era**
 * Notebook ||  ||
 * || **Journal Entries** ||
 * Individual || List the National Parks you have visited ||
 * Individual || Why do we vote, what is the importance. Do you plan on voting? ||
 * Whole group || Brainstorm a list of things that make America great ||
 * Whole group || What is progress? How does that relate to the Progressive Era ||
 * || **Notes and Handouts** ||
 * || Time line of 20th century ||
 * || US Food and Drug Administration ||
 * || Progressive Era Notes ||
 * || Teddy Roosevelt Notes ||
 * || Important People of Progressive Era ||
 * || **Activities** ||
 * || American Dream Reading Questions ||
 * || Immigration (Slide show Pictures) ||
 * || Ludlow Massacre Questions ||
 * || National Parks Map ||
 * || Hull House Activity ||
 * || Biographies of Women in 1920's ||
 * [[file:Progressive Era Review.doc]] ||  ||
 * || Hull House Activity ||
 * || Biographies of Women in 1920's ||
 * [[file:Progressive Era Review.doc]] ||  ||

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