US History Homework &Handouts
US History Homework &Handouts
Quarter 3 and Pandemic Quarter 4
Quarter 3 and Pandemic Quarter 4
Embedded Files
1/28-29 Tulsa Race Riot
Absent? Do this:
- Read this article Tulsa Race Riot Article - Essential Question: If you were in charge of making reparations for the history of Tulsa, what would you do? Is a memorial enough? Why or why not?
- Fill out this handout using these character testimonies.
- Watch this video on the Tulsa Race Riots.
- Watch this video for the latest on the possible discovery of a mass grave from the Tulsa Race Riot.
Modified class? Do this:
- Read this article Tulsa Race Riot Article - Essential Question: If you were in charge of making reparations for the history of Tulsa, what would you do? Is a memorial enough? Why or why not?
- Answer questions 1,3,5,7 and the last unnumbered question on this handout using these character testimonies.
- Watch this video on the Tulsa Race Riots.
- Watch this video for the latest on the possible discovery of a mass grave from the Tulsa Race Riot.
1/30-1/31 1920s Race Relations/Americanism cont.
Absent? Do this:
- Read these Americanism Articles (See page 2) -Write the definition each author gives of Americanism. How would each author respond to the question, "What makes someone worthy of being an American?"
- Political Cartoon Analysis: Choose two cartoons to analyse. (One from Race and one from KKK). Write what you believe is the message of the cartoon. (Use the check list on the first page of the link to help you decipher meaning.)
Modified class? Do this
- Read ONE of these Americanism Articles (See page 2) -Write the definition the author gives of Americanism. How would the author respond to the question, "What makes someone worthy of being an American?"
- Political Cartoon Analysis: Choose ONE cartoon to analyse. (One from Race OR one from KKK). Write what you believe is the message of the cartoon. (Use the check list on the first page of the link to help you decipher meaning.)
2/3-2/4 Lynching/Policy of Fear in the 1920s
Absent? Do this:
- Read the two columns on "Is Lynching Ever Defensible?" (See page 5)
- What do the authors contend is the root cause for lynching? Is that defensible?
- We had strong statements/sentiments from the 1920s related to policy around the room. We had a silent conversation with sticky notes to converse around each topic. Afterwards we looked at an immigration policy and asked if it was from 1920 or 2020. Read the policy and make your best guess.
- Read this article. Time Machine (1920): Anarchists, or communists, bomb Wall Street
- Summarize the article. How does fear play into your article?
- Here are some other articles you may find useful:
Modified class? Do this:
- Read the ONE of the columns on "Is Lynching Ever Defensible?" (See page 5)
- What do the authors contend is the root cause for lynching? Is that defensible?
- We had strong statements/sentiments from the 1920s related to policy around the room. We had a silent conversation with sticky notes to converse around each topic. Afterwards we looked at an immigration policy and asked if it was from 1920 or 2020. Read the policy and make your best guess.
- Read this article. Time Machine (1920): Anarchists, or communists, bomb Wall Street
- Summarize the article. How does fear play into your article?
2/5-2/6 Youth and Women in the 1920s plus Scopes Trial
Absent? Do this:
- Warm up
- Based on what you've learned so far, was the 1920s the best or worst of times? (Choose one answer and write 1-2 paragraphs)
- Think about: Prohibition, Race Relations, Lynching, Immigration, Attitude towards workers, Fear of Communism.
- Youth - Essential Questions: What were the expectations of youth in the 1920s? How do they compare to the expectations today?
- In class, we compared class data to the data of the 1920s (see page 3 chart)
- In class, we analyzed a humor column to draw conclusions of expectations of youth in the 1920s (see page 8 humor column)
- Look at this packet of slang terms from the 1920s.
- Women - Essential Questions: What were the expectations of women in the 1920s? How do they compare to the expectations today?
- Watch the short film
- In class, we analyzed "The Inquiring Reporter" to draw conclusions of how society believed women should be in work and in the home (see page 2)
- Scopes Monkey Trial - Essential Questions: What should the role of science and religion be in public education? Is it possible for them to co-exist?
- Watch the short film
- Read this article in order to answer the essential questions
- Based on what you've learned so far, was the 1920s the best or worst of times? (Choose one answer and write 1-2 paragraphs)
Modified class? Do this:
- Warm up: 3-5 Solid sentences that answer the warm up question
- Do the rest of the assignments except no need to read the Scopes article.
2/7-2/10 1920s Innovation and Advertising (Radio Ad assignment)
Absent? Do this:
- Go to Google Classroom for the assignment directions and supporting materials.
- Watch the videos on slides 61, 66
- Take notes on Consumerism on slide 63. (There are multiple pages to this one slide.)
Modified class? Do this:
- Go to Google Classroom for the assignment directions and supporting materials. Your script length requirement is 30 seconds. You may work with a partner.
- Watch the videos on slides 61, 66
- Take notes on Consumerism on slide 63. (There are multiple pages to this one slide.)
Extra Credit Opportunity!
Extra Credit Opportunity!
Thursday, February 13 - Movie Night: Learn about the impact of the 13th Amendment on the racial disparities in our prison system. This event is FREE, will start at 7:00pm and will be held in the Auditorium. (Sponsored by FHS Black Student Union)
For 10 points of extra credit attend this event and write a one to two page summary of the film, any discussions that take place, and your own reaction to the film.
Please post your response on Google Classroom.
2/11-2/12 Stock Market in the 1920s
Absent? Do this:
- We played a game to simulate the stock market over different years in the 1920s.
- If you were absent for these classes, please watch the following films (film 1, film 2) and short film and read this article.
- Write your response to these Essential Questions: Why was investing in the stock market so appealing in the 1920's? Put yourself in the shoes of someone who lost everything. a) How would you feel? b) What advice would you give someone from the 1920s with what you know now?
- Next class--Final in-class essay. You can use this 1920s Essay Exam Study Guide to help you prepare.
Modified class? Do this:
- We played a game to simulate the stock market over different years in the 1920s.
- If you were absent for these classes, please watch the following short film and read this article.
- Write your response to this Essential Question: Put yourself in the shoes of someone who lost everything. What advice would you give someone from the 1920s with what you know now?
- Next class--Final in-class essay. You can use this 1920s Essay Exam Study Guide to help you prepare.
2/13-2/14 1920s Final Assessment!
Absent? Do this:
- Go to Google Classroom and complete the 1920s Final Essay assignment.
Modified Class? Do this:
- Go to Google Classroom and complete the 1920s Final Essay assignment.
2/18-2/19 Causes of the Great Depression (Class led by Mr. O'Connor)
Absent? Do this:
- Follow this slideshow presentation, watch the videos, take notes, and answer the prompts here.
- Lyrics to the song on Slide 2 can be found here.
- Today we went over a few reading strategies. While reading through this packet, highlight or underline key words or main points. In the section titled: The Great Depression Deepens: Bank Runs and the Hoover Administration, highlight or underline (in your opinion), the most important sentence and circle the most important word in this section. Please explain why you chose what you did. You can write your explanation in the margins or at the bottom of the article. You can access the packet here.
- Please fill out the Exit Ticket on Slide 11.
Modified Class? Do this:
- Follow this slideshow presentation, watch the videos, take notes and answer the prompts. You can access the presentation here.
- Lyrics to the song on Slide 2 can be found here.
- Today we went over a few reading strategies. While reading through this packet, highlight or underline key words or main points. In the section titled: The Great Depression Deepens: Bank Runs and the Hoover Administration, highlight or underline (in your opinion), the most important sentence and circle the most important word in this section. Please explain why you chose what you did. You can write your explanation in the margins or at the bottom of the article. You can access the packet here.
- Please fill out the Exit Ticket on Slide 11. In your opinion, what are the 3 main causes of the Great Depression?
2/20-2/21 The Great Depression--Budgeting and Bonus Army
Absent? Do this:
- Budget activity. Follow the directions to create your family budget from 1928 and 1933. Answer all 4 questions at the bottom of the page.
- Watch this cute video on kids tasting food from the Great Depression.
- Watch this video on the Bonus Army. Take notes on the following:
- What was the Bonus Army? What were they promised?
- Why did they March on Washington?
- Where did the Bonus Army protest begin?
- Why did the Bonus Army "occupy" a park and other buildings in Washington, DC?
- How did the government respond?
- What was the final outcome for the Bonus Army?
Modified class? Do this:
- Budget activity. Follow the directions to create your family budget from 1928 and 1933. Answer question #3 only.
- Watch this cute video on kids tasting food from the Great Depression.
- As you watch the film on the Bonus Army , make window notes.
- Window Notes: Divide your paper in 4 sections. While you listen or watch the films, take note of at least 3 bullet items in each section.
- Facts (Section 1): What are 3 facts you learned? (Ex: I learned the Bonus Army was promised...)
- Feelings (Section 2): What are some feelings that come up as you learn about the stories of the Bonus Army? (Ex: I felt _____ when I heard protesting veterans were... )
- Questions (Section 3): What questions do you have as you learn about the time? (Ex: I wonder what would have happened if _____?)
- Ideas (Section 4): What ideas do you have about the Bonus Army and US Government and the stories you learned? (Ex: If I were a Bonus Army soldier I would ____)
Food Facts from the Great Depression. This article makes for interesting reading.
2/24-2/25 The Great Depression: The Dust Bowl (Mr. O'Connor leading class)
Absent? Do this:
- Read through this slideshow presentation and watch the Surviving the Dust Bowl Video. It can be found on Slide 3.
- Fill out the Dust Bowl Worksheet as you watch the video and read through the slideshow.
- We read this article during class and participated in a Silent Discussion Activity. Please read the article and add at least 3 pieces of evidence to your Dust Bowl Worksheet. You can find the different categories on Slide 9. They are all related to questions on the Worksheet.
Modified? Do this:
- Read through this slideshow presentation and watch the Surviving the Dust Bowl Video. It can be found on Slide 3.
- Fill out the Dust Bowl Worksheet as you watch the video and read through the slideshow. Please answer 5 of these questions.
- We read this article during class and participated in a Silent Discussion Activity. Please read the article and add at least 1 pieces of evidence to your Dust Bowl Worksheet. Select 1 category on Slide 9 and add that information to the question on the Worksheet.
2/26-27 Great Depression cont. (Mr. O'Connor leading the class)
Absent? Do this:
- Watch the first hour of the film "Cinderella Man." (Available on multiple platforms for purchase, Netflix, or can be checked out from Multnomah County Library.)
- Answer the questions you can in this handout.
Modified Class? Do this:
- Watch the first hour of the film "Cinderella Man." (Available on multiple platforms for purchase, Netflix, or can be checked out from Multnomah County Library.)
- Answer the questions you can in this handout.
2/28-3/2 Great Depression cont. (Mr. O'Connor leading the class)
Absent? Do this:
- Finish watching the film "Cinderella Man." (Available on multiple platforms for purchase, Netflix, or can be checked out from Multnomah County Library.)
- Answer the questions in this handout.
Modified Class? Do this:
- Finish watching the film "Cinderella Man." (Available on multiple platforms for purchase, Netflix, or can be checked out from Multnomah County Library.)
- Answer the questions in this handout.
3/3-3/5 The New Deal
Absent? Do this:
- Finish "Cinderella Man" questions. Turn them in upon your return.
- Watch this Crash Course US History on the New Deal.
- Label 1/3 of your paper Definitions, 1/3 Programs, 1/3 Impact. As you watch take notes and place them in the appropriate part of your paper.
- Complete a New Deal One Pager. The directions and template are available here. Remember to use color.
- Go to Quizlet. I have put 3 flashcard sets there to help you complete the One Pager.
- Quizlet class link period 3 https://quizlet.com/join/8ZgZSVKdE
- Quizlet class link period 7 https://quizlet.com/join/b8e4xu5PU
- Quizlet class link period 8 https://quizlet.com/join/XvtV3WUg7
- You can use your book, notes, and/or US History in Context.
- Here is an example I made. Please note, there should be images in each box.
- Go to Quizlet. I have put 3 flashcard sets there to help you complete the One Pager.
Modified class? Do this:
- Finish "Cinderella Man" questions. Turn them in upon your return.
- Watch this Crash Course US History on the New Deal.
- Label 1/2 of your paper Definitions, 1/2 Programs. As you watch take notes and place them in the appropriate part of your paper.
- Complete a New Deal One Pager. The directions and template are available here. Remember to use color.
- Go to Quizlet. I have put 3 flashcard sets there to help you complete the One Pager.
- Quizlet class link period 3 https://quizlet.com/join/8ZgZSVKdE
- You can use your book, notes, and/or US History in Context.
- Here is an example I made. Please note, there should be images in each box.
- Go to Quizlet. I have put 3 flashcard sets there to help you complete the One Pager.
3/6-3/13 Hooverville
- Helpful articles on Hoovervilles during the Great Depression
- Absent?
- Do this:
- Missed Day 1 Building: Create a poster about Hoovervilles in general during the Great Depression.
- Missed Day 2 Building: Create a poster about Hoovervilles in general AND about Hoovervilles in Portland, Oregon during the Great Depression.
- Missed Day 3 Take Down: Respond with 2 paragraphs about what you learned from creating posters and researching further on the Great Depression. OR if you were someone who was there for building but missed the building reflection, pick up a reflection sheet in class to complete.
- Turn in: Work based on the days you missed from Hooverville Experience.
- Do this:
Modified Class
Absent? Do this:
- Helpful articles on Hoovervilles during the Great Depression
- Missed Day 1 Building: Create a poster about Hoovervilles in general during the Great Depression.
- Missed Day 2 Building: Create a poster about Hoovervilles in general AND about Hoovervilles in Portland, Oregon during the Great Depression.
- Missed Day 3 Take Down: Respond with 3-4 sentences about what you learned from creating posters and researching further on the Great Depression. OR if you were someone who was there for building but not missed the building reflection, pick up a reflection sheet in class to complete.
- Turn in: Work based on the days you missed from Hooverville Experience.
3/6-3/10 Great Depression Final Assessment (Also posted on Google Classroom)
Due: A day 3/18 B day 3/19
ABC Booklet Directions and Rubric
Modified Class?
3/12-3/13 Hooverville Take down
Absent? Do this:
- Complete this Reflection sheet.
- When you return staple all your reflections together and turn them in.
Extended Spring Break---Extra Learning Opportunities
Oregon Experience Videos Part 2
- Due when we return to school
- Great Depression Extra Credit Opportunities
- This Day in History - First Fireside Chats (March 12, 1933)
- Do this: Watch this video and read this article. Imagine you were living during the 1930s and the Great Depression. Write a 2 paragraph reflection on how you might feel if you heard this announcement. Did you participate in a bank run (be creative - and make up a character)?
- Turn in: 2 paragraph reflection about the first fireside chat.
- Dust Bowl Biographies -
- Do This: Go this this site. Choose a person and read their biography. Create a poster on normal computer paper outlining the following:
- Who were they
- 3 interesting things about the person
- A question you would want to ask them if you had the opportunity
- Turn in: Mini Poster. The poster should be in color and visually appealing.
- Do This: Go this this site. Choose a person and read their biography. Create a poster on normal computer paper outlining the following:
- Great Recession vs. Great Depression
- Do This: Read these two articles 1) Did the Great Recession Bring Back the 1930s? and 2) Comparing the Great Recession of 2008 with the Great Depression and create a compare/contrast T chart or Venn Diagram on a poster with at least 6 facts for the Great Depression and the Great Recession.
- Turn in: Compare Contrast Poster.
3/16-3/20 World War II
- Interview an elder in your family. (Skype, Facetime, etc.) You can then type up the interview and share it with me on google classroom.
- What family stories do they have about WWII? Were they or their parents/grandparents in the military during the war?
- What was life like for them or their parents/grandparents during this time? Rationing? Sacrifices? Work? Play? Music?
- How does our current national health crisis compare to their experiences in WWII?
Modified class? Do this:
- Interview an elder in your family. (Skype, Facetime, etc.) You can then type up the interview and share it with me on google classroom.
- What family stories do they have about WWII? Were they or their parents/grandparents in the military during the war?
- What was life like for them or their parents/grandparents during this time? Rationing? Sacrifices? Work? Play? Music?
- How does our current national health crisis compare to their experiences in WWII?
3/20/20 World War II Pearl Harbor
- Pearl Harbor Video Clips:
- Willamette University's Pearl Harbor Connection
- Pearl Harbor Newsreel Video Watch and take note of the images, music/sounds, and language. What mood is being created? Is the language used racist? Are the images from the actual attack?
- Supporting Study Materials:
- Please read Pearl Harbor - Oregon Responds to Pearl Harbor, FDRs Speech
- What to turn in to Google Classroom
- Watch videos - notes
- Read chapter 34 & complete assignment Chapter 34 Handout (Just do page 1)
- Email me if you do not have access to your textbook.
Modified Class? Do this:
- Pearl Harbor Video Clips:
- Willamette University's Pearl Harbor Connection
- Pearl Harbor Newsreel Video Watch and take note of the images, music/sounds, and language. What mood is being created? Is the language used racist? Are the images from the actual attack?
- Supporting Study Materials:
- Please read ONE of the following Pearl Harbor readings- Oregon Responds to Pearl Harbor, OR FDRs Speech
- What to turn in to Google Classroom
- Watch videos - notes
- Read chapter 34 & complete assignment Chapter 34 Handout (Just do page 1)
- Step 1
- In the first empty row list one or two important characteristics of each political system or movement.
- Step 2
- In the second empty row, list a tactic (way) that each leader or group used to gain and keep political power.
- Step 3
- In the last row, describe one decision or action by the United States (or other countries) that might have prevented the rise to power of one or more of these leaders.
- In one sentence, explain why you think the United States (or other countries) did not act at the time.
- Email me if you do not have access to your textbook.
My Favorite WWII Movies
My Favorite WWII Movies
I hear spring break weather is supposed to be rainy, so here are some of my favorite WWII movies you can watch! Some of them are rated R, so check with your parents/guardians before viewing.
Saving Private Ryan (R) The Great Escape (Not Rated) Life is Beautiful (PG-13) Paradise Road (R)
Red Tails (PG-13) Wind Talkers (R) Snow Falling on Cedars (PG-13) A League of their Own (PG)
My Favorite WWII Reads
My Favorite WWII Reads
Looking for something to read over break? Here are some fiction and non-fiction suggestions. I have read each of these and can recommend them. Use your library card to download these as e-books or audio books.
Fiction
All the Light We Cannot See--Anthony Doer Snow Falling on Cedars--David Guterson Slaughterhouse 5--Kurt Vonnegut
Non-Fiction
Girls of Atomic City--Denise Kiernan
A Woman of No Importance: The Untold Story of the American Spy Who Helped Win World War II-- Sonia Purnell, Juliet Stevenson, et al.
Code Girls--Liza Mundy
Hiroshima--John Hersey
Nisei Daughter--Monica Sone
March 30-April 3
Hello! I hope you are all well and ready to tackle US History!
This week teachers will be involved in professional development on using online teaching tools. I want you all to start/continue working on US History.
This Week's Lesson Expectations
1. Complete ABC book if you haven't already.
2. Complete the Pear Harbor lesson already on my website and Google Classroom. Submit your responses to Google Classroom.
3. If you are already finished with those lessons, choose a WWII movie to watch or a book to read from my list of recommendations.
April 6-10 World War II
April 6-10 World War II
European Theatre, Pacific Theatre, Contributions of African Americans, Native Americans to WWII
Watch Crash Course US History WWII part 1--Good overview of WWII. Do not need to take notes. (13 minutes) Read the European Strategy Article Read the Pacific Strategy Article
Answer the following questions:
- Why did the United States choose to take on Germany before Japan?
- D-Day occurred on June 6, 1944, what was it?
- What was the Battle of the Bulge?
- What was the importance of the Battle of Midway?
- What is "Island Hopping"?
Watch The Tuskegee Experiment Oral Histories (Please note: Contains the N word spoken as part of recollection) Watch Red Tails (7minutes) Read Double Victory article Read FHS grad/Tuskegee Airman!
Answer the following questions:
- Who were the Tuskegee Airmen?
- What were some of the challenges faced by the Airmen?
- What were some of the accomplishments of the Tuskegee Airmen?
- What is meant by Double Victory?
- Why do you think these men would want to fight for a country that treated them like second class citizens?
- In your view, what is the legacy of the Tuskegee Airmen?
Watch Chester Nez - Navajo Code Talker - Living History Read this Navajo Code Talker article
Answer the following questions:
- Who were the code talkers?
- What made their code so special?
- Why would the code talkers choose to fight for the United States given the history between Native American tribes and the US government?
- In your opinion, what is the legacy of the code talkers?
Modified Class? Do this:
Watch Crash Course US History WWII part 1--Good overview of WWII. Do not need to take notes. (13 minutes) Watch these two videos on Pacific theatre strategy. Video 1 Video 2 Watch this video on the European theatre
Answer the following questions:
- Why did the United States choose to take on Germany before Japan?
- What was the importance of the Battle of Midway?
- What is "Island Hopping"?
Watch The Tuskegee Experiment Oral Histories (Please note: Contains the N word spoken as part of recollection) Watch Red Tails (7minutes) Read Double Victory article Read FHS grad/Tuskegee Airman!
Answer the following questions:
- Who were the Tuskegee Airmen?
- What is meant by Double Victory?
- Why do you think these men would want to fight for a country that treated them like second class citizens?
- In your view, what is the legacy of the Tuskegee Airmen?
Watch Chester Nez - Navajo Code Talker - Living History Read this Navajo Code Talker article
Answer the following questions:
- Who were the code talkers?
- What made their code so special?
- Why would the code talkers choose to fight for the United States given the history between Native American tribes and the US government?
- In your opinion, what is the legacy of the code talkers?
April 13-17 World War II cont.
April 13-17 World War II cont.
This week we will look at the contributions of women and Latinos to the war effort in WWII. We will also be looking at the internment of Japanese Americans during WWII.
Lesson expectations for the week of April 13-17.
1. Attend and participate in our weekly google meeting. The code is posted on google classroom.
2. Take the WWII So Far Quiz
3. Watch the Braceros video. Answer the following questions.
1. What was the Bracero program?
2. Why was the program necessary?
3. What were some of the challenges faced by braceros?
4. What are some of the long lasting effects of the program?
4. Watch the Latino Americans Video. Start at 1:36 and stop at 33:37. Answer the following questions:
1. Who was the person who impressed you the most? Why?
2. What were some of the challenges faced by Latino soldiers?
3. What is a zoot suit?
4. What were the zoot suit riots? Who started them? Why?
5. Watch the It's Your War Too video and read the It's Your War, Too article. Answer the following questions:
1. How did women contribute to the war effort?
2. What obstacles did women face while contributing to the war effort?
6. Read about FHS alum and WWII spy Claire Phillips.
7. Read the 3 articles from the Oregon Secretary of State on the Japanese Internment. Be ready to discuss at our next week's google meet. Article 1 Article 2 Article 3
8. Watch the CSPAN video on Japanese Relocation. Take notes on the following:
1. What is the purpose of this video? Is it a primary source?
2. How does the music add to the mood of the video? The language?
3. Is this an authentic representation of life in the camps?
9. Watch the TED talk by George Takei on his experiences as a person in an internment camp. Be ready to discuss at our next week's google meet.
Modified Class? Do this:
This week we will look at the contributions of women and Latinos to the war effort in WWII. We will also be looking at the internment of Japanese Americans during WWII.
Lesson expectations for the week of April 13-17.
1. Attend and participate in our weekly google meeting. The code is on google classroom.
2. Take the WWII So Far Quiz
3. Watch the Braceros video. Answer the following questions.
1. What was the Bracero program?
2. Why was the program necessary?
4. Watch the Latino Americans Video. Start at 1:36 and stop at 33:37. Answer the following questions:
1. Who was the person who impressed you the most? Why?
2. What were some of the challenges faced by Latino soldiers?
3. What is a zoot suit?
4. What were the zoot suit riots? Who started them? Why?
5. Watch the It's Your War Too video . (I included the "It's Your War, Too article." article for you as well.) Answer the following questions:
1. How did women contribute to the war effort?
2. What obstacles did women face while contributing to the war effort?
6. Read about FHS alum and WWII spy Claire Phillips
7. Read 1 of the 3 articles from the Oregon Secretary of State on the Japanese Internment. Be ready to discuss at our next week's google meet. Article 1 Article 2 Article 3
8.Watch the Ugly History video and Kids meet a survivor video. Take notes on the following:
1. Who was placed in the internment camps? Why?
2.What was it like to live in an internment camp?
9. Watch the TED talk by George Takei on his experiences as a person in an internment camp. Be ready to discuss at our next week's google meet.
April 20-24 WWII cont. The Home Front
April 20-24 WWII cont. The Home Front
Lesson expectations for the week of April 20-24
Please complete the following:
1. Watch the Oregon Experience Vanport episode then answer these questions.
A. Why was Vanport created?
B. Who lived in Vanport? Why?
C. What made Vanport special?
D. What happened to Vanport after WWII?
E. How did Vanport end?
F. What is Vanport's legacy?
2. Watch Crash Course US History episode World War II Part II. (No need for notes)
3. Read the articles from the Oregon Secretary of State. Be ready to discuss at the next Google meet.
A. Mandatory Articles
Rationing, Victory Garden, Oregon Child Care, Youth Strategies.
B. Optional Articles
Scrap Drives, Victory Book Campaign
4. Optional Article--Rationing Essay
5. Look at the Home front by the Numbers and Home front Primary Documents.
6. Complete the Rationing Analysis #2 and Rationing Worksheet #3
Modified Class? Do this:
1. Watch the Oregon Experience Vanport episode then answer these questions.
A. Why was Vanport created?
B. Who lived in Vanport? Why?
C. What happened to Vanport after WWII?
E. How did Vanport end?
2. Watch Crash Course US History episode World War II Part II. (No need for notes)
3. Read the articles from the Oregon Secretary of State. Be ready to discuss at the next Google meet.
A. Mandatory Articles
B. Optional Articles
Scrap Drives, Victory Book Campaign, Victory Garden, Youth Strategies.
4. Look at the Home front by the Numbers and Home front Primary Documents.
5. Complete the Rationing Analysis #2
Lesson Expectations for the week of April 27-May 1
Lesson Expectations for the week of April 27-May 1
1. Watch the short video on "The Girls of Atomic City"
2. Watch Oregon Experience Episode, "Hanford" and answer the following questions:
*What was Hanford?
*How did Hanford's location get chosen?
*How did Hanford change the surrounding area?
*What were the challenges faced by Hanford workers?
*When did Hanford close?
*What is Hanford's legacy?
3. Watch Crash Course "The Atomic Bomb"
4. Read and answer the questions (in writing) for scenarios B and C in "A Bomb Decisions"
Modified class? Do this:
1. Watch the short video on"The Girls of Atomic City"
2. Watch Oregon Experience Episode, "Hanford" and answer the following questions:
*What was Hanford?
*When did Hanford close?
*What is Hanford's legacy?
3. Watch Crash Course "The Atomic Bomb"
4. Read and answer the questions (in writing) for scenarios B OR C in "A Bomb Decisions" in "A Bomb Decisions"
Lesson Expectations for the Week of May 4-8
Lesson Expectations for the Week of May 4-8
1. Complete the WWII Digital Scrap book assignment. This is your final assessment on War II.
Using Google Slides you will create a digital scrap book for World War II. Click link for directions.
Here is the rubric. Worth 25 points.
2. Watch the Duck and Cover video from 1951 and then answer the following question. (This film was actually shown in schools!)
- Viewers today consider the film naïve and misleading and without any scientific foundation. At one point there is a comparison of radiation burns from a nuclear blast to a bad sunburn. In your view, did Civil Defense and the producers of this film really believe the “facts” presented in this film, or was there another purpose for using questionable "facts"? If so, what was the purpose?
3. Watch the Atomic Vets video, read the "Conspiracy of Silence" article. The Radiation Exposure Compensation Act is provided to supplement the video and article.
1. What were some the consequences of atomic testing for humans? Environment? Global politics?
2. How were atomic workers/veterans compensated for long term damages? Who was left out?
MODIFIED CLASS? DO THIS
1. Complete the Modified Digital Scrap book assignment. This is your final assessment on War II. Here is the rubric.
2. Watch the Duck and Cover video from 1951 and then answer the following question. (This film was actually shown in schools!)Viewers today consider the film misleading and without any scientific facts.
At one point there is a comparison of radiation burns from a nuclear blast to a bad sunburn.
- In your view, did Civil Defense and the producers of this film really believe the “facts” presented in this film, or was there another purpose for using questionable "facts"?
3. Watch the Atomic Vets video, read the "Conspiracy of Silence" article. The Radiation Exposure Compensation Act is provided to supplement the video and article.
1. What were some the consequences of atomic testing for humans? Environment?
2. How were atomic workers/veterans compensated for long term damages? Who was left out?
Civil Rights
Civil Rights
Rise of the Civil Rights Movement
Rise of the Civil Rights Movement
Lesson expectations for the week of May 11-15
1. Watch Crash Course US History #39. Take notes on how the conditions in 1950s gave rise to the Civil Rights Movement. Also take notes on Brown v. Board of Education and the integration of schools in Little Rock, Arkansas.
2.Watch this video where Little Rock Nine member recalls her experience of integrating schools in Little Rock, Arkansas.
3. Look at the Civil Rights Movement Timeline
4. Watch Portland Civil Rights: Lift Ev'ry Voice. Take notes on the issues of Housing, Education, and Relations with Police for the African American Community in Portland.
Modified class? Do this:
1. Watch Crash Course US History #39. Take note on Brown v. Board of Education and the integration of schools in Little Rock, Arkansas.
2.Watch this video where Little Rock Nine member recalls her experience of integrating schools in Little Rock, Arkansas.
3. Look at the Civil Rights Movement Timeline
4. Watch Portland Civil Rights: Lift Ev'ry Voice. Write down one idea each on the issues of Housing, Education, and Relations with Police for the African American community in Portland.
Civil Rights part 2--Have the goals of the Civil Rights Movement been achieved?
Civil Rights part 2--Have the goals of the Civil Rights Movement been achieved?
Expectations for the week of May 18-22
1. Watch Crash Course US History #40. Take notes and turn them in.
Topic: Civil Rights EQ: How were civil rights improved in the 1960s.
2. Watch the video "Harvard Takes the 1964 Louisiana Literacy Test." Be ready to discuss at our next meeting.
3. OPTIONAL--Read the "Definition, Summary and Significance" article on the 1964 Civil Rights act.
4. Watch Youtube video "Civil Rights Act of 1964".
This is a primary source and the narrator uses the outdated term "Negroes".
5. Please watch the video, "Bridging History: From Selma to the Voting Rights Act of 1965."
6. OPTIONAL--Watch the video "An Unsung Hero of the Civil Rights Movement"
7. Read the VOX and New York Times articles on school segregation and watch the video "Have the goals of the Civil Rights Movement been achieved?"
8. Write a 1-3 paragraphs that answer the question, "Have the goals of the Civil Rights Movement been achieved?" Be sure to include examples that support your answer.
9. Read the article on the Coronavirus in Native populations. The article is posted as Material in the Class Stream. We will discuss next meeting.
Vietnam War--The Cold War part 2
Vietnam War--The Cold War part 2
Lesson Expectations for the week of May 25-29
1. Watch Crash Course US History #38. Answer these questions:
A. Why did the US get involved in conflicts in places like Korea and Vietnam?
B. How is US involvement in the region an example of Cold War tactics?
2. Watch JFK Confronts Communism and fill out the graphic organizer.
3. Watch the USS Maddox is Attacked video and The Gulf of Tonkin Resolution video. Fill out the graphic organizer as you watch the videos.
4. Watch the video 1964: President Responds. Then answer the following questions:
A.What surprised you most about the outcome of Congress’s decision to approve the Gulf of Tonkin Resolution?
B.What is your opinion of Congress’s decision? Explain.
C. What might have been the outcome if Congress had chosen a different option, like rejecting the resolution or declaring war on North Vietnam?
5. Watch the video, Who Served and Why. Fill out the graphic organizer as you watch the video.
6. Watch the video, Who didn't Serve and Why. Fill out the graphic organizer as you watch the video.
7. Answer the following questions:
A. What generalizations can you draw about who did and did not serve in Vietnam?
B.What criticisms did Stokely Carmichael and Muhammad Ali have about who served in the war? What
did they say about African American men serving?
C. Do you agree with the statement made by GIs at the time, “If you got the dough, you don’t have to
go”? What evidence supports your answer?
Modified Class? Do this:
- 1. Watch Crash Course US History #38. Answer this question:
A. Why did the US get involved in conflicts in places like Korea and Vietnam?
2. Watch JFK Confronts Communism and fill out the graphic organizer.
3. Watch the USS Maddox is Attacked video and The Gulf of Tonkin Resolution video. Fill out the graphic organizer as you watch the videos.
4. Watch the video 1964: President Responds. Then answer the following question:
A.What is your opinion of Congress’s decision? Explain.
5. Watch the video, Who Served and Why. Fill out the graphic organizer (for 2 of the 4 people) as you watch the video.
6. Watch the video, Who didn't Serve and Why. Fill out the graphic organizer as you watch the video.
7. Answer the following question:
A.. Do you agree with the statement made by GIs at the time, “If you got the dough, you don’t have to
go”? What evidence supports your answer?
Vietnam War--Moral Dilemmas and Legacies
Vietnam War--Moral Dilemmas and Legacies
Lesson Expectations for the week of June 1-5 (The last lesson of the year!)
1. Read the Last Days Background Reading
What is a Moral Dilemma? Is it okay to do something you think is right but is not legal? Those are some of the questions facing US personnel in Saigon at the end of the Vietnam War.
2. Watch the 7 clips from "Last Days in Vietnam"
1. Moral Dilemma
2. Option 4
3. Embassy Evacuation
4. Lieutenant Dam Pham
5. Chaos
6.Last 11
7. We had deserted them
Answer the following questions:
1. What is a moral dilemma?
2. Is it okay to do something you think is right but is not legal? If yes, when? If no, why not?
3. Did the US have a moral obligation to evacuate the South Vietnamese people who had assisted the US? Their families? Why or why not?
4. How did the South Vietnamese react to the news of evacuating the embassy in Saigon?
5. What happened to those South Vietnamese left behind? How did some of those left express their frustration and anger? Were they justified in doing so? Why or why not?
3.Watch the clips "The Pentagon Papers" and "Daniel Ellsberg and the Espionage Act."
Fill out the Pentagon Papers graphic organizer as you watch the clips.
Answer the following question:
Daniel Ellsberg felt it was morally important for the public to know the information included in the Pentagon Papers, even though the information in the study was classified. Is it ethically and morally acceptable for someone to leak this type of information, even though it might be embarrassing or damaging to the government or national security? Why or why not?
4. Watch the PBS newshour piece on Agent Orange.
Answer the following question:
Does the United States have a moral obligation to assist those in Vietnam affected by Agent Orange? Why or why not.
Modified Class? Do this:
- 1. Read the Last Days Background Reading
What is a Moral Dilemma? Is it okay to do something you think is right but is not legal?
2. Watch the 4 clips from "Last Days in Vietnam"
1. Moral Dilemma
2. Embassy Evacuation
3. Chaos
4. We had deserted them
Answer the following questions:
1. Did the US have a moral obligation to evacuate the South Vietnamese people who had assisted the US? Their families? Why or why not?
2. How did the South Vietnamese react to the news of evacuating the embassy in Saigon?
3. What happened to those South Vietnamese left behind? How did some of those left express their frustration and anger? Were they justified in doing so? Why or why not?
3. Watch the PBS newshour piece on Agent Orange.
Answer the following question:
Does the United States have a moral obligation to assist those in Vietnam affected by Agent Orange? Why or why not.
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