Transcript DOK 3 - RCSD

3c. Draw conclusions about the causes and effects of American
involvement in the world wars. (DOK 3)
3c. Draw conclusions about the causes and effects of American
involvement in the world wars. (DOK 3)
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WWII
Pearl Harbor
Economy/Loans
Lend-Lease
End Great Depression
United Nations…new technology…US can no
longer be neutral
• Cold War
• Super Power
Image #1
Image #2
Videos
• http://www.youtube.com/watch?v=l7ifuqnIUX
s (A Day which will live in infamy)
• http://www.youtube.com/watch?v=vcnH_kF1
zXc (Japanese Sign Final Surrender)
Quote #1
“Yesterday, December seventh, 1941, a date
which will live in infamy, the United States of
America was suddenly and deliberately attacked
by naval and air forces of the Empire of Japan.
We will gain the inevitable triumph, so help us
God.”
FDR
Quote #2
“The United States Constitution has proved
itself the most marvelously elastic compilation
of rules of government ever written.”
FDR
Question #1
In the 1944 cased Korematsu v. United States,
the Supreme Court ruled that wartime
conditions justified the
A.
B.
C.
D.
Use of women in military combat
Ban against strikes by workers
Limitations placed on civil liberties
Reduction in the powers of the president
Question #2
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Cash and Carry (1937)
Destroyers for Naval Bases Deal (1940)
Lend-Lease Act (1941)
Which change in United States foreign policy is
demonstrated by the passage of these acts prior to
World War II?
A. a shift from neutrality toward more direct involvement
B. an effort to become more neutral
C. a movement from isolationism to containment of
communism
D. a desire to provide aid to both Allied and Axis powers
3d. Analyze the origins and development of the Cold War between
the United States and the Soviet Union and their respective allies,
including ideology, technology, economics, and geography. (DOK 3)
3d. Analyze the origins and development of the Cold War between
the United States and the Soviet Union and their respective allies,
including ideology, technology, economics, and geography. (DOK 3)
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NATO/SEATO vs Warsaw Pact
Capitalism vs Communism
Containment
Arms Race/Space Race
Marshall Plan, Alliance for Progress, Guns vs
Butter
• Germany, Korea, Vietnam, Cuba, Iron Curtain,
China, Latin America
Image #1
Image #2
Videos
• http://www.youtube.com/watch?v=LLCF7vPa
nrY&authuser=0 Time Elapse Cold War Testing
• http://www.youtube.com/watch?v=vQHeYhB
NnBo&authuser=0 Cold War Origins
Quote #1
Quote #2
Question #1
The Truman Doctrine and the Marshall Plan
represented attempts by the United States to
deal with the
A.
B.
C.
D.
national debt
spread of communism
President’s political opposition
arms race
Questions #2
Both the Bay of Pigs invasion of Cuba (1961) and
the invasion of Panama (1989) are examples of
United States attempts to
A. eliminate unfriendly governments
geographically close to the United States
B. cultivate good relations with Latin
American nations
C. stop the drug trade
D. end the Cold War
3e. Explain and analyze America's role in international
organizations, humanitarian relief, and post-war reconstruction
efforts throughout the 20th century. (DOK 3)
3e. Explain and analyze America's role in international
organizations, humanitarian relief, and post-war reconstruction
efforts throughout the 20th century. (DOK 3)
International
Organizations
• World Health
Organization
(WHO)
• United
Nations
• NATO
• SEATO
• OAS
Humanitarian
Relief
• Red Cross
• Peace Corps
Post War
Reconstruction
• Marshall Plan
• Berlin Airlift
Image #1
Image #2
Videos
The Marshall Plan
http://www.youtube.com/watch?v=lUd2W6aMng4
Haiti Relief
http://www.youtube.com/watch?v=9P5PeuP8WrE
Quote #1
“The United Nations is designed to make
possible lasting freedom and independence
for all its members.”
President Harry S. Truman
Quote #2
“Just think of what Woodrow Wilson stood for:
he stood for world government. He wanted an
early United Nations, League of Nations. But it
was the conservatives, Republicans, that stood
up against him.”
Former U.S. Senator
Ron Paul
Question #1
As World War II was ending, the United States
decided to join the United Nations mainly
because the United States
A. sought to meet the American public’s
overwhelming demand for free-trade
agreements
B. wanted to continue to play the same role it had
in the League of Nations
C. recognized that efforts to achieve world peace
required United States involvement
D. wanted to stop the growing influence of newly
independent developing nations
Question #2
A.
B.
C.
D.
After World War II, the Marshall Plan was
proposed as a way to
improve diplomatic relations with the Soviet
Union
help European nations recover economically
remove nuclear weapons from Western
Europe
bring Nazi war criminals to justice
3f. Analyze and evaluate the causes and effects of the United
States‘ growing involvement in the Middle East and the Persian
Gulf. (DOK 3)
3f. Analyze and evaluate the causes and effects of the United
States‘ growing involvement in the Middle East and the Persian
Gulf. (DOK 3)
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Eisenhower Doctrine
OPEC
Kuwait
Israel—Post WWII
Iran Hostage
9/11
Desert Shield/Storm
Iraqi Freedom
Operation Enduring Freedom-Afghanistan
Oil/Religion
War on Terrorism
Bush Doctrine
Image #1
Image #2
Videos
• http://www.youtube.com/watch?v=XbqCquDl
4k4 (George W. Bush makes speech declaring
war on terror after 9/11)
• http://www.youtube.com/watch?v=oniFAoHg
Smw (college student asks Pres Obama about
US involvement in Israel)
Quote #1
“The immediate threat is to oil supplies to Western
Europe, a great part of which flows through the
Canal… If the canal were closed we should have to
ask you to help us by reducing the amount which
you draw from the pipeline terminals in the Eastern
Mediterranean and possibly by sending us
supplementary supplies for a time from your side of
the world.”
Anthony Eden(Great Britain) to Dwight Eisenhower
July 1956, about the Suez canal threat
Quote #2
“If America shows weakness and uncertainty,
the world will drift toward tragedy. That will
not happen on my watch.”
George W. Bush
Question #1
One direct result of the Persian Gulf War was
that the United States
a. gained control of oil resources in the Middle
East
b. liberated Kuwait from Iraqi control
c. brought about peaceful relations between
Israel and its neighbors
d. obtained overseas colonies in the Middle East
Question #2
Which foreign policy agreement had the most
direct influence on the Middle East
a. Kellogg-Briand Pact
b. Yalta Conference declaration
c. SALT I Treaty
d. Camp David Accords
Civil Rights/Human Rights
4. Understand how the Civil Rights Movement achieved
social and political change in the United States and the
impact of the Civil Rights struggle of African Americans on
other groups (including but not limited to feminists, Native
Americans, Hispanics, immigrant groups, and individuals
with disabilities).
• All DOK 3 except 2
4a. Analyze the issues that gave rise to the Civil Rights
Movement from post-reconstruction to the modern
movement. (DOK 3)
4a. Analyze the issues that gave rise to the Civil Rights
Movement from post-reconstruction to the modern
movement. (DOK 3)
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13th -15th Amendments
Jim Crow
Sharecropping
Contributions during world wars
NAACP
Jazz Age
Discrepancies during New Deal
Image #1
Image #2
Videos
• http://www.youtube.com/watch?v=oodolEmU
g2g (Little Rock Nine Segregation)
• http://www.youtube.com/watch?v=75dhe5Zs
y8k (Little Rock Nine on Oprah Later in Life)
Quote #1
"Hundreds of Kodaks clicked all morning at the scene of
the lynching. People in automobiles and carriages came
from miles around to view the corpse dangling from the
end of a rope.... Picture card photographers installed a
portable printing plant at the bridge and reaped a harvest
in selling postcards showing a photograph of the lynched
Negro. Women and children were there by the score. At a
number of country schools the day's routine was delayed
until boy and girl pupils could get back from viewing the
lynched man."
- A newspaper account of the scene at the lynching of
Thomas Brooks in Fayette County, Tennessee, 1915
Quote #2
“We were sharecroppers - we were a little
bit of everything. We farmed and tried to
make something.”
Buck Owens
Quote 3
“. . I was disappointed not to see what is inside
Central High School. I don’t understand why the
governor [of Arkansas] sent grown-up soldiers to
keep us out. I don’t know if I should go back. But
Grandma is right, if I don’t go back, they will think
they have won. They will think they can use soldiers
to frighten us, and we’ll always have to obey them.
They’ll always be in charge if I don’t go back to
Central and make the integration happen. . . .”
Melba Beals, Warriors Don’t Cry, an African
American student, 1957
Question #1
The Jim Crow legal system, which expanded in the
South after Plessy v. Ferguson (1896), was based
on the Supreme Court’s interpretation of the
A. due process clause of the 5th Amendment
B. states’ rights provision of the 10th Amendment
C. equal protection clause in the 14th Amendment
D. voting rights provision in the 15th Amendment
Question #2
• "Although important strides were made,
Reconstruction failed to provide lasting
guarantees of the civil rights of the freedmen.”
Which evidence best supports this statement?
A. passage of Jim Crow laws in the latter part of the
19th century
B. ratification of the 13th, 14th, and 15th
amendments
C. refusal of Southern States to allow sharecropping
D. passage of the Civil Rights Acts of 1866
Question 3
Which generalization can most accurately be drawn from
a study of Supreme Court cases Plessy v. Ferguson and
Brown v. Board of Education?
A. The Supreme Court has issued consistent decisions in
cases involving rights of the accused.
B. Supreme Court decisions are accepted without public
controversy.
C. The Justices believe that social issues are best left for
state courts to decide.
D. The Supreme Court has helped to determine public
policy.
4b. Trace the major events of the modern movement and
compare and contrast the strategies and tactics for social
change used by leading individuals/groups.(DOK 2)
4b. Trace the major events of the modern movement and
compare and contrast the strategies and tactics for social
change used by leading individuals/groups.(DOK 2)
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Timeline: Truman-Affirmative Action
Boycotts, Sit-ins, non-violent protest, picketing
Civil disobedience…Use of Federal Courts
Demonstrations for media/Freedom Summer
SNCC
Black Panthers
SCLC
Black Power
MLK, Malcolm X, Parks, Carmichael, Hamer
Image #1
Image #2
Videos
• www.youtube.com/watch?v=9OVGXe598DY
– “My Girl” in Selma, Alabama on the Edmund
Pettus Bridge
• www.youtube.com/watch?v=lCTU71WXvGw
– Civil Rights Movement Sit Ins and Freedom Rides
Medium
Quote #1
“Half a century ago, the amazing courage of
Rosa Parks, the visionary leadership of Martin
Luther King, and the inspirational actions of the
civil rights movement led politicians to write
equality into the law and make real the promise
of America for all her citizens.”
David Cameron
Quote #2
• “Nonviolent is a powerful and just weapon. It
is a weapon unique in history, which cuts
without wounding and ennobles the man who
wields it. It is a sword that heals.”
– Martin Luther King, Jr.-Why Can’t We Wait, 1964
• “I see America through the eyes of a victim. I
don’t see any American dream. I see an
American nightmare.”
– Malcolm X- Comment, April 3, 1964
Question #1
When necessary to achieve justice, which method
did Martin Luther King, Jr., urge his followers to
employ?
A. using violence to bring about political change
B. engaging in civil disobedience
C. leaving any community in which racism is
practiced
D. demanding that Congress pay reparations to
African Americans
Question #2
Lunch counter sit-ins and the actions of freedom
riders are examples of
A. steps taken in support of the Americans with
Disabilities Act
B. programs dealing with affirmative action
C. violent acts by the Black Panthers
D. nonviolent attempts to oppose segregation
4c. Analyze the response of federal and state governments to
the goals (including but not limited to ending de jure and de
facto segregation and economic inequality) of the Civil Rights
Movement. (DOK 3)
4c. Analyze the response of federal and state governments to
the goals (including but not limited to ending de jure and de
facto segregation and economic inequality) of the Civil Rights
Movement. (DOK 3)
• Education…Little Rock, Ole Miss, Alabama,
Teaching Tolerance
• Transportation…Montgomery, Interstate Travel
• Voting…Selma, Freedom Summer
• Hiring Practices…EEOC
• Affirmative Action
• War on Poverty
Image #1
Image #2
Videos
• www.youtube.com/watch?v=98pPOQW43CI
– ESPN 30 for 30- Ghosts of Ole Miss
• www.youtube.com/watch?v=gBPeCQzHu5w
– The Civil Rights Era From BBC
Quote #1
“I considered myself engaged in a war from Day
One. And my objective was to force the federal
government- the Kennedy administration at that
time- into a position where they would have to
use the United States military force to enforce
my rights as a citizen.”
James Meredith
Quote #2
“[The day the 101st Battalion arrived,] the
streets were blocked off. The soldiers closed
ranks. Neighbors came out and looked. The
street was full up and down. Oh, it was
beautiful. And the attitude of the children at
that moment, the respect they had. I could hear
them saying, ‘For the first time in my life I truly
feel like an American.’ I could see it in their
faces; somebody cares for me, America cares.”
-- Daisy Bates, President, Arkansas NAACP
Question #1
When President Dwight D. Eisenhower sent
Federal troops to Little Rock, Arkansas, during
the 1957 school integration crisis, he was
exercising his constitutional power as
A. Chief Legislator
B. Commander-in-Chief
C. Chief Diplomat
D. Head of State
Question #2
• “. . . I was disappointed not to see what is inside Central High School. I
don’t understand why the governor [of Arkansas] sent grown-up soldiers
to keep us out. I don’t know if I should go back. But Grandma is right, if I
don’t go back, they will think they have won. They will think they can use
soldiers to frighten us, and we’ll always have to obey them. They’ll always
be in charge if I don’t go back to Central and make the integration happen.
. . .” — Melba Beals, Warriors Don’t Cry, an African American student,
1957
President Dwight D. Eisenhower reacted to the situation described in this
passage by
A. forcing the governor of Arkansas to resign
B. allowing the people of Arkansas to resolve the problem
C. asking the Supreme Court to speed up racial integration
D. sending federal troops to enforce integration
4d. Evaluate the impact of the Civil Rights Movement in
expanding democracy in the United States. (DOK 3)
4d. Evaluate the impact of the Civil Rights Movement in
expanding democracy in the United States. (DOK 3)
• Expansion of suffrage ( 24th Amendment,
Voting Rights Act)
• More minorities in elected positions
• Rehabilitations Act of 1973
Image #1
Image #2
Videos
• http://www.youtube.com/watch?v=kc1coVnx
U9s (Shirley Chisholm)
• http://www.youtube.com/watch?v=AN4NZSROvs (LBJ Voting Rights Act 1965)
Quote #1
At the present, our country needs women’s
idealism and determination, perhaps more in
politics that anywhere else.
“Shirley Chisholm”
Quote #2
• The Voting Rights Act of 1096 was indeed a
vital instrument of democracy, ensuring the
integrity and reliability of a democratic
process that we as a Country hold so dear.
“Charles Rangel”
The changes shown in the chart were most
directly the result of the:
A. Enactment of voting-reform laws by these
southern states.
B. Supreme Court decision in Brown v. Board of
Education.
C. Passage of the Voting Rights Act of 1965.
D. Executive branch’s resistance to protecting the
civil rights of minorities.
Question #2
• The abolitionist movement, the women’s suffrage
movement, and the 1960’s civil rights movement
are all examples of reform efforts that
A. Succeeded without causing major
controversy.
B. Developed significant popular support.
C. Achieved their goals without government
action.
D. Failed to affect the nation as a whole.
4e. Compare and contrast the goals and objectives of other
minority and immigrant groups to those of the Civil Rights
Movement led predominantly by African-Americans.
(DOK 2)
4e. Compare and contrast the goals and objectives of other
minority and immigrant groups to those of the Civil Rights
Movement led predominantly by African-Americans.
(DOK 2)
• Native Americans-AIM-Reclaim land
• Japanese-Americans-Compensation for
relocation
• Women-NOW-equal pay (ERA), Pro-Choice vs
Pro Life
• Disabled-ADA-Access to facilities & jobs
• Hispanic-UFW-working conditions
Caesar Chavez & Coretta Scott King
Image #2
Videos
• http://www.youtube.com/watch?v=H_vQt_v8
Jmw&authuser=0 Rage Against the Machine
(AIM Video)
• http://www.youtube.com/watch?v=adpVf6yM
lew&authuser=0 Red Power Take Over of
Alcatraz
Quote #1
• ... black progress and progress for women are
inextricably linked in contemporary American
politics, and ... each group suffers when it fails
to grasp the dimensions of the other's
struggle. - Margaret Burnham
Quote #2
• The one thing I've always maintained is that
I'm an American Indian. I'm not politically
correct - Russell Means
• "Nonviolence is not inaction. It is not
discussion. It is not for the timid or the
weak...Nonviolence is hard work. It is the
willingness to sacrifice. It is the patience to
win." - Cesar Chavez
Question #1
When necessary to achieve social justice, which
method did Martin Luther King, Jr and Cesar Chavez
urge their followers to employ?
A. Using violence to intimidate enemies
B. Using nonviolence to bring about political
change
C. Leaving any community in which
discrimination is practiced
D. Demanding that Congress pay reparations
Question #2
Question #2
• Select the statement that best describes both photos:
• A. The Black Power and Red Power movements were grassroots
organizations that believed in the power of civil disobedience.
• B. The Black Power and Red Power movements felt that violence
was necessary to end discrimination.
• C. The Black Power and Red Power movements felt that violence
was not necessary to end discrimination.
• D. The Black Power and Red Power movements originated out of
the desire to gain economic power.
4f. Cite and analyze evidence of the political, economic, and
social changes in the United States that expanded democracy
for other minority and immigrant groups. (DOK 3)
4f. Cite and analyze evidence of the political, economic, and
social changes in the United States that expanded democracy
for other minority and immigrant groups. (DOK 3)
• ADA
• EEOC-Equal Employment Opportunity
Commission
• Be able to analyze documents
Image #1
Image #2
• Custom ADA Facility Signs
Videos
https://www.youtube.com/watch?v=_ods6uOh1
98
– Explaining ADA
http://www.nytimes.com/video/us/1000000022
98568/affirmative-actions-contentioushistory.html
• Affirmative Action’s Contentious History (1:57)
Quote #1
“I began to realize what other minority people
had discovered: That the only answer—the
only hope—was in organizing. More of us had
to become citizens. We had to register to vote.
And people like me had to develop the skills it
would take to organize, to educate, to help
empower the Chicano people.”
César Chávez
Quote #2
“Many of the issues of civil rights are very
complex and most difficult. But about this
there can and should be no argument. Every
American citizen must have an equal right to
vote. There is no reason which can excuse
the denial of that right. There is no duty
which weighs more heavily on us than tine
duty we have to ensure that right.”
LBJ
Question #1
The changes shown in the chart were most directly the result of the
A. enactment of voting-reform laws by these southern states
B. Supreme Court decision in Brown v. Board of Education
C. passage of the Voting Rights Act of 1965
D. executive branch’s resistance to protecting the civil rights of
minorities
Question #2
The Civil Rights Act of 1964, the Fair Housing
Act, and the Americans with Disabilities Act
were government efforts to
A.
B.
C.
D.
eliminate restrictions on immigration
end discrimination against various groups
provide federal aid for children
require equal treatment of men and woman
Economics
5. Understand the continuing economic transformation of the
United States involving the maturing of the industrial economy,
the expansion of big business, the changing demographics of
the labor force, and the rise of national labor unions and
industrial conflict.
• All DOK 3 except 1
5a. Evaluate the factors leading to and the effects of industrialization
on the political, physical, and economic landscape of the United
States during the late 19th and early 20th century. (DOK 3)
5a. Evaluate the factors leading to and the effects of industrialization
on the political, physical, and economic landscape of the United
States during the late 19th and early 20th century. (DOK 3)
Political
• Interstate
Commerce
Act
• Sherman
Anti-Trust Act
• Political
Machines
• Domination
of Rep. Party
• Populism
Physical
• Roads
• RR
• Urban Sprawl
• Depletion of
Natural Resources
Economic
Landscape
• Robber Barons
• Captains of
Industry
• Unskilled
Labor
• Rise of Labor
Unions
Image #1
Images 2
IMAGE 3
Quote #1
• We met in the midst of a nation brought to the
verge of moral, political, and material ruin.
Corruption dominates the ballot box, the
legislatures, the congress…The people are
demoralized… The fruits of the toil of millions of
people are stolen to build colossal fortunes. We
breed two classes ----paupers and millionaires.
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Ignatius Donnelly, Preamble to the Omaha
Platform
Quote #2
• “The coal is hard and accidents to the hands,
such as cut, broken, or crushed fingers, are
common to the boys. Sometimes there is a worse
accident: a terrified boy is mangled and torn in
the machinery, or disappears in the chute to be
picked out later smothered or dead. Clouds of
dust fill the breakers and are inhaled by the boys,
laying the foundations for asthma and miner’s
consumption.”
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John Spargo, The Bitter Cry of the Children, 1906