HUSH MAY 09

Theme IV: Defending the Ideal

Civil War, World Wars, Cold War

Purpose: To recognize that the use of force is not the only determining factor for success when defending the ideal at home and abroad.

Essential Question: Who or what determines the outcome of war?

        1 2

Socratic Seminar: Why did the US fight a Civil War?

Back ground PPs:

The Road to Secession

The Road to War

 

  5 6      Fog of War

 

Just War Tradition: Was the Civil War a Just Cause?

Begin:  The Fog of War -- Former US Secretary of Defense Robert McNamara's 11 lessons of War

 

 

7 8    Fog of War

Proportionality should be a guideline in war: You decide who/what will be bombed (reconciling moral decisions v. wartime strategic maneuvering.)

  11 12 Fog of War

Lesson 6-11

Back ground readings Due Friday

WWI -WWII

Cold War

Zinn 16 + 18 Questions Do not save this until the night before!

13

Half Day

14 15 Zinn Qs Due

Socratic Seminar: Who or what determines the outcome of war?

 

 

 

1950s:

Image

Leave It to Beaver

vs.

Reality

The Civil Rights Movement 

  19

We didn't Start the Fire Cold War Project Due 6/4

Civil Rights Movement

Blogger account: create an account on Google -- invite me!!

Bring all Web source material to share with your group to class Thursday.

Keep track of sources (MLA)

  21

Meet in the Library!

   

HW: Work on Project!

 

 
  No School 26

Cold War Image v Reality

PowerPoint: Cold War Political Events Time Line

27  28

1960s:

  • Voices of the Civil Rights
  • JFK
  • MLK
  • Malcom X

Civil Rights To know List

29  
  1. Final Blog Postings/ finishing touches and prep for presentations

Email Me Your Blog for Wednesday

2

 

 

 

3.

Project Due

  

4

 

  Essays Due

 

 

Great Depression classic photograph

 

 

Image, Source: original print

SS St. Louis

The American Promise

Big Idea: American  domestic, and foreign policy will determine the efficacy of the American ideals.

ESSENTIAL QUESTION: How successful was the United States in implementing and promoting the ideals?  

HUSH  MAY 2008 Monday Tuesday Wednesday Thursday Friday

 

The 1920s: Politics and popular culture

 1920s power point

 

Hoover vs FDR Power Point

1920s PP from class

The Crash PP

 

 5 

 Share Projects

Review the 20s

1930s: The Great Depression

 

 Hard times: Music from the Great Depression

7

930s: The Great Depression

 

 

8

930s: The Great Depression

HW:  Dust Bowl Assignment

 9

Discuss the Dust Bowl/New Deal Programs

 America and the Holocaust Deceit and Indifference

HW: Journal Entries:

Membership and the American Dream

Guarded Gates or an Open Door?

"The State Department probably had a greater degree of anti-Semitism than others, particularly in the immigration section," says former Treasury Department employee Edward Bernstein. "Their attitude was, `If we're patient, we find that the problems of the Jews in Germany are not really life-threatening."

12

Deceit and Indifference

  • Discuss Readings
  • Begin Documentary

HW:  Kurt Klein's Letters

13

Deceit and Indifference

 

14

Deceit and Indifference

 
15

Deceit and Indifference

HW: Complete Journals and research current example of Holocaust or refugee crisis for class discussion.

16

Discuss: 

Deceit and Indifference then and Now

 

HW: Japanese Internment background reading

World War to Cold War: Foreign policy; domestic response

 

 

19

Franklin Roosevelt signing Declaration of War against Japan, December 9, 1941

December 7, 1941  "A date that will live in infamy"

From Isolationism to World War:

Powers of Persuasion - Poster Art of World War II

WWII Out line Notes

20

American Concentration Camps

Japanese Internment: Civil Liberties in times of War.

Japanese Internment Slides from class

Internment Film from Digital History

HW: Respond to the film questions and read the following for class discussion:

Executive Order 9066

Was Internment Constitutional?

Experiencing Internment

"How to tell your Friends from a Jap" Time Magazine 1942

You tube video

 

21

Japanese Internment: Civil Liberties in times of War.

Significance of the Korematsu Case

HW: The A-Bomb Debate:

The Manhattan Project

 

To Drop (1) (2)or Not to Drop?  Your position?

Choose at least one additional doc from Atomic Bomb: The Decision to support your position.

"Statement by the President of the United States," ca. August 6, 1945

  1. Why is the name of the city left out?

     

  2. Why does the atomic bomb's power have to be explained?

     

  3. Look at the last paragraph of the second page of the press release. What were Truman's plans for ending the war? Did he accomplish those goals in dropping the atomic bomb on Hiroshima and Nagasaki? Why or why not?

     

  4. On page three, Truman advocates the use of atomic power for world peace. How does he propose to fulfill this goal?

     

  5. What reasons does President Truman use to justify dropping the bomb?

 

 Voices of A-bomb survivors--  What did you learn?

 

22

HW: Duck and Cover Video!

View the Atomic Cafe You Tube

 

The Atomic Cafe was  released in 1982, its producers spent years toiling over Government A-bomb test and propaganda films, military training films, news reel footage, radio broadcasts, and other sources, to come up with one of the most chilling, and hilarious, movies ever made.

With  no narration other than that provided by historical clips, this movie explores the Cold War Nuclear fears of the 1940s -50s

 

23

Socratic Seminar: To Drop or Not to Drop? What would you do? Why?

Must use evidence to support your position!

 

 

Review: WWII Out line Notes

 

 

pressure

For the People; By the People

Big Idea: The existence of legitimate government is dependent on the consent of the people.

 Essential  Question: How do societies change?

 

1950s: Cold War fear, conformity, and the American Dream   26 NO SCHOOL 27  

Review

28

UNIT TEST

 

 

 

29

Cold War Map Activity

30

Cold War Map Activity

Finish for HW

 

 

1950s: Image Leave It to Beaver

vs.

Reality

 

The Civil Rights Movement

 

The Civil Rights Movement