American History 2: 1877-2001

Rolling Daily Agenda <---Click on link [Consult this to stay informed about what 
                                                             happens in class daily]


Historical Thinking

Types of historical sources <-------Click on link

Bias in history: How to detect and understanding its impact <-----Click on link


Bias in historical text assignment use the links below to help you complete the assignment <-----Click on link

   Use these three files, in order, to complete the biased historical text assignment directly above:
        Cover            Page 5       Page 6

Post Civil War Reconstruction Era


 PPT regarding Reconstruction era in the United States <----Click on link

Lesson questions related to Reconstruction era PPT Part 1  <-----Click on link


Aftershock questions  <----Click on link 

Links to Aftershock documentary film clips

Part 1      <-----Click on link                                          Part 4      <-----Click on link

Part 2      <-----Click on link                                          Part 5      <-----Click on link

Part 3      <-----Click on link                                          Part 6      <-----Click on link


Lesson questions related to Reconstruction era PPT Part 2  <-----Click on link


15th Amendment poster print <-----Click on link


Reconstruction era political cartoon assignment <----Click on link

Example of a multi-paneled  cartoon <----Click on link


The Wild West of the mid to late 1800s

Indians, Railroads and the Wild West  <----Click on link

Black cowboys <-----Click on link



Urban America and the late 1800s

Instructions for the newspaper front page assignment:

Instructions <---Click on link

Lewis Hine websites:

site #1 <---Click link

site #2 <---Click link

site #3 <---Click on link

 

Jacob Riis websites: 

site #1 <---Click on link

site #2 <---Click on link

site #3 <---Click on link


Immigration and the Melting Pot <-------Click on link


Urban America 1865-1896 Graphic Organizer packet    <---Click on link


Late 19th Century U.S. Imperialism


Spanish American War and Imperialism continued <---Click on link


U.S. Imperialism <---Click on link 


The 1910s

Imperialism and Progressivism <---Click on link 

Reading quiz <---click on link


Triangle Fire of 1911 video on PBS  <---Click on link 

Corresponding chart for the video above <----Click on link


World War One (The Great War)  <---Click on link

WWI RAFT options <---Click on link


The 1920s

The New Era: 1920s  <----Click on link 

 

Directions for 1920s research paper <---Click on link

 

Research paper section deadlines <---Click on link

 

Rubric for 1920s Research paper <---Click on link

 

An example  of a MLA 7th Edition formatted paper <---Click on link

 

Examples of in text citations for MLA 7th Edition

Example #1 <---Click on link

Example #2 <---Click on link



Great Depression

 

Preview project Great Depression <---Click on link 

 

Part 1 Great Depression* <---Click on link

Part 2 Great Depression* <---Click on link


The New Deal <---Click on link


World War II [Lead up through the end]

Causes of WW 2

Site #1 <---Click on link [2/19/18]

Site #2 <---Click on link [2/19/18]

Site #3 <---Click on link [2/19/18]

Task-Use the three links immediately above to write a letter to someone informing of what seems to happening (WWII is about to begin unfortunately) and your thoughts about how this might change and/or end life for millions of people around the world. Your letter must begin with an opening salutation (ex. Dear Mom,) and end with a closing salutation (ex. Best regards, Billy). Please share the letter as a Google doc to my email address at socialstudiesguync@gmail.com. [Due by the end of class on 2/19/18 or it becomes HW due by the start of class the next day.]


Task #1-Compare/Contrast the Axis Powers' leadership [Due by 2/20-2/21]
Directions: Use the three (3) websites immediately below about the 3 Axis Powers leaders to complete the following task. 
Please share the letter as a Google doc to my email address at socialstudiesguync@gmail.com[Due by the end of class on 2/21/18 or it becomes HW due by the start of class the next day.]
Use this document <---Click on link

Benito Mussolini [Italy's leader] <--Click on link

Emperor Hirohito [Japan's leader] <--Click on link

Adolf Hitler [Germany's leader] <--Click on link


Task #2-Compare/Contrast the Allied Powers' leadership [Due by 2/20-2/21]
Directions: Use the three (3) websites immediately below about the 3 Allied Powers leaders to complete the following task. 
Please share the letter as a Google doc to my email address at socialstudiesguync@gmail.com[Due by the end of class on 2/21/18 or it becomes HW due by the start of class the next day.]
Use this document
<---Click on link

FDR [U.S.'s leader] <--Click on link

Winston Churchill [England's leader] <--Click on link

Josef Stalin [Soviet Union's leader] <--Click on link


World War 2 <---Click on link [2/22/18]

World War II movie questions for America: The Story of Us* <---Click on link

Youtube version of the video shown in class <---Click on link


Restrictions of civil liberties of Americans during WW2

Task-Select one of the following two perspectives based on the content about American citizen ancestors of Axis powers countries below. [A] Write a letter to FDR providing reasons for isolating, interning or deporting these people specifically describing their treatment or [B] Write a letter to FDR explaining why it is wrong based on the U.S. Constitution to isolate, intern or deport these people specifically describing their treatment in the camps and the reasons that were provided. [The letter must have opening and closing salutations, have a full page in length and include at least three reasons to support your position]. [2/27-2/28]

Share this with me as a Google doc at socialstudiesguync@gmail.com.

German-Americans <--Click on link
Japanese-Americans <--Click on link
Italian-Americans <--Click on link


Contributions of American "ethnic groups" during WW2 [2/28/18-3/1/18]

Task-Create a newsletter or flyer that does all of the following using the e-resources below.
[A] Describe who each of the groups were and how they were treated before, during and after WW2.
[B] What role did each of the groups play during WW2 and how did they help the U.S. win the war?
[C] What do you think members of these groups would tell young Americans about their service?
 

Share this with me as a Google doc at socialstudiesguync@gmail.com.

Code Talkers <---Click on link
442nd Infantry Division <---Click on link
555 PIR <---Click on link
Tuskegee Airmen <---Click on link

 

 

Cold War

The Cold War

Origins of the Cold War
<---Click on link
[3/7/18]

Some early aspects of the Cold War [<---Click on link] this brief POWER POINT slide show provides some brief understandings of various motivations of U.S. foreign policy related to U.S. involvement in the Korean Conflict in order to establishment containment of communism. [3/8/18] Task-Write a one page Google doc using specific examples to explain how Cold War U.S. policies and Communist threats impacted average Americans. Please share your work as a Google doc to quinonm@gcsnc.com.

Completing a DBQ [Document Based Question]

The Red Scare and McCarthyism [11 sources below will be analyzed 3/14, 3/15 and 3/16]

Task 1-Gathering and Analyzing sources/documents

[A] Bert the Turtle [<--Click on link] This is a link to a formerly very well known educational film called Duck and Cover viewed by most school aged children of the 1950s.  The film was produced by the Federal Civil Defense Administration in charge of informing the U.S. public about communism and attacks by communist threats [the agency has since merged into other agencies most recently the Department of Homeland Security.  Questions worth considering: Beyond educating young children about the dangers of nuclear attacks was the purpose of the Duck and Cover films?  Was the message effective?

[B] Atomic bomb test footage [<--Click on link] This link provides nuclear bomb test footage from 1945-1954.  Question worth considering: After witnessing the power of the detonations in this film clip would the Duck and Cover drills really be useful? 


McCarthyism Chart [<---Click on link] Use the linked chart to help organize your thinking related to McCarthyism related to the resources below.

[C] The Red Scare [<---Click on link] This POWER POINT slide show provides an understanding of the context for the so-called communist Red Scare. 

[D] Rosenberg sentencing remarks [<---Click on link] This is a link to a primary source of the remarks made to convicts Julius and Ethel Rosenberg by Judge Irving Kaufman upon their death sentence for treason against the United States during a time of war.

McCarthyism [<--Click on link] A very thorough website with various links to secondary resources related to the Red Scare and McCarthyism including Youtube videos.

[E] McCarthy Hearing Part I [<--Click on link] [F] Part II [<--Click on link] These are clips of an exchange between Senator Joseph McCarthy and U.S. Army chief legal counsel Joseph Welch regarding accusations that elements of the U.S. army were infiltrated by pro-communist elements.  Question worth considering: Did McCarthy's tactics actually help the safety of Americans?

[G] Edward R. Murrow anti-McCarthy broadcast [<--Click on link] This was a 2-minute broadcast in 1954 by renowned t.v. and radio broadcast journalist Edward R. Murrow admonishing the actions of Senator Joseph McCarthy during the various hearings conducted by his Senate Permanent Subcommittee on Investigations.

[H] The Blob [<---Click on link] Theatrical trailer of the famous 1950s movie symbolic of the perceived communist menace that could takeover the United States without its due vigilance.  Question worth considering: Of all colors why was the blob red?

[I] Invasion of the Body Snatchers [<--Click on link] Theatrical trailer of the famous 1950s movie symbolic of the perceived communist menace that could takeover the United States without due vigilance.  Question worth considering: In what way do the descriptions of the narrator parallel the paranoia rampant during the Red Scare?

[J] The Smith Act [<--Click on link] This federal law passed by the U.S. Congress in 1940 provided much of the legal basis of government officials to investigate and prosecute people in the United States of potentially treasonous associations and actions.  This document is an example of a primary source.


The Korean Conflict

Task 1-Using the e-resources and the e-chart I provide below complete the following. [3/19/18]


E-chart <---Use this to record data and your evidence from the e-resources below and then share with Mr. Quinones


E-resource #1 <---Click on link and read (section titled The Korean War)

E-resource #2 <---Click on link and read 

E-resource #3 <---Click on link and read

E-resource #4 <---Click on link and read (be sure to watch the 3-minute video)

E-resource #5 <---Click on link and read 

E-resource #6 <---Click on link and read


The Eisenhower and Kennedy Administrations

Military and Tech battles from 1953-1961 <---Click on link, read and use content to answer questions below

Lesson question chart for questions directly above <---Click on link 

1950s era Conformity as the roots of 1960s rebellion

Social critics, nonconformists, and cultural rebels/Consensus and conformity: suburbia and middle-class America

[1] Brief 1950s cultural summary [<--Click on link] This link provides a very brief but relevant overview of 1950s art and expression [t.v., literature and music].  The text has some spelling and grammar errors that do not adversely detract from the article's usefulness.
Question worth considering: How best could the culture of the 1950s best be described using specific examples from the summary?

[2] Dick and Jane [<---Click on link] This link provides a brief description of the classical conformist but often criticized Dick and Jane children's book series.  Questions worth considering: What affect did the Dick and Jane book series have on the little children who read the books based on the types of images they saw?  What do you think was viewed as "normal?" What do think little black-American, Asian-American, and Hispanic kids thought when we they looked at the pictures and what the kids looked like if at all?

Leave it to Beaver [<---Click on link] This link shows introductions to the classic 1950s television show Leave it to Beaver very typical of the stereotypically conformist, All-American family.  Many Americans believed this was the ideal lifestyle living in a small, suburban community with a working father and mother as a housewife.  Children were well behaved, polite and the family had a nice home with a backyard.  While many families did indeed enjoy this life many, many others did not.  Questions worth considering: Was the lifestyle depicted in the show realistic based on how you think life should be?  How do you think Americans who lived outside this norm viewed this type of family?

Father Knows Best [<---Click on link] This link shows an introduction to the classic 1950s television show Father Knows Best very typical of the stereotypically conformist, All-American family.  Many Americans believed this was the ideal lifestyle living in a small, suburban community with a working father and mother as a housewife.  Children were well behaved, polite and the family had nice home with a backyard.  While many families did indeed enjoy this life many, many others did not.  Questions worth considering: Was the lifestyle depicted in the show realistic based on how you think life should be?  How do you think Americans who lived outside this norm viewed this type of family?

21 Quiz Show [<---Click on link] This links to the infamous 1950s quiz game show called 21 eventually exposed as rigged by the show's producers giving some contestants correct answers to increase t.v. viewer ratings.

[3] Voices against Conformity [<--Click on link] This links to an article at www.ushistory.org provides a brief, interesting understandings of the points of view of several actors, writers, artists and researchers [Kerouac, Ellison, Dean, Pollock, Kinsey, etc.] expressing various non-conformist philosophies. Question worth considering: What made the writers, artists and researchers above the perfect examples of NON-CONFORMISTS during the 1950's?


1950s Rock-n-Roll music as Non-Conformity [<--Click on link] This link provides a 1950s recording to the classic rock-n-roll song Yackety Yak by the all-male group the Coasters.  Question worth considering: Based on what you know about conformity during the 1950s how do the lyrics in this rock-n-roll song demonstrate a classic example of non-conformity, or better yet, a parental response to teenage non-conformity?   

1950s Rock-n-Roll music as NON-CONFORMITY [<--Click on link] This link provides a 1950s recording to the classic rock-n-roll song Jailhouse Rock by Elvis PresleyQuestion worth considering: Based on what you know about conformity during the 1950s how do the lyrics in this rock-n-roll song demonstrate a classic example of non-conformity?  What is the significance of the JAILHOUSE IMAGERY and how do you believe a parent, especially a very protective father, might view a teen aged male that Elvis was characterizing?

1950s Rock-n-Roll music as NON-CONFORMITY [<--Click on link] This link provides a 1950s recording to the classic rock-n-roll song Mr. Postman by the female group the MarvelettesQuestions worth considering: Based on what you know about conformity during the 1950s how do the lyrics in this rock-n-roll song demonstrate a classic example of non-conformity?  What is your overall reaction and/or opinion about the expressions in the song and would you view the messages in the song as harmless or suggestive?

1950s Rock-n-Roll music as NON-CONFORMITY [<--Click on link] This link provides a 1950s recording to the classic rock-n-roll song Baby Baby by Frankie Lymon and the TeenagersQuestions worth considering: Based on what you know about conformity during the 1950s how do the lyrics in this rock-n-roll song demonstrate a classic example of non-conformity?  How do you think young teen aged girls perceived Frankie Lymon's lyrics and his dancing?  As a 13 year old boy singing to other teenagers were the lyrics appropriate?  How do you think parents of teen aged girls reacted and/or should have reacted to this type of song?

[4] Vast Wasteland Speech [<---Click on link] This link goes to a complete text of the so-called "vast waste land speech delivered by Newton Minnow, chairman of the F.C.C. [Federal Communication Communication] on May 9, 1961 to the National Association of Broadcasters [organization that represented t.v. and radio stations] regarding his views about television programming especially its past performance, importance, role and potentially power positive force on the U.S. society and culture.   Question worth considering: After reading and/or listening to Newton Minnow's speech 1950s television programming which he called a VAST WASTELAND do you agree or disagree with his assertion based on what you have learned about 1950s t.v. shows? [YOU SHOULD BE ABLE TO SUPPORT YOUR ANSWER USING SPECIFIC EXAMPLES]

[5] Brown vs. Topeka Board of Education

Link #1 (Linda Brown just passed away) <--Click on link

Link #2 (The famous "Doll test" that was used as evidence in this landmark case) <--Click on link

Link #3 (Facts about the case) <--Click on link

Question worth considering: Based on the content in the 3 e-resources immediately above answer the following question. How was the experience of little black children (at least Linda Brown's) different than that of white children? Cite specific, clear examples from the 3 e-resources above.


Movie Question Chart [<--CLICK ON LINK] Use this chart to guide your thinking through both parts of the film. [4/9-4/11]

Eyes of the Prize Pt 1 [<--CLICK ON LINK] This video provides an understanding about events such as the Montgomery Bus Boycott and the Emmett Till Murder. [4/9/18-4/10/18]

Eyes on the Prize Pt 2  [<--CLICK ON LINK] This video provides an understanding about the Little Rock Nine, the Brown vs. Board of Education Court Case, and James Meredith's integration of the University of Mississippi.[4/10/18-4/11/18]

Sit-ins and the Birmingham Children's March <--Click link for video [4/11/18-4/12/18]
Answer the following two questions based on the video above:

What were "sit-ins and why were they effective?

Why were children sent to march in Birmingham?


https://docs.google.com/presentation/d/1at7semlz1hL4u5q2grDf9b4WX4FUg55vgVn1iwf3Rso/edit?usp=sharing [<---Click on link] [4/18/18-4/19/18] This POWER POINT show provides a thorough understanding of some of the tumultuous protest movements during the often turbulent 1960s.  Please click on all of the hyperlinks throughout this power point because they provide fantastic videos to support understanding.  Use this chart [<---Click on link]to guide your thinking. Chart as Google doc

LBJ 

Triangular Diplomacy: Vietnam, China and USSR [<---Click on link] This provides a summary of Nixon's Asian foreign policy challenge.  A Graphic organizer [<---Click on link] is available to help students think through this reading. [4/26/18]

President Johnson and the Great Society <---Click on link

Guided question chart <---Click on link [4/25/18]

President Richard M. Nixon

Triangular Diplomacy: Vietnam, China and USSR [<---Click on link] This provides a summary of Nixon's Asian foreign policy challenge.  A Graphic organizer [<---Click on link] is available to help students think through this reading. [4/26/18]


The Nixon and Watergate Scandal [<---Click on link] This POWER POINT slide show provides an understanding regarding the so-called Watergate scandal and its accompanying fallout for President Richard M. Nixon. [Answer the Clarifying question using specific examples from the resource above]
[4/26/18]

Nixon and the Silent Majority: Question-What did Nixon mean by the Silent Majority? [4/26/18]
 
http://www.youtube.com/watch?v=v3K2N7FZSXc [1 minute clip of Speech President Nixon gave in 1969 about the Silent Majority]
http://chnm.gmu.edu/hardhats/silent.html [a brief analysis of Nixon's speech and Vietnam War policy]
https://www.pbs.org/wgbh/americanexperience/films/nixon/ [synopsis of the context in which Nixon took office, his Vietnam policy and interactions with the U.S. citizenry]
The Jimmy Carter Administration

Task (answer the following question using specific evidence from the resources below) [4/27/18]

Jimmy Carter CQ-How can Jimmy Carter’s presidency best be described using specific examples during his 4-year term?

Source 1 <---Click link   Source 2 <---Click link   Source 3 <---Click link
Source 4 <---Click link   Source 5 <---Click link

The Reagan Years [<---Click on link] This POWER POINT slide show provides an understanding of how President Reagan's foreign and defense policies eventually resulted in the fall of the Soviet Union.  [Please answer the clarifying questions with specific evidence] [4/30/18]

Reagonomics [<---Click on link] This provides a summary of President Reagan's economic policies during his administration.  There is an explanation of how his economic policies stimulated the economy and its shortcomings.  A Graphic organizer [<---Click on link] is available to help students think through this reading. [4/30/18] [Please answer the following: What was Reaganomics and how did hurt or help the US economy?]

The Global War on Terrorism <---Click on link [5/1/18]  [Please answer the clarifying questions with specific evidence]

President Clinton <---Click on link [5/2/18] [Please answer the clarifying questions with specific evidence]
President Clinton Pt 2 <---Click on link [5/2/18] [Please answer the clarifying questions with specific evidence]
Bush 1 and Clinton <---Click on link [5/2/18] [Please answer the clarifying questions with specific evidence]
Clinton and Bush 2 <---Click on link [5/2/18] [Please answer the clarifying questions with specific evidence]

Rubric for semester research project [Due Friday 5/25/17]:

A (90-100)-Project is an electronic presentation or paper.  There is title page
    with the topic and student's name.  Students has a clear
    research question that aims to solve a clear historical question on the
    second page.  There are multiple specific pieces of evidence to help answer
    the research question.  Spelling and grammar are meticulous and correct
    throughout the project.  There is a source page that shows exactly where
    the evidence came from. Project is verbally presented to the class in a
    clear,  and audible voice.  Student clearly summarized and the text is NOT
    read word for word.  Student demonstrates a superior knowledge of his/her
    topic.


B (80-89)-Project is an electronic presentation or paper.  There is title page
    with the topic and student's name.  Students has a clear research question
    that aims to solve a clear historical question on the second page.
There is
    at least one specific piece of evidence to help answer the research
    question.  Spelling and grammar is acceptable throughout.  Source page
    shows where most of the evidence came from. 
Project is verbally presented
    to the class in a clear, and audible voice.  Student clearly summarized and
    the text is NOT read word for word.  Student demonstrates clear knowledge
    of his/her topic.


C (70-79)-Project is an electronic presentation or paper that has
    research question is not very clear and may not contain consistently clear
    evidence to answer the research question.  Spelling and grammar is not
    consistent and may be incorrect.  Source page is unorganized and
    unspecific. 
Project is verbally presented to the class but is not very clear
    and student does not show a solid knowledge of his/her topic.


D (60-69)-Project is an electronic presentation or paper that has
    research question is vague, unclear and/or disorganized.  Spelling and
    grammar are sloppy and contribute to confusion in the project.  No  
    source page or very unspecific.


F (59 and below)
-  Completely off topic and/or not submitted.

Project guidance sheet<---Click on link

What every Semester research project must have:

[1] A title page with your name and topic

[2] A research question that has HOW or WHY as the question stem

[3] Clear evidence in your own words on the remaining slides that help you answer your research question.  You may also include images

[4] A work cited page at the end of your presentation that has all of the websites [URLs] and books that contained all of the evidence you collected and used in your presentation [www.google.com is not a specific URL to put on your works cited page].





Origins of the Cold War PPT* <----Click on link

Question chart for Origins of the Cold War PPT *<----Click on link

 

The Cuban Missile Crisis 13 Days <----Click on link [this is a Youtbe link to the film]

 

Presidents Eisenhower and Kennedy administrations PPT <----Click on link

Guided questions for Eisenhower and Kennedy PPT <---Click on link

Website for Animoto <----Click on link



1950s Civil Rights Movement   

Eyes on the Prize episode #1 <----Click on link

Eyes on the Prize episode #2 <----Click on link

Question chart for both episodes about the early U.S. Civil Rights movement <----Click on link 

 

1950s Civil Rights Movement Technology assignment <----Click on link

 

1950s Affluent Society

PPT Presentation <----Click on link

 

 

The Turbulent 1960s

The expanding civil rights movement and 1960s Counter-culture <----Click on link


1960s presidents

Presidents Kennedy and Johnson PPT <-----Click on link

Topic chart for JFK and LBJ <----Click on link



Vietnam War

Pictorial history of the Vietnam War PPT <----Click on link

Chart for pictorial history of Vietnam War <----Click on link


President Nixon and Triangular Diplomacy reading <----Click on link
Chart for Nixon's Triangular Diplomacy <---Click on link

President Nixon and Vietnam reading <----Click on link
Chart for Nixon and Vietnam <----Click on link

 

Text of the infamous Ridenhour letter <----Click on link
Note taking help for Ridenhour letter <----Click on link



President Nixon and the Watergate Scandal

Powerpoint presentation with assignment about the president's involvement in this scandal <---- Click on link 

THERE ARE TWO ASSIGNMENTS WITHIN THIS SLIDE SHOW (ONE CLARIFYING QUESTION AND ONE NEWSPAPER ARTICLE) THAT MUST BE COMPLETED AND SUBMITTED ELECTRONICALLY FOR CREDIT.


The culmination of the Feminist Movement

The content in the secondary resource below traces some aspects of the American women's rights movement with roots in the 1790s all the way to the 1970s.

PPT about some aspects of the Feminist movement <------Click on link

End of 20th Century Terror

1990s to early 2000s U.S. War on terror  <-----Click on link  

American History 2 Final Exam [teacher made]  <-------Click  on link

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