Lesson on Thursday, April 26, 2018

Aim: How did the civil rights movement evolve over time, and how did competing ideas and political alliances affect its growth and that of other social movements?

Bell Ringer: Thinking Like a Historian 27 (10/15 min)

A: paragraph with historically defensible thesis
B: include which sources you will use to defend your thesis and how
C: include at least one piece of information beyond the sources, found in the chapter or beyond the civil rights movement. 
Agenda:

1. Black Nationalism: https://www.youtube.com/watch?v=dIJrSp28Ojk (3:15 min)

Marcus Garvey: https://www.youtube.com/watch?v=vrNCMSODtyw (4 min)

2. Journal 159 - Why were Black Power and black nationalism compelling to many African Americans? 

A: The agenda of these more inward-looking movements included the use of self-defense against police harassment, the creation of inner-city breakfast programs for children, opening up city jobs to black people, ending black poverty, combating drug use, and improving housing and health conditions. Racial pride rested at the center of these movements, and this, in and of itself, was very compelling. Many African Americans were angered by white violence, were not willing to wait for whites to be just, and were frustrated with the slow pace of reform. 
3. Journal 160 - What did the Chicano and American Indian movements have in common with the black freedom movement? 

The Chicano and American Indian movements were similar to the black freedom movement in that they focused on ethnic pride, they challenged Americans both within and outside of their communities to take action, they used protests, and strikes to publicize their plights, and they rejected assimilation efforts. 
4. Decolonization: analyze Map 27.5

Terms to know: rights liberalism, Jim Crow, Brotherhood of Sleeping Car Porters, Congress of Racial Equality (CORE), "To Secure These Rights", States' Rights Democratic Party, American GI Forum, Brown v. Board of Education of Topeka, black nationalism, Nation of Islam, Black Panther Party, Young Lords Organization, United Farm Workers (UFW), American Indian Movement (AIM).

5. Chapter 27 Vocabulary Quiz (rest of class) 



Home Learning: 

due tomorrow:

1. Review Questions Qs 1, 4, and 5 (page 900)

2. Making Connections Qs 1 and 2 (page 900)

due Tuesday, May 1, 2018:

3. In pairs read your designated chapter. Your task is to present your chapter in 15 minutes to the class. Please include general descriptions of each section using relevant vocabulary words, and answering the designated journal questions. 

Chapter 28 "Uncivil Wars: Liberal Crisis and Conservative Rebirth, 1961-1972"
Chapter 29 The Search for Order in an Era of Limits, 1973-1980"

Chapter 30 "Conservative America in the Ascent, 1980-1991"
Chapter 31 "Confronting Global and National Dilemmas, 1989 to the Present"


*Tomorrow we will work on the LEQ

Enrichment: 

1. Black Nationalism Today: https://www.youtube.com/watch?v=FggajXhN1oQ (10 min)

2. The Dawn of Black Power: https://www.youtube.com/watch?v=XdpFKMbUv30 (10 min)

3. Decolonization: https://www.youtube.com/watch?v=T_sGTspaF4Y&t=246s (13 min)

Lesson on Wednesday, April 25, 2018

United States History (SAQ)

Section I, Part B

Time - 50 minutes

Terms to know: rights liberalism, Jim Crow, Brotherhood of Sleeping Car Porters, Congress of Racial Equality (CORE), "To Secure These Rights", States' Rights Democratic Party, American GI Forum, Brown v. Board of Education of Topeka, black nationalism, Nation of Islam, Black Panther Party, Young Lords Organization, United Farm Workers (UFW), American Indian Movement (AIM).


Home Learning: 

1. Read pages 892-899

2. Journal 159 - Why were Black Power and black nationalism compelling to many African Americans? 

3. Journal 160 - What did the Chicano and American Indian movements have in common with the black freedom movement? 

*HW due on tomorrow Thursday, April 26, 2018

*Chapter 27 Vocabulary Quiz: Thursday, April 26th, 2018

Lesson on Tuesday, April 24, 2018

THE CIVIL RIGHTS MOVEMENT

Aim: How did the civil rights movement evolve over time, and how did competing ideas and political alliances affect its growth and that of other social movements?

Bell Ringer: Review Mock Exam Questions - complete (10 min)

Agenda:

1. Thinking Like a Historian 26 (10 min)

2. America Compared 27:

Q3 / A: The similarities between colonized Africans and African Americans included a racial hierarchy that carried with it social, economic, and political disparities. The differences centered on the fact that the British lived in Africa as colonizers, whereas white and black Americans belonged to the same nation and were forced to negotiate ways to coexist.

2. Review Journals 154-158

A. Journal 154 - How did the growth of the black middle class assist the civil rights movement? 

The growth of the black middle class in the 1950s provided the monetary opportunity to organize against Jim Crow segregation. Its ranks reduced the leadership of the movement. In addition, children of the black middle class attended college and provided the large numbers needed to continue the movement. 
B. Journal 155 - Why did WWII play such a critical role in the civil rights movement? 

During WWII, black soldiers experienced equality in Europe while frighting to end Nazi tyranny, but returned to a segregated nation with limited opportunities. This hypocrisy was acknowledged through the Double V Campaign, which brought attention to the burgeoning civil rights struggle. In addition, the desegregation of the armed services during the Cold War by President Truman and the rise of the black middle class were made possible by WWII. 

C. Journal 156 - How did the Cold War work in the favor of civil rights? How did it work against the movement? 

In a time of growing fear of Communist expansionism, civil rights opponents charged that racial integration was "communistic". Truman worried about images of racist persecution in his democratic nation and worked to lessen the violence and oppression of white supremacy. However, McCarthyism and the hunt for subversives at home held the civil rights movement back. Some white southerners associated the civil rights movement with communism, and the NAACP was banned in many southern states as "anti-American" organization. 

D. Journal 157 - What lessons did activists learn from the evolution of the civil rights movement between 1957 and 1961?

Civil rights activists learned to be persistent with their protests and to rely on their strength in numbers; they learned that they could affect change through economic boycotts and peaceful protests, and they learned that violent opposition from southern whites helped advance their cause with the rest of the nation, especially Washington. 

E. Journal 158 - In what ways did white resistance hinder the civil rights movement? In what ways did it help?

White resistance clearly hindered the movement  by challenging virtually every level of integration in public education, transportation, and employment. The movement also faced violence, and key black leaders were murdered. Integration by court order that should have reached fruition by 1960 in stead of the early 1970s was slowed because of white resistance. Yet southern white determination failed in the face of television cameras that caught the beatings for the world to see. The Soviet Union used the treatment of blacks in the South as propaganda against the United States during the Cold War. Southern white violence ironically pressured presidents Eisenhower, Kennedy, and Johnson to acquiesce to African American demands for equality so that the United States did not look so bad to the world. 

3. You may be asked to demonstrate an understanding of how Cold War policies led to debates over the role of the federal government and how best to balance liberty and order.

4. Use the career of Thurgood Marshall to illustrate the legal challenges that civil rights activists employed to fight racial discrimination.

5. Exam Alert: In previous AP exams, students have been asked to analyze and evaluate the Brown decision, comparing this decision to the Plessy case of 1896. 

6. Thurgood Marshall (History for Kids) https://www.youtube.com/watch?v=9UtxSIXr5yM (4 min)

7. Crash Course US History #39 "Civil Rights and the 1950s" https://www.youtube.com/watch?v=S64zRnnn4Po&t=1s (12 min)


Terms to know: rights liberalism, Jim Crow, Brotherhood of Sleeping Car Porters, Congress of Racial Equality (CORE), "To Secure These Rights", States' Rights Democratic Party, American GI Forum, Brown v. Board of Education of Topeka, black nationalism, Nation of Islam, Black Panther Party, Young Lords Organization, United Farm Workers (UFW), American Indian Movement (AIM).


Home Learning: 

1. Read pages 892-899

2. Journal 159 - Why were Black Power and black nationalism compelling to many African Americans? 

3. Journal 160 - What did the Chicano and American Indian movements have in common with the black freedom movement? 

*HW due on Thursday, April 26, 2018; on Wednesday April 25th we will work on DBQs. 

*Chapter 27 Vocabulary Quiz: Thursday, April 25th, 2018

Enrichment: 

1. 
2. 

Lesson on Monday, April 23, 2018

THE CIVIL RIGHTS MOVEMENT

Aim: How did the civil rights movement evolve over time, and how did competing ideas and political alliances affect its growth and that of other social movements?

Bell Ringer: Grade Chapter 26 Vocabulary Quiz (5 min)

Agenda:

1. Check & grade final pages of EOC Review Guide Packet (10 min)

2. Thinking Like a Historian 26

3. Review Mock Exam Questions

Terms to know: rights liberalism, Jim Crow, Brotherhood of Sleeping Car Porters, Congress of Racial Equality (CORE), "To Secure These Rights", States' Rights Democratic Party, American GI Forum, Brown v. Board of Education of Topeka


Home Learning:

1. Read pages 879 - 892 (American Voices Qs 1, 2, 4 / Don't do Thinking Like a Historian, yet)

2. Journal 157 - What lessons did activists learn from the evolution of the civil rights movement between 1957 and 1961?

3. Journal 158 - In what ways did white resistance hinder the civil rights movement? In what ways did it help?

Lesson on Thursday, April 19, 2018

Aim: Why did consumer culture become such a fixture of American life in the postwar decades, and how did it affect politics and society?

Bell Ringer: U.S. Post WWII Boom: https://www.youtube.com/watch?v=Gmka2mydsD0 (13 min)

Agenda: 

1. Levittown


2. America Compared as a class (10 min)

3.

4. Journal 152 - How did the national government encourage suburbanization? 

A: The federal government - through the Federal Housing Administration and the Veterans Administration - made the home mortgage market serve a broader range of Americans than ever before after WWII. The FHA  insured thirty-year mortgages with as little as 5 percent down and interest at 2 or 3 percent. The federal government also sponsored massive highway improvements through the 1956 National Interstate and Defense Highways Act, led to massive suburbanization in the 1960s.  
5. Journal 153 - In what sense was the U.S. becoming, in the language of the Kerner Commission report, "two societies"? 

A: Two societies emerged from postwar American life: A suburban, affluent, white population that fled the cities, and an urban, increasingly black and Latino population that suffered from escalating poverty and urban blight. The rapid expansion of the American middle class left behind a size-able and struggling working-class and poor population, many of them immigrants and people of color, who struggled to survive in the era of postwar prosperity. The "Other America" remained largely invisible as new highway construction and redlining led to de facto segregation and the turning of what were once culturally rich urban ethnic neighborhoods into depressed areas of urban crisis that today we call the inner city. Housing and job discrimination escalated over time for immigrants, particularly for new waves of Latin Americans who came to the U.S. seeking prosperity after WWII. 

6. Let's read the last to paragraphs of Chapter 26 re: Puerto Rico, DR, Cuba, and Miami.

Terms to know: World Bank, International Monetary Fund (IMF), military-industrial complex, Sputnik, The Affluent Society, Veterans Administration (VA), collective bargaining, teenager, baby boom, Shelley v. Kraemer, National Interstate and Defense Highways Act, Sunbelt, William J. Levitt, Dwight D. Eisenhower. 

5. Chapter 26 Vocabulary Quiz (oral quiz) (rest of class) 

6. Thinking Like a Historian 26


Home Learning: 

1. Read pages 868 - 879 (including America Compared Qs 3)

2. Journal 154 - How did the growth of the black middle class assist the civil rights movement? 

3. Journal 155 - Why did WWII play such a critical role in the civil rights movement? 

4. Journal 156 - How did the Cold War work in the favor of civil rights? How did it work against the movement? 

TEACHER'S PLANNING DAY (AP TESTING DRILLS)

Lesson on Wednesday, April 18, 2018

MOCK EXAM 1

Aim: Why did consumer culture become such a fixture of American life in the postwar decades, and how did it affect politics and society?

Bell Ringer: Grade Cold War Exam (10 min)

Agenda: 

1. Complete Mock Exam 1 (15 min)

2. Review Journals

*Journal 147 - How did the tastes and values of the postwar middle class affect the country?

A: Advertisers in the 1940s and the 1950s encouraged Americans to buy various goods in order to assist their families and create a wholesome family life. As Americans increasingly had more money to spend on goods, they purchased washing machines, TVs, and other products that supported the postwar cultural emphases on large nuclear families, domestic mothers, consumerism, and suburban homes. The large baby boom generation for after WWII became the perfect vehicle for advertisers to deliver the message that a stable family life stems from an increase in materialism at home. The middle class bought into these messages. Cars, refrigerators, and other households goods characterized this type of consumerism and became clear class markers in American society.

*Journal 148 - How did rebellion become an integral part of consumer culture in the postwar period?

A: Youth rebellion was a party of the new consumer culture as well as a critique of the new suburban America. Rebellion was a part of consumer culture because it stemmed from a new generation of youngsters who went to school longer, worked less, and had disposable income to spend on cars, gas, burgers, and the rebellious music of rock 'n' roll. Some dissenters such as the Beats critiqued the conformity of suburbia and stepped away from the need to accumulate in favor of the need to experience. 

*Journal 149 - Why was there an increase in births in the decades after WWII, and what were some of the effects of this baby boom? 

A: Birth increased after WWII because of growing prosperity, marriage stability, and the growing cultural importance of families. The boom fueled the economy but also contributed to a tight labor market during the 1970s, fueled a second baby boom in the 1980s when baby boomers belatedly began having children on their own, and, more recently, has contributed to funding problems with Social Security and medicine. 

*Journal 150 - What transformation in women's economic role took place in the 1950s and 1960s? 

A: Between 1950 and 1970, working mothers increased dramatically (40 percent of wives worked in 1970), although in most cases, working mothers still bore full responsibility for child care and household management. 

note: It is important to understand how the image of the traditional nuclear family was challenged by the profound changes related to the increasing numbers of working women. 

*Journal 151 - What were the contradictions in postwar domesticity and middle class morality? 

A: According to Kinsey, middle-class morality did not reflect the reality of the sexual behaviors of Americans. In his two studies, Kinsey found that a sexual revolution was taking place in America in the 1950s, although it was a hidden revolution that was inconsistent with the professed middle-class morality of the decade.  

note: A great challenge to traditional morality occurred in December 1953, when Hugh Hefner published the first edition of Playboy magazine. Marilyn Monroe was the first playmate of the month. The magazine was published without a date, and without Hefner's name, and sold for $.50 per copy. Hefner sold 54,175 copies! 

3. Exam Alert: The 2001 DBQ included a question about how successfully the Eisenhower administration addressed the Cold War fears of the American people. 

4. Postwar economic, demographic, and technological changes impacted American society (economic growth, suburbanization, growth of the middle class, etc.). The Affluent Society is a possible illustration of how these changes contributed to a homogenous mass culture. 

https://www.youtube.com/watch?v=G1FoplRkFlM (4 min)

5. American Voices Qs 1-5 (page 852-853)

Q1. The "fraternity boys" were the elite and GIs were the veterans who needed government assistance to begin college. GIs had major conflicts with traditional college students. 

Q2. During the war women of Friedan's generation focused on assisting soldiers abroad and at home. During the 1940s and 1950s, radical issues included everything but women's rights movement, anticommunist hysteria, and nuclear weapons proliferation. Postwar life favored male advancement at the expense of women like Friendan, who was displaced from her wartime job after the return of soldiers after the war. 

Q3. Toth's experiences suggest that Americans had extreme Cold War anxieties regarding communism. Authority figures viewed their role as providing a bulwark against communist advancement. Americans were to not question the supremacy of American values over communism. Her question caused embarrassment and ridicule because the U.S., a nation that championed freedom of speech, was more authoritarian than most Americans wanted to admit at the time. 

Q4. Beal's experience demonstrates that the indignities faced by young people existed in both private and public spaces. It also demonstrates that the cultural practices were illogical and closely guarded by whites. These experiences helped to shape a generation of young, black southerns who wanted to challenge the system of segregation. 



Terms to know: World Bank, International Monetary Fund (IMF), military-industrial complex, Sputnik, The Affluent Society, Veterans Administration (VA), collective bargaining, teenager, baby boom, 


Home Learning:

1. Read pages 856 - 865 (including Thinking Like a Historian)

2. Journal 152 - How did the national government encourage suburbanization? 

3. Journal 153 - In what sense was the U.S. becoming, in the language of the Kerner Commission report, "two societies"? 

4. Journals 121-150 will be graded tomorrow (2 grades)

Enrichment:

1. 

2.


3. 

Lesson on Tuesday, April 17, 2018

MOCK EXAM 1

Bell Ringer: Grade Cold War Exam

Agenda: 

1. Filing

2. Mock Exam 1




Last Night's Home Learning: 

1. Read pages 838 - 850

2. Journal 147 - How did the tastes and values of the postwar middle class affect the country?

3. Journal 148 - How did rebellion become an integral part of consumer culture in the postwar period?

Tonight's Home Learning:

1. Read pages 850 - 856 (including American Voices Qs 1-5)

2. Journal 149 - Why was there an increase in births in the decades after WWII, and what were some of the effects of this baby boom? 

3. Journal 150 - What transformation in women's economic role took place in the 1950s and 1960s? 

4. Journal 151 - What were the contradictions in postwar domesticity and middle class morality?