4th Quarter What You Missed

Use for an absence or a refresher!

Last week of school: May 27-30

Tuesday - Worked with events and identities of the 1980s and 1990s with a speed-dating activity; pick up a handout to see topics, but no make-up work is required.

Wednesday - 9/11; work with documents and complete the "WriteAbout" on Sept. 11, 2001

Thursday - more 9/11; test prep

Friday - Unit 22 test AND vocabulary quiz

Week 7 May 19-23

Monday - Worked with the study guide and this Blendspace http://blnds.co/1iPnYUB lesson about the Ford and Carter presidencies. Took the Unit 21 vocabulary quiz.

Tuesday - Unit 21 test - "Evaluating the 1970s"; make this up promptly. Received Unit 22 study guide (test date: Friday, May 30).

Wednesday -

  • For an excerpt of Reagan's First Inaugural Address, provide a t-chart that offers "IT SAYS" and "THIS MEANS" for a phrase or sentence of your choice within the passage. (Pick up the passage from the folder in the back of the room. Turn in this work, please.)
  • We also watched a number of ads from http://livingroomcandidate.org to show the pressing issues of the 1980 and 1984 elections - both of which were won by Ronald Reagan.
  • We closed class by watching the Unit 22 vocabulary video (didn't finish it - will do so on Thursday); it is posted on the school website for you to watch. Let me know if you need a pass to access a computer to watch it.

Thursday -

  • Finished vocabulary and made connections to Reagan's time in office.
  • "Fill in the blank notes" on Reagan; get these from a classmate. (The sheet with the blanks is available in the classroom.)
  • Watched a video clip of the Challenger disaster (Jan. 28, 1986).

Friday -

  • Examined info about Operation Desert Storm and George H.W. Bush's Presidency; make sure you find out who our enemy was, what they had done, and what the military effort was like.
  • Bill Clinton's Presidency and the 1990s - handout with 3 questions and notations
  • Started handout for Tuesday's "Speed Dating" activity.

Week 6 May 12-16


  • Before testing, we reviewed the new policy on the voting age from this war; I also explained about refugees, Vietnam's status today, and the War Powers Act.
  • Unit 20 test (Vietnam War)
  • If you have anything to make up, please arrange a time with me! Today or tomorrow after school (May 12 or May 13) will work! If you are missing one of this quarter's tests as of 3:30 on Monday, May 12, you will be invited to Saturday School.


  • "Viva La Causa" - students in class will watch a video and respond to questions sent via GoogleApps email. You can watch the video using this link - https://www.youtube.com/watch?v=uD7ACJLT3OY or pick up the handout from the folder in the classroom and complete the handout with it (justifying Chavez's honor).


  • Create a table of issues and victories for Latinos, American Indians, and women for your notes; you can complete this with the combination of Tuesday's video, pp. 974-979, 982-986 , and possibly a classmate's notes.
  • Notice that the ERA (Equal Rights Amendment) was passed by Congress, but NOT by the states (NOT PASSED) and that the Roe v. Wade decision applies to abortion which is expressed through the lens of a women's rights issue. (Our issue with this is not whether you agree or not, but that this is an interpretation with which you should be familiar.)
  • http://espn.go.com/espnw/title-ix/article/7722632/37-words-changed-everything is an article about Title IX to read that will help you see how women's experiences in educational institutions changed in 1972.


  • Use the "Watergate Scandal" tab of this Livebinder - http://www.livebinders.com/play/play?id=1345834&backurl=/shelf/my (also sent to you in your GoogleApps email) to learn about Watergate. Send me (or hand in a response) the following information that you have gathered: CRIMINAL(S), VICTIM(S), CRIMES, MOTIVE.
  • Watched the Unit 21 vocabulary video - posted on the school website; vocabulary quiz will be on Monday.
  • Received Unit 21 study guide; test will be on Tuesday.

Week 5 May 5-9

  • Pick up a timeline sheet; actively read it to gather info about the background on events in Vietnam. (Ideally, Tuesday's lesson will help you piece together things about it that confuse you!)
  • WAIT to complete the "3-2-1" work until directed to do so (possibly Thursday).
  • Pick up the slide summary of the 4 corners activity that we did to get a sense of the opinion-driven statements that will be shaped during this unit.
  • Complete the Intro to Unit 20 form that is in GoogleApps by Wednesday, please.


  • Examined how accounts of the Tonkin Gulf Incident varied through the years (at minimum, read in your textbook about this on pp. 940-941 and notice that there is no formal war declaration involved with the Vietnam War).
  • Watched the vocabulary video for Unit 20; it is posted on the school website as usual, but it has a special guest host this time.
  • We started the HBO video called Dear America: Letters Home from Vietnam.


  • Identify challenges of this war expressed on pp. 944-947.
  • Ask a classmate about the video segment and its representation of the war.
  • Use pp. 948-953 to uncover information about the draft, people avoiding the draft, and how the American public was responding to this war.


  • Tet Offensive and other events of 1968; examined why this is seen as a turning point in Vietnam
  • Received Study Guide for Unit 20 test (on Monday); identify items 1, 2, and 3 on the sequencing portion before you turn in your timeline.
  • Completed and turned in 3-2-1 and "Geography" work found on the back of the timeline.
  • More "Dear America..."


  • Vocabulary quiz
  • pp. 960-962; Nixon's exit plans and My Lai Massacre.
  • More "Dear America..."
  • Closing years, legacy of the war; use textbook to find out what happened regarding the rest of Southeast Asia (complete sequencing).
  • Turned in completed 3-2-1 and map work (if not in on Thursday).

Week 4 April 28 - May 2


  • Finish Venn diagram work from Friday.
  • Complete the problem/solution table that you started last week. (Bus boycott is on the bottom line of this.) The readings are in Moodle; with the Schacht document, focus on the item labeled number 10.
  • We used p. 918 to see how events in Birmingham reflected the pattern of this movement as we have seen it.
  • We briefly examined the info on the March on Washington.
  • Ask a classmate about the movie clip from Mississippi Burning and read on p. 921 to see what it was representing (relative to events in Mississippi in 1964 "Freedom Summer").


Examine these two files:



TURN IN an explanation of why the Voting Rights Act of 1965 was necessary; ask a classmate who was here about why this piece of legislation connects to the movie clip we watched yesterday.


We looked at the meaning of SNCC (p. 912) and then read about actions in which they were involved (pp. 921-922).

We examined pp. 923-924 to see how the Civil Rights Movement was still necessary (in spite of some victories achieved); we read the segment about "Urban Violence" (pp. 924-925) and noticed how the movement had turned violent in places like Los Angeles and Harlem.

*Discussion included things like what is necessary in order to be a nonviolent protester and why places in the West and North would have acted out violently.

Ideas like Malcolm X's, and those of "Black Power" and the "Black Panthers" were contrasted with Dr. King's ideas; we also looked at the circumstances surrounding King's assassination in Memphis in 1968.

We started looking at Affirmative Action (p. 929).


Unit 19 Vocabulary Quiz

*Details on Affirmative Action and the Civil Rights Act of 1968 explored



Finish assessment items from Thursday

Unit 19 test

Week 3 - April 22-25


  • Read an article (provided) showing a modern situation related to discrimination.
  • Please complete the questions for the article as found in your Google Apps email (with "4/22" in its subject).
  • Examined four pictures and the story of this case http://www.archives.gov/education/lessons/davis-case/ that ended up having its verdict overturned when the Brown v. Board of Education verdict was offered; it meant that "separate but equal" facilities as established in 1896 would no longer be allowed in this country - setting the wheels in motion for integration.


  • Assorted readings within pp. 906-910 of the textbook.
  • Notice the map on p. 907 (and how historical incidents like the ones seen on the maps on p. 314 shaped the regional views on segregation), notice the list of reasons that WWII contributed to the Civil Rights Movement (p. 908), and who/what obstructed integration in places like Little Rock (p. 909).
  • Complete the bottom line ONLY of the handout using the information about Rosa Parks and the bus situation (p. 910).


  • Examined list of American values (as supported by the Constitution).
  • Watched the documentary "February One" and recorded ways that another injustice was addressed (pp. 912-913).


  • We finished the video; students handed in one of two response options (YOU MAY CHOOSE) -
Option A) Summarize the events of "February One" with 4-5 sentences and a hand-drawn picture.
  • Option B) What American values were emphasized
  • by the people who carried out the protest? How do you feel about the people who carried out the protest? What would you say to the people who carried out the protest that would allow them to see how their actions have impacted others?
    • Started a "Jedi-level" Venn diagram with THREE CIRCLES on it; record this in your notes as a means of comparing 1) the SCLC (p. 912), 2) the Freedom Riders (p. 916), and 3) James Meredith (p. 917); READ first, then figure out which characteristics are shared and which are unique.

    Week 2 - April 14-17

    Monday: Unit 18 Vocabulary quiz; overview of LBJ's Great Society program; "how-to" video on Animoto video-making tool; for your assigned program, create a 30-second Public Service Announcement for the assigned Great Society program - include its name, what it was designed to fix or create, and a statement that either supports or opposes it.

    Tuesday-Wednesday: Work on videos; watch videos and provide feedback on programs.

    Thursday: Document-based work on the inaugural addresses of Kennedy & Johnson.

    Week 1 (April 7-11)

    Monday: Unit 17 test; watched Unit 18 vocabulary video

    Tuesday: Watch the first 17 minutes of this video of the JFK-Nixon debate while recording the issues they debate AND your perceptions of each candidate - Kennedy-Nixon Debate; turn in your notes on the debate, please. We talked a little bit more about the realities of the campaign and why it turned out like it did. There are links in Moodle (under Unit 18) for Kennedy's Inaugural Address and an LA Times article about his medical issues. Please read those.

    Wednesday: Hours 1 & 2 did not meet due to ACE Day; period 4, 5, and 7 watched part of a video about the life of John F. Kennedy.

    Thursday: We used p. 880 to examine the failure of the Bay of Pigs invasion; then, we began an investigation of documents related to the Cuban Missile Crisis. You'll need to turn in the single sheet with the "Quarantine Speech" with the three questions on the back answered. In order to complete this, you will need to examine the three documents in the packet.

    Friday: *Finish the Cuban Missile Crisis activity - turn in the completed questions on the back of the "Quarantine Speech" handout. Ask a classmate (or read pp. 883-889) to find out about issues with Berlin, Kennedy's domestic agenda, and Kennedy's assassination. (We'll begin working with the transition to Lyndon Johnson's presidency and resume with LBJ on Monday.) Unit 18 vocabulary quiz on Monday!