U.S. History I - Periods 1, 5, and 6:
Essential Questions:
-Has the West been romanticized?
-Does racial equality depend on government action?
-Can the "white man's conquest" of Native Americans be justified?
Themes: The Wild West, Native American Culture, Assimilation, Dawes Act, Custer's Last Stand, and Cattle Ranching
1. Using your textbooks - We are going to look at some background knowledge of the Great Plains using pages 408 - 411. Guiding questions:
A. What was the culture of the Great Plains Indians?
B. Which settlers pushed westward?
C. How did the U.S. Government restrict Native Americans?
2. Romanticizing the West Activity (20 minutes).
The class will break up into different groups of student in a jigsaw group and they will investigate specific website that I have selected to build an understanding of Romanticizing the West. Everyone in the group must pick ONE primary source from the link below once you have been put into groups. Then every individual in the group will be responsible for filling out the Images of the West analysis and then compare and contrast all of the images the entire group has collected within the group. The group will then pick one of the primary sources that you all feel has the best potential to illustrate a clear perspective of what the West was supposed to look like for the entire class and the GROUP WILL be responsible for presenting that primary source image on the big screen using the projector.
Group A - Wyoming, Buffalo Bill, General Custer, Yellowstone National Park and other Photographs of The West
Group B - University of Texas Cowboy Themes and the Wild West up to the 1920's
Group D - The American West 150 Years ago - The Atlantic
4. Using Maps to identify the West:
Native American Tribes in the mid-19th Century
Early Indian West
Santa Fe Trail - Transportation to the West
The Trans-Mississippi West
American-Indian Territorial Losses
5. Native American Culture
Food
Clothing
Tribes of the Great Plains
Weapons
The Plains Indians - Food, Hunting, and Tools
6. Cowboys and Cattle-drives
Plains Indian Wars
Buffalo Herds
The Transcontinental Railroad
The Homestead Act
Homework:
1. Read pages 414 - 417 to complete Chapter 13 - Section 1 and then please complete the Graphic Organizer on The West.
2. The Battle of Little Big Horn DBQ - Prepare for a mini-debate tomorrow in class! Debate Question will be revealed in class tomorrow!
3. Please watch the next 3 nights (Due Friday!) and write a reaction/response to: Why SPEED was the most important factor in America's quest for 19th century greatest and prepared Americans for the 20th century?
The Story of US - Speed
___________________________________________________
U.S. HISTORY II - Period 4:
Essential Questions:
-To what extent were the 1950's a time of great peace, progress, and prosperity for Americans?
-To what extent did the Civil Rights Movement of the 1950's expand democracy for all Americans?
-Is civil disobedience the most effective means of achieving racial equality?
-To what extent can legislation result in positive change in racial attitudes and more?
-Is violence or non-violence the most effective means of achieving racial equality?
-Did the 1960's Civil Right Movement effectively change the nation?
Themes: American Culture, Consumerism, Suburbia, Baby Boomers, Civil Right Activism, Introduction to the Civil Rights Movement, Challenging Segregation, MLK Jr., Civil Disobedience, Black Power/Black Panthers
Separate, But Not Equal - Photographs - We will use to teach the background of The Civil Rights Movement
-The Backdrop and Major Events during The Civil Rights Movement - We will play a Podcast
-Before Rosa Parks, there was Claudette Colvin
2. More Background knowledge Pre-Civil Rights Era:
-The African-American Odyssey: From Slavery to Civil Rights Movement - An incredible study of African-American History in American. We will focus on the Post-WWII era!
3. Civil Rights Era: 1948 to 1968
Separate, But Not Equal - Photographs - The Smithsonian - Highly recommend!
Jackie Robinson and Documents - Social Unrest Persists in America
4. Videos we may watch:
Homework:
1. Please carefully read and begin your research on The Civil Rights Student Activity. Due Friday, June 12th.
2. Please read SNCC (Student Non-violent Coordinating Committee) and Training Sessions and then read/review the photographs of SNCC in action. **Your job will be to conduct independent research as well and then form a SNCC GROUP within your class and put together a skit of 1-2 minutes or do a skit on any aspect of the Civil Rights Movement, but just confirm it with Mr. Parkin first. Skit's due on Thursday, June 11th.
Here is a controversial video from The American Experience on sit-ins/SNCC training
______________________________________________________
Modern America Class - Period 7
Essential Questions:
1. How much do popular trends reflect and/or shape American values and traditions?
2. Does our entertainment reflect society, or does our entertainment shape our society?
3. What is Pop Culture?
4. How do we know if something is Popular Culture?
Themes: Pop Culture, Top Charts, American Exceptionalism, 1990's Decade, 1990's TV, 1990's Major Events in Politics, Culture, Sports, Science.
1. Thank you seniors for a wonderful semester of Modern America!
Homework:
1. Congratulations Seniors and YOU DID A GREAT JOB!
Essential Questions:
-Has the West been romanticized?
-Has the West been romanticized?
-Does racial equality depend on government action?
-Can the "white man's conquest" of Native Americans be justified?
Themes: The Wild West, Native American Culture, Assimilation, Dawes Act, Custer's Last Stand, and Cattle Ranching
1. Using your textbooks - We are going to look at some background knowledge of the Great Plains using pages 408 - 411. Guiding questions:
A. What was the culture of the Great Plains Indians?
B. Which settlers pushed westward?
C. How did the U.S. Government restrict Native Americans?
2. Romanticizing the West Activity (20 minutes).
The class will break up into different groups of student in a jigsaw group and they will investigate specific website that I have selected to build an understanding of Romanticizing the West. Everyone in the group must pick ONE primary source from the link below once you have been put into groups. Then every individual in the group will be responsible for filling out the Images of the West analysis and then compare and contrast all of the images the entire group has collected within the group. The group will then pick one of the primary sources that you all feel has the best potential to illustrate a clear perspective of what the West was supposed to look like for the entire class and the GROUP WILL be responsible for presenting that primary source image on the big screen using the projector.
Group A - Wyoming, Buffalo Bill, General Custer, Yellowstone National Park and other Photographs of The West
Group B - University of Texas Cowboy Themes and the Wild West up to the 1920's
Group D - The American West 150 Years ago - The Atlantic
4. Using Maps to identify the West:
Native American Tribes in the mid-19th Century
Early Indian West
Santa Fe Trail - Transportation to the West
The Trans-Mississippi West
American-Indian Territorial Losses
5. Native American Culture
Food
Clothing
Tribes of the Great Plains
Weapons
The Plains Indians - Food, Hunting, and Tools
Native American Tribes in the mid-19th Century
Early Indian West
Santa Fe Trail - Transportation to the West
The Trans-Mississippi West
American-Indian Territorial Losses
5. Native American Culture
Food
Clothing
Tribes of the Great Plains
Weapons
The Plains Indians - Food, Hunting, and Tools
6. Cowboys and Cattle-drives
Plains Indian Wars
Buffalo Herds
The Transcontinental Railroad
The Homestead Act
Homework:
2. The Battle of Little Big Horn DBQ - Prepare for a mini-debate tomorrow in class! Debate Question will be revealed in class tomorrow!
3. Please watch the next 3 nights (Due Friday!) and write a reaction/response to: Why SPEED was the most important factor in America's quest for 19th century greatest and prepared Americans for the 20th century?
The Story of US - Speed
___________________________________________________
Essential Questions:
-To what extent were the 1950's a time of great peace, progress, and prosperity for Americans?
-To what extent did the Civil Rights Movement of the 1950's expand democracy for all Americans?
-Is civil disobedience the most effective means of achieving racial equality?
-To what extent can legislation result in positive change in racial attitudes and more?
-Is violence or non-violence the most effective means of achieving racial equality?
-Did the 1960's Civil Right Movement effectively change the nation?
Separate, But Not Equal - Photographs - We will use to teach the background of The Civil Rights Movement
-The Backdrop and Major Events during The Civil Rights Movement - We will play a Podcast
-Before Rosa Parks, there was Claudette Colvin
-Before Rosa Parks, there was Claudette Colvin
2. More Background knowledge Pre-Civil Rights Era:
-The African-American Odyssey: From Slavery to Civil Rights Movement - An incredible study of African-American History in American. We will focus on the Post-WWII era!
3. Civil Rights Era: 1948 to 1968
Separate, But Not Equal - Photographs - The Smithsonian - Highly recommend!
Jackie Robinson and Documents - Social Unrest Persists in America
4. Videos we may watch:
2. Please read SNCC (Student Non-violent Coordinating Committee) and Training Sessions and then read/review the photographs of SNCC in action. **Your job will be to conduct independent research as well and then form a SNCC GROUP within your class and put together a skit of 1-2 minutes or do a skit on any aspect of the Civil Rights Movement, but just confirm it with Mr. Parkin first. Skit's due on Thursday, June 11th.
Here is a controversial video from The American Experience on sit-ins/SNCC training
______________________________________________________
1. How much do popular trends reflect and/or shape American values and traditions?
1. Thank you seniors for a wonderful semester of Modern America!
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