Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
3c. Draw conclusions about the causes and effects of American involvement in the world wars. (DOK 3) 3c. Draw conclusions about the causes and effects of American involvement in the world wars. (DOK 3) • • • • • • WWII Pearl Harbor Economy/Loans Lend-Lease End Great Depression United Nations…new technology…US can no longer be neutral • Cold War • Super Power Image #1 Image #2 Videos • http://www.youtube.com/watch?v=l7ifuqnIUX s (A Day which will live in infamy) • http://www.youtube.com/watch?v=vcnH_kF1 zXc (Japanese Sign Final Surrender) Quote #1 “Yesterday, December seventh, 1941, a date which will live in infamy, the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. We will gain the inevitable triumph, so help us God.” FDR Quote #2 “The United States Constitution has proved itself the most marvelously elastic compilation of rules of government ever written.” FDR Question #1 In the 1944 cased Korematsu v. United States, the Supreme Court ruled that wartime conditions justified the A. B. C. D. Use of women in military combat Ban against strikes by workers Limitations placed on civil liberties Reduction in the powers of the president Question #2 • • • • Cash and Carry (1937) Destroyers for Naval Bases Deal (1940) Lend-Lease Act (1941) Which change in United States foreign policy is demonstrated by the passage of these acts prior to World War II? A. a shift from neutrality toward more direct involvement B. an effort to become more neutral C. a movement from isolationism to containment of communism D. a desire to provide aid to both Allied and Axis powers 3d. Analyze the origins and development of the Cold War between the United States and the Soviet Union and their respective allies, including ideology, technology, economics, and geography. (DOK 3) 3d. Analyze the origins and development of the Cold War between the United States and the Soviet Union and their respective allies, including ideology, technology, economics, and geography. (DOK 3) • • • • • NATO/SEATO vs Warsaw Pact Capitalism vs Communism Containment Arms Race/Space Race Marshall Plan, Alliance for Progress, Guns vs Butter • Germany, Korea, Vietnam, Cuba, Iron Curtain, China, Latin America Image #1 Image #2 Videos • http://www.youtube.com/watch?v=LLCF7vPa nrY&authuser=0 Time Elapse Cold War Testing • http://www.youtube.com/watch?v=vQHeYhB NnBo&authuser=0 Cold War Origins Quote #1 Quote #2 Question #1 The Truman Doctrine and the Marshall Plan represented attempts by the United States to deal with the A. B. C. D. national debt spread of communism President’s political opposition arms race Questions #2 Both the Bay of Pigs invasion of Cuba (1961) and the invasion of Panama (1989) are examples of United States attempts to A. eliminate unfriendly governments geographically close to the United States B. cultivate good relations with Latin American nations C. stop the drug trade D. end the Cold War 3e. Explain and analyze America's role in international organizations, humanitarian relief, and post-war reconstruction efforts throughout the 20th century. (DOK 3) 3e. Explain and analyze America's role in international organizations, humanitarian relief, and post-war reconstruction efforts throughout the 20th century. (DOK 3) International Organizations • World Health Organization (WHO) • United Nations • NATO • SEATO • OAS Humanitarian Relief • Red Cross • Peace Corps Post War Reconstruction • Marshall Plan • Berlin Airlift Image #1 Image #2 Videos The Marshall Plan http://www.youtube.com/watch?v=lUd2W6aMng4 Haiti Relief http://www.youtube.com/watch?v=9P5PeuP8WrE Quote #1 “The United Nations is designed to make possible lasting freedom and independence for all its members.” President Harry S. Truman Quote #2 “Just think of what Woodrow Wilson stood for: he stood for world government. He wanted an early United Nations, League of Nations. But it was the conservatives, Republicans, that stood up against him.” Former U.S. Senator Ron Paul Question #1 As World War II was ending, the United States decided to join the United Nations mainly because the United States A. sought to meet the American public’s overwhelming demand for free-trade agreements B. wanted to continue to play the same role it had in the League of Nations C. recognized that efforts to achieve world peace required United States involvement D. wanted to stop the growing influence of newly independent developing nations Question #2 A. B. C. D. After World War II, the Marshall Plan was proposed as a way to improve diplomatic relations with the Soviet Union help European nations recover economically remove nuclear weapons from Western Europe bring Nazi war criminals to justice 3f. Analyze and evaluate the causes and effects of the United States‘ growing involvement in the Middle East and the Persian Gulf. (DOK 3) 3f. Analyze and evaluate the causes and effects of the United States‘ growing involvement in the Middle East and the Persian Gulf. (DOK 3) • • • • • • • • • • • • Eisenhower Doctrine OPEC Kuwait Israel—Post WWII Iran Hostage 9/11 Desert Shield/Storm Iraqi Freedom Operation Enduring Freedom-Afghanistan Oil/Religion War on Terrorism Bush Doctrine Image #1 Image #2 Videos • http://www.youtube.com/watch?v=XbqCquDl 4k4 (George W. Bush makes speech declaring war on terror after 9/11) • http://www.youtube.com/watch?v=oniFAoHg Smw (college student asks Pres Obama about US involvement in Israel) Quote #1 “The immediate threat is to oil supplies to Western Europe, a great part of which flows through the Canal… If the canal were closed we should have to ask you to help us by reducing the amount which you draw from the pipeline terminals in the Eastern Mediterranean and possibly by sending us supplementary supplies for a time from your side of the world.” Anthony Eden(Great Britain) to Dwight Eisenhower July 1956, about the Suez canal threat Quote #2 “If America shows weakness and uncertainty, the world will drift toward tragedy. That will not happen on my watch.” George W. Bush Question #1 One direct result of the Persian Gulf War was that the United States a. gained control of oil resources in the Middle East b. liberated Kuwait from Iraqi control c. brought about peaceful relations between Israel and its neighbors d. obtained overseas colonies in the Middle East Question #2 Which foreign policy agreement had the most direct influence on the Middle East a. Kellogg-Briand Pact b. Yalta Conference declaration c. SALT I Treaty d. Camp David Accords Civil Rights/Human Rights 4. Understand how the Civil Rights Movement achieved social and political change in the United States and the impact of the Civil Rights struggle of African Americans on other groups (including but not limited to feminists, Native Americans, Hispanics, immigrant groups, and individuals with disabilities). • All DOK 3 except 2 4a. Analyze the issues that gave rise to the Civil Rights Movement from post-reconstruction to the modern movement. (DOK 3) 4a. Analyze the issues that gave rise to the Civil Rights Movement from post-reconstruction to the modern movement. (DOK 3) • • • • • • • 13th -15th Amendments Jim Crow Sharecropping Contributions during world wars NAACP Jazz Age Discrepancies during New Deal Image #1 Image #2 Videos • http://www.youtube.com/watch?v=oodolEmU g2g (Little Rock Nine Segregation) • http://www.youtube.com/watch?v=75dhe5Zs y8k (Little Rock Nine on Oprah Later in Life) Quote #1 "Hundreds of Kodaks clicked all morning at the scene of the lynching. People in automobiles and carriages came from miles around to view the corpse dangling from the end of a rope.... Picture card photographers installed a portable printing plant at the bridge and reaped a harvest in selling postcards showing a photograph of the lynched Negro. Women and children were there by the score. At a number of country schools the day's routine was delayed until boy and girl pupils could get back from viewing the lynched man." - A newspaper account of the scene at the lynching of Thomas Brooks in Fayette County, Tennessee, 1915 Quote #2 “We were sharecroppers - we were a little bit of everything. We farmed and tried to make something.” Buck Owens Quote 3 “. . I was disappointed not to see what is inside Central High School. I don’t understand why the governor [of Arkansas] sent grown-up soldiers to keep us out. I don’t know if I should go back. But Grandma is right, if I don’t go back, they will think they have won. They will think they can use soldiers to frighten us, and we’ll always have to obey them. They’ll always be in charge if I don’t go back to Central and make the integration happen. . . .” Melba Beals, Warriors Don’t Cry, an African American student, 1957 Question #1 The Jim Crow legal system, which expanded in the South after Plessy v. Ferguson (1896), was based on the Supreme Court’s interpretation of the A. due process clause of the 5th Amendment B. states’ rights provision of the 10th Amendment C. equal protection clause in the 14th Amendment D. voting rights provision in the 15th Amendment Question #2 • "Although important strides were made, Reconstruction failed to provide lasting guarantees of the civil rights of the freedmen.” Which evidence best supports this statement? A. passage of Jim Crow laws in the latter part of the 19th century B. ratification of the 13th, 14th, and 15th amendments C. refusal of Southern States to allow sharecropping D. passage of the Civil Rights Acts of 1866 Question 3 Which generalization can most accurately be drawn from a study of Supreme Court cases Plessy v. Ferguson and Brown v. Board of Education? A. The Supreme Court has issued consistent decisions in cases involving rights of the accused. B. Supreme Court decisions are accepted without public controversy. C. The Justices believe that social issues are best left for state courts to decide. D. The Supreme Court has helped to determine public policy. 4b. Trace the major events of the modern movement and compare and contrast the strategies and tactics for social change used by leading individuals/groups.(DOK 2) 4b. Trace the major events of the modern movement and compare and contrast the strategies and tactics for social change used by leading individuals/groups.(DOK 2) • • • • • • • • • Timeline: Truman-Affirmative Action Boycotts, Sit-ins, non-violent protest, picketing Civil disobedience…Use of Federal Courts Demonstrations for media/Freedom Summer SNCC Black Panthers SCLC Black Power MLK, Malcolm X, Parks, Carmichael, Hamer Image #1 Image #2 Videos • www.youtube.com/watch?v=9OVGXe598DY – “My Girl” in Selma, Alabama on the Edmund Pettus Bridge • www.youtube.com/watch?v=lCTU71WXvGw – Civil Rights Movement Sit Ins and Freedom Rides Medium Quote #1 “Half a century ago, the amazing courage of Rosa Parks, the visionary leadership of Martin Luther King, and the inspirational actions of the civil rights movement led politicians to write equality into the law and make real the promise of America for all her citizens.” David Cameron Quote #2 • “Nonviolent is a powerful and just weapon. It is a weapon unique in history, which cuts without wounding and ennobles the man who wields it. It is a sword that heals.” – Martin Luther King, Jr.-Why Can’t We Wait, 1964 • “I see America through the eyes of a victim. I don’t see any American dream. I see an American nightmare.” – Malcolm X- Comment, April 3, 1964 Question #1 When necessary to achieve justice, which method did Martin Luther King, Jr., urge his followers to employ? A. using violence to bring about political change B. engaging in civil disobedience C. leaving any community in which racism is practiced D. demanding that Congress pay reparations to African Americans Question #2 Lunch counter sit-ins and the actions of freedom riders are examples of A. steps taken in support of the Americans with Disabilities Act B. programs dealing with affirmative action C. violent acts by the Black Panthers D. nonviolent attempts to oppose segregation 4c. Analyze the response of federal and state governments to the goals (including but not limited to ending de jure and de facto segregation and economic inequality) of the Civil Rights Movement. (DOK 3) 4c. Analyze the response of federal and state governments to the goals (including but not limited to ending de jure and de facto segregation and economic inequality) of the Civil Rights Movement. (DOK 3) • Education…Little Rock, Ole Miss, Alabama, Teaching Tolerance • Transportation…Montgomery, Interstate Travel • Voting…Selma, Freedom Summer • Hiring Practices…EEOC • Affirmative Action • War on Poverty Image #1 Image #2 Videos • www.youtube.com/watch?v=98pPOQW43CI – ESPN 30 for 30- Ghosts of Ole Miss • www.youtube.com/watch?v=gBPeCQzHu5w – The Civil Rights Era From BBC Quote #1 “I considered myself engaged in a war from Day One. And my objective was to force the federal government- the Kennedy administration at that time- into a position where they would have to use the United States military force to enforce my rights as a citizen.” James Meredith Quote #2 “[The day the 101st Battalion arrived,] the streets were blocked off. The soldiers closed ranks. Neighbors came out and looked. The street was full up and down. Oh, it was beautiful. And the attitude of the children at that moment, the respect they had. I could hear them saying, ‘For the first time in my life I truly feel like an American.’ I could see it in their faces; somebody cares for me, America cares.” -- Daisy Bates, President, Arkansas NAACP Question #1 When President Dwight D. Eisenhower sent Federal troops to Little Rock, Arkansas, during the 1957 school integration crisis, he was exercising his constitutional power as A. Chief Legislator B. Commander-in-Chief C. Chief Diplomat D. Head of State Question #2 • “. . . I was disappointed not to see what is inside Central High School. I don’t understand why the governor [of Arkansas] sent grown-up soldiers to keep us out. I don’t know if I should go back. But Grandma is right, if I don’t go back, they will think they have won. They will think they can use soldiers to frighten us, and we’ll always have to obey them. They’ll always be in charge if I don’t go back to Central and make the integration happen. . . .” — Melba Beals, Warriors Don’t Cry, an African American student, 1957 President Dwight D. Eisenhower reacted to the situation described in this passage by A. forcing the governor of Arkansas to resign B. allowing the people of Arkansas to resolve the problem C. asking the Supreme Court to speed up racial integration D. sending federal troops to enforce integration 4d. Evaluate the impact of the Civil Rights Movement in expanding democracy in the United States. (DOK 3) 4d. Evaluate the impact of the Civil Rights Movement in expanding democracy in the United States. (DOK 3) • Expansion of suffrage ( 24th Amendment, Voting Rights Act) • More minorities in elected positions • Rehabilitations Act of 1973 Image #1 Image #2 Videos • http://www.youtube.com/watch?v=kc1coVnx U9s (Shirley Chisholm) • http://www.youtube.com/watch?v=AN4NZSROvs (LBJ Voting Rights Act 1965) Quote #1 At the present, our country needs women’s idealism and determination, perhaps more in politics that anywhere else. “Shirley Chisholm” Quote #2 • The Voting Rights Act of 1096 was indeed a vital instrument of democracy, ensuring the integrity and reliability of a democratic process that we as a Country hold so dear. “Charles Rangel” The changes shown in the chart were most directly the result of the: A. Enactment of voting-reform laws by these southern states. B. Supreme Court decision in Brown v. Board of Education. C. Passage of the Voting Rights Act of 1965. D. Executive branch’s resistance to protecting the civil rights of minorities. Question #2 • The abolitionist movement, the women’s suffrage movement, and the 1960’s civil rights movement are all examples of reform efforts that A. Succeeded without causing major controversy. B. Developed significant popular support. C. Achieved their goals without government action. D. Failed to affect the nation as a whole. 4e. Compare and contrast the goals and objectives of other minority and immigrant groups to those of the Civil Rights Movement led predominantly by African-Americans. (DOK 2) 4e. Compare and contrast the goals and objectives of other minority and immigrant groups to those of the Civil Rights Movement led predominantly by African-Americans. (DOK 2) • Native Americans-AIM-Reclaim land • Japanese-Americans-Compensation for relocation • Women-NOW-equal pay (ERA), Pro-Choice vs Pro Life • Disabled-ADA-Access to facilities & jobs • Hispanic-UFW-working conditions Caesar Chavez & Coretta Scott King Image #2 Videos • http://www.youtube.com/watch?v=H_vQt_v8 Jmw&authuser=0 Rage Against the Machine (AIM Video) • http://www.youtube.com/watch?v=adpVf6yM lew&authuser=0 Red Power Take Over of Alcatraz Quote #1 • ... black progress and progress for women are inextricably linked in contemporary American politics, and ... each group suffers when it fails to grasp the dimensions of the other's struggle. - Margaret Burnham Quote #2 • The one thing I've always maintained is that I'm an American Indian. I'm not politically correct - Russell Means • "Nonviolence is not inaction. It is not discussion. It is not for the timid or the weak...Nonviolence is hard work. It is the willingness to sacrifice. It is the patience to win." - Cesar Chavez Question #1 When necessary to achieve social justice, which method did Martin Luther King, Jr and Cesar Chavez urge their followers to employ? A. Using violence to intimidate enemies B. Using nonviolence to bring about political change C. Leaving any community in which discrimination is practiced D. Demanding that Congress pay reparations Question #2 Question #2 • Select the statement that best describes both photos: • A. The Black Power and Red Power movements were grassroots organizations that believed in the power of civil disobedience. • B. The Black Power and Red Power movements felt that violence was necessary to end discrimination. • C. The Black Power and Red Power movements felt that violence was not necessary to end discrimination. • D. The Black Power and Red Power movements originated out of the desire to gain economic power. 4f. Cite and analyze evidence of the political, economic, and social changes in the United States that expanded democracy for other minority and immigrant groups. (DOK 3) 4f. Cite and analyze evidence of the political, economic, and social changes in the United States that expanded democracy for other minority and immigrant groups. (DOK 3) • ADA • EEOC-Equal Employment Opportunity Commission • Be able to analyze documents Image #1 Image #2 • Custom ADA Facility Signs Videos https://www.youtube.com/watch?v=_ods6uOh1 98 – Explaining ADA http://www.nytimes.com/video/us/1000000022 98568/affirmative-actions-contentioushistory.html • Affirmative Action’s Contentious History (1:57) Quote #1 “I began to realize what other minority people had discovered: That the only answer—the only hope—was in organizing. More of us had to become citizens. We had to register to vote. And people like me had to develop the skills it would take to organize, to educate, to help empower the Chicano people.” César Chávez Quote #2 “Many of the issues of civil rights are very complex and most difficult. But about this there can and should be no argument. Every American citizen must have an equal right to vote. There is no reason which can excuse the denial of that right. There is no duty which weighs more heavily on us than tine duty we have to ensure that right.” LBJ Question #1 The changes shown in the chart were most directly the result of the A. enactment of voting-reform laws by these southern states B. Supreme Court decision in Brown v. Board of Education C. passage of the Voting Rights Act of 1965 D. executive branch’s resistance to protecting the civil rights of minorities Question #2 The Civil Rights Act of 1964, the Fair Housing Act, and the Americans with Disabilities Act were government efforts to A. B. C. D. eliminate restrictions on immigration end discrimination against various groups provide federal aid for children require equal treatment of men and woman Economics 5. Understand the continuing economic transformation of the United States involving the maturing of the industrial economy, the expansion of big business, the changing demographics of the labor force, and the rise of national labor unions and industrial conflict. • All DOK 3 except 1 5a. Evaluate the factors leading to and the effects of industrialization on the political, physical, and economic landscape of the United States during the late 19th and early 20th century. (DOK 3) 5a. Evaluate the factors leading to and the effects of industrialization on the political, physical, and economic landscape of the United States during the late 19th and early 20th century. (DOK 3) Political • Interstate Commerce Act • Sherman Anti-Trust Act • Political Machines • Domination of Rep. Party • Populism Physical • Roads • RR • Urban Sprawl • Depletion of Natural Resources Economic Landscape • Robber Barons • Captains of Industry • Unskilled Labor • Rise of Labor Unions Image #1 Images 2 IMAGE 3 Quote #1 • We met in the midst of a nation brought to the verge of moral, political, and material ruin. Corruption dominates the ballot box, the legislatures, the congress…The people are demoralized… The fruits of the toil of millions of people are stolen to build colossal fortunes. We breed two classes ----paupers and millionaires. • Ignatius Donnelly, Preamble to the Omaha Platform Quote #2 • “The coal is hard and accidents to the hands, such as cut, broken, or crushed fingers, are common to the boys. Sometimes there is a worse accident: a terrified boy is mangled and torn in the machinery, or disappears in the chute to be picked out later smothered or dead. Clouds of dust fill the breakers and are inhaled by the boys, laying the foundations for asthma and miner’s consumption.” • John Spargo, The Bitter Cry of the Children, 1906