Download Term 3-17 - davis.k12.ut.us

American History 2:
1865-Present
Mr. David Hopkins
2016-2017
Term 3
Room 255
Office Phone: 801-402-4940
Cell: 801-589-0587
Email:
[email protected]
Website:
http://www.davis.k12.ut.us
/Domain/8236
“Education doesn’t make you happy nor does freedom. We don’t become happy just because
we are free; if we are, or because we have been educated; if we have. But because education
may be the means by which we realize we are happy it opens our eyes and our ears. It tells us
where delights are lurking. It convinces us that there is one freedom of any importance
whatsoever, that of the mind, and gives us the assurance, the confidence to walk the path our
mind, our educated mind, offers."
Iris Murdock
Date
January 24th/25th
Lessons & Assignments
UNIT 5-EMERGENCE OF THE MODERN UNITED STATES
American Imperialism
United States History, pgs. 250-255
Read: Frederick Jackson Turner-“The Significance of the
Frontier in American History” (1893) & “American Militarism”
PPT: “America Becomes and Imperial Power”
Video: Crash Course: “American Imperialism” (0:00-5:46)
January 26th/27th
What was the primary reason the U.S. imperialized Central
America and Southeast Asia?
The Spanish-American War
United States History, pgs. 256-262
Class Activity: Socratic Seminar- “What Really Caused the
Spanish-American War?”
Video: Crash Course: “American Imperialism” (5:46-10:05) &
Citizen Kane-“How to Run a Newspaper”
http://www.youtube.com/watch?v=tzhb3U2cONs
Was the United States justified in its participation in the SpanishAmerican War? How was this the first modern-day media war?
January 30th/31st
Presidential Reform: Roosevelt vs. Wilson
United States History, pgs. 233-243
Class Activity: American Presidents and the Economy
Read: John Phelan, “The Fed Celebrates Its 100th Birthday” WSJ
(2013) & Jay Starkman, “Many Unhappy Returns—Millions of
Them” WSJ (2013)
February 1st/2nd
How did the progressivism of Roosevelt and Wilson differ?
The Road to World War One
United States History, pgs. 282-286
Class Activity: Class Simulation- “The Road to the United States
Involvement in WWI”
PPT: “1914-1918: The World at War” (1-15)
Homework Due
Study Guide-Chapter 8
February 3rd/6th
Why was the United States hesitant to enter into World War one?
Was Wilson leadership after the sinking of the Lusitania
effective? Was he right in keeping the U.S. out of the war?
The U.S. Enters the War
United States History, pgs. 287-291
Read: “The Zimmerman Telegram: & President Woodrow
Wilson’s War Message to Congress (1917)
Class Activity: “Wilson and the United States Entry into the
Great War”
Video: Woodrow Wilson (1:45-2:06; 4:07-4:48; 9:10-14:28)
February 7th/8th
List the primary reasons Wilson kept the U.S. out of the war.
What were his primary arguments for declaring war on Germany
in April of 1917?
The War at Home
United States History, pgs. 292-294 & 297-299
Read: WSJ- “The 16th Amendment: Many Unhappy Returns—
Millions of Them”
Class Activity: WWI Propaganda Poster
PPT: “WWI- America on the Home front: The Poster War” (157)
February 9th/10th
How did the U.S. government increase in power during the war?
How is a war economy different than and non-war economy?
The U.S. Anti-War Movement During “The Great War”
United States History, pgs. 294-296
Read: Espionage Act of 1917 Participant Account Documents
Class Activity: Espionage Act of 1917 Political Cartoon & Photo
Analysis
PPT: “WWI- America on the Home front: The Poster War” (5776)
February 13th/14th
How did the Supreme Court rule in the Schenck case impact civil
rights in the U.S. after the war? Was the court correct?
The Treaty of Versailles: The Unfortunate Peace
United States History, pgs. 301-309
Class Activity: Socratic Seminar Margaret MacMillan, “The War
that Made Our World” WSJ.
PPT: “The Treaty of Versailles, 1919”
Video: Woodrow Wilson (45:21-56:34)
February 15th/16th
How did the Treaty of Versailles impact the modern 20th century
world? In what ways are we still dealing with decisions from the
treaty?
UNIT 6-PROSPERITY AND DEPRESSION
The Roaring Twenties
United States History, pgs. 324-334
Read: The 1920’s Diagram
Class Activity: The Roaring 20’s Timeline & Analyzing Roaring
20’s Photographs
Quiz #1
Homework Due
Study Guide-Chapter 9 & 10
February 18th/21st
Why were the 1920’s nicknamed the “Roaring Twenties?” What
values clashed in the United States during the time period?
The Clash of Science and Faith
United States History, pgs. 335-339
Read: The Butler Act (1925)
Video: 10 Days That Changed America-“The Scopes Monkey
Trial”
February 22nd/23rd
How did the Scopes “Monkey” Trial change the U.S.? Does the
conflict still impact America today in the 21st century?
Roaring Twenties and Public Law vs. Individual Civil
Liberties
United States History, pgs. 339-342
Read: 4th & 5th Amendments
Class Activity: Public Law vs. Individual Civil Liberties & Katz v.
US Supreme Court Analysis
Video: The Simpson’s-“Homer vs. the 18th Amendment” & PBS“Prohibition”
http://www.pbs.org/kenburns/prohibition/educators/lessonplans/
February 24th/27th
What is the government’s responsibility for keeping Americans
safe? Is it okay for the government to take away citizens civil
liberties in the name of protection?
Black Tuesday and the Crash of the Stock Market
United States History, pgs. 366-372
Quiz #2
Homework Due
Study Guide-Chapter 11
March 1st/ 2nd
Why did the market crash in 1929? How was it similar and
different the crash of 2008?
Depression and Hoover’s Policy of Non-Intervention
United States History, pgs. 373-389
Read: Herbert Hoover— “Rugged Individualism” (1928)
March 3rd/ 6th
How did President Hoover deal with the great depression during
his presidency? Is it fair to blame him for the economic fallout in
the US?
The New Deal
United States History, pgs. 396-403
Class Activity: FDR, the New Deal and Court Packing Lesson
Read: Stop Throwing Pop Bottles at the Umpire! Letters and
New Deal Political Cartoons.
Video: "Fear the Boom and Bust" a Hayek vs. Keynes Rap
Anthem https://www.youtube.com/watch?v=d0nERTFo-Sk
March 7th/8th
How did Keynes and Hayek propose fixing the ailing economy of
the 1930’s? Compare and contrast their ideologies.
The 2nd New Deal
United States History, pgs. 404-421
Chart: “The New Deal Programs” & “The 3R’s of the New Deal”
March 9th/10th
What was the 2nd New Deal and why did Roosevelt have to
propose it? Was it a success or a failure?
UNIT 7-WORLD WAR TWO AND POSTWAR AMERICA
U.S. Isolationism and the Start of World War Two
United States History, pgs. 436-450
Read: Warren I. Cohen, American Foreign Policy During the
1920’s
Video: Pearl Harbor: Legacy of Attack
Quiz #3
Homework Due
Study Guide-Chapter 12 & 13
March 13th/14th
March 15th/16th
Why did the Japanese attack Pearl Harbor in December of 1941?
How did the US respond?
America Enters the War: The Pacific Theater
United States History, pgs. 452-459
Why did the US decide to fight the Japanese before the Germans
in Europe?
The European Theater
United States History, pgs. 466-472
March
17th/20th
March 21st/22nd
Describe the US and Allied Strategy in the European theater.
World War II and the Home Front
United States History, pgs. 473-479
How did the people of the United States respond at home to the
war in the Pacific and European theaters?
The Cold War Begins
United States History, pgs. 510-516
Class Activity: “WW2 Conferences”
Video Activity: “The Berlin Airlift”
Homework Due
Study Guide-Chapter 14 & 15
March 23rd/24th
Why did the Soviet Union did agree with the Allied Powers about
the way WW2 was resolved? How did that disagreement lead to
the Cold War?
Term Final
Unit Activities
Lectures and class discussions: Students will participate in class lectures and discussions
which will take place on a daily basis. Reading quizzes will be indicated on the syllabus and
will include information from study guides, lectures, and class discussions.
Study Guides: Students will be given key vocabulary terms and questions that allow them
to read in the textbook more thoroughly.
Historical Corner: Students will respond in essay form to the arguments made by the
author in a written primary or secondary source, map, artifact, poem, government
document, or work of art.
Historical Simulations: Students will participate in historical simulations that include
primary and secondary sources that will help them make real life connections to the
material studied during the unit.
Primary and Secondary Source Analysis: Students will analyze primary and secondary
sources using a Primary Document Analysis Sheet on which they will identify, analyze, and
evaluate each of the sources.
Opposing Viewpoints: Each unit you will be provided with opposing viewpoints
expressed in either primary or secondary source documents and in writing must determine
the following:
1. Thesis-In complete sentence explain the main argument of each author.
2. Evidence-Using the authors supporting evidence analyze whether they are
logically interpreted by the authors. Do they clearly support their thesis?
Provide examples of why and how.
3. Critical Analysis: What do the sources add to your own understanding of the
topic? What points are strongly made and well documented?
4. Final Analysis: Which of the sources makes the most convincing case and why?
This will be expressed in a five to six sentence paragraph without the use of 1st
or 2nd person pronouns.
You Be the Judge: Read and analyze primary source documents on the same topic then
compare and contrast the arguments expressed in the documents by using supporting
evidence. Determine which author made the better case and explain why and in a 250-300
word essay.
Hands-on-History: Students will read and study articles written by professional
historians, identify and discuss the arguments made by the author and evaluating the
evidence presented.
DBQ Deconstruction: Students will work in groups reading from the sources and debate
the questions posed by the DBQ. They will then write their own essay answering the
question posed.
History in the Making: Students will read how the issues they are studying were covered
by American history textbooks in the past. They will then summarize in a four to five
sentence paragraph each era or time period reflected in the reading. Then in a final five to
six sentence paragraph assess the extent to which earlier interpretations differ from that
presented in their text.
Six Degrees of Separation: Students will be provided with two events spanning decades,
but related by their theme. They will select six events in chronological order that link the
first event in the series with the last. Students will write the name of each selected event,
and use their research and knowledge of the time period to create an argument to support
the events selected. Students must emphasize both cause and effect and/or demonstrate
continuity or change over time in their linking.