- Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt's ban on racial discrimination in defense industries in 1941, and how African Americans' service in World War II produced a stimulus for President Truman's decision to end segregation in the armed forces in 1948.
- Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.
- Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
- Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. 's "Letter from Birmingham Jail" and "I Have a Dream" speech.
- Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
- Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
- Analyze the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.
So today we will continue looking at the last three of five Presidents. I hope we can get to Nixon and Watergate today, but we may run out of time. Please remember that these foreign policy issues do not stop while the domestic issues are starting. Please take care of the laptops. This will be the last day the set of computers will be in the classroom. Take care of your research time please do not waste your time. Most students are cutting and gluing the project copies into the input pages of their notebooks. Talk to one another to ensure you can see any cool ideas that students are adding to the interactive notebooks.
11.10 Students analyze the development of federal civil rights and voting rights.
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Please see the Brown Case information on the next blog also. The next blogs connect five Presidents: Truman, Eisenhower, Kennedy, Johnson, and Nixon. We might have to work on the projects from today on Tuesday also. These next five Presidents are really important to understand our past after 1945. Please keep in mind when I will be posting the next two blogs, they are also connected to the civil rights era. Please keep looking at the PDFs that are linked to the site topics. The quizzes will be linked to class notes and these topics.
11.9 Students analyze U.S. foreign policy since World War II.
11.7 Students analyze America's participation in World War II.
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11.7 Students analyze America's participation in World War II.
11.8 Students analyze the economic boom and social transformation of post-World War II America.
Art & CartoonsOn July 5th or 6th we will take the exam in the first half of the course. In the morning from 8-10:30 am, we can monitor and adjust on the difficulty. Please have all the materials you need. Also a progress report might go out before the final first semester grade. This exam will be on the first 5 Units. Please be ready.
11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
Unfinished grades......The class has requested a grade summary. These are the best numbers I can document with all the work people have finalized. So I have looked at the quizzes taken. There are many students not making the July 6th deadline date. So on Wednesday you can still take the quizzes after the exam. There are two more major grades, the test and the interactive notebook. Please note that if you see zeros I do not have a quiz score for you yet. Also I am trying to decided what we will do with the classmates that have broken our social contract. Please keep in mind these are not the grades going home Thursday afternoon. These are for your information for what you need to finish. I will also change all the quizzes to homework category and see if that helps the grades. Take Care. Mr.C
So remember that you want to create larger questions about the history we are studying. You have to think about your own views to keep the history alive in your mind's eye and perceptional filter. If you want to understand current events there is a very large amount of events you want to try and remember. Keep up the good work. MR.C.
11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
So I will look at the quiz answers that people have been choosing. There have been suggestions for a study guide or time stressing the quiz content. From the first day I have asked for some clarifying questions from your homework. I would also like you to study the textbook. I fear once I tell you exactly what is on the quiz the class will stop studying the textbook. We will see what we can come up with today as a plan so everyone is okay with the quizzes. I do recommend taking some notes while you take the quiz on your first try. By the last chance–the fourth–you should have a pretty good idea where you are going with the topic. We can talk about it today before we do the cartoon analysis. The War to End All Wars 11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
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In the end of the chapters for unit 4 that discuss the World War, The War to End All Wars, it also starts to discuss the changes into the 1920s. So there is a little overlap of the unit 4 to unit 5. Please get your quizzes done soon. You will need time to prepare for the mid-term. Please let me know when you have a score that is to be finalized into the Aeries Gradebook. When I see your highest score I enter it. The Mid-term as I said in class is directly from the textbook. We should take the mid-term July 5th. You also need to be reading your textbook. Please play less video games and all classmates need more sleep time at night. The adopted book has the content that you need, and the study guides will help. Also Many students have many interactions. The interactive notebook is really what will tell me who put in the effort to learn American history. You all did well and a fabulous job in the lock down.
the 1920s
11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
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Philosophie: Salon CenterEveryone of us is living history. We all have a story to tell and the ancestors that came before us that carved a way for us to become a new member of civilization. We also are learning that we are all related genetically and culturally in the family of humanity. All people’s past becomes part of all of us, and will always be completely intertwined with the entire world community.
Author's NOTEFrom time to time we will have some ideas from words that give us wisdom about our world. Writers are some of the most insightful people that understand our modern and ancient world quite well. Feel free to read, think, comment on these ideas. It seems that some of the students would like to debate issues of government, economics, and history. This can be a forum for this idea. Also if you would like to do formal debates in class we need to prepare debate rule and procedures. This can be a start and then we can decide if we will proceed to bring the debates in class on topics we study. Please follow our classroom rules if you decided to write on the blog. Make sure that you ask questions, and be helpful, and mature in all your interactions. This can be a helpful way for you to share what you have learned and what you want to learn, or just share ideas. Also just submit an idea through an email, or web contact, and we can maybe add the idea. Send a picture with the suggestion for the classes. Thank you. Archives
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Photos above left to right: The Solon, by Raphael was a depiction of the place where ideas were discussed and debated. Greek democracy in the public sphere. Here is the philosopher Seneca talking to Nero-Claudius Cesar Drusus Germanicus [Roman Emperor 54-68 BCE]- about society,law, politics, ethics and morality. Anthem for the doomed!
Class ForumStudents can also decide to add a topic that can be approved and monitored by Mr.C. Please be responsible and follow the social contract. You can share ideas and questions on your now topics about our class. Friends can help each other study with their devices. Please only students, but fell free to share the forum communications with your family. This can be a source for all students.
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