12/17 Vietnam War History

Vietnam War Timeline

Vietnam War Lecture and Overview Video

Vietnam War Wkst.---Due on 1/4


Extra Credit for over Break looks like this:

Extra Credit Project:

* Research a person, place or thing that is important to the study of the Sixties Era in America. After researching, for 25 pts. you may do one of the following:

A. Write a two-three page paper explaining what this topic is about. Explain why knowledge of this topic is important to understanding the psychological principle.

B. Do a 15 slide PPT.

C. Make a poster or diorama of the topic.

A bibliography is necessary to validate your research. (2 Sources Minimum)
An informal presentation to the class on the date which we return 

For 15 pts. you may do one of the following:

1. Watch a movie or documentary about a Sixties Era topic (do not use a movie from the class) and write up a review (1-2 pages typed).
2. Read an article from a newspaper or periodical that is significant and write up a summary (with article attached)---1 to 2 pages typed.

12/7-15 Vietnam Who's Who Presentations

Who’s Who Presentation: Vietnam War

General Westmoreland                  

Lt. Col. Hal Moore and the Ia Drang Valley Battle                

Robert McNamara

Vietcong                                            

Ho Chi Minh                                                                                  

Dean Rusk

Robert Kennedy                

Richard Nixon                                                                               

Tet Offensive

Operation Rolling Thunder            

Hanoi Hilton                                                                   

Lt. William Calley and My Lai

Ho Chi Minh Trail                             

Tonkin Gulf Incident and Resolution                                        

Tom Hayden and SDS

Walter Cronkite                              

Maya Lin and Vietnam War Memorial                                     

Khe Sanh

Henry Kissinger                               

Kent State                                                                                     

Dien Bien Phu

Geneva Accords of 1954 Domino Theory                                                                             

Silent Majority                             

Step 1: Choose 1 from the list above that interests you the most (Lottery Style—1^st in Draft, 1^st in Delivery).

Step 2: Divide up the research with your partner.  One partner MUST CREATE A POSTER about the topic.  This poster must be on some type of poster board that will be on display in the classroom.   The other partner will create a slide presentation (Google Presentations/Powerpoint/Prezi and 8 slide minimum). 

Step 3: Research your topic.  Use texts/periodicals/Internet to gather your research.  Please include a Works Cited Slide for your slide show and include your Works Cited on the back of the poster.  Use MLA as a resource for documenting your sources correctly.  http://www.citationmachine.net/mla/cite-a-website/manual

Step 4:  Work together to create your presentation to the class. 

Step 5: Present your material to the class.  Standing and reading, incorrect spelling and pronunciation, and disorganized transitions will be marked against you.  Remember, you are responsible for showing how your person or event was important to our understanding of America’s involvement in Vietnam.  Prepare with your partner how to best present your material to the class.

WHAT SHOULD I PUT ON MY POSTER AND IN MY SLIDE SHOW:

·        BACKGROUND: Provide the key details about the person’s life as it pertains to the Vietnam War.  If your topic is an event, explain the cause and effect or reasons why this event happened and it’s importance.

·        MAJOR EVENTS:  Describe what happened.  Don’t spare the details. 

∆  Include diagrams, pictures, videos, drawings, etc….

·        IMPACT: How should your person be remembered?  What is their legacy?  If it’s an event, what was it’s

   impact on the War as a whole.

·        KEY MESSAGE: Why is this event or person important for us to learn about?  What is the KEY MESSAGE you want all of your classmates to learn?  Answer the SO WHAT response to this topic.

Presentation Rubric

Topic: ____________________________________

Name: 1)____________________________________  & 2) ____________________________________

A.     Historical Accuracy:                                                                                                                  ______________(10 pts)

ü  ALL information on the poster/slide show is historically accurate and shows an appropriate use of scholarly sources. (Wikipedia and about.com may not be used).  Class time is used appropriately when researching the topic.

B.     Understanding of Relevant Historical Information:                                                           ______________(15 pts)

ü  Students FULLY answer the essential questions (Background, Major Events, Impact, Key Message) in a clear and concise way.  The most important information is included on the poster/slide show showing a full and complete understanding of their chosen topic and it’s significance.

C.     Clarity:                                                                                                                                         ______________(10 pts)

ü  The writing is clear and not jumbled together on the poster/slide show (not jumbled/no big blank spaces).  There are very few spelling or grammatical errors.  The poster/slide show reflects the student’s pride in their work.    The works cited page is included in both the poster and the slide show and uses the correct MLA format.

D.     Creativity:                                                                                                                                   ______________(15 pts)

ü  The poster/slide show is colorful and contains images that are interesting, clear and informational.  It is clear that the students took time to make their work visually appealing and the creativity enhances the information on their topic.  The presentation is obviously rehearsed with smooth transitions between the partners.

TOTAL ______________(50 pts)

11/30-12/7 Civil Rights

Civil Rights Assignments:

Research Project
Brown v. Board Wkst.
MLK Speeches
CR Movement Wkst.

11/16-17 Civil Rights Research

Click on the Civil Rights Research on the right side of the page and begin.

Electronic Submissions or a hard copy are due on 11/19.

11/16 Civil Rights Research

Civil Rights Formative Quiz

Civil Rights Research Updated 2015

11/5-12 LBJ and Warren Court

Classroom Activities

Think/Pair/Share on the Great Society
Warren Court Assignment

LBJ Quiz

11/2-3 LBJ and Warren Court Internet Assignment

Students will be going to the Library Lab B to work on the LBJ and Warren Court Internet Assignment.  Click on the tab at the Right of the Screen that says--LBJ and Warren Court Internet Assignment and begin work.

Students may bring a hard copy or electronically submit your results by 11/10 on the assignment.

10/15-29 Space Race

Space Race Video/Wksts and Discussion in Class

Space Race Exam 10/29

10/1-15 JFK Years

JFK handouts that needed to be turned in as part of the unit for scoring:

New Frontier Packet
Cold War Wkst.
Berlin Wall Wkst.
Cuban Missile Crisis
Reston Article about the Assassination

JFK Research Study Guide

JFK Exam on 10/15

10/1 JFK Research Study Guide

Students will be going to the old SKO Lab to research JFK's life and Presidency.
The objective of the lesson will be on the following link:

On the right side of the blog under the All Assignments---Find the:

 JFK RESEARCH STUDY GUIDE

Click on the link.  The instructions for the lesson are on the guide.  The assignment is due in class on Tuesday 10/6.  You may bring a hard copy of the lesson to class or you may email me the assignment at:
charles_brent@salkeiz.k12.or.us

9/29 JFK Background

Background of JFK--Lecture Notes (Cornell Notes)

Video--JFK

Inaugural Address---5 major points
Think-Pair-Share on the 5 major points of the Inaugural Address

9/28 Intro to JFK

Go over Seeds Exam
Intro to JFK

9/14-25 Seeds of the 1960s

Video
Lecture Notes
Cornell Notes
Handouts
Socratic Seminar

All on the Seeds of the 1960s.  Seeds Exam on 9/25

9/9-14 Welcome to 1960s

Welcome to the 1960s Class!
This class is a fun class that explores the major themes of the 1960s and how they effect our lives even today.

The Syllabus was gone over in class and due back on 9/14.
We have been looking at the themes of the 1960s, by looking at the decades leading up to it.

5/26 Nixon Presidency

Ch. 6 Reading Guide
1960s---Ch. 6 RG
1. p. 149  What was Richard Nixon’s campaign slogan?  According to the author,  what was the only event that did this?
2. p. 149  What was the private Nixon like?  What were the three themes of the public Nixon’s presidency?
3. p. 151  What was the New Federalism?  What were Great Society programs that Nixon endorsed?  How did he take it farther?
4. p. 152  What was the policy of détente?  What was Nixon’s plan for Vietnam?
5. p. 156  What scene epitomized militant?
6. p. 158  Who were the Weathermen?  What did most students think of their actions?
7. p. 158-160  What group did Cesar Chavez help to mobilize?
8. p. 162  What was the Philadelphia Plan?
9. p. 163 What did NOW advocate?  What were their demands?
10. p. 168-169  After Hamburger Hill, what did many servicemen in Vietnam do?
11. p. 171  What was Green Power?
12. p. 172-175  What event caused Civil War on the campuses of Kent State and Jackson State?

Music Project for Extra Credit

5/10-22 Rock and Counterculture

Rock Videos---
            British Invasion.
Folk Music.....How these 2 themes made 60s music what it was

1968 Election Wkst.

1968 Video

Politics of Protest: FSM, Kent State and the Anti-War Movement, Counterculture.......

5/8 Rock n Roll

4/20-5/7 Vietnam

Vietnam Reading guide
Vietnam War Map
Vietnam ---SE Asia Map
Vietnam War Review Wkst.

Lecture on Vietnam---Notes

Vietnam Test 5/7

4/6-20--Civil Rights

Civil Rights Lecture

Q's 1960-63---JFK and Civil Rights
Q's 1964-68---LBJ and Civil Rights

4/3 Space Race EXAM

3/31-4/2 Apollo 13

Apollo Missions that landed on the moon.

What happened in Apollo 13?

Gene Kranz Handout
Apollo missions handout

Space Race Crossword

3/30 Apollo 11--Mission Accomplished

Apollo 11---Mission Accomplished

Notes on the Space Race and what it meant to the US and the World.

SPRING BREAK

Extra Credit may be done over the break.  Under the all assignments link, click on the extra credit assignment.  Pick one of the options.

Have a great break.

3/17-18 Apollo 1-8

Entrance Quiz

Apollo 1 diagnosed.

Apollo 8 discussed: 1968 Events, Importance of leaping ahead of the Soviets again, etc.....

3/16 Apollo 1 Intro

Entrance Quiz

Intro to Apollo 1

3/12-13 Space Race Mercury--Gemini

Space Race Mercury --Gemini

3/9-11 Space Race

Intro to Space Race--  Intro to Mr. Charles

Space Race Internet Activity:  This assignment is on the right side of the blog.  Click on it and begin.  Assignments will be due on 3/11---we have 3 days in the library to complete your project.

3/5 LBJ Quiz--Intro to Space Race

LBJ Quiz

Intro to Space Race---Article and Questions.  Due in class or beginning of class (6th period) on Monday 3/9

3-4 Finished graphic organizer/foldable and took notes on LBJ's Great Society

Notes on LBJ's Great Society:

Do Cornell Notes: Questions on side and summary at end.
Fill in blank answers:

Senator Barry Goldwater, integration, nuclear weapons, landslide, Democrats, strong mandate, The Great Society, America, 206, Great Society, Voting Rights Act of 1965, literacy tests, Western Europe, Immigration Act of 1965, quotas, key, Great Society, students, schools, Need, Higher Education Act (1965), Medicare and Medicaid, Medicare, Medicaid, Open-housing, De Jure Segregation: By law, De Facto Segregation: By social norm or preference,  pollution, Clean up water and clean up the air, Seatbelts, Nutritional information, 70%, Some Americans did not like the increase of government control

Essential Question: Describe LBJ’s strong presence in domestic policies.

_____________________:
-Republicans nominated _________________________.

-Goldwater opposed LBJ’s social legislation and ________________.

-Goldwater supported the use of _______________________!

LBJ Wins!:
-LBJ wins the election by a _____________________!

-The ___________________ also had a majority in Congress.

-LBJ had a _______________________ and was able to get his legislation passed.

LBJ- Building “_____________________”

-His vision for __________________ was “The Great Society.”

-______________of LBJ’s ______________________ legislative pieces would be passed.

_______________________________:

-No ___________________ for voting. All would be registered the same!

Immigration Reform:
-National Origins Act of 1924:  Discriminated against and limited immigration from all nations except for ___________________.

-LBJ signed the ______________________________.

-Abolished old ______________ and opened the door to all     cultures.

Education:
LBJ considered it “the ______ which can unlock the door to the ________________.”

Elementary and Secondary Education Act: School supplies for __________ and not ____________! ___________ determined how many supplies and textbooks were given.
_______________________: Helping people pay for college!

Healthcare:
-During LBJ’s presidency, ____________________________were established.

-________________: Hospital insurance and low-cost medical care to the elderly.
-_________________: Health benefits for the poor.

Housing:
-Congress gave money to build 240,000 low-rent public housing.
-____________________: No discrimination/segregation.

-___________________________________________________

-___________________________________________________

-Created the Department of Housing and Urban Development (HUD).
-HUD is a part of the president’s cabinet.

Keep America Beautiful!
-User fees at national parks/forests.
-Designated land as wilderness land. No roads or commercial development.
-Limited _______________ by passing laws. _____________________________________________!


Keep Americans Safe!
-_____________________ in cars!

-_______________________ on food.


Americans Love LBJ!
-He had an approval rating of about ___________________

-__________________________________________________, but others liked the help they received.

Summary:

TEST DAY IS TOMORROW!! You can use one side of a notecard!
Bring your foldable!

3/3 Warren Commission Notes/ LBJ Task

Warren Commission- LBJ used executive order to create the Warren Commission. The Warren Commission investigated JFK's assassination. After a year, the Warren Commission determined that Lee Harvey Oswald assassinated JFK. This report was over 800 pages long!

Then out of the textbook we read pages 48-51 and completed a graphic organizer. (http://cmase.pbworks.com/f/LayeredLookBook.pdf) This website shows you how. We used two sheets of paper and you can staple it together. War of Poverty had its own tab. Food Stamp Act and Tax Cut shared a tab. Civil Rights Act and Title VII shared a tab. Economic Opportunity Act received its own tab.

War on Poverty:

1.       Explain: (What is it? What does it mean?)

2.       Who was poor?

3.       How did the government determine who was living in poverty?

4.       What brought attention to poverty?

5.       How did the American people view the role of the government?

6.       In addition to feeding the population, what else did LBJ recommend?

7.       Draw a picture that represents the term.

Food Stamp Act

1.       What had Kennedy already done?

2.       What did LBJ propose?

3.       Was the Food Stamp Act widely advertised when it began?

4.       Draw a picture.

Tax Cut

1.       Who had attempted to cut taxes?

2.       What did LBJ do?

3.       Draw a picture.

Civil Rights Act

1.       What was the heart of the bill?

2.       What were peoples’ views of integration?

3.       What Republican Senator opposed this act? What were his reasons for opposing?

4.       What was the failure of the Civil Rights Act?

5.       What did the Civil Rights Act accomplish?

6.       Draw a picture.

Title VII

1.       What did Title VII describe?

2.       How were jobs before this act?

3.       How did Johnson display his support for this act? Describe.

4.       Draw a picture.

Economic Opportunity Act

1.       What was the purpose of the Economic Opportunity Act? Who was it for?

2.       How was the Economic Opportunity Act funded?

3.       List and define the programs created by the Economic Opportunity Act.

4.       Add Project Head Start to your list. Project Head Start was designed to help break the cycle of poverty by providing preschool children of low-income families with a program to meet their emotional, social, health, nutritional and psychological needs. (You should have six programs listed under the Economic Opportunity Act.)

Predict (on back)

Johnson decides to run for president in 1964. Predict the outcome of the election. Provide reasoning and support.

3/2- Johnson Notes

See previous day's assignment.
In addition, here are the rest of the blanks.

A New Deal Congressman

Johnson's victory began a thirty-two-year political career that would end in the White House. After the election, President _____________________ visited Texas, and warmly greeted the new congressman. FDR admired Johnson's _________ and predicted that someday he would become the "_________________________" since the _____________________. An active congressman, Johnson used his New Deal ________________ to bring ______________________. In 1941, he ran for __________________. On election night, Johnson held a lead but announced his vote tallies too soon, allowing the opponent to "find" enough votes and Johnson __________. When America entered _________________, Johnson briefly served in the _____________. He received a silver star from General Douglas MacArthur for having flown as a passenger in a bomber that was attacked by Japanese planes (none of the others on board received a medal). When President Roosevelt called on members of Congress to choose between military and legislative service, Johnson ____________ to the House. In 1948, he ran for ________ again. Having learned his lesson from the previous Senate race, Johnson __________ on announcing his vote tallies and with the help of some friendly _______________ eked out an ____-vote victory for which he was received the nickname "________________."

A Southern Moderate

Johnson rode into the Senate in 1949 on the political wave that returned Harry Truman to the White House and Democratic majorities to both houses of Congress.

Johnson desired to further his career in politics. By watching other politicians, he realized that he would need to distance himself from being known as a _______________________if he wanted to become _____________________.

Turmoil in the Democratic ranks elevated Johnson swiftly in the Senate. In 1950, the Democratic majority leader and whip were both defeated for reelection. Democrats chose ________________as their new ___________. A whip is the _________________________. Two years later, Johnson was elected Democratic floor leader. He was still serving in his first senatorial term. A senator’s term last for __________.

Democratic Leader

As majority leader, Lyndon Johnson demonstrated unending ____________, ambition, attention to detail, and an overwhelming __________.

His close aide John Connally described Johnson as alternately

“_____________ and kind, generous and ______________, sensitive and insensitive, __________ and naive, ruthless and ____________, simple in many ways yet extremely complex, caring and totally not _____________; he could overwhelm people with _________ and turn around and be ________ towards those same people; he knew how to use ___________ in politics in the way nobody else could that I know of.”

Above all, Johnson was a compromiser, a broker, and a _______ of the art of the deal. His hands-on method of persuading other senators, with its sweet talk, threats, and exaggerated facial expressions and body language, became widely known as "____________________."

The Senate leader did not ____________, but "the pressure of his presence and the __________ of his __________ and the movement of his body made it hard to say no." A keen judge of people, Johnson knew how far to __________ and when to coax. "Any compromise that Lyndon made," Ford concluded, "he got better than fifty percent." Johnson insisted that his only power as majority leader was the ________________. But a fellow Senator, noted that "__________" often meant doing ____________: putting senators on desired committees, sending them on ________, arranging for campaign contributions, and even getting them honorary college degrees.

Civil Rights

The majority leader's signal achievement was the passage in 1957 of the first ______________ since Reconstruction. _______________ refers to the period in United States history following the _______________ in which the federal government set the conditions that would allow the Southern states back into the Union.

 This act served as a large step in his transformation from a _________________. Although Johnson's support of the act may not have been completely ________, those closest to him believed that he also felt genuine compassion for _____________________ and for the _________. He spoke often of the hardships of his own childhood, and those memories seemed to inspire him to _______ something significant with his _____. "Nobody needed to talk to him about why it's __________ to get ahead," one Senator commented. "He was ___________ that all the time to everybody."

The fact that Congress passed any civil rights bill held symbolic significance, but angry liberals felt that the watered-down bill simply elevated "_____________." Liberals pointed out that the bill provided _______________ with little protection for either _____________.

As the ________________ approached, several senators jumped into the presidential race, but Lyndon Johnson held back. Even though his position in the Senate was powerful, he had less time to campaign for the Democratic ticket than __________________.

 Johnson was caught off-guard by Kennedy's savvy and sophisticated campaign. Johnson later said, "that Jack Kennedy's a lot __________, and maybe a lot ________, than I thought he was."

The 1960 Election

Kennedy won the Democratic nomination and then had ______ hours to select ________________. Some advisors urged Kennedy to choose ________ in order to carry Texas and the South. When John Kennedy reported that he would offer the second spot to Johnson, his brother interpreted the move as a ______________ to keep the peace, since Johnson had told people he would never accept the second spot. Then Johnson astonished both brothers by _____________. Considering the choice a terrible mistake, Robert Kennedy was delegated to talk the Texan out of running. But a tearful Johnson declared, "I want to be ______________, and, if the President will have me, I'll join him in making a fight for it." John Kennedy chose to retain him on the ticket, but the __________ between Johnson and Robert Kennedy never _____________.

Pondering why Johnson had accepted, some of his aides thought that he saw no future in being Kennedy's majority leader. If he succeeded in enacting the party platform, the credit would have gone to the _____________. If he failed, the blame would have been his. Johnson believed that, if he had ________________ the vice-presidency, he would have been "_____________" of party affairs in the future.

A New Deal Congressman
Roosevelt, energy, first Southern president, Civil War, connections, electricity to rural areas, Senate, lost, WWII, Navy, returned, Senate, delayed, political machines, 87, Landslide Lyndon
Summarize and Reflect (I think.. This reminds me...)

A Southern Moderate
Southern senator, president, Johnson, whip, second in command, six years
Summarize

Democratic Leader
energy, personality, cruel, greedy, crafty, thoughtful, caring, kindness, cruel, people, master, the Johnson treatment, twist arms, strength, voice, push, power to persuade, persuasion, favors, trips
Summarize and Analyze (Analyze Johnson's character.)

Civil Rights
civil rights bill, Reconstruction, Civil War, southerner to national figure, noble, African-Americans, poor, achieve, life, important, preaching, symbol over substance, southern blacks, civil and voting rights, election of 1960, John F. Kennedy, tougher, smarter
Summarize and either Analyze or Reflect

1960 Election
24, a vice president, Johnson, gesture, accepting, vice president, tension, went away, president, declined, left out.
Summarize and Ask a Question

2/27- Early Days of LBJ

Went over tests!

Filled in these notes.

Lyndon B. Johnson

From Farm to Congress

Johnson became __________________ after a remarkable climb to power in___________. It started on a farm near ____________________, where he was born on August 27, 1908. His ______________ was involved in _______________ until his various ­­­­­­­­­­_____________, insurance brokering, and ranching ventures began to drag him into ______________. Throughout his life, Lyndon Johnson never forgot the impact his father's _________________ had on his family.

Graduating from high school in 1924, Johnson escaped both his ____________________ by heading toward _________________. When nothing but hard labor turned up, Johnson returned home and went to college to become a ______________. When Johnson ran out of money from working as a ________________________________, he was forced to leave _____________ and spent a year working at a __________________________ near the __________________. Years later he said, "You never forget what _______________________ can do when you see its scars in the face of a young child."

When a candidate for governor failed to appear at a rally in 1930, Johnson delivered an impromptu __________________ for him. (Johnson had been a part of the _________________ and had even taught _______________.)This speech so impressed a candidate for the state Senate that he recruited Johnson to manage his own successful campaign. Later, while Johnson was teaching high school in Houston, Johnson was recommended to other politicians. After realizing Johnson’s potential, Johnson was invited to work in _________________with a congressman more interested in ______________ than in legislating. This gave Johnson the ________________ to take charge and make himself known. Johnson learned how _____________ worked. In 1934, he courted and __________­­­­____ Claudia Alta "____________" Taylor. Before Johnson married Lady Bird, he had only known her for _______________. After marrying Lady Bird, Johnson sought wider career horizons and was soon appointed Texas state director of the ________________________________________, a New Deal agency designed to _____________________________. Unlike the Civilian Conservation Corps, it included ________________.Success in that job propelled him into ________________________ in 1937, campaigning under banners that proclaimed "____________________________."

Answers to blanks:

president

Washington
Stonewall, Texas
father
real estate
debt
economic disgrace
family & Texas
California
teacher
janitor and office helper
college
Mexican-American school
border
poverty and hatred
speech 
debate team
speech 
Washington
golf
opportunity
Washington
married
Lady Bird
two months
National Youth Administration
help students afford school
women
being elected to Congress
Franklin D and Lyndon B

After filling in the blanks, highlight the three-four important parts of this section and summarize the material. Then make a prediction regarding how Lyndon's past experiences shaped his future political decisions.

2/26- TEST DAY! :)

Students took a test and turned in notebooks.
Students were able to use a notecard on their test.

2/25- JFK Closure

Answer these questions in your ntbk:
Why do you think Lee Harvey Oswald murdered John F. Kennedy?
How do you think John F. Kennedy’s death affected the way Americans view him now/then?

Complete this assignment:

For each section, underline the main idea. Respond using one of the five responses. Each response must be used once.
Ask- What else do I need to know?
Analyze- Describe it. Break it down.
Reflect- Express personal thoughts.
Interpret- Explain meaning.
Predict- What will come next?

Excerpt from James Reston’s Why America Weeps

The New York Times

November 22, 1963

Passage Passage	Your response
Highlight or Underline the Main Idea	Ask a Question, Analyze, Interpret, Reflect, Predict
America wept tonight, not alone for its dead young President, but for itself. The grief was general, for somehow the worst in the nation had prevailed over the best. The indictment extended beyond the assassin, for something in the nation itself, some strain of madness and violence, had destroyed the highest symbol of law and order. The irony of the President’s death is that his short Administration was devoted almost entirely to various attempts to curb this very streak of violence in the American character.
He was in Texas today trying to pacify the violent politics of that state. His central theme was the necessity of adjusting to change and this brought him into conflict with those who opposed change. Thus, while his personal instinct was to avoid violent conflict, to compromise and mediate and pacify, his programs for taxation, for racial equality, for medical care, for Cuba, all raised sharp divisions with the country. The President somehow always seemed to be suspended between two worlds—between his ideal conception of what a President should be, what the office called for, and a kind of despairing realization of the practical limits upon his power.
He came into office convinced of the truth of Theodore Roosevelt’s view of the President’s duties—“the President is bound to be as a big a man as he can.” In his inaugural address, the President reminded all that “now the trumpet summons us again.” The President set out to take action and answer the call but it was not easy. The young President discovered two truths. The first was that the powers of the President are not only limited but hard to bring to bear. The second was that the decisions—as he himself so often said—“are not easy.”
Since he was never one to hide his feelings, he often shared his mood. He believed that “politics is one long second-best, where the choice often lies between two blunders.” There is, however, consolation in the fact that while he was not given time to finish anything or even to realize his own potentialities, he has not left the nation in a state of crisis or danger, either in its domestic or foreign affairs. Thus, President Johnson is not confronted immediately by having to take any urgent new decisions.
He was, even to his political enemies, a wonderfully attractive human being, and it is significant that, unlike many Presidents in the past, the people who liked and respected him best, were those who knew him the best. He was a rationalist, and an intellectual, who proved in the 1960 campaign and in last year’s crisis over Cuba that he was at his best when the going was tough. No doubt he would have been re-elected, as are most one-term Presidents. But he is gone now at 46, younger than when most Presidents have started on the great adventure. In his book, Profiles in Courage, all his heroes faced the hard choice either of giving in to public opinion or of defying it and becoming martyrs. He had hoped to avoid this bitter dilemma, but he ended as a martyr anyway, and the nation is sad tonight, both about him and about itself.

TEST is tomorrow. Bring your notebook. I will be grading them. 

You can use one regular sized note card on the test. You must hand write the note card and only write on one side.  

JFK's Assassination- 2/24

Answered three questions in notes:

1.What does brinkmanship mean? How do you think it applies to the Cuban Missile Crisis?
2. How are the United States and Cuba’s relations normalizing?
3. Who killed President John F. Kennedy?

1.Brinkmanship: Risking disaster to gain the desired outcome.
Cuban Missile Crisis- On the brink of nuclear war.
2. More money can be sent to people in Cuba, credit/debit cards can be used, and some travel restrictions were lifted.
Still an EMBARGO. Still no TOURISM.
3. Lee Harvey Oswald… or did he?!

Notes on Lee Harvey Oswald.
Lee Harvey Oswald
• Problematic childhood!
• Joined the Marines.
• Defected to the Soviet Union.
• Pro-communism!
• Returned to America with Marina (his Russian wife).
• Accepted a job at the Texas School Book Depository.
• Saw the route of President Kennedy published in the papers.
• On November 22, 1963, he fired three shots from the sixth floor and killed JFK!
• Fled the scene!
• Killed Officer J. Tippit.
• Arrested at the Texas Theatre.
• Killed by Jack Ruby, a Dallas nightclub owner. Shot on live TV!
Evidence
• Abraham Zapruder’s home film shows the assassination.
• Warren Commission declared that LHO was the only assassin.

Watched Video about JFK's assassination.
https://www.youtube.com/watch?v=NZVYJVtx8YM
-Describe the evidence found that proves Oswald was the lone assassin.

*TEST ON THURSDAY!* Dress up in 1960's attire on Thursday and get extra credit on your test!
Notebooks will be graded, so update your notebook.

2/23-Notes on Cuba and Cuba Assignment

Turned in HW: Berlin worksheet

Notes on Cuba--

Relations with Cuba

•       February 1962- Embargo on Cuba. No trade, no American businesses in Cuba, and no direct travel.

Cuban Missile Crisis (October 1962)

•       Castro had a powerful ally in Moscow.

•       Soviet leader Nikita Khrushchev promised to defend Cuba with Soviet weapons.

•       During the summer of 1962 the flow of Soviet weapons into Cuba – including nuclear – increased greatly.

Kennedy Responds

•       When a U-2 spy plane’s photos revealed nukes ready to launch in Cuba, JFK asked for advice from the “Best and Brightest.”

13 Days of Tension

•       When more Soviet ships headed for the U.S. with weapons, JFK ordered a quarantine.

•       The first break in the crisis occurred when the Soviets ships turned back.

•       Finally, Khrushchev agreed to remove the nuclear weapons from Cuba in exchange for a U.S. promise NOT to invade Cuba.

Easing Tensions

•       In 1963, a hot line was established between the White House and the Kremlin.

•       Later that year, the superpowers signed a Limited Test Ban Treaty.

(It is suggested that you get additional notes from other students.)

HW: Article on Cuba's Embargo

Read article.

Analyze text. 

In your notebook, create three sections in your notebook. The three sections are say, mean, and matter.

Say- Find one quote.

Mean- What does this quote mean? Use at least two of the sentence prompts. "This means__. ""This occurs when___." "This is an example of ____."

Matter- Why does this text matter? Use at least three of the provided sentence frames on the handout.

2-20 Bay of Pigs. Vienna Meeting. Green Berets. Berlin Wall.

Notes were taken:

1.       Vienna: Kruschev and Kennedy (June 1961)

Nikita Krushchev and John F. Kennedy met in Vienna to talk foreign policy!

BIG POINT: Berlin

When Kennedy returned, he increased spending on national defense and required more men to be drafted.

2.       Green Berets (1961)

Kennedy increased the capability of the Department of Defense.

Kennedy decided that each branch of military should have a specialized force.

3.       Berlin Wall  (August 13^th, 1961)

“Brain drain” was occurring. People fleeing communist society.

A wall was built that surrounded West Berlin.

The Berlin Wall split roads down the middle and even kept families apart!

Worksheet assignment was given.

2/19 Peace Corps/ Alliance for Progress/ Bay of Pigs

NOTES:
1.Peace Corps (March 1961)
“To those peoples in the huts and villages across the globe struggling. . . we pledge our best efforts to help them help themselves. . .”
“. . . what together we can do for the freedom of man.”
-Promote world peace and friendship through partnership and working together.
-Americans volunteer overseas in developing countries.
-Serve as teachers, electricians, and medics.
Goals of the Peace Corps:
-To help train people to help themselves.
-To promote better understanding of Americans.
-To understand other cultures.
UNDERLYING GOAL: COMMUNISM

2. Alliance for Progress (March 1961)
“To our sister republics south of our border. . . to convert our good words into good deeds—in a new alliance for progress—to assist free men and free governments in casting off the chains of poverty.”
-The United States would support stable governments in the Americas that would meet the needs of its citizens. (Homes, work, land, schools)
-The US pledged 20 billion over 10 years to encourage economic growth and social reform.
PROBLEMS-
• Latin American countries said, “What do you really want?!”
• Latin American elites said, “YEAH.. More money for me!”
• United States officials said, “Redistributing land… That’s socialism!”
• United States business owners said, “Who cares about the people? We’re making money!”

BAY OF PIGS QUESTIONS (answers in text).
Write down the question. Leave five additional lines/spaces after you answer each question.

Why did the Cuban people support Fidel Castro?
Why did Cuba ally itself with the Soviet Union? What was the United States’ response?
Describe the CIA’s plan. Use specific details.
Explain why the Bay of Pigs fiasco [failure] was labeled hypocritical and deceitful.

JFK's Inauguration/New Frontier/Camelot Notes

Notes!
(Will try to post PPT tomorrow.)

Reminder: Tonight your JFK assignment is due on turnitin.com

Research in Library- 2/17

Finished researching JFK assignment. (Assignment located to the right--JFK Research Study Guide.)
Turn assignment into turnitin.com. It is due by Wednesday night.

JFK Research Study Guide/Task 2/13

On the right side of the blog underneath assignments, there is a link for the JFK Research Study Guide.
Students began this assignment.
We will have class time on Tuesday. The assignment is due on Wednesday. (No class time on Wednesday.)
We also walked through setting up turnitin.com accounts.

Election of 1960 Notes-2/12

Finished reading about the 1960 election. Handout. Took notes. (Cornell Notes. Wrote summary.)
Wrote a three-five sentence paragraph explaining what candidate you would have voted for.

2/11- Handout/Notes on Election of 1960

2/11- Handout/Notes on Election of 1960

JFK- 2/10

-Used notes/text to further answer test questions.

Classwork/Homework:
Read summary and highlighted meaningful/important information that reflects the following questions.
1. How did his younger years affect who he became?
2. Before JFK was president, what did he do?
3. Describe his personality. Provide example(s).

Then..
1. Take a piece of paper (half).
2. On front, draw visual.
3. On back, write/explain seven meaningful facts (some should answer above questions).
4. On back, create a hypothesis about how JFK's father influenced him.

Use color! :)

Test Day and Notebook Check- 2/9

Test and Notebook Check.
Assignment- What do you already know about Kennedy? What would you like to learn?

2/6 -Conformity/Challenges to Conformity TEST/NTBK CHECK-MONDAY!

Took notes on conformity/challenges to conformity.

Notes:
Women: Homemakers.
Encouraged to attend college for the sole purpose of marriage.
Dr. Benjamin Spock’s The Common Sense Book of Baby Care  (1946)  vs Betty Friedan’s  The Feminine Mystique (1963).
Society portrayed this idea, but actually more and more married women were in the work force.
“pink-collar work”

Men: Breadwinners. (Bringing home the paycheck)

Children: Obey. Seen, but not heard.

Challenges to conformity:

-Beats/Beatniks: Resisting conformity. Embracing sexual and drug freedom. Beats= YOLO.

-Banned books.  J.D. Salinger's Catcher in the Rye.

-Rock 'n' roll

*It may be beneficial to copy someone else's notes.*

Embraced our inner beatnik by writing poetry.
Write your own poem!
Create your own title!
Within your poem, explain the past conformity in American society and identify the challenges to conformity.
For your poem, include the bolded sections.  (Repeat process 2 times.) Use specific examples from lecture.
Example:                                        
I saw the best minds of my generation falling into a trap.
I used to be  like them.
In the past, I was restricted and restrained!
But now I am free.
No one can tell me what to do.

Make sure to explain.

TEST ON MONDAY.
STUDY GUIDE:
What is the GI Bill?
What was the Baby Boom?
What were Levittowns?
Who were the beatniks/beats?
What was the Potsdam Conference? What was discussed?
Define the Truman Doctrine and Marshall Plan.
Define HUAC. What did HUAC do?
What was the decision of Brown vs. Board of Education?
What was the Cold War?
Why was life so happy in the 1950's?
Summarize the Korean War. Relating to the Cold War, why was it important to discuss the Korean War? What recently happened between North Korea and the United States?

What was the role of a 1950’s woman and man?

How were children viewed in the 1950’s?

Compare Dr. Spock’s The Common Sense Book of Baby Care (1946) and Betty Friedan’s The Feminine Mystique (1963). What message do they share with their readers?

   Explain the relationship between communism, McCarthyism, and conformity. Describe each term.

How did America’s involvement in World War II contribute to the Cold War?

The test will include fill in the blanks and short answer responses. You will have to pull from your memory the word that correctly fills the blank.