Transcript AP U.S. History

* AP U.S. History
Chapter 29 – Civil Rights &
Vietnam
April 10 – Chapter 29
* AGENDA
* AP Exam Fee - $91/exam due April 30th!!!
* Attendance & Expectations
* Gallery Walk
* Bell Ringer – Race
* Defining Moments of the Civil Rights Movement & Debrief
* Understanding Brown v. Board of Education (Simple Justice)
* Civil Rights Catalyst – Emmett Till
* Letter from a Birmingham Jail – MLK. Jr.
* Exit Ticket
* REMINDERS
* Practice Exam Tomorrow Saturday April 11th
* Chapter 29 Quiz – Wednesday April 15th
Bell Ringer & CLO(s)
BELL RINGER – How does discussing race make you feel?
CLO(s) – Students will:
*Identify the defining moments of the Civil Rights movement
in small groups and debriefing/sharing out via
polleverywhere
*Discuss in small groups the lasting impact and importance of
Brown v. Board of Education
*Write a reflection on the lynching of Emmett Till and discuss
comparisons some have made with the #BlackLivesMatter
movement
Key Concepts
After World War II, the United States grappled with prosperity and
unfamiliar international responsibilities, while struggling to live up to
its ideals.
* Key Concept 8.1: The United States responded to an uncertain and
unstable postwar world by asserting and attempting to defend a
position of global leadership, with far-reaching domestic and
international consequences.
* Key Concept 8.2: Liberalism, based on anticommunism abroad and a
firm belief in the efficacy of governmental and especially federal
power to achieve social goals at home, reached its apex in the mid1960s and generated a variety of political and cultural responses.
* Key Concept 8.3: Postwar economic, demographic, and
technological changes had a far-reaching impact on American
society, politics, and the environment.
Civil Rights Movement
Identify defining moments of
the Civil Rights Movement (1954
– 1968) with your Thurgood
Marshall partner via
polleverywhere.
Plessy v. Ferguson
Homer Plessy, an octoroon, was arrested for sitting in the
“whites only” car of a passenger train.
Plessy v. Ferguson, 163 U.S. 537 (1896), was
a landmark United States Supreme Court decision
upholding the constitutionality of state laws
requiring racial segregation in public facilities under the
doctrine of "separate but equal."
"Separate but equal" remained standard doctrine in U.S.
law until its repudiation in the 1954 Supreme Court
decision Brown v. Board of Education.
Brown v. Board of Education
Brown v. Board of Education of Topeka,
347 U.S. 483 (1954), was a landmark United States Supreme
Court case in which the Court declared state laws
establishing separate public schools for black and white
students to be unconstitutional. The decision overturned
the Plessy v. Ferguson decision of 1896, which allowed
state-sponsored segregation, insofar as it applied to public
education. Handed down on May 17, 1954, the Warren
Court's unanimous (9–0) decision stated that "separate
educational facilities are inherently unequal." As a result,
de jure racial segregation was ruled a violation of the Equal
Protection Clause of the Fourteenth Amendment of
the United States Constitution. This ruling paved the way
for integration and was a major victory of the civil rights
movement.
th
14
Amendment
Section 1. All persons born or naturalized in the
United States, and subject to the jurisdiction
thereof, are citizens of the United States and of
the State wherein they reside. No State shall
make or enforce any law which shall abridge
the privileges or immunities of citizens of the
United States; nor shall any State deprive any
person of life, liberty, or property, without due
process of law; nor deny to any person within
its jurisdiction the equal protection of the laws.
Emmett Till & Images
http://www.npr.org/templates/story/story.php?storyId=1969702
Doll Test
https://www.youtube.com/watch?v=85-EC_nDlpY
Exit Ticket
Do you see connections
between the lynching of
Emmett Till and the Black Lives
Matter movement?
April 15 – Chapter 29
*AGENDA
*AP Exam Fee - $91/exam due April 30th!!!
*DBQ
* Imperialism DBQ
* Civil Rights DBQ (& Timeline)
*Chapter 29 Quiz
*Letter from a Birmingham Jail – MLK. Jr.
*Exit Ticket
*REMINDERS
* Read “Nixon, Kissinger, and the War” pages 850 – 853 Friday, April 17
* Read Unfinished Dialogue article by Friday, April 17
* Rewritten DBQ due by Friday, April 17
* Civil Rights DBQ Outline due Friday, April 17
Bell Ringer
BELL RINGER – Read through the documents again &
score MY DBQ using the rubric. You will have 10
minutes to do this, please work individually. If you
finish early re-read the essay, you’ll have new insights
& questions.
Compare and contrast views of United States overseas
expansion in the late nineteenth and early twentieth
centuries. Evaluate how understandings of national
identity, at the time, shaped these views.
CLO(s)
CLO(s) – Students will:
*Investigate the world and recognize perspectives by scoring a
DBQ essay individually using a rubric individually.
*Demonstrate all four domains by completing an intensive
outline and thesis for a DBQ on the civil rights movement in
pairs.
*Demonstrate comprehension of chapter 29 by completing a
short multiple choice quiz individually & review a civil rights
era timeline as a class.
*Jigsaw MLK. Jr.’s “Letter from a Birmingham Jail” then
complete an extended analysis of the letter as an exit ticket.
Key Concepts
After World War II, the United States grappled with prosperity
and unfamiliar international responsibilities, while struggling to
live up to its ideals.
*Key Concept 8.1: The United States responded to an uncertain
and unstable postwar world by asserting and attempting to
defend a position of global leadership, with far-reaching
domestic and international consequences.
*Key Concept 8.2: Liberalism, based on anticommunism abroad
and a firm belief in the efficacy of governmental and especially
federal power to achieve social goals at home, reached its apex
in the mid-1960s and generated a variety of political and
cultural responses.
*Key Concept 8.3: Postwar economic, demographic, and
technological changes had a far-reaching impact on American
society, politics, and the environment.
Little Rock 9
April 17 – Chapter 29
*AGENDA
*Bell Ringer – Letter from a Birmingham Jail
*Skill-Builder
*DBQ Outline (Debrief) & Rewritten DBQ Due
*Great Society Short Answer
*Vietnam & Cold War
*REMINDERS
* Chapter 30 Quiz – Tuesday, April 21st
* Review content for 30 minutes every night (Notebook/Kaplan/Crash
Course)
* Study Sessions – Tuesdays & Thursdays after school & lunch on Fridays
* AP Exam Fee - $91/exam due April 30th!!!
Bell Ringer
Quickly review your section of
the reading and make sure you
have at least three
takeaways/significant details to
share out with the class. I
suggest writing them down!
CLO(s)
CLO(s) – Students will:
*Demonstrate all four domains
by jig-sawing MLK. Jr.’s Letter
from a Birmingham Jail then completing an extended
analysis of the letter for a skill-builder exercise.
*Communicate ideas by leading a debriefing session how they
constructed a DBQ outline on the civil rights movement in
order to write a strong essay.
*Investigate the world and communicate ideas by answering a
short answer question after identifying main tenants of the
Great Society.
*Investigate the world and recognize perspectives by
exploring the origins and consequences of the Vietnam War.
Key Concepts
After World War II, the United States grappled with prosperity
and unfamiliar international responsibilities, while struggling to
live up to its ideals.
*Key Concept 8.1: The United States responded to an uncertain
and unstable postwar world by asserting and attempting to
defend a position of global leadership, with far-reaching
domestic and international consequences.
*Key Concept 8.2: Liberalism, based on anticommunism abroad
and a firm belief in the efficacy of governmental and especially
federal power to achieve social goals at home, reached its apex
in the mid-1960s and generated a variety of political and
cultural responses.
*Key Concept 8.3: Postwar economic, demographic, and
technological changes had a far-reaching impact on American
society, politics, and the environment.
Skill Builder – Extended Analysis
Please identify each of the following in your
notebook for Letter from a Birmingham Jail.
Use complete sentences.
*Intended audience
*Purpose
*Historical context
*Point of view
Bell Ringer
BELL RINGER: Follow steps 1 & 2 below.
Step 1: Discuss in table group.
What was Johnson’s Great Society?
Step 2: Work with table group to plug in examples of
the Great Society into polleverywhere.
What programs or events comprised the Great
Society?
Short Answer
A. Describe ONE example of the use of federal
power to address social issues in the Great
Society era.
B. Use ONE piece of historical evidence to
support your opinion.
C. Briefly describe ONE result of the use of
federal power you described.
Cold War Reenactors
*Diversifying Foreign Policy
*“Flexible Response”
*Bay of Pigs
*Confrontations with the Soviet Union
*Cuban Missile Crisis
*Johnson and the World
*Intervention in the Dominican Republic
24
© 2012, The McGraw-Hill
Companies, Inc. All Rights
Reserved.
“Flexible Response” and the Cold War
© 2012, The McGraw-Hill
25
The United States in Latin America, 1954-1996
Companies, Inc. All Rights
Reserved.
*
* The First Indochina War
* The Vietminh
* Geneva and the Two Vietnams
* Geneva Conference
* America and Diem
* Ngo Dinh Diem
* The National Liberation Front (NLF) – The Viet Cong
* Diem Overthrown
26
© 2012, The McGraw-Hill
Companies, Inc. All Rights
Reserved.
*
*From Aid to Intervention
*Pressure for American Intervention
*Gulf of Tonkin Resolution
*Mounting Casualties
*The Quagmire
*Strategy of “Attrition”
*“Hearts and Minds”
27
© 2012, The McGraw-Hill
Companies, Inc. All Rights
Reserved.
*
© 2012, The McGraw-Hill
28
The War in Vietnam and Indochina, 1964-1975
Companies, Inc. All Rights
Reserved.
*
*The War at Home
*Growing Opposition
to the War
*War-Induced Inflation
Antiwar poster
(Library of Congress)
29
© 2012, The McGraw-Hill
Companies, Inc. All Rights
Reserved.
*
*The Tet Offensive
*Political and Psychological Defeat
*The Political Challenge
*Robert Kennedy
*The King and Kennedy Assassinations
30
© 2012, The McGraw-Hill
Companies, Inc. All Rights
Reserved.
April 21 – Chapters 29 & 30
*AGENDA
*Bell Ringer – Individually
*Vietnam & Cold War PowerPoint
*BINGO!
*Chapter 30 Quiz
*Crash Course
*TABOO
*HOMEWORK/REMINDERS
* Nixon Long Essay Outline
* Review content for 30 minutes every night (Notebook/Kaplan/Crash
Course)
* Study Sessions – Tuesdays & Thursdays after school & lunch on Fridays
* AP Exam Fee - $91/exam due April 30th!!!
* 1858 the French attacked Danang opening wars of aggression set up
colonial domination of Vietnam. For almost 100 years the people of
Vietnam were heroic conduct wars of national liberation
independence for national freedom.
* 1945, after the victory of the August Revolution, President Ho Chi
Minh read the Declaration of Independence, ending the domination of
the French, assert independence and freedom of the people of
Vietnam. But the French and then American imperialism continues to
conduct an aggressive war, conspiracy to restore the rule and
establish a new type of colonialism in Vietnam. During 30 years, the
people of Vietnam had to give in and fought hard to know how to
sacrifice to defend the independence of their freedom.
* 1975, the resistance of the Vietnam People's totally win: peace,
independence, sovereignty and territorial integrity of the country is
restored.
https://www.youtube.com/watch?v=QOfmvm0
b7Lo
Bell Ringer
Would you visit the
War Remnant Museum
as a westerner? Why or
why not?
* This museum is very interesting , but take your tissues some of the displays are quite
confronting and very sad , certainly brought a few tears to my eyes of the casualties of
war ( both sides ) , however it could be viewed as a little one sided . There are war
planes , helicopters and tanks on the outside grounds of the museum which younger
children would be interested in , however the tiger cages ( prison / torture display)
and the 3 floors of displays inside are not really suitable for younger children they
could find them sad as there are lots of pictures on the walls and boring if they can't
read the text. It takes a few hours to get through the museum so allow yourself plenty
of time. Glad I visited , helps put a lot of the war stories you hear as you travel
Vietnam into order / perspective.
* Very sobering to visit this museum. As an American, it's a tough experience to walk
through and see the pictures and quotes from the Vietnam War but also very moving
and important to be aware of the magnitude of the war's impact.
* This museum gives a very one-sided horrible display of the American participation in
the Vietnam conflict. It attempts to make you believe that the US broke most Geneva
convention rules of war. It blames all birth defects in Vietnam on agent orange. It talks
of extensive use of chemical weapons but close review shows some "Tear Gas"
canisters. Its hard to believe that Vietnam wants good relations with the US after
seeing this horrendous display. Skip this attraction. It totally ignores Communist
atrocities and is pure propaganda. I'm sorry I visited this place with my son and
grandson.
CLO(s)
CLO(s) – Students will:
*Investigate the world and recognize perspectives by
exploring the origins and consequences of the
Vietnam War.
*Investigate the world and communicate ideas by
reviewing and learning material through two games
(bingo & taboo) in small groups.
*Communicate ideas by taking a short written quiz to
demonstrate reading comprehension of the material
from chapter 30.
Key Concepts
After World War II, the United States grappled with prosperity
and unfamiliar international responsibilities, while struggling to
live up to its ideals.
*Key Concept 8.1: The United States responded to an uncertain
and unstable postwar world by asserting and attempting to
defend a position of global leadership, with far-reaching
domestic and international consequences.
*Key Concept 8.2: Liberalism, based on anticommunism abroad
and a firm belief in the efficacy of governmental and especially
federal power to achieve social goals at home, reached its apex
in the mid-1960s and generated a variety of political and
cultural responses.
*Key Concept 8.3: Postwar economic, demographic, and
technological changes had a far-reaching impact on American
society, politics, and the environment.
Taboo
The objective of the game is for a player to have their
partners guess the word on the player's card without using the
word itself or five additional words listed on the card.
Example
*Word/Term: Watergate
*Cannot say:
* Nixon
* Scandal
* Agnew
* President
Crash Course
https://www.youtube.com/watch?v=Y2IcmLkuhG0&list=PLZTxljMpX
uxWJh7tHLCCRebPm0UBQ7-ki
Start at 5:20
Analyze the international and domestic challenges
the United States faced between 1968 and 1974,
and evaluate how presidential administrations
responded to them by Analyzing what changed and
what stayed the same from the period
immediately before to the period during and
immediately after.