Week 26
Readings Covered this Week: Pageant Chapter(s) 36-38
Henretta, Brody, and Dumenil, Chapter 26: “Cold War America, 1945-1960”
Winkler, “Liberation of Captive Peoples” (from Chapter 3) - See In Class Handouts
Kennedy, “Text: Kennedy’s Berlin Speech”
“‘Mutual Deterrence’ Speech by Sec. of Defense Robert McNamara”
Monday & Tuesday - I begin this module by probing the students for prior knowledge of the Cold War. To highlight the tension between the East and West, we watch segments of The Berlin Airlift that show how the USSR attempted to isolate the western part of the city and the Allied response to that blockade. Students note their observations regarding these tensions and how each side acted. Working in small groups, students analyze documents related to the early years of the Cold War. Ideally students read and discuss all of the documents as a group, using the guiding questions that I provide to frame their discussion. We then hold a whole-class discussion of how the United States responded to the Soviet threat.
Formative Assessment: Students hypothesize about the relationship between the United states and the USSR in the years of the Cold War. Students complete a quickwrite, responding to the question, Why did the contentious relationship between the United States and the USSR continue for 45 years?
Wednesday -
Henretta, Brody, and Dumenil, Chapters 26 & 28: “Cold War America, 1945-1960” and “The Liberal Consensus: Flaming Out, 1960-1968”
Kennedy, “Address by President Kennedy October 22, 1962”
Lewis, “U.S. Imposes Arms Blockade on Cuba on Finding Offensive-Missile Sites
Kennedy Ready for Soviet Showdown”
Sheehan et al., Chapter 3: “The Kennedy Years: 1961-1963,” pp. 119-121
Winkler, “The Domino Theory” (from Chapter 3) - See In Class Handouts
“Speech on the Far East by Dean Acheson”
“Telegram Shtykov to Vyshinsky on a Luncheon at the Ministry of Foreign Affairs of the DPRK”
“Resolution 83 (1950) of 27 June 1950”
Laviero, “Truman Orders U.S. Air, Navy Units To Fight In Aid of Korea
U.N. Council Supports Him; Our Fliers In Action; Fleet Guards Formosa”
“The Cuban Missile Crisis: Message From Chairman Khrushchev to President Kennedy”
“The Cuban Missile Crisis: Telegram From the Department of State to the Embassy in the Soviet Union”
Students participate in a simulated research project on one of the three crises of the Cold War: Korea, Vietnam, or Cuba. Working in small groups of three, students will receive a set of five to eight documents relating to the three crises, along with guiding questions provided by me. Students will use the documents to create a brief class presentation that answers the essential question, How did the United States’ entry onto the world stage affect policies at home and abroad?
Directions for the Research Project
Thursday - Work Day - Presentations are due Monday to be presented.
Friday - No Class - Career Fair
Week 27
Monday
Presentations on the Three Crises of the Cold War; Go over the Period 7 MC and LEQ Exams
Tuesday
Henretta, Brody, and Dumenil, Chapter 28: “The Liberal Consensus: Flaming Out, 1960-1968”
Berman, “Planning a Tragedy: The Americanization of the War in Vietnam”
“President Lyndon B. Johnson’s Address at Johns Hopkins University: ‘Peace Without Conquest’”
Lyndon B. Johnson and the Vietnam War
Students work in small groups to create a timeline of U.S. involvement in Vietnam from 1947-1972. Groups are assigned particular time periods, either by administration or set years. I display the timelines around the room. Next, I distribute the documents “Planning a Tragedy” and “Peace Without Conquest.” Half of the Students read one of the documents and half read the other. Students then work in pairs to discuss the perspective of each author and the issue of the deepening involvement in Vietnam. In a whole-class discussion, students explore the implications of Under Secretary of State Ball’s assessment of U.S. involvement in Southeast Asia and Johnson’s stance on why the United States needed to be in Vietnam.
Formative Assessment - Following class discussion, students write a response to the question, Based on the timeline activity and class discussion, why didn’t President Johnson follow George Ball’s advice regarding Vietnam? Use evidence from the documents and text to support your response.
Wednesday
Henretta, Brody, and Dumenil, Chapter 26: “Cold War America, 1945-1960”
Leviero, “Truman Declares Hysteria Over Reds Sweeps the Nation”
Winkler, “Hollywood and HUAC” (from Chapter 2) - See Class Handout
“Senate Resolution 301 -- Censure of Senator Joseph McCarthy (1954)”
“Teaching with Documents: Telegram from Senator Joseph McCarthy to President Harry S. Truman”
Video: Good Night and Good Luck
I begin the lesson by refocusing the Cold War from foreign policy to domestic issues. From there I ask students to explain how the Cold War might have affected domestic politics. Students begin their investigation by analyzing the Herb Block cartoon “Fire!” and what he is attempting to communicate. In pairs students analyze the Cold War document. They create a summary of the document, analyzing its role in the Red Scare, the author’s point of view, and what it says about the author. Students then teach their document to another group to help create a bigger picture of the Red Scare. The lesson concludes with a segment from Good Night and Good Luck when McCarthy rebuts Edward R. Murrow.
Formative Assessment - In their small groups, students discuss how events in Europe during the Cold War might have shaped the period of the Red Scare. Students should cite evidence from the resources used to support their response. Students should have the recorder write down the group’s ideas to share with the rest of the class.
Thursday
Henretta, Brody, and Dumenil, Chapter 27: “The Age of Affluence, 1945-1960”
In this simulation of a 1950s classroom, I put the desks in rows and explain to students that they are going to be involved in a drill to prepare for a possible nuclear attack. We will watch the nine-minute film Duck and Cover. I debrief the students’ experience as to the effectiveness of the exercise.
Second Activity - DBQ Thesis Work - Period 8
Friday
Henretta, Brody, and Dumenil, Chapter 28: “The Liberal Consensus: Flaming Out, 1960-1968”
Edelman, Dear America: Letters Home from Vietnam
“LBJ on Crises: Johnson’s War”
Dear America: Letters Home from Vietnam
I show an online video clip from LBJ on Crises, students discuss the ideological gap between the White House and the students protesting the war in Vietnam. Students then work in small groups to analyze excerpts from several soldiers’ letters and their perspectives on the war. Additionally, students view several excerpts of the video Dear America that correspond to the letters they analyzed. As a class, we discuss how these letters home might have affected other young people who were not yet drafted.
Week 29
Readings Covered this Week: Pageant Chapter(s) 36-38 ;
Monday:
Henretta, Brody, and Dumenil, Chapter 28: “The Liberal Consensus: Flaming Out, 1960-1968”
Edelman, Dear America: Letters Home from Vietnam
“LBJ on Crises: Johnson’s War”
Dear America: Letters Home from Vietnam
Option 1: (If I don’t get the resources for Friday) I show an online video clip from LBJ on Crises, students discuss the ideological gap between the White House and the students protesting the war in Vietnam. Students then work in small groups to analyze excerpts from several soldiers’ letters and their perspectives on the war. Additionally, students view several excerpts of the video Dear America that correspond to the letters they analyzed. As a class, we discuss how these letters home might have affected other young people who were not yet drafted.
Henretta, Brody, and Dumenil, Chapter 28: “The Liberal Consensus: Flaming Out, 1960-1968”
Audio: Gaye, “What’s Going On”; Ochs, “Draft Dodgers Rag”; Plastic Ono Band, “Give Peace A Change”
Option 2: In a whole-class activity, students discuss protest through popular music. They analyze several popular songs from the Vietnam War-era and their anti war themes. They should note what was going on in the Vietnam War when these songs were released, based on their timeline from last week. We conclude the discussion of protests by exploring the changes made in 1968 regarding deferments from the draft and the effect these changes had on the protest movement.
Formative Assessment: Students respond in a one-page essay to the following prompt: To what extent was disenchantment with America’s role in Vietnam fueled by the experiences of returning servicemen and women and popular culture? Use examples from the documents and text to support your answer.
Tuesday:
Faragher et al., Chapter 28: “The Civil Rights Movement, 1945-1966” - See In-Class Handout
Video:
After watching video clips from Eyes on the Prize and Freedom Riders, students discuss the challenges faced by the organizers of the civil rights movement. Working in small groups, students then analyze the movement’s early efforts. Each group is responsible for researching one of the actions of the movement between 1945 and 1965; each group also examines resistance to the changes wrought by the movement. The events to be investigated include: desegregation of the armed forces, Brown v. Board of Education, Montgomery bus boycott, sit-ins, freedom rides, and the Mississippi freedom summer. Each group has 10 minutes to present their research to the whole class.
Wednesday - Presentations on the events researched from the day before.
Formative Assessment: Students respond in a one-page essay to the following prompts:
How did different organizations and individuals end the idea of separate but equal?
To what extent were they successful?
Students must use evidence from the presentations, documents, and texts to support their answers.
Thursday:
In pairs, and using guiding questions provided by me, students compare and contrast the speeches by Lyndon Johnson and Barry Goldwater. Following analysis of the documents, students move into small groups to formulate answers to these three questions:
To what extent was Johnson’s vision of America an extension of Roosevelt’s New Deal?
In what ways is Goldwater’s vision of America at odds with the changes occurring in the 1950s and early 1960s?
Are there any points of agreement between Johnson and Goldwater?
Each group with have a recorder who presents their answers in a whole-class discussion.
F - Students work in groups of three or four to research an interest group of the late 1960s and early 1970s. They present information about their groups by creating a poster to share with the class. The posters must include the following information: leaders, major activities/actions, successes and failures, and analysis of impact on society. The groups addressed in this activity include women, black nationalists, gay activists, Native Americans, Latinos, migrant workers, and conservative activists (e.g., Moral Majority). Following the presentations, students participate in a “roundtable” discussion (moderated by me) on the future of civil rights. Students must be in character as representatives of their group. Students are assessed on their contributions to their group and their contribution to the whole-class discussion.
Week 30
Monday
Heroes Who Make A Difference Activity - WWI
Homework - Students work in groups of three or four to research an interest group of the late 1960s and early 1970s. They present information about their groups by creating a poster to share with the class. The posters must include the following information: leaders, major activities/actions, successes and failures, and analysis of impact on society. The groups addressed in this activity include women, black nationalists, gay activists, Native Americans, Latinos, migrant workers, and conservative activists (e.g., Moral Majority). Following the presentations, students participate in a “roundtable” discussion (moderated by me) on the future of civil rights. Students must be in character as representatives of their group. Students are assessed on their contributions to their group and their contribution to the whole-class discussion.
Tuesday:
Day 2 of Heroes Who Make a Difference Activity - WWI
Wednesday:
Presentation to help students learn about the changes to the American cities and sub-urbanization from the 1950s through the 1970s.
Thursday:
Students create a timeline of the changing role of women in society from World War II through the 1970s. These include jobs women held, educational opportunities, and role in the family. Students watch excerpts from three popular sitcoms -- I Love Lucy (“Job Switching”), Mary Tyler Moore (the first episode), and practically any episode of The Cosby Show -- and analyze how the portrayal of women’s roles in society changed over the course of these shows. Students discuss how these changes might mirror societal changes they have already studied in this unit.
Formative Assessment - In a quickwrite, students respond to the question, As reflected in popular culture, to what extent has the role of women changed in society? Students should recognize the changing roles of women following World War II as reflected by these shows. Students share their observations in class.
F - AP Test Short Answer Test Prep Activities
**Practice AP Exam Saturday - 8:00 Am the test will begin. 7:30-8:00. Hot Breakfast and juice will be provided.