History Alive! Pursuing American Ideals - ISN Sample by Teachers' Curriculum Institute (TCI)

Interactive Student Notebook

primary

1 What

History?

Create a timeline of your life from the time you were born to the age you are now.

2. Use one color to write the three most important events of your life on the timeline. Label each event with your age and a brief description of what hap pened and why it was important.

3. Ask family members what they think are the three most important events of your life. Use a different color to place those events on the timeline. Label each event with your age and a brief description of what happened and why they think it was important.

4. Beneath the timeline, write a reflection that describes the similarities and differences between the events you chose and those your family chose. Explain why you think you and your family mem bers interpreted the past similarly or differently.

secondary

PROCESSING

Section 1 Copy the following table into your notebook. Use the information from the reading to write a definition for each term in the table. Then explain how each term was represented during the in-class activity.

Read Sections 1 to 2. After reading each section, com plete the following activities in your notebook.

interpretationHistoricalPointSecondaryPrimaryEvidencesourcesourceofview

As you complete the Reading Notes, use these Vocabulary Terms in your answers: point of view source historical interpretation source Vocabulary Terms

Institute

READING NOTES

What are the four reasons for studying history? List and rank them from 1 to 4—number 1 represents the reason that is most important and number 4 represents the reason that is least important. Write a brief expla nation of why you chose your top ranking.

Definition ActivityIn-Class

evidence

Section 2

1. Draw a timeline, with a mark for each year of your life.

INTERACTIVE STUDENT NOTEBOOK

Teachers’

What is history, and why should we study it?

8. Where did founders like Thomas Jefferson get inspiration for the ideals in the Declaration of Independence? Vocabulary Terms you complete the Reading Notes, use these Vocabulary Terms in your answers: libertyrightsequality democracyopportunity

6. Where in the Declaration of Independence can you find references to equality, rights, liberty, opportunity, and democracy?

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Defining and Debating America’s Founding Ideals 1 Defining and Debating America’s Founding Ideals What are America’s founding ideals, and why are they important? PREVIEW Survey on American Ideals Write the following five statements in your notebook, and record the answer that best represents your views on each. 1. All Americans are equal. a. strongly disagree b. mildly disagree c. mildly agree d. strongly agree 2. Some Americans have more rights than others. a. strongly disagree b. mildly disagree c. mildly agree d. strongly agree 3. Americans have all the freedoms they deserve. a. strongly disagree b. mildly disagree c. mildly agree d. strongly agree 4. All Americans have the same opportunities to suc ceed in life. a. strongly disagree b. mildly disagree c. mildly agree d. strongly agree

5. Wealthy people have a more powerful voice in American democracy than do others. a. strongly disagree b. mildly disagree c. mildly agree d. strongly agree

7. Why is the Declaration of Independence an important document?

Democracy “That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.”

Liberty “That among these [rights] are Life, Liberty and the pursuit of Happiness.”

Equality

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Defining and Debating America’s Founding Ideals 2 READING NOTES Sections 1 to 5 Copy the table onto a full page of your notebook. Then read Sections 1 to 5 and complete the table. Ideal and Excerpt from the Declaration of Independence Definition Influence of the Ideal in 1776 and Today

Opportunity “That among these [rights] are Life, Liberty and the pursuit of Happiness.”

“All men are created equal.” Rights “They are endowed by their Creator with certain unalienable Rights.”

• at least two pieces of evidence (visual details, facts, data, examples, or quotations) that support the topic sentence. For the first two body paragraphs, use evidence from Placards A through R. For the third body paragraph, use evidence from current events or from your own experience.

Write a five-paragraph essay that answers the following question:

• a thesis statement that clearly states your perspective on the essay question.

Write a short definition for each ideal. Then describe the influence of the ideal in 1776 and its influence in the United States today.

Three body paragraphs that each include

• a brief summary of your main arguments.

Section

Rights “They are endowed by their Creator with certain unalienable Rights.”

Founding Ideals 3

Opportunity “That among these [rights] are Life, Liberty and the Pursuit of Happiness.”

An introduction, including • a hook that creates interest in the topic of your essay.

A conclusion that includes • a reworded version of your thesis statement.

The following is a list of America’s founding ideals and excerpts from the Declaration of Independence that correspond with those ideals.

Debating

Equality “All men are created equal.”

• a one- or two-sentence explanation of how each piece of evidence supports the topic sentence or thesis statement.

Democracy “That to secure these rights, Governments are insti tuted among Men, deriving their just powers from the consent of the governed.”

Curriculum Institute Defining

INTERACTIVE STUDENT NOTEBOOK

Liberty “That among these [rights] are Life, Liberty and the Pursuit of Happiness.”

PROCESSING

• a topic sentence that clearly states one argument supporting your thesis statement.

Have Americans lived up to the ideals expressed in the Declaration of Independence? Your essay must include the following elements:

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Setting the Geographic Stage 1 Setting the Geographic Stage How has geography influenced the development of the United States? PREVIEW Create a mental map of the United States by drawing an outline of the country in your notebook. Include a compass rose with your map. On your map, draw and label as many of the following geographic features as you can from memory: • rivers • mountains • deserts • plains • lakes • oceans • Oncitiesyour map, circle one or two geographic features that you think might have most affected the develop ment of the United States. Below your map, write a few sentences to explain each choice. READING NOTES Cut out the maps from Outline Maps. Tape each map to a separate page of your notebook, leaving room underneath or on the facing page to answer a set of Followquestions.your teacher’s directions and the instructions on each Geography Challenge Card to label the five maps. In the space below each map, complete the final task on each card. Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: physical feature natural resource globalizationregion kmmi.0210 TCI733 Outlineysical USH_CMM_03_NH-1.eps Secondproof Answers1Challenge Challenge 2 Answers Challenge 3 Answers 250 50 mi. KEY USH_CMM_03_NH-2.eps 0 250 50 mi. KEY 2.StatesUnitedtheofFeaturesPhysicalLand:VariedVast,A1. A Land of Plenty: Natural Resources of the United States 3. A Growing Population: From Farms to Cities

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Setting the Geographic Stage 2 PROCESSING Look at your mental map from the Preview. Knowing what you now know about U.S. geography, improve your map or draw a new one. Draw and label what you think are the most influential features in the develop ment of the United States, including the following: • rivers • mountains • deserts • plains • lakes • oceans • Locatecitiesand label your own community, state, or region on your map. What geographic features influenced why and where your community, state, or region developed? Choose two or three of these features and explain the impact of each on the development of your community, state, or region.

3 km0502500mi.0502500 km0005mi.0502500 km00020100200mi. TCI733 OutlinePhysical USH_CMM_03_NH-1.eps Secondproof Outline Maps StatesUnitedtheofFeaturesPhysicalLand:VariedVast,A1.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Setting the Geographic Stage 4 0 250 50 0 km 0 250 50 0 mi. 0500 km 0 250 50 0 mi. 0200 km 0 10 0200 mi. KEY TCI7 34 Political SeUSH_CMM_03_NH-2.epsOutlinecondproof 0 250 50 0 km 0 250 50 0 mi. 0500 km 0 250 50 0 mi. 0200 km 0 10 0200 mi. KEY TCI7 34 Political SeUSH_CMM_03_NH-2.epsOutlinecondproof 3. A Growing Population: From Farms to Cities 2. A Land of Plenty: Natural Resources of the United States

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Setting the Geographic Stage 5 0 250 50 0 km 0 250 50 0 mi. 0500 km 0 250 50 0 mi. 0200 km 0 10 0200 mi. TCI7 35 Political FirUSH_CMM_03_NH-4.epsOutlinestproof 4. United and Divided: Regions and American History 0 1,50 0 3,000 km 0 1,50 0 3,000 mi. N S WE TCI7 43 World ThirdUSH_LG_03_GRN-5.epsOutlineproof U.S. Postal Codes AL LA OH AK ME OK AZ MD OR AR MA PA CA MI RI CO MN SC CT MS SD DE MO TN FL MT TX GA NE UT HI NV VT ID NH VA IL NJ WA IN NM WV IA NY WI KS NC WY KY ND 5. One Continent, Two Oceans: The United States and the World

• In the rectangle, create an advertisement encouraging British settlers and indentured servants to come to the colonies. Use simple images and a few phrases to make your message clear.

• On the right, write what an enslaved African might be thinking about your advertisement.

Vocabulary Terms

READING NOTES

2. These people are on a ship. Where might they be going? Why might they be traveling there?

PREVIEW Analyze the painting in the Introduction section and answer these questions in your notebook:

5. What details in the painting seem to contradict the founding ideals? Explain your ideas.

1. What four words describe the people in the painting?

4. Five founding ideals of the United States are equality, rights, liberty, opportunity, and democracy. Which of these ideals seem to be represented in the painting? Support your answer with specific details from the painting.

As you complete the Reading Notes, use these Vocabulary Terms in your answers: Mayflower Compact Magna EnglishCartaBillof Rights House of Burgesses Albany Plan of Union Act of GreatZengerTolerationReligioustrialAwakening

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute The Colonial Roots of America’s Founding Ideals 1 The Colonial Roots of America’s Founding Ideals

3. The men are signing a document called the Mayflower Compact. What do you think the document might be about?

• On the left, write what an American Indian might be thinking about the colonists that your advertisement will bring to North America.

Read Sections 1 and 2 and complete the corresponding Reading Notes. Section 1 Cut out the diagram from Illustrations for Reading Notes, Section 1, and tape it to a page in your notebook. Then follow these directions to complete the diagram:

How did the colonial period help shape America’s five founding ideals?

One row has been completed for you.

The Zenger trial verdict helped to establish the right of freedom of the press.

• Next to each founding ideal, list at least two exam ples of how colonial events affected that ideal. Include at least five of the Vocabulary Terms in your examples.

English Bill of

One example has been done for you below.

PROCESSING

Create a spoke diagram that reflects the colonial roots of America’s five founding ideals. Follow these steps:

1. Fill in the date for each event.

2. Cut out the seven icons from Illustrations for Reading Notes, Section 2, and tape each icon into your table for the event it best represents.

Complete your table by doing the following:

3. In the last column, describe how each event helped to shape American rights and government.

• Copy the title and five spokes shown below.

• Draw at least one illustration to represent the colo nial roots of each ideal.

Event Date Icon Effect on American Rights and Government CartaMagna 1215 It began to create the right to due process of law. It supported the principle of no taxation without rep resentation, said the king was not above the law, and helped establish a represen tative government.

AwakeningGreattrialZengerTolerationReligiousActofAlbanyBurgessesHouseRightsofPlanUnionof

Colonial Roots of theIdealsFounding liberty opportunity democracy equality rights

INTERACTIVE STUDENT NOTEBOOK

Create the table below in your notebook.

Section 2

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute The Colonial Roots of America’s Founding Ideals 3 Illustrations for Reading Notes Section 2 Section 1

Americans Revolt

As you complete the Reading Notes, use these Vocabulary Terms in your answers: Declaration

committeesStampIndependenceofActofcorrespondence

7-17-20062ndGrayscalUSHS_CMM05_RN_02eProof Stamp Act, 1765

•

PREVIEW

•

About two-fifths of the American colonists were Patriots who believed . . . About one-fifth of the colonists were Loyalists who felt . . . About two-fifths of the colonists were Moderates who, in general, . . .

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Americans Revolt 1

Were the American colonists justified in rebelling against British rule? Vocabulary Terms

Boston Tea Party Intolerable Acts Common Sense Battle of Saratoga Battle of Yorktown

•

READING NOTES

•

1. Examine the painting in the Introduction section. Then answer these questions in your notebook: What is happening here? The statue is of King George III on horseback. Why might people pull down a statue of a king? How are the people on the left reacting to the statue’s being pulled down? How are the people on the right reacting?

Section 1 Read Section 1. Then select six important events that occurred between 1763 and 1775. Turn your note book sideways. On a blank page, create a bar graph to show how tensions between Britain and the colonies increased as a result of each event. Beneath each bar, write the event and the date it occurred. Inside each bar, make a simple sketch to represent the event and write a sentence that explains how that event increased tensions between Britain and the colonies. Arrange the bars on your graph chronologically. An example is done for you.

•

SomewhatIncreasedGreatlyTensionsIncreasedTensionsDidNotIncreaseTensions

•

The thethroughoutpeoplewhichStampprotestedcoloniestheAct,taxedcolonies.

2. Copy the circle graph below. Shade the appropriate sections to represent the percentage of American colonists who were Patriots, Loyalists, and Moderates.

3. Annotate your graph by completing these prompts:

• two paragraphs that clearly support or criticize the actions of people during two events of the American Revolution. For example, the Patriot editorial might praise those involved in the Boston Tea Party, while the Loyalist article might condemn their actions.

•

Create an “Opinion” page for an American newspaper in 1783. The page should contain two editorials—one from the Patriot perspective and one from the Loyalist perspective—about whether the American Revolution was justified. Each editorial must contain these

After reading Section 3, sketch the map showing key battles of the American Revolution into your notebook. Accurately place a symbol on your map to represent each item below. Around your map, write a short explanation of why each battle or event was important to the revolution. Battle of Trenton, 1776 Battle of Saratoga, 1777 winter at Valley Forge, 1777–78 Battle of Yorktown, 1781

•

Section 3

• an introduction that identifies the writer and briefly describes his or her background.

• a conclusion that summarizes why the actions of the Patriots were justified or suggests alternatives that could have been explored.

•elements:aheadline summarizing the main idea of the editorial.

• a sketch that illustrates a key idea or event mentioned in the editorial. Add creative touches to make your “Opinion” page look authentic. For example, write the name of the newspaper at the top or include advertisements.

Declaration IndependenceofCommonSense

•

After you read Section 2, create a Venn diagram to represent key differences and similarities between Common Sense and the Declaration of Independence. In each of the two non-overlapping parts of the diagram, list at least three differences between the Indocuments.theoverlapping area, list at least two similarities. Include information about who wrote the documents, the main ideas found in them, and why they were written.

PROCESSING

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Americans Revolt 2 Section 2

Inrules.your notebook, create simple illustrations to rep resent anarchy and monarchy. Then answer this question: In your opinion, which is a more powerful threat to liberty: anarchy or monarchy? Why?

In anarchy, there are no rules. Individuals can do as they please, but there is no system of government to protect them from the actions of others. In a monarchy, one individual holds most of the politi cal power. The monarch can promote stability, but this is done at the expense of the rights of those he or she

PREVIEW

Vocabulary Terms

Read each section, and then follow the instructions to complete your Reading Notes.

Question 1: In what ways are state constitutions simi lar to one another? In what ways are they different?

Creating the Constitution

Creating the Constitution 1

Question 3: What was the Land Ordinance of 1785? How might it benefit Americans?

Question 2: Why were the Articles of Confederation written? What potential shortcomings did they have?

Question 4: What effect did the Northwest Ordinance of 1787 have on the spread of slavery?

For each question below, make a quick sketch of an American who would be affected by that topic— for example, a settler, a woman, a politician, or an African American. In a voice bubble, write a response to the question in the first person, as if the character is actually speaking.

As you complete the Reading Notes, use these Vocabulary Terms in your answers: Articles NorthwestConstitutionalConfederationofConventionOrdinance Constitution of the United States Great ElectoralCompromiseCollege

INTERACTIVE STUDENT NOTEBOOK

READING NOTES

What is the proper role of a national government?

Section 1

Section 3

Section 4

• a catchy slogan that metaphorically compares the Articles of Confederation with the Constitution. For example, The Articles were like a sapling bending in the wind, but the Constitution is like a towering oak tree—strong and steady.

Create a spoke diagram similar to the one below. Use written and visual information to represent five key factors that eventually led to the convening of the Constitutional Convention. One example is given for you. Also complete the sentence at the center of the diagram.

• a clear topic sentence that communicates the main idea of your paragraph

• an illustration to accompany each of those three explanations.

• one or two sentences that explain how your evi dence supports your topic sentence

Create a handbill that might have been used to encour age people to support ratification of the Constitution. Your handbill must include these things:

If you had lived during the time of the Constitutional Convention, would you have supported or opposed ratification of the new Constitution? Make sure your paragraph includes these things:

• a one- or two-sentence statement by one of the framers, such as James Madison, that enthusiasti cally endorses the Constitution.

• one or two pieces of evidence (such as facts, quotes, or examples) from the reading to support your topic sentence

INTERACTIVE STUDENT NOTEBOOK

Compromise Problem IdeasConflicting Solution CollegeElectoralCompromiseThree-FifthsCompromiseGreat

Section 2

PROCESSING

• three ways that the framers of the Constitution created a more effective national government.

Create the table below in your notebook. For each of the three compromises, briefly explain what the prob lem was. Then list the different solutions that were debated and describe the final compromise solution. Compromises of the ConventionConstitutional

Key Factors Leading to the Constitutional Convention James Madison and persuadeothers..

• creative touches to make your handbill visually appealing, such as a decorative border.

In a well-written paragraph, respond to this question:

. inflation

INTERACTIVE STUDENT NOTEBOOK

Teachers’ Curriculum

Preamble to the U.S. Constitution

2. In your own words, according to the Preamble, why did the people of the United States create the Constitution?

As complete Notes, use these your answers: judiciary supremacyfederalismreviewclause

Vocabulary Terms

chiefelasticCongressPreambleclauseexecutive federal

PREVIEW Read the excerpt below, which is associated with ide als in the Declaration of Independence. Also read the Preamble to the U.S. Constitution. Excerpt from the Declaration of Independence

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness . . . to secure these rights, Governments are instituted among Men, deriving their just powers from the con sent of the governed . . . it is the Right of the People . . . to institute new Government.

1. According to the Declaration of Independence, what are people’s unalienable rights? How do people make sure their rights are protected? Who creates governments, and where do governments get their power?

Does the Constitution support the ideals in the Declaration of Independence?

judicial

you

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, pro mote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

the Reading

Now answer these questions in your notebook:

3. Think about why the Declaration of Independence was created. In what ways are the purposes of the Declaration of Independence and the Constitution similar? In what ways are they different?

Vocabulary Terms in

Section 6

Sections 1 to 4 Read Sections 1 to 4. Then, in your notebook, create a simile that completes this comparison: The three branches of government under the Constitution are like . . . Devise your own simile, or choose from these:

• a football team • an orchestra • the parts of a car Draw an illustration to help explain your simile. Label your illustration using at least three of these terms: executive branch, legislative branch, judicial branch, president, Congress, Supreme Court, the people, Constitution, checks and balances.

Read Section 6. Then decide which three amendments from the Bill of Rights you feel are most important to Americans today. In your notebook, create a title for and draw a simple sketch to represent each amendment. Give the number of each amendment, write one fact about it, and explain why you chose it.

Section 7 Read Section 7. Then create a spoke diagram showing at least five ways people can participate in government.

PROCESSING

Next, write a “because” statement that finishes the comparison. For example, The three branches of gov ernment under the Constitution are like a three-wheel scooter because the government depends on a proper balance among the three branches.

READING NOTES

Section 5 Read Section 5. Then create a Venn diagram like the one below. List at least three delegated powers (federal government), three reserved powers (state governments), and three concurrent powers.

INTERACTIVE STUDENT NOTEBOOK

Create an annotated report card that helps answer the Essential Question: Does the Constitution support the ideals in the Declaration of Independence? Your report card should list three of the five ideals (democracy, equality, freedom, opportunity, and rights). Assign a grade based on how well you think each ideal is sup ported by the Constitution. Justify each grade with at least one example from the Constitution. Report Card on the Constitution ParticipationGovernment Ideal Grade Explanation Equality X I gave the Constitution the grade of X for equality because . . .ConcurrentPowers DelegatedPowers ReservedPowers

Finally, write three statements in support of your simile. Use the phrase “just as” to explain how at least three features of your illustration are like features of the Constitution. For example, you might write, The Constitution guides the functioning of the government, just as handlebars are used to steer a scooter.

READING NOTES

2. Open the door. In this space, identify at least three important details about life in the United States in 1800. Think about geography, politics, economy, and society. For each detail, provide a label, an illustration, and a brief description.

Did changes in the young nation open the door to opportunity for all Americans?

Introduction section. In your notebook, answer the fol

Carefully examine the top drawing in the lesson’s

• What might life have been like for people living in St. Louis in 1820?

• What might have caused those changes?

INTERACTIVE STUDENT NOTEBOOK

Section 1 Follow these steps to create a door to the year 1800:

3. On the front of the door, write a title that includes the year 1800. Decorate your door to reflect what you might see in the year 1800. For example, you might create a farmhouse door, because most Americans were farmers in 1800.

1. Fold a piece of paper in half. Tape it in your note book so the folded edge is on the left.

Sections 2 to 5

2. Decorate the front of each door to illustrate the sec tion title. For example, for Section 4 on economic changes, you might draw a bank vault door. Vocabulary Terms

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

• What do you see?

PREVIEW

• What time period does this drawing show?

•lowing:What do you see?

• How much time do you think has passed since the top drawing?

• What changes happened to St. Louis since the early part of the century?

• What might life have been like for people living in St. Louis in 1850?

1. Follow the directions for Step 1 in Section 1 above to create four doors, one for each section. Tape each door on a separate page in your notebook.

SenecaSecondfactoryginsystemGreatAwakeningFallsConvention

manifest destiny Indian Removal Act Democratic Party spoils MarshallsystemCourt cotton

Carefully examine the bottom drawing and answer the following questions:

8.4: DevelopingChangesEconomicinaNation

8.2. Geographic Changes Subsection Title: Visual: Subsection Title: Visual: Key Change: The U.S. acquires the West Key Change: Westward migration Subsection Title: KVisual:eyChange: Sectional identities develop

For each, provide a label, an illustration, and a brief description.

In your notebook, create a door that reflects the oppor tunities you think are available to Americans today.

1. Fold a piece of paper in half. Tape it in your note book with the folded edge on the left.

PROCESSING

2. Open the door and identify at least three opportuni ties that are available to Americans today. Think about geography, politics, economy, and society.

3. On the front of the door, write a title that includes the words “opportunities” and “today.” Decorate your door to reflect the opportunities you see today. For example, you might draw a door to a tall sky scraper or a shopping mall.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Changes in a Young Nation 2 3. For each section, open the door and follow these •steps:Write the section number and title across the top. • For each key change listed below, identify the correct subhead (or subheads) from the section that discusses this key change. • Draw an appropriate illustration for each change. • List three important factors about each change. Key Changes 2. Geographic Changes The United States acquires the West Westward migration Sectional identities develop 3. Political Changes in an Emerging Democracy Suffrage is expanded Election of Nullification1828crisis of 1832 4. Economic Changes in a Developing Nation New inventions in manufacturing and agriculture The factory system is introduced Transportation revolution 5. Social Changes in the Young Republic Revival of religious feeling Rise of Women’sabolitionismrightsmovement

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute A Dividing Nation 1 A Dividing Nation Was the Civil War inevitable? PREVIEW Answer this question in your notebook: If you are involved in a serious argument in which something important is at stake, is it better to compromise with or confront your opponent? Explain your reasoning. READING NOTES Section 1 Trace the map below into your notebook. • Draw in and label the Missouri Compromise line. • Color free states and territories. Fill in the key with the appropriate color. • Use a different color for slave states and territories. • Annotate your map with differences between the North and South by listing at least three important details about the way of life in each region. Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Missouri FugitiveCompromiseCompromiseof1850SlaveLaw Uncle Tom’s Cabin Kansas-Nebraska Act Republican Party Dred Scott decision John Brown’s raid Fort Sumter Arkansas Terr FloridFloridaTerraTerr Unor ga ni ze d Te rr itory MiMichiganTerritorychiganTerritory 36˚ 30' Free states and andSlaveterritoriesstatesterritories PACIFICOCEAN ATLANTICOCEAN Gulf of Mexico Arkansas Terr Unor ga ni ze d Te rrand(ClaimedCOUOREGONNTRYbyU.S.GreatBritain)M EXICO(Spain) (GreatCANADABritain) LA MS TNALKY GAFloridaTerrSCNCVAPANYVT MDDENJMENHMACTRI MO IL IN OH MichiganTerr

• an introduction that outlines who was involved, what happened, where it happened, when it hap pened, and why it was important.

Write an article for a European newspaper reporting on the April 1861 attack on Fort Sumter. Your newspaper article must be at least three paragraphs and must •includeaheadline that will attract readers.

On the side of the timeline labeled “Compromise,” place events from the list below that you believe reflected a spirit of compromise. On the side of the timeline labeled “Conflict,” place events that you believe showed a spirit of conflict. Be sure to include • the name and date of the event. a short description of the event. a brief explanation of why you believe this event showed a spirit of compromise or conflict. the following events to the vertical timeline in your notebook as described in the instructions for Section 2. partially completed sample is shown below.

Section 3 Add

Section 2

•

Copy the timeline below into your notebook and title it “Events Leading to the Civil War.”

• a description of at least two events that led up to the attack. Explain how these events showed a spirit of compromise or of conflict between the North and the South at the time of the event.

PROCESSING

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute A Dividing Nation 2

• a conclusion that discusses whether you think a civil war was inevitable.

•

Compromise of 1850 Uncle Tom’s Cabin Kansas-Nebraska Act

Dred Scott decision John Brown’s raid Election of 1860 Fort Sumter 1861 Compromise of 1850 (1850) The Compromise of 1850 was . . . It showed a spirit of compromise because . . . Conflict 1850 Compromise Events Leading to the Civil War

• an appropriate visual symbol for the battle.

Create a historical marker for the Battle of Gettysburg. The marker should include • the dates and location of the battle.

Sherman’sGettysburgEmancipationPlanProclamationAddressMarchtotheSea

draft 54thbreadCopperheadriotriotMassachusettsRegiment

Anaconda

• What historical event do you think is being reen acted? How can you tell?

READING NOTES

• the number of soldiers who were killed or wounded.

• a quote from the Gettysburg Address.

The Anaconda Plan Begins to Squeeze the Confederacy

• What groups of Americans are represented in the photographs? What other groups might have been affected by the Civil War?

How did the Civil War affect the United States and its people?

Turning the Tide: Vicksburg and Gettysburg

President Lincoln said “my paramount object in this struggle is to save the Union.” List three reasons why Lincoln eventually decided that emancipating (free ing) enslaved African Americans would help meet that objective.

• a short description of why this battle was significant in the course of the war.

PREVIEW Carefully examine the photographs and answer the fol lowing questions:

The Emancipation Proclamation Changes Union War Aims

Vocabulary Terms

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

Do you think the name Anaconda Plan was appropri ate? If so, why? If not, what would you have called it? Why?

Create a simple map or diagram that shows the three key strategic elements of the Anaconda Plan. Label each element.

Section 1 After reading each subsection in Section 1, respond to the following in your notebook:

• What are six interesting details you see?

Teachers’ Curriculum

INTERACTIVE STUDENT NOTEBOOK

List at least two important pieces of information saw in the museum exhibit and read about in this section.

new page in your notebook (for example, Section 2: Challenges Facing Government Leaders). 2. Divide each page into four sections. Write “North”

and “South”

List the five most important effects of the Civil War. For each item, be sure to include the name of the group or groups affected and an explanation of why you think the effect was so important.

and why? Sections 2 to 5 Set up your Reading Notes as described here and as shown below: 1. For each section, write the section number and title

List at least two important pieces of information you read about in this section but did not see in the museum exhibit.

line. 3. After

hori

PROCESSING

Explain what did Union forces under General William T. Sherman take against the South while using the total war gave you the task of creat ing a symbolic name for his total war strategy, such as the Anaconda Plan. What would it be at the of a at the top of the page beneath the zontal each set of museum exhibit presentations, read the appropriate section and complete your Reading Notes as described below.

is meant by the term total war. What actions

Imaginestrategy?General Sherman

top

you

List at least two important pieces of information you saw in the museum exhibit and read about in this section.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute The Civil War 2 Total War Forces the South to Surrender

Section ____: _____________ SouthNorth

• a Studycaptionthefirst image on the page titled Political Cartoons. This image shows Abraham Lincoln and Andrew Johnson at the end of the Civil War. Answer the following questions in your notebook to better understand the cartoon.

3. To the side of each cartoon, label each detail and briefly explain what it is or what it symbolizes.

•

1. Cut out and tape on separate pages in your notebook the political cartoons from Political Cartoons.

As you complete the Reading Notes, use these Vocabulary Terms in your answers: Thirteenth FourteenthRadicalblackFreedmen’sAmendmentBureaucodesRepublicanAmendment

PREVIEW Political cartoons express the cartoonist’s opinion on a current issue through images and words. Political car toons use some or all of the following artistic devices: important people symbols • exaggerated details labels that identify parts of the cartoon

READING NOTES

•

PROCESSING

4. How does the cartoonist use artistic devices to communicate his message?

• voice or thought bubbles

Create a political cartoon commenting on the nation’s commitment to its founding ideals during Reconstruction. Your cartoon should also contain at least three of the following artistic devices: important people symbols • exaggerated details • labels that identify parts of the cartoon voice or thought bubbles a caption Vocabulary Terms

•

INTERACTIVE STUDENT NOTEBOOK

1 Reconstruction

Teachers’

2. Circle the five most important details in each politi cal cartoon.

How was the nation’s commitment to its founding ideals tested during Reconstruction?

Fifteenth Amendment Ku Klux Klan Jim Crow laws Plessy v. Ferguson

3. What do you think is the cartoonist’s message?

4. Below each cartoon, respond to this question: What does this political cartoon reveal about the nation’s commitment to its founding ideals during Reconstruction?

•

Follow these steps to complete the Reading Notes for Sections 1 to 4:

2. What other examples of the six artistic devices can you identify in this cartoon?

•

1. What artistic devices can you identify in this car toon? Match each letter to one of the six artistic devices listed above.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Reconstruction 2 Political Cartoons

4. Do you think the settlement of this region had a more positive effect or a more negative effect on the person or people who wrote this song? How can you tell?

What opportunities and conflicts emerged as Americans moved westward?

As you listen to “Home on the Range,” follow along with the lyrics to the right. Then answer these ques tions in your notebook:

5. Do you think the settlement of this region had the same effect on all the different groups of people who lived there? Why or why not?

Oh, give me a home where the buffalo roam, Where the deer and the antelope play, Where seldom is heard a discouraging word, And the skies are not cloudy all day. Chorus Home, home on the range, Where the deer and the antelope play, Where seldom is heard a discouraging word, And the skies are not cloudy all day. How often at night when the heavens are bright, With the light of the glittering stars, I stood there amazed and I asked as I gazed, Does their glory exceed that of ours.

3. What region of the country do you think this song is referring to? How can you tell?

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Change and Conflict in the American West 1 Change and Conflict in the American West

1. What interesting things do you hear in this piece of music?

PREVIEW

2. What mood or emotions does the melody or lyrics evoke?

Chorus Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Chisholm transcontinentalTrail railroad Dawes Act Homestead Act PopulistExodusterParty

Home on the Range

READING NOTES

Prepare your notebook for the activity by cutting out the eight faces from Groups in the American West. Tape two faces on each of four pages in your note book. Add speech bubbles to each face, as shown Atbelow.each station during the activity, write your notes in the speech bubbles for that group. Write how you think each group was positively and negatively affect ed by westward expansion.

INTERACTIVE STUDENT NOTEBOOK

Negative Impact (challenges and hardships) Miners Positive (opportunities)Impact Negative Impact (challenges and hardships) Ranchers and Cowboys Positive Impact (opportunities)

PROCESSING

Write your own song about the impact of the settle ment of the West on different groups of people. Use the melody to “Home on the Range” or another melo dy you like. Your song should include • a repeating chorus that addresses the Essential Question: What opportunities and conflicts emerged as Americans moved westward? • at least four verses. Each verse should include the name of one of the groups from the lesson—min ers, ranchers and cowboys, railroad owners, railroad workers, American Indians, settlers, African Americans, or populists—and describe at least one important effect the settlement of the West had on that group.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Change and Conflict in the American West 3 Groups in the American West Miners Ranchers and Cowboys Railroad Owners Railroad Workers American Indians Settlers African Americans Populists

PREVIEW Think about this question: What are the three most important innovations, or inventions, of your lifetime? In your notebook, quickly sketch each innovation. Then write a one- or two-sentence description explain ing how each innovation has affected or changed your life.

2. How did the invention of the telegraph and tele phone revolutionize communications?

Institute The

1 The Age of

2. How did horizontal and vertical integration lead to larger companies?

Section 4

1. Do you think the term Gilded Age was appropriate for America at the time? Support your opinion with at least two examples.

Shermansociallaissez-faireDarwinismAntitrust Act

Section 1 1. How did capitalists (investors) in the late 1800s help fuel the development of new technologies?

Section 3

3. Why did the government adopt a laissez-faire policy toward business during this time?

Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Bessemer process horizontal integration vertical integration

INTERACTIVE STUDENT NOTEBOOK

1. How were the new big businesses of this time dif ferent from traditional companies?

4. Compare the First Industrial Revolution to the Second Revolution. (You can refer back to the les son called Changes in a Young Nation.) Consider factors such as who comprised the workforce, new inventions, methods of production, and major eco nomic changes in how businesses were run.

3. How do monopolies and trusts differ?

and Industry

Was the rise of industry good for the United States?

2. Why were corporations formed, and how are they run?

Section 2 1. How did Frederick W. Taylor’s studies impact industry in the early 1900s?

3. Which invention do you think had the greatest impact on America in the 1800s: oil drilling, the Bessemer process, or electricity? Give at least two reasons to justify your choice.

Teachers’

READING NOTES

Cut Graphs for Reading Notes into quarters. Tape each graph into your notebook, two graphs to a page. Leave space to the right of each graph for answering the questions that follow. During the activity, you will complete the graph and answer the questions for each reading section.

Well, I don’t know as I want a lawyer to tell me what I cannot do. I hire him to tell me how to [get around the law so I can] do what I want to do.

—Andrew Carnegie, steel industrialist

2. Why do some historians call industrialists robber barons? Which industrialists from this lesson do you think would be considered robber barons, and why?

INTERACTIVE STUDENT NOTEBOOK

—J. P. Morgan, banking industrialist

—E. H. Harriman, railroad industrialist

Q: Many people call industrialists like you robber bar ons. How do you respond to this?

Q: Large corporations and trusts have led to the failure of many smaller businesses. Are these new, larger com panies better for Americans? Why or why not?

Quotes from U.S. Industrialists

—Andrew Carnegie, steel industrialist

There is one rule for the industrialist and that is: Make the best quality of goods pos sible at the lowest cost possible, paying the highest wages possible.

The conditions of human life have not only been changed, but revolutionized . . . The “good old times” were not good old times.

—Henry Ford, automobile industrialist

3. Why do some historians call industrialists captains of industry? Which industrialists from this lesson do you think would be considered captains of industry, and why?

Q: The government has remained largely uninvolved in regulating the economy. Do you support the govern ment’s laissez-faire business policies? Why or why not?

Surplus wealth is a sacred trust which its possessor is bound to administer in his life time for the good of the community.

Whenever it is necessary I can buy a suffi cient number of Senators and Congressmen or State Legislators to protect my interests, and when it is necessary I can buy the Judiciary.

I believe the power to make money is a gift from God . . . to be developed and used to the best of our ability for the good of man kind.

Question: What are some of the important inventions of this time period? What role have industrialists like you played in their development?

In your notebook, copy each question and record your response (from the perspective of an industrialist).

PROCESSING Suppose you are an industrialist being interviewed for an article in a national newspaper. The journalist inter viewing you has brought up some questions about your role in industrialism. Use your Reading Notes and the quotes at right from various U.S. industrialists to help you respond to the questions.

—John D. Rockefeller, oil industrialist

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute The Age of Innovation and Industry 3 Graphs for Reading Notes 1. New Inventions and Technologies 2. An Explosion of Industrial Growth 3. Big Business and the Government 4. The Gilded Age 6-19-20062ndGrayscalUSHS_CMM13_3_02eProof IssuedPatentsofNumber Year 18451850 1855 1860 1865 1870 18751880 18851890 18951900 10,00012,00014,00016,00018,00020,00022,00024,00026,0008,0006,0004,0002,0000 6-19-20062ndGrayscalUSHS_CMM13_4_02eProof thousands)(inorkersWofNumber Year 1870 1880 1890 1900 1910 1920 10,00012,00014,00016,00018,00020,00022,00024,00026,00028,00030,00032,0008,0006,0004,0002,0000 Agricultural Non-AgriculturalWorkersWorkers GrayscalUSHS_CMM13_5_02e millions)(inExportsotalT Year 18501855 1860 1865 1870 1875188018851890 189519001905 $1,000$1,100$1,200$1,300$1,400$1,500$1,600$1,700$900$800$700$600$500$400$300$200$100$0 GrayscalUSHS_CMM13_6_03e Income Person or Group $25,000,000AndrewCarnegiePostalemployeesClericalworkersMinistersGasandelectricityworkersRailroadworkersManufacturingworkersCoalminersPublicschoolteachers$1,200$1,000$800$600$400$200$0

2 Record

Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: working class child AmericanlaborFederationofLabor(AFL) Haymarket Affair Homestead Strike Pullman Strike 1. Conditions of Working Class 2. Labor Movements 3. Strikes Erupt Nationwide 4. Mixed Success for Unions

Section at least two strategies labor unions employed in their attempt to improve workers’ lives. Then record at least two ways employers attempted to undermine unions. 3 Record at least three key events during the labor move ment of this time period. Summarize each event in one or two sentences. 4 Record at least three important losses or gains that labor unions experienced during this time. Write at least one sentence explaining each gain or loss.

Section

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Labor’s Response to Industrialism 1 Labor’s Response to Industrialism Was the rise of industry good for American workers? PREVIEW In your notebook, describe a time when you were unhappy with certain conditions—at home, work, or school—that you had to deal with. How did you try to change those conditions? Were you successful? Why or why not?R NOT ES READING NOTES Cut the illustration from Illustration for Reading Notes in half vertically and tape it to two pages of your note book, as shown at right. Divide the two pages into four sections, and label each section with one of the four headings from the reading. As you read Sections 1 to 4, record the following information in the appropriate section. Section 1 Record at least four details describing the working and living conditions of industrial workers.

Section

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Labor’s Response to Industrialism 2 PROCESSING Create a matrix in your notebook to compare your experience in the game to that of workers trying to organize unions at the turn of the 20th century. In your matrix, make at least three comparisons that show sim ilarities and two comparisons that show differences. See the examples below. Classroom Experience Historical Experience Similarities • Students decided whether it was in their best interest to play a pink card or a green card. • Workers decided whether or not it was in their best interest to join a union. Differences

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Labor’s Response to Industrialism 3 Illustration for Reading Notes

With my ears, I hear… With my eyes, I see… With my nose, I Withsmell…mymouth, I say (or taste)… With my feet (or hands), I touch...

INTERACTIVE STUDENT NOTEBOOK

READING NOTES

Section 1 Read Section 1. Then create a sensory figure by completing at least four sensory statements around the appropriate photograph. Sensory statements describe what immigrants might have experienced or felt through any of their senses. Base your statements on information from the reading.

As you complete the Reading Notes, use these Vocabulary Terms in your answers: push factor pull

AngelActChinesenativismAmericanizationExclusionIslandImmigrationStation

Section 2 Read Section 2. Then create a sensory figure by completing at least four sensory statements around the photograph. Base your statements on informa tion from the reading, and include any appropriate Vocabulary Terms. When you are finished, compare your experience in the classroom activity to the experience of immigrants around the turn of the century by writing at least three important similarities and three important differences below your sensory figure. Be prepared to share these similarities and differences with the class. Vocabulary Terms

You can use the sensory statement starters in the example shown below or create your own. Include any appropriate Vocabulary Terms in your statements.

What was it like to be an immigrant to the United States around the turn of the century?

You will receive a strip of five photographs cut from Images for Sensory Figures. Cut them out and tape each one to the center of half a page in your notebook.

EllisAmericafactorlettersIslandImmigrationStation

Interview someone who immigrated to the United States in the past 10 to 15 years. (If you can’t find someone to interview, research a website, book, or magazine article that has interviews with recent immi grants.) In your interview, find out information on these topics:

PROCESSING

INTERACTIVE STUDENT NOTEBOOK

• the person’s reasons for leaving his or her home country and coming to the United States

Read Sections 3 to 5. For each section, create a sensory figure by completing at least four sensory statements around the appropriate photograph.

Sections 3 to 5

• the person’s experiences getting into this country • how the person has been treated by U.S. citizens, positively or negatively, since coming to the United UseStatesthis information and a photograph or sketch of the person to create a sensory figure in your notebook about the person’s experiences. Write at least four sen sory statements around the figure. Below your sensory figure, compare this person’s immigrant experience to the experience of immigrants around the turn of the 20th century by listing at least three important similarities and three important differ ences.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Through Ellis Island and Angel Island: The Immigrant Experience 3 Images for Sensory Figures Section 1 Section 2 Section 3 Section 4 Section 5 Section 1 Section 2 Section 3 Section 4 Section 5 Section 1 Section 2 Section 3 Section 4 Section 5

Sections 2 to 5

Field Investigation Creating a Muckraking Notepad Create a muckraking notepad for your field investiga tion by taking two sheets of paper from your notebook. Cut each sheet into fourths to create eight equal-size rectangles. Staple the rectangles together at the top to make your notepad. Vocabulary Terms

As you complete the Reading Notes, use these Vocabulary Terms in your answers: The Jungle extractive industry Tammany Hall Pendleton temperanceActmovement

Muckraking Notepad

READING NOTES

4. How had the U.S. population become more diverse by the early 1900s?

INTERACTIVE STUDENT NOTEBOOK

What social, political, and environmental problems did Americans face at the turn of the 20th century?

Section 1 Read Section 1, then answer these questions in your 1.notebook:Whatimportant announcement did the Census Bureau make in 1890?

PREVIEW Imagine that you are standing in the alley with the four boys in the photograph in the Introduction section. What social problem or problems does this photograph show? In your notebook, describe each problem you see in two sentences or more. Use vivid and shock ing language that might stir someone into action. For example, Destitute and alone, these young boys sleep wherever they can in the rotten-smelling alleys of the city.

3. What did American cities look like in 1900?

2. What happened to American industry in the years after the Civil War?

Field Site: Topic: Examine the visual and written information at the station. In this space, explain what problem you think you have uncovered. In this space, describe the problem using vivid and shocking language that will stir your reader into action. Write at least two sentences about the photograph. Also choose one sentence from the quotation to excerpt. Read the corresponding section of Lesson 16. Then, in this space, record at least four important pieces of information about the problem.

Conduct Your Field Investigation

Teachers’ Curriculum

INTERACTIVE STUDENT NOTEBOOK

Uncovering

When you reach a field site, open your muckraking notepad to the first two pages. Divide the space into three sections, and take notes by following the guide lines below. When you move to the next field site, turn to the next two pages. You must visit each field site at least once and investigate a total of seven problems.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Uncovering Problems at the Turn of the Century 3 PROCESSING As a muckraker, you uncovered alarming information about problems in American society at the turn of the 20th century. You will now expose what you learned to the American public by writing a newspaper report that will stir your readers to action. Your article must include these elements: • an appropriate and appealing title • a byline with your name and an appropriate date from the time period • an introduction with a brief explanation of muck raking and an overview of what you plan to expose in your article • One paragraph describing each of the problems you uncovered at your field site. Use vivid and shocking language. Each paragraph should have at least two sentences, including at least three pieces of information from your Reading Notes. • a conclusion summarizing the reasons your read ers should take action to address the problems you uncovered • A “photograph” from your investigation with a brief caption. This can be a drawing you make or a copy of a photograph from a book or the Internet. It should depict something you wrote about in the article.

Teachers’ Curriculum Institute The Progressives Respond 1 The Progressives Respond

Let us sing as we go, Votes for Women!

Daughter, little daughter Your hands must pick the threads away And feel the sunshine never.

Let us sing as we go, Votes for Women!

3. When these songs were written, many people were working to find solutions to the problems of society. What types of solutions might they have proposed to address the problems you listed?

Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Hull

INTERACTIVE STUDENT NOTEBOOK

Toiling and toiling and toiling, endless toil, For whom? For what? Why should the work be done? I do not ask or know, I only toil. I work until the day and night are one, I work until the day and night are one. The Shadow Child

1. What moods do the melodies and lyrics seem to evoke?

Who were the progressives, and how did they address the problems they saw?

The roaring of the wheels has filled my ears, The clashing and the clamor shut me in, Myself, my soul in chaos disappears, I cannot think or feel amid the din.

2. What problems do these songs address?

For the right shall prevail over wrong!

NationalSocialHouseGospelChild Labor Committee

Though the way may be hard, though the battle be long Yet our triumph is sure, put your heart into song Into cheering and song, Votes for Women!

Suffrage Song

TuskegeeNAWSA Institute NAACP

To drudge that we all may live. And our teeth feel the grit of the mine In the very bread we bite, And our inmost soul is defiled with coal In the land of the noonday night.

Yes, shadow child, the livelong day.

The Land of the Noonday Night And we labor with straining arms For the pittance they deign to give, And our boys must quit the school for the pit

See! The banner is bright streaming o’er us, And the barred road lies open before us, Let the trumpet be blown, Let our purpose be known, Put your voice and your soul in the chorus!

Why do I pick the threads all day, Mother, Mother While sunshine children laugh and play, And must I work forever?

PREVIEW Below are lyrics to four songs that describe problems many Americans faced in the late 1800s. Read the lyr ics. Then answer these questions in your notebook:

The Sweat Shop

equality rights liberty democracy opportunity

•

Problems: List at least three problems that were identified in the section. Progressive Solutions: Describe at least three pro posed solutions or strategies for addressing these problems. Enacted Reforms: List at least two enacted reforms or solutions in response to these problems. Finally, give the progressives a letter grade (A–F) for how well they addressed these problems. Also list at least two reasons in support of your grade.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute The Progressives Respond 2 READING NOTES Sections 2 to 4 Read Sections 2 to 4. For each section, answer these •questions:

•

• a clear topic sentence that communicates the para graph’s main idea.

•

PROCESSING

Select one of the founding ideals below. Write a paragraph explaining whether the ideal was either advanced or restricted during the Progressive Era. Your paragraph should include

• one or two pieces of evidence from the lesson that support your topic sentence.

• one or two sentences that explain how your evi dence supports or proves your topic sentence.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Progressivism on the National Stage 1 Progressivism on the National Stage How well did Presidents Roosevelt, Taft, and Wilson promote progressive goals in national policies? PREVIEW Closely examine the political cartoon in the Introduction section. Then answer these questions in your notebook: 1. What are the three most interesting details you see? Sketch and label each of them. 2. What do the lions represent? 3. This cartoon is titled “The Lion Tamer.” The lion tamer is President Theodore Roosevelt. Based on the cartoon, what might his personality be like? 4. Does the cartoonist seem to believe that President Roosevelt will be able to control the trusts? 5. Based on the cartoon, how might the federal government’s power over trusts have changed during Roosevelt’s presidency? READING NOTES Create the matrix below on two pages of your note book. Cut out the three presidents’ faces from The Three Progressive Presidents, and tape them into your matrix as shown. Follow the directions for each read ing section to complete each row of your matrix. Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Square Deal New Freedom Pure Food and Drug Act Federal Reserve System Sixteenth Amendment NineteenthEighteenthSeventeenthAmendmentAmendmentAmendment 1. Industrializationthe2.PresidentsProgressiveThreeAddressingEffectsof3.ReformingtheNationalGovernment Theodore1901–1909Roosevelt William1909–1913Taft Woodrow1913–1921Wilson

Read Section 1. Add one or two details about each president’s personality, background, and reform pro grams to the first row of your matrix. Section 2 For each part of Section 2, summarize what each presi dent did to address the effects of industrialization. Start with the subsection “Busting Trusts,” and explain what each president did to bust trusts. Then continue with the subsections “Protecting Consumers and Workers” and “Protecting the Environment.”

• Write a paragraph with a topic sentence that explains how modern government actions reveal progressive goals. To support your topic sentence, include at least one quotation from the article and mention at least one specific event from Lesson 18.

• Find a news article about actions of today’s presi dent or federal government that reflect at least one progressive goal.

PROCESSING

INTERACTIVE STUDENT NOTEBOOK

Section 3 Read the section and summarize the progressive reforms made by the national government during each of the three presidencies. Include details from all five subsections somewhere in your matrix.

• Highlight the details in the article that show the influence of the national policies of progressivism.

Section

Use a print or digital news article to examine the last ing impact of progressivism. Follow these steps:

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Progressivism on the National Stage 3 The Three Progressive Presidents Theodore Theodore1901–1909RooseveltRoosevelt1901–1909TheodoreRoosevelt1901–1909 William WilliamWilliam1909–1913TaftTaft1909–1913Taft1909–1913 Woodrow Wilson WoodrowWoodrow1913–1921Wilson1913–1921Wilson1913–1921

•

PREVIEW

If your decision was motivated mainly by idealism,

use these Vocabulary Terms in your answers: Washington’s Farewell MonroeWarAddressof1812Doctrine Texas imperialismMexicanRevolutionWar RealismEntirely RealismMostly IdealismMostly IdealismEntirely

• you were motivated by self-interest. you believed that you were protecting your own needs and security. Think about an important decision you have made in your life and the motivations behind it. Copy the spectrum below into your notebook, and read the descriptions of realism and idealism. Mark an X along your spectrum to indicate whether your decision was motivated more by realism or idealism. Then write a paragraph describing your decision and explaining your placement on the spectrum.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Foreign Policy: Setting a Course of Expansionism 1 Foreign Policy: Setting a Course of Expansionism

If your decision was motivated mainly by realism, your decision-making process was guided by reason and rationality.

• you were motivated by the desire to help others.

• you believed that you were acting in the best inter est of your family and community. you complete Notes,

Vocabulary Terms As

the Reading

Was American foreign policy during the 1800s motivated more by realism or idealism?

• your decision-making process was guided by morals and ethics.

•

Sections 1 and 2 Draw the spectrum from the Preview across the top of two pages of your notebook. Also cut the four notetaking strips from Note-Taking Strips.

•

Draw a spectrum ranging from Realism to Idealism in your notebook. Identify a recent American foreign policy decision, and place an X along the spectrum to indicate whether you believe the decision was moti vated more by realism or idealism. Write a paragraph summarizing the decision and your placement of it on the spectrum. RealismEntirely RealismMostly IdealismMostly IdealismEntirely

READING NOTES

•

PROCESSING

INTERACTIVE STUDENT NOTEBOOK

For each of Sections 1 and 2, do the following: Read the section. Complete the two corresponding note-taking strips. Place each strip along your foreign policy spectrum where you think it belongs. After the class discussion, tape the strips into your notebook.

•

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Foreign Policy: Setting a Course of Expansionism 3 Note-Taking Strips 1Section unilateralismandneutrality policy:foreignthisDescribe 1812ofWar event:thisDescribe U.S.formotivationstwoList event:thisininvolvement 1Section Doctrine:Monroe andnon-colonization non-interference policy:foreignthisDescribe DisputeBorderVenezuela event:thisDescribe U.S.formotivationstwoList event:thisininvolvement 2Section expansionterritorial policy:foreignthisDescribe WarMexican event:thisDescribe U.S.formotivationstwoList event:thisininvolvement 2Section imperialism policy:foreignthisDescribe Samoaofacquisition event:thisDescribe U.S.formotivationstwoList event:thisininvolvement

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute The Spanish-American War 1 The Spanish-American War Why did the United States go to war against Spain in 1898, and why was the outcome significant? PREVIEW Consider this question: When is it appropriate for the United States to send soldiers to fight and face death on foreign soil? Choose up to three of the following reasons. In your notebook, explain each of your choices in a sentence or two. • to assist an ally of the United States • to protect territory that is close to U.S. borders • to stop human rights abuses • to acquire resources • to gain power • to acquire territory • to improve national security • to spread or protect American values and moral beliefs • to fight against tyrannical governments • under no circumstances is it ever appropriate • other (explain) READING NOTES You will be creating the front page of a newspaper using images cut from Newspaper Images and articles that you write as you respond to each section of the reading. To begin, set up your newspaper across two pages of your notebook as shown. Section 1 Read Section 1. Then, next to the image for this section, write a letter to the editor expressing your feelings about the coverage in the New York World and New York Journal of events in Cuba. Your letter should include • your thoughts on the accuracy of these stories. • your ideas on the coverage of these events as an effort to keep Americans informed. • the term reconcentration camps. Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: yellow journalism USS Maine Rough Riders San Juan Anti-ImperialistHill League Platt Amendment Section 1 image imageSectionhere2here Section 3 image imageSectionhere4here

© Teachers’ Curriculum Institute The Spanish-American War 2 2 Read Section 2. Then, next to the image for this section, write a lead story sensationalizing the publication of the de Lôme letter and the explosion of the USS Maine in order to fuel public anger toward Spain. Your story should include • the basic details of each incident.

PROCESSING

Answer each question in a few sentences. Make sure to incorporate the question into your answer.

2. Do you think the United States was justified in sending troops to Cuba and the Philippines to fight against Spain? Why or why not?

• attempts to encourage Americans to press the U.S. government into war with Spain.

3. Did U.S. actions in the Spanish-American War promote or hinder the advancement of the ideals of opportunity and democracy? In what ways?

• the terms de Lôme letter and USS Maine Section 3 Read Section 3. Then, next to the image for this section, write a report from the battlefront as if you were a war correspondent. Your report must include • details of the various battles taking place in Cuba.

Section

• the terms Rough Riders and San Juan Hill Section 4 Read Section 4. Then, next to the image for this section, write a caption for the cartoon in which you describe the events that prompted the cartoonist to draw it. Your caption must include • an explanation of each character in the cartoon and who each represents.

1. Which of the reasons listed in the Preview do you think best apply to the Spanish-American War? Why?

4. How did the Spanish-American War reflect the new role of the United States as a world power?

• the terms Platt Amendment and Anti-Imperialist League.

• reports of casualties.

INTERACTIVE STUDENT NOTEBOOK

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute The Spanish-American War 3 Newspaper Images Section 1 Section 2 Section 3 Section 4 The Granger Collection, New York The Granger Collection, New York

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Acquiring and Managing Global Power 1 Acquiring and Managing Global Power Were U.S. interventions abroad between 1890 and 1917 motivated more by realism or idealism? PREVIEW Analyze the map below. In your notebook, list six things you can learn from this map. Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Big Stick Policy Roosevelt Corollary Dollar Diplomacy Moral OpenspheresPanamaDiplomacyCanalofinfluenceDoorPolicy HAITIDOMINICANREPUBLICREPUBLI GUAHONDURASTEMALA NICARAGUA Puerto Rico Guam Wake Island PHILIPPINES Palmyra Island Samoa CUBAHAITIDOMINICANREPUBLICGUAUNITEDMEXICOSTATESHONDURASTEMALA PANAMA Puerto RicoHawaii Guam Samoa Wake Island CHINA PHILIPPINES Palmyra Island Areas of U.S. intervention 0 2,000 km 0 1,000 2,000 mi TCI7 54 U.S. Interventions Between 1890 and 1917 USH_CMM_21_PRE-1 U.S. Interventions in Latin America, Asia, and the Pacific, 1890–1917

Create a spectrum on the next page of your notebook. Label the ends Motivated by Realism and Motivated by Idealism

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Acquiring and Managing Global Power 2

Complete the notes for these sections by doing the 1.following:Readthe part of Section 2 or 3 about your assigned location.

Section 1 Read Section 1. Then trace the three spoke diagrams below into your notebook. Each diagram contains a foreign policy symbol, the name of that policy, and the name of the president associated with that policy.

Around each spoke diagram, add at least three key piec es of information about that president’s foreign policy.

3. When you analyze the metaphors for each location, select the metaphor you think best represents the U.S. perspective on intervention there. Record the metaphor on Perspectives on U.S. Intervention. Also include the “because” statement that you think best explains why the metaphor is accurate. Do the same for the metaphor from the other location’s perspec tive.

Think about U.S. interventions in each of the six places from the activity to determine whether U.S. actions there were motivated by realism, by idealism, or by some of each. Write the name of each place, and a one-sentence justification of its placement, at the appropriate place along the spectrum. U.S. Foreign Policy, 1890–1917

Sections 2 and 3

OCESSINGPROCESSING

READING NOTES

2. On the appropriate spoke diagram on Perspectives on U.S. Intervention, record at least four details about U.S. intervention in that location.

HowardRooseveltTheodoreBigStickPolicyWilliamTaftDollarDiplomacyWoodrowWilsonMoralDiplomacy

byMotivatedRealism byMotivatedIdealism

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Acquiring and Managing Global Power 3 From the perspective of the BecauseU.S., . . . From the perspective of BecausePanama, . . . From the perspective of the BecauseU.S., . . . From the perspective of BecauseMexico, . . . From the perspective of the BecauseU.S., . . . From the perspective of Puerto BecauseRico, . . . Perspectives on U.S. Intervention Location Details About U.S. Intervention

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute Acquiring and Managing Global Power 4 From the perspective of the BecauseU.S., . . . From the perspective of the BecausePhilippines,... From the perspective of the BecauseU.S., . . . From the perspective of BecauseHawaii, . . . From the perspective of the BecauseU.S., . . . From the perspective of China, Because . . . Location Details About U.S. Intervention

PREVIEW Answer the following questions in your notebook.

1. Read Quote 1 from President Woodrow Wilson. Identify his position toward World War I in 1914 by writing “stay neutral” or “declare war” in your note book. Then identify one or more reasons President Wilson gave to support his position.

3. In your notebook, explain what might have hap pened in those three years to change President Wilson’s position. Quote 1 The effect of war upon the United States will depend upon what American citizens say and do. Every man who really loves America will act and speak in the true spirit of neutrality, which is the spirit of impartial ity and fairness and friendliness to all concerned . . . The United States must be neutral in fact, as well as in name, during these days that are to try men’s souls.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute From Neutrality to War 1 From Neutrality to War

—President Woodrow Wilson, August 19, 1914 Quote 2 We are glad . . . to fight thus for the ultimate peace of the world and for the liberation of its peoples . . . The world must be made safe for democracy. Its peace must be planted upon the tested foundations of politi cal liberty.—President Woodrow Wilson, April 2, 1917 Vocabulary

Was it in the national interest of the United States to stay neutral or declare war in 1917?

Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Central powers Allied U-boatpowers Lusitania unrestrictedsubmarine warfare Sussex Zimmermannpreparednesspledgemovement note

2. Read Quote 2 from President Woodrow Wilson. Identify his position toward World War I in 1917 by writing “stay neutral” or “declare war” in your note book. Then identify one or more reasons President Wilson gave to support his position.

Copy the following onto two pages in your notebook.

Read Sections 1 to 3. After reading each section, answer the corresponding questions below in your notebook. Then, in the box titled “Stay Neutral,” iden tify one or more arguments from that section that could be used against the United States entering World War I at this time. In the box titled “Declare War,” identify one or more arguments that could be used in favor of going to war at this time.

2. Why might the Sussex pledge have helped the United States stay neutral in 1916?

After completing the timeline, write a paragraph that answers the question, Was it in the national interest of the United States to stay neutral or declare war in 1917? Make sure your paragraph includes • a clear topic sentence that communicates the main idea of your paragraph.

INTERACTIVE STUDENT NOTEBOOK

Section 3

PROCESSING

Copy the following timeline into your notebook.

• one or two sentences that explain how your evi dence supports your topic sentence.

Beginning with 1914, write “Stay Neutral” or “Declare War” beneath each event to show how you believe the United States should have reacted to that event. When and if you decide the United States should have declared war, write “Fight War” for the remaining events on the timeline.

1914 1915 1916 1917 breaksWarout Lusitania sunk Sussex pledgemade noteZimmermannpublished 1. The United Stay Neutral States Tries to Stay Neutral WarDeclare Section 2. Challenges to the U.S. Policy of Neutrality

Section 1

1. Why did President Wilson’s decision to stay out of World War I in 1914 please many Americans?

Section

READING NOTES

1. What events in early 1917 caused President Wilson to ask Congress to declare war?

• one or two pieces of evidence (facts, data, quotes) from the reading to support your topic sentence.

2. President Wilson said the United States would be going to war to make the world “safe for democ racy.” How did his critics respond to this reasoning?

Section 3. The United States Declares a “War to End All Wars”

2. What was the status of combat in Europe in 1914? What was the status of diplomatic efforts to end the war at that time?

Section 2 1. How did the attack on the Lusitania bring the United States closer to declaring war in 1915?

Section 1 Cut out the map of Europe from Europe During World War I and tape it to a page in your notebook. As you read the section, take notes and use the map to help you understand and remember what you read. Be sure to record notes about these topics: Selective Service Act, American Expeditionary Force, and 369th Regiment. Section 2 Below the map, list the following military tech nologies: machine gun, flamethrower, artillery, tank, trench system, poison gas, airplane, battleship, and submarine. For each, write a brief explanation of how you think this technology might have changed the expe rience of war for combatants. This can take up more than one page of your notebook, if necessary.

Vocabulary Terms

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

• What is the mood of this music? Does the mood match the lyrics? Explain.

Teachers’ Curriculum

Selective Service Act American Expeditionary Force (AEF) 369th Meuse-ArgonneconvoyRegimentOffensive

How was World War I different from previous wars?

Read Sections 1 to 3. After reading each section, fol low the corresponding directions.

3. What differences are there between “Over There” and “On Patrol in No-Man’s Land”? Which song gives a more realistic version of what the war was like for combatants?

1. Listen to “Over There,” a song written during World War I by George M. Cohan, an American composer and entertainer. Then answer these ques tions in your notebook:

PREVIEW

Section 3 Label the location of the Meuse-Argonne Offensive on your map. In your notebook, write a brief description of what happened there and why it was important.

2. Listen to “On Patrol in No-Man’s Land,” a song written by James Reese Europe in 1919 about his experience as a lieutenant in the 369th Regiment of the U.S. Army. Then answer these questions in your •notebook:Whatis the mood of this music? Does the mood match the lyrics? Explain.

INTERACTIVE STUDENT NOTEBOOK

READING NOTES

• What do you think Europe’s purpose was in writing this song?

• According to this song, what dangers do soldiers have to look out for?

• According to this song, why should young men fight in the war?

• What do you think Cohan’s purpose was in writ ing this song?

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute The Course and Conduct of World War I 2 PROCESSING

•

Some of the most vivid accounts of World War I come to us through poetry. Poets on both sides wrote about their experiences in the war. American author Ernest Hemingway volunteered to serve in the ambu lance core and then as a soldier once the United States entered the war. He wrote the poem Champs d’Honneur (French for “fields of honor”) about a poi son gas attack. Champs d’Honneur Soldiers never do die well; Crosses mark the places— Wooden crosses where they fell, Stuck above their faces. Soldiers pitch and cough and twitch— All the world roars red and black; Soldiers smother in a ditch, Choking through the whole attack. In your notebook, write your own poem that describes the experience of war. Include these elements: a title • at least eight lines • three or more examples of how World War I was different from previous wars for combatants how these examples changed the war experience for combatants

•

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute The Course and Conduct of World War I 3 Europe During World War I 0200 40 0 km 0200 40 0 mi TCI7 Europe47 During SUSH_CMM_23_NH-1WW1econdProof 0200 40 0 km 0200 40 0 mi TCI7 Europe47 During SUSH_CMM_23_NH-1WW1econdProof

INTERACTIVE STUDENT NOTEBOOK The Home Front © Teachers’ Curriculum Institute 1 The Home Front How did Americans on the home front support or oppose World War I? PREVIEW For each poster, complete the following in your 1.notebook:Identify two or more key details. 2. Describe any wartime propaganda tools that are used. 3. What feelings might this poster have created for peo ple during this time? 4. In what ways does this poster show how Americans on the home front supported or opposed World War I? Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Woman’s Peace Party Committee on Public Information (CPI) Liberty Bonds Great Migration Espionage Act Sedition WobbliesAct Schenck v. United States

READING NOTES Sections 1 to 4 Turn your notebook as shown here, and copy the table onto two blank pages. Use the questions along the top of the table to interview each historical group. Record their answers in the appropriate box in the table. In the left column, draw a simple visual for each group, such as a peace sign for pacifists. PROCESSING Create a World War I era poster from the viewpoint of one of these historical groups: • pacifists • Four-Minute Men • American families • federal government officials • African American leaders • African American migrants • immigrants • YourWobbliesposter should clearly display what you think Americans can do to support or oppose the war. It must include • a catchy slogan that tells people what you think they should do to support or oppose the war. • an evocative visual symbol that appeals to people’s emotions. • a credit that clearly identifies your historical group. INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 2 The Home Front Section 2: WobbliesSectionImmigrantsSectionmigrantsAmerican3:SectionleadersAmerican3:SectionofficialsgovernmentFederalAfricanAfrican4:4:SectionandGroup Did theorsupportgroupthisopposewar? In theorsupportthiswayswhatdidgroupopposewar? How group?IWorlddidWaraffectthis Section familiesAmericanSectionMenFour-MinuteSectionPacifists1:1:2:

INTERACTIVE STUDENT NOTEBOOK The Treaty of Versailles: To Ratify or Reject? © Teachers’ Curriculum Institute 1 The Treaty of Versailles: To Ratify or Reject? Should the United States have ratified or rejected the Treaty of Versailles? PREVIEW Imagine that it is 1918. You are an American who has just opened up the morning newspaper. You see the first photograph from the Introduction section. In your notebook, respond to these questions: • How do you feel about President Wilson traveling to the peace conference in France? • What hopes do you have? • What fears concern you? READING NOTES As you read Sections 1 to 4, summarize your reading by creating a note-taking outline that includes • a Roman numeral (I–IV) for each section title. • an uppercase letter (A–D) for each subhead. • numbers for the main ideas under each subhead. Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Fourteen Points League of Nations Big war-guiltFour clause Treaty of internationalistirreconcilablereservationistVersailles I. Wilson’s Vision for World Peace A. Fourteen Points to End All Wars 1. Wilson’s first goal was . . . 2. Wilson’s second goal was . . . B. Wilson’s Unusual Decisions 1. Wilson . . . 2. Wilson . . . II. Ideals Versus Self-Interest at Versailles

• a one- or two-sentence explanation of the weaknesses in how the opposing viewpoint uses each piece of evidence.

One body paragraph that includes • a topic sentence that clearly states one argument of the opposing viewpoint and why you believe that position is incorrect.

Write a five-paragraph essay that answers the question: Should the United States have ratified or rejected the Treaty of Versailles?

• a topic sentence that clearly states one argument supporting your thesis statement.

• a brief summary of your main arguments. Treaty of Versailles: To Ratify or Reject?

• a one- or two-sentence explanation of how each piece of evidence supports the topic sentence and thesis statement.

• at least two pieces of evidence (facts, quotations, or examples) that support the topic sentence.

Your essay must include the following elements:

PROCESSING

• at least two pieces of evidence (facts, quotations, or examples) that the opposing viewpoint uses to support its opinion.

• a thesis statement that clearly states your perspective on the essay question.

An introduction, including • a hook that creates interest in the topic of your essay.

Two body paragraphs that each include

A conclusion that includes • a reworded version of your thesis statement.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 2 The

The governor of Massachusetts has summoned you to testify in a clemency hearing for two convicted deathrow murderers. Governors convene these hearings when they are considering granting clemency, a pardon, or lessening of a penalty. You will learn more about the facts of the case and the clemency hearing throughout the lesson.

As you complete the Reading Notes, use these in your answers: Sacco and Vanzetti

READING NOTES

INTERACTIVE STUDENT NOTEBOOK

2. In the T-chart, add at least one fact from each section that could help or hurt Sacco’s and Vanzetti’s chances for clemency.

3. Determine which two facts should most influence the clemency hearing. Write a paragraph explaining your choices.

• Sacco and Vanzetti were both carrying guns at the time of their arrest.

Vocabulary Terms

Additional Facts

• The judge in the case, Judge Webster Thayer, was 64 years old and had recently disagreed with a jury for acquitting an anarchist.

Understanding Postwar

Tensions

What effects did postwar tensions have on America’s founding ideals?

1. Read about the upcoming clemency hearing in the Introduction section and write three important facts about the Sacco and Vanzetti case in your notebook.

American Civil Liberties Union

4. Increasing Social Tensions 5. Enduring Racial and ReligiousFactsTensionsThatHelp Sacco’s and Vanzetti’s Chances for Clemency Facts That Hurt Sacco’s and Vanzetti’s Chances for Clemency 1. Emerging Economic Tensions Causes Effects 2. Rising LaborTensions 3. Growing Political Tensions Causes Effects Causes Effects Causes Effects Causes Effects © Teachers’ Curriculum Institute 1 Understanding Postwar Tensions

• At the time of the murder, Sacco was 29, and Vanzetti was 32.

• At the time of his arrest, Vanzetti had a flyer in his pocket advertising an anarchist meeting that evening.

• Both men had been involved in labor strikes.

1. Set up your notebook as shown below. For each section, write a cause of the postwar tension in the oval. List three effects of the postwar tension in the corresponding rectangle.

quotaPalmerRedtrialScareRaidssystem

Anti-DefamationBack-to-Africa(ACLU)movementLeague(ADL)

2. Examine the following additional facts.

PREVIEW

Sections 1 to 5

Vocabulary Terms

PROCESSING Although historians continue to debate the verdict of the Sacco and Vanzetti case, most agree that it raised fundamental questions about America’s founding ideals during the postwar period, including, What are the rights of immigrants? Is there equality before the law? Should liberty be denied to people who have unpopular political views? Write a paragraph to submit to Governor Alvan Fuller and the Lowell Committee. Choose one founding ideal and describe whether it was advanced or restricted during the postwar period. Explain how the advancement or restriction of this ideal may have helped or hurt Sacco and Vanzetti in their trial. Your paragraph should include • a clear thesis that states your position. • two pieces of evidence that support your topic sentence. • an explanation of how each piece of evidence supports your topic sentence. America’s Founding Ideals equality, rights, liberty, opportunity, democracy INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 2 Understanding Postwar Tensions

As you complete the Reading Notes, use these Vocabulary Terms in your answers: Scandal

freenormalcyenterprise system Teapot Dome

The Politics of Normalcy

2. Under each section title, draw a T-chart with the left column labeled “Contributed to Peace and Prosperity” and the right labeled “Did Not Contribute to Peace and Prosperity.”

Listen to “Harding, You’re the Man for Us,” Warren G. Harding’s campaign song for the 1920 presidential election. Respond to the following in your notebook:

4. Repeat Step 3 for Sections 2 and 3. PROCESSING

3. Read Section 1. In the T-chart for that section, note two items that contributed to peace and prosperity and two items that did not. Use complete sentences to explain the effect of these items on Americans.

PREVIEW

1. Write three adjectives that describe the song’s mood.

WashingtonisolationismConferenceNaval Kellogg-Briand Pact Dawes Plan Florida Land Boom Dow Jones Industrial Average

3. Would this song make you want to vote for Harding? Why?

INTERACTIVE STUDENT NOTEBOOK

Did the Republican Era of the 1920s bring peace and prosperity to all Americans?

2. Based on the song, what do you think Harding’s top priority as president will be?

READING NOTES

1. On two pages in your notebook, write the section numbers and titles for Sections 1 to 3. Place Section 1 at the top of the first page and Section 2 about halfway down on that same page. Then, place Section 3 at the top of the second page.

In 1920, Harding called for a return to “normalcy.” His words came to symbolize the Republican Era’s goals of peace and prosperity. Draw a political cartoon expressing your point of view on the following question: Did the Republican Era of the 1920s bring peace and prosperity to all Americans? Vocabulary Terms

3. Step forward with your left foot as you swing your arms to the right.

1. Step back with your right foot as you swing your arms out to the right.

4. Kick forward with your right foot as you swing your arms to the left.

Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: LeagueRoaringCharlestonTwentiesofWomenVoters equalamendmentrights (ERA) Jazz LostHarlemAgeRenaissanceGeneration

The Charleston has four basic steps with arm movements. Begin with your feet together. Hold your arms out to the sides with elbows bent and hands pointing up.

INTERACTIVE STUDENT NOTEBOOK Popular Culture in the Roaring Twenties © Teachers’ Curriculum Institute 1Popular Culture in the Roaring Twenties What social trends and innovations shaped popular culture during the 1920s? PREVIEW Follow the steps below to learn how to dance the Charleston.

2. Kick back with your left foot as you swing your arms to the left.

READING NOTES

Using pictures, magazine clippings, or drawings, create a visual collage showing how the popular trends of the 1920s have influenced your life today. Use at least five trends from the lesson. For each, write a sentence or two that compares the 1920s’ trend with a similar trend from today. For example, you might include a picture of your family car and provide this comparison: In the 1920s, the simple Model T was mass produced so that most families could afford to buy one. All Model T’s were exactly the same. Today, we have many makes and models of cars to purchase, and some are much more expensive than others. the Roaring Twenties

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 2Popular Culture in

PROCESSING

Follow the directions on Roaring Twenties Guest List to record notes on the influential historical figures and the major trends in American popular culture during the 1920s.

• On my cold flight across the Pacific, I brought a container of hot chocolate.

•

• I dropped out of the University of Wisconsin to become a barnstormer.

Charles Lindbergh (SectionTransportation2)

I began my business career selling newspapers.

Amelia Earhart (SectionTransportation2)

• On my transatlantic flight, I brought only five sand wiches with me.

• The first car I invented used bicycle tires.

CarverWashingtonGeorge (SectionConsumerism1)

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 3Popular Culture in the Roaring Twenties Roaring Twenties Guest List 1920s’ Celebrity and Trend Fun Facts Accomplishments How Trend Shaped Popular Culture in the 1920s

Bruce Barton (SectionConsumerism1)

• When working in the laboratory, I often wore a white apron.

• While flying, I usually wore dresses or suits and a scarf and goggles.

• I built and drove race cars early in my career.

Use the Fun Facts to figure out which celebrity you are talking to. For each celebrity you meet at the Roaring Twenties party, note at least one accomplishment and at least one way his or her trend shaped popular culture in the 1920s.

Henry Ford (SectionTransportation2)

• I was given the nickname “the Plant Doctor.”

• I created the character Betty Crocker for an ad campaign.

Alice Paul Women’s Rights (Section 4)

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 4Popular Culture in the Roaring Twenties

•

Charlie Chaplin Mass (SectionMedia3) In my films, I often wore a bowler hat, a dusty suit, and a black mustache. I continued to make silent films even after “talkies” had become popular.

Accomplishments How

•

1920s’ Celebrity and Trend Fun Facts Trend Shaped Popular Culture in the 1920s

•

Margaret Sanger Women’s Rights (Section 4) After being arrested, I jumped bail and fled to England for two years. I started The Woman Rebel, a radically feminist paper. Louis Armstrong The Jazz Age (Section 5) I often wore a suit while playing the trumpet. Because I toured world wide, I earned the nickname Satch.”“Ambassador Bessie Smith The Jazz Age (Section 5) I often wore long evening gowns. I sang blues songs that were emotional responses to everyday events.

•

David Sarnoff Mass (SectionMedia3) People called me “the General.” I predicted the invention of both color television and the videocassette recorder.

•

In college, I played field hockey, basketball, and tennis. I chained myself to the White House fence while protesting for women’s suffrage.

•

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 5Popular Culture in the Roaring Twenties 1920s’ Celebrity and Trend Fun Facts Accomplishments How Trend Shaped Popular Culture in the 1920s

•

Langston Hughes Literature and Art I am wearing a fedora hat on the “Black Heritage” U.S. postal stamp. When I was younger, I was a messboy on ships and a cook in Paris.

•

F. Scott Fitzgerald Literature and Art (Section As a stunt, my wife Zelda and I bathed fully clothed in a New York City foun tain. I once decorated my room with 122 rejection slips from publishers.

•

Jim Thorpe Sports (SectionHeroes7) I won two gold medals in the 1912 Olympics. In high school, I played football and ran track.

•

Gertrude Ederle Sports (SectionHeroes7) I had to coat myself with lanolin for my swim across the English Channel. I eventually became deaf.

•

Georgia O’Keeffe Literature and Art (Section 6) I lived most of my life in New York and New Mexico. I am considered Kappa Delta sorority’s most famous alumna.

6) •

•

(Section 6) •

How did social, economic, and religious tensions divide Americans during the Roaring Twenties?

•notebook:Howdid economic opportunity divide urban and rural dwellers?

Think about places where traditionalism and modernism might clash in your own life. For example, the dress code at your school may be at odds with current fashion.

• What is the major argument from each perspective?

Create your Reading Notes as described below and as shown on the next page:

Identify an issue that divides traditionalists and modernists today. Write a two paragraph explanation of this issue that includes the following information:

The Clash TraditionalismBetweenandModernism

PROCESSING

• How did cultural values divide traditionalists and modernists?

As you complete the Reading Notes, use these Vocabulary Terms in your answers: flappermodernisttraditionalist Volstead ScopesspeakeasyActtrial

Sections 2 to 4

• Draw a large box between the faces.

• Create thought bubbles for each face.

As you read Sections 2 to 4, record in the boxes at least three important pieces of historic information about each social issue. In the thought bubbles for each section, record at least one way you think a traditional ist and a modernist would respond to this social issue.

In your notebook, record one example of how traditionalism and modernism clash today. Explain the traditional perspective on the issue and then the modern perspective. Include at least one reason for each.

INTERACTIVE STUDENT NOTEBOOK

As you read, answer the following questions in your

Compare and contrast the two magazine covers in the Introduction section. What qualities make one cover more traditional and the other more modern?

READING NOTES Section 1

PREVIEW

• For each section of reading, write the section number and title at the top of a page in your notebook. Use one page for each section.

• For each section, trace the two faces about halfway down the page.

• Are you a traditionalist or a modernist? Why? Vocabulary Terms

INTERACTIVE STUDENT NOTEBOOK Traditionalist Modernist © Teachers’ Curriculum Institute 2 The Clash Between Traditionalism and Modernism

Many students selected the “Go for the Gold!” option with hopes of earning lots of extra credit. Many Americans invested in the stock market in the 1920s with hopes of get ting rich. Some students bought Bonanza Chips to increase their Pointgains.values decreased dramatically in the last round. All but those who chose to “Hold Tight” lost everything they had and sometimes even more. Even those who chose to “Play It Safe” lost their extra credit.

INTERACTIVE STUDENT NOTEBOOK The Causes of the Great Depression © Teachers’ Curriculum Institute 1The Causes of the Great Depression What caused the most severe economic crisis in American history? READING NOTES Introduction and Section 1 How was the Yee Haw! game like history? Create the table on the right on a full page of your notebook. Then read the Introduction section and Section 1 and record at least three parallels between the game and history. Use these Vocabulary Terms in your response: Black Tuesday, stock market crash, buying on margin. The first comparison is completed for you. Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Black Tuesday stock market crash buying on overproductionmargin Hawley-SmootunderconsumptionTariffAct

Comparing the Yee Haw! Game to History Classroom Experience Historical Parallels

Overproduction and underconsumption were key causes of the Great Depression. Copy the table below into your notebook, and complete it as you read Section 2.

Section 3

Section 2

The Causes of the Great Depression

PROCESSING

UnderconsumptionOverproduction

The parts of a kinetic sculpture are constantly moving. For example, a ball might hit a lever that sets off a pulley. The pulley might, in turn, pull a bucket that dumps water on a paddle wheel. The paddle wheel creates another movement. Different actions can take place independently of one another as well. But all the actions together have a combined result.

Draw and label a simple kinetic sculpture commemorating the causes of the Great Depression. At least one part on your sculpture must represent each Vocabulary Term. These terms may appear on your machine in any order. However, the more clearly you can show how one action led to another, the more elegant your machine will be.

INTERACTIVE STUDENT NOTEBOOK

Key Causes and Effects of the Great Depression What caused this economic trend? What were the effects of this economic trend?

Name and describe two actions the federal government took that made the Great Depression worse.

PREVIEW

READING NOTES

The Response to the Economic Collapse

Section 1

Response A “America won’t let you down, kids. If you work really hard, you will eventually find a job to support yourself and your family. In this country, hard work and perseverance always pay off. Maybe for right now, though, your church or a charity near your home can help you and your family. Personal responsibility and local organizations are the answers to your problems.”

Response B “I feel truly horrible about your situation. You must be very hungry. But help is on the way. Soon the government will start programs to provide jobs for your parents. The government will make sure you are fed, too. The president and Congress will help you. More government programs is the answer to your problems.”

INTERACTIVE STUDENT NOTEBOOK

Vocabulary Terms

The Response to the Economic Collapse

Imagine that you are a government official who must respond to the pleas of hungry children following the 1929 economic collapse. What will you tell them can be done to help them and their families? Decide which response below you most agree with. In your notebook, write the letter of that response and a few sentences that explain your choice.

Response C “Wealthy Americans must stop being so greedy! The government needs to tax the wealthy heavily and give some of that money to those who live in poverty. Redistributing or sharing the wealth is the answer to your problems.”

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

Bonus ReconstructionHoovervilleArmy Finance Corporation (RFC) New Deal First Hundred Days

How did the federal government respond to the economic collapse that began in 1929?

From the three images below, decide which political ideology—conservative, liberal, or radical—is best represented by each illustration. Write the name of that ideology in your notebook. Then write a sentence or two summarizing what supporters of that ideology believed about how to address economic issues during the Great Depression.

Teachers’ Curriculum Institute 2

—Franklin D. Roosevelt

Sections 2 and 3 Draw this T-chart on a page of your notebook:

As you read Sections 2 and 3, list actions taken by Hoover and Roosevelt to address the nation’s economic problems. Briefly describe how each action was meant to help the nation economically. Then label each action with a C if you think it was a more conservative action or an L if you think it was a more liberal action.

Using these quotations and information from your reading, write two or three paragraphs in which you evaluate the extent to which each president succeeded in advancing economic opportunities for all EachAmericans.ofyour paragraphs should have

• one or two pieces of evidence that support the topic sentence.

• one or two sentences that explain how your evidence supports your topic sentence.

PROCESSING

—Herbert Hoover This nation asks for action, and action now. Not only our future economic soundness but the very soundness of our democratic institutions depends on the determination of our government to give employment to idle men.

The Response to the Economic Collapse Hoover’s Actions Roosevelt’s Actions

You have learned that the Great Depression severely limited economic opportunities for most Americans. Both President Hoover and, later, President Roosevelt tried to promote economic opportunities by taking a variety of actions based on their own political Readideologies.thefollowing quotations by these two presidents.

• a solid topic sentence that summarizes your position.

INTERACTIVE STUDENT NOTEBOOK

Economic depression can not be cured by legislative action or executive pronouncement.

The basis of successful relief in national distress is to mobilize and organize the infinite number of agencies of self help in the community. That has been the American way.

4. Thinking about the song and the photograph, in what ways do you think people might have endured the hardships of the Depression? Brother, Can You Spare a Dime?

Full of that yankee doodly dum. Half a million boots went slogging through hell And I was the kid with the drum! Say don’t you remember? They called me Al. It was Al all the time. Why don’t you remember? I’m your pal. Say buddy, can you spare a dime?

2. What did the singer do before the Great Depression? What is he doing now?

The Human Impact of the Great Depression

3. In what ways does the photograph reflect what you hear and feel when listening to the song?

The Grapes of Wrath GreatOkies Flood of 1936

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

The Human Impact of the Great Depression

DustblackbreadlinekitchenblizzardBowl

INTERACTIVE STUDENT NOTEBOOK

How did ordinary Americans endure the hardships of the Great Depression? Vocabulary Terms

PREVIEW

Examine the first photograph in the Introduction section as you listen to “Brother, Can You Spare a Dime?” This song was written in the early 1930s. Then answer these questions in your notebook:

They used to tell me I was building a dream. And so I followed the mob When there was earth to plow Or guns to bear I was always there Right on the job. They used to tell me I was building a dream With peace and glory ahead. Why should I be standing in line Just waiting for bread? Once I built a railroad I made it run Made it race against time. Once I built a railroad Now it’s done. Brother, can you spare a dime? Once I built a tower up to the sun Brick and rivet and lime Once I built a tower Now it’s done. Brother, can you spare a dime? Once in khaki suits Gee we looked swell

1. Is the song’s tempo fast or slow? How does the tempo make you feel?

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Curriculum Institute 1

• Draw a horizontal line across the center of two pages in your notebook. Do the same on the next two pages.

• three or more important and interesting facts from the reading

Step 1 Prepare a “scrapbook” for your tour of the country during the Great Depression:

Step 2 Visit the eight stations on the tour. Examine the photograph and the primary source at each sta tion. Read the subsection(s) of the Lesson identified on the placard, and record notes in the space with the matching photograph. Include the following in your notes for each station:

• Tape one of the eight photographs from Scrapbook Photographs along the left edge of each space.

• at least two verses.

READING NOTES

• an overall message about the impact of the Great Depression on Americans’ lives.

PROCESSING

• a quotation from the primary source at the station that describes at least one way people endured the hardships of the Depression

INTERACTIVE STUDENT NOTEBOOK

• a reference to one piece of evidence from the Lesson (photograph, statistic, etc.) in each verse.

Quotation from primary source here The hardships I endured were . . . Human Impact of the Great Depression

• additional creative touches to make your scrapbook realistic, such as a sketch of an item you picked up during your visit to that state

Revisit the song “Brother, Can You Spare a Dime?” from the Preview section. Using what you have learned about the hardships faced during the Great Depression, write your own song that addresses Americans’ experi ences during this period. Your song should include

• a title above the photograph that identifies the state you are visiting • a thought bubble for the person in the photograph that describes the hardships he or she faced during the Depression

State name here Facts from the reading here

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute The Human Impact of the Great Depression Scrapbook Photographs ! 3

The New Deal: • President Roosevelt • the man sitting in the center • a group of workers around the center Add a thought bubble to each sketch. In them, write what these people might be thinking about how the government could help Americans deal with the hardships of the Great Depression. Below your drawing, briefly respond to this question: What does this mural reveal about the role of the government during this time period?

Section 1 What were the key programs of the First New Deal, and how did they affect Americans?

2. Sketch three or more key details from the mural panel.

National CivilianAgriculturalRecoveryIndustrialAct(NIRA)AdjustmentAdministration(AAA)ConservationCorps(CCC) WorksAdministrationProgress (WPA) Wagner Act Social Security Act Congress of NewOrganizationsIndustrial(CIO)DealCoalition

3. Below your sketches, write and respond to the Key Question for that section:

1. The First New Deal 2. Protests and Political . . . 3. The Second New Deal 4. Social and Political Impacts The New Deal and Its Legacy

How did the expansion of government during the New Deal affect the nation?

READING NOTES

PREVIEW In your notebook, sketch these people from the Conrad Albrizio mural

INTERACTIVE STUDENT NOTEBOOK

The New Deal and Its Legacy

Sections 1 to 4 Draw a vertical line down the center of two pages in your notebook.

In each of the four columns, do the following:

1. Write the title of the mural panel, which is also the title of the corresponding section of your book.

Section 2 Who were the critics of the First New Deal, and what were their criticisms?

Section 3 What were the key programs of the Second New Deal, and how did they affect Americans? Vocabulary Terms

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

•

Your

Section 4 How did the First and Second New Deals affect various groups of Americans? Add information to your notes as you read the sections. Section 5 Create an analogy to show the lasting impact of the New Deal on Americans by completing this statement: The lasting impact of the New Deal on American society is like . . . Use one of these comparisons, or write one of your •own:asuperhero that has saved the future of the country • an advice column on how to live a good life • a bad cold you caught and cannot get rid of • an overbearing parent who controls your life Make a simple drawing of your analogy, and write a brief explanation of it. PROCESSING

Respond to this question in a well-written paragraph: Was the expansion of government during the New Deal beneficial for all Americans? paragraph should include the following: a clear topic sentence that communicates the main idea of your paragraph one or two pieces of evidence (facts, data, quotes, examples) from the reading to support your topic sentence one or two sentences that explain how your evi dence supports your topic sentence

•

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 2The New Deal and Its Legacy

World War II © Teachers’ Curriculum Institute 1Origins of World War II Could World War II have been prevented? READING NOTES Section 1 Copy this diagram onto a page in your notebook. Read Section

diagram.

Origins of 1 and follow these steps to complete the

Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Munich Pact SpanishNazism Civil War neutrality acts Lend-Leaseblitzkrieg Act Soviet Union Joseph Stalin Italy Benito Mussolini Germany Adolf Hitler Japan

2. In the second empty row, list tactics that each leader or group used to gain and keep political power.

INTERACTIVE STUDENT NOTEBOOK

3. In the last row, describe one or more decisions or actions by the United States (or other countries) that might have prevented the rise to power of one or more of these leaders. In a few sentences, explain why you think the United States (or other countries) did not act at the time. Hideki Tojo

1. In the first empty row of boxes, write the name of the political system or movement (fascism, militarism, Nazism, or totalitarianism) that corresponds to each leader or group. List two or three important characteristics of each political system or movement.

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Hint: If your thesis is that World War II could have been prevented, you might explain how a different reaction would have prevented World War II.

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Sections 2 to 4 1. Copy the diagram below onto two facing pages in your notebook. Leave space in each box for notes. 2. Read Sections 2 to 4. Then write a summary of each event in the appropriate “Action” column. 3. In the “Reaction” column, write a brief summary of how Britain, France, or the United States reacted to each action. 4. When you have completed all the boxes, color code them to organize your notes as follows: • Outline in black action boxes that you would categorize as aggressive. • Outline in green reaction boxes that you would categorize as weak or demonstrating appeasement. • Outline in red reaction boxes that you would categorize as strong. 5. Create a key that indicates what each color stands for. PROCESSING

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Respond to this lesson’s Essential Question: Could World War II have been prevented? Write a clear thesis statement and at least one paragraph to support your Makethesis.sureyour supporting paragraph includes a clear topic sentence that connects to your thesis statement. two actions or reactions from your notes that support your thesis statement. a few sentences for each action or reaction that explain how each supports your thesis.

INTERACTIVE STUDENT NOTEBOOK 1935–1936 Germany remilitarizes 1935 Italy invades Ethiopia 1936–1939 Germany and Italy aid nationalists in Spanish Civil War 1937 Japanese troops massacre civilians in Nanjing 1938 German Anschluss (union) with Austria → → → → → Action Reaction 1939 Germany 1941(Battle1940Countries19401939CzechoslovakiainvadesGermanyattacksPolandGermanyinvadesLowandFranceGermanyattacksBritainofBritain)JapanattacksPearlHarbor → → → → → ReactionAction © Teachers’ Curriculum Institute 2Origins of World War II

INTERACTIVE STUDENT NOTEBOOK The Impact of World War II on Americans © Teachers’ Curriculum Institute 1The Impact of World War II on Americans What kinds of opportunities and hardships did the war create for Americans at home and abroad? PREVIEW Copy the following table into your notebook. Imagine the cafeteria has instituted a new payment program. You receive a stamp book with 100 stamps a week to purchase your lunches. Using the menu below, complete the table by listing what you will eat each day of the week. Then tally the daily stamps used and the total stamps used. Once you are done, answer the following questions in your notebook: • How did you determine how to distribute your 100 stamps? • What was challenging about this activity? • What hardships would you encounter if you used a stamp book for all of your shopping needs? Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: War Production Board Executive(WPB) Order 9066 Korematsu v. United States Women’s Army Corps Double(WAC)V campaign Tuskegee Airmen War Refugee Board Zoot Suit Riots M T W Th F Items purchased Daily stamps Totalused stamps used Sandwich 15 stamps Hamburger 20 stamps Juice 15 stamps Hot dog 15 stamps Pasta 15 stamps Salad 10 stamps Yogurt 10 stamps Milk 10 stamps Bottled water 5 stamps Piece of fruit 10 stamps

• Inflation and overconsumption threatened the economy.

Section 1

• The economy needed to be converted from consumer production to military production.

PROCESSING

• Japanese Americans • American women • African Americans • Jewish Americans • Mexican

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 2The Impact

2. For each group, write at least four opportunities and/or hardships they experienced during the war.

3. For each subsequent letter, write a sentence that begins with that letter and that describes the opportunities or lack of opportunities Americans encountered during the war. Use two letters for each of the following groups: GIs Americans of World War II

1. Write the word “Opportunities” vertically along one side of your notebook.

Write an acrostic poem describing the opportunities (or lack of opportunities) that World War II created for different groups of Americans.

on Americans Opportunities Hardships

(Note: The number of opportunities and hardships will vary among groups.) On your T-charts, add opportunities on the left and hardships on the right.

• American

2. Write the following sentence next to the letter O: “Openings in the defense industry provided new jobs for many Americans.”

Sections 2 to 7

1. Create a T-chart as shown below for each group of Americans. At the top of the left column, write “Opportunities,” and at the top of the right column, “Hardships.”

The list below presents some of the problems the federal government encountered during World War II.

READING NOTES

In your notebook, write a sentence describing how the government addressed each problem.

• The government needed large amounts of money to fight the war.

What military strategies did the United States and its allies pursue to defeat the Axis powers in World War II?

Set up your Reading Notes by cutting out the maps of Europe and the Pacific from Battlefront Maps. Tape each map to the center of a page in your notebook. Label each page with the appropriate section number and title.

• Write three facts about events that occurred in these areas.

INTERACTIVE STUDENT NOTEBOOK

• Write three facts about events that occurred in these areas.

D-DayBattleAxisAlliespowersofStalingrad ManhattanBattleBattleHolocaustofMidwayofOkinawaProject

• Write three facts about events that occurred in these areas. Vocabulary Terms

2. Read the remainder of the section. Finish annotating the map as follows:

Fighting World War II

• Identify Normandy and the Battle of the Bulge and label each with a star.

Choose one of these strategies. In your notebook, write a paragraph explaining your choice.

• Play defense, stall, and try to keep the score close in hopes that your other players will arrive soon.

• Go on the offense and attack the opponent’s MVP, hoping to tire him or her and get him or her to foul.

• Attack the weakest player, even if that allows the MVP to stay rested and remain on offense.

READING NOTES

You are the head coach of a high school basketball team. Your team is about to play the top-ranked team, which has last year’s most valuable player (MVP) on its roster. You just found out that half of your team is stuck in traffic and will not make it in time for the start of the game. What strategy will you pursue?

Section 1 Read Section 1. Annotate the map for this section as follows:

Section 2 1. Read through the subsection “Soviets Fight Alone at Stalingrad.” Annotate the map for Section 2 as follows:

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

PREVIEW

• Identify North Africa, Poland, and the Soviet Union and label each with a star.

• Identify southern Italy and Stalingrad and label each with a star.

In two well-written paragraphs, respond to the following question: Should the United States be praised or criticized for the military strategies or actions it pursued during World War II? Your response should address at least two of the military strategies and actions listed below.

Section 3 Read Section 3. Annotate the map in your notebook as •follows:Identify the Philippines, Tokyo, and the Coral Sea and label each with a star. • Write three facts about events that occurred in these areas.

•

2. Read the remainder of Section 4. Finish annotating the map for this section as follows:

• one or two pieces of evidence (facts, data, quotations, examples) from the reading to support your topic sentence.

• Identify Hiroshima and Nagasaki and label each with a star.

World War II Military Actions and Strategies “Europe First” strategy postponement of an invasion of France decision not to bomb the concentration camps Operation Overlord liberation of the concentration camps leapfrogging strategy battles of Iwo Jima and Okinawa decision to drop the atomic bomb on Japan

• Identify Midway and Okinawa and label each with a star. Write three facts about events that occurred in these areas.

Section 4 1. Read through the subsection “Truman Faces a Decision to Drop the Bomb.” Annotate the map for Section 4 as follows:

• a clear topic sentence that communicates the main idea of your paragraph.

• one or two sentences that explain how your evidence supports your topic sentence.

• Write three facts about events that occurred in these areas.

PROCESSING

Make sure each paragraph includes

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 2Fighting World War II

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 3Fighting World War II Battlefront Maps PALESTINE(BR.)LEBANON 20˚10˚W W 0˚ 10˚E 20˚E 30˚E 40˚E 50˚E 60˚N60˚E 50˚N 40˚N 30˚N ATLANTICOCEAN Black Sea NorthSea MediterrBalticSea anean Sea OderR. Danube R R.Rhine ElbeR DanubeR SP AINPORTUGAL IRELANDBRITGREATAIN BELG.NETH.DENMARKGERMANYSWITZ.AUSTRIA MOROCCO ALGERIA LIB YA (IT.) EG YP T TURKE YSYRIA ESTONIALATVIALITH. JOTRANS-ARABIASAUDIRDANIRAN ALBANIAGREECEBULGARIAROMANIA(IT.) PALESTINE(BR.) POLAND SO VIET UNION TUNISIA HUNGARYEastPrussia(GER.) SCZECHOSLOVAKIAWEDENNORWAY ICELAND ITALY YUGOSLAVIA Ukraine Sudetenland FINLAND Sicily FRANCEVICHY Normandy C a ucasus Paris Casablanca Alexandria Berlin WarsawAuschwitz ViennaBudapest Tunis Kiev VichyMarseilles Leningrad Rome London Stalingrad Axis beforepowersWorld War II Extent of Axis control as of January 1942 NeutralAllies nations 0200 40 0 km 0200 40 0 mi N S E W TCI7 Europe69 and North Africa, January 1942 FirUSH_CMM_36_NH-1stProof20˚10˚W W 0˚ 10˚E 20˚E 60˚N30˚E 50˚N 40˚N 30˚N ATLANTICOCEAN Black Sea NorthSea BalticSea CanalSuez Mediterr anean Sea Pas Calaides OderR. Danube R VolgaRR.Rhine ElbeR. SP AINPORTUGAL IRELANDBRITGREAFRANCETAIN DENMARKGERMANYNETH.BEL.SWITZ. AUSTRIA MOROCCO ALGERIA FRENCH NOR TH AFRICA LIB YA (IT.) E GYPT TURKE YSYRIASAUDIARABIAPALESTINE(BR.)LEBANON ALBANIAGREECEBULGARIAROMANIA(IT.)POLAND SO VIET UNIO N TUNISIA HUNGARYEastPrussia(GER.) CZECH SWEDENNORWAY ICELAND ITALY YUGOSLAVIA Ukraine FINLAND Sicily C a ucasus Normandy Casablanca Alexandria London AuschwitzWarsawBuchenwald ViennaDachau Moscow Axis beforepowersWorld War II Extent of Axis control early Nov. 1942 NeutralAllies nations 0200 40 0 km 0200 40 0 mi N S E W TCI7 Europe70 and North Africa, 1942–1945 FirUSH_CMM_36_NH-2stProof Section 1: War in Europe and North Africa, January 1942 Section 2: War in Europe and North Africa, 1942–1945

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 4Fighting World War II Dutch Harbor ISLANDSPHILIPPINE Mariana Is. Caroline KIslandsurilIslands Aleutian IslandsHawaiian Is. MarshallIs Wake I. Alaska(U.S.) Equator1530˚N45˚N˚N0˚15˚S 180˚ 165˚W165˚E150˚E135˚E120˚E105˚E90˚E INDIANOCEAN Coral Sea PA C OCEANIFIC AUSTRALIA INDIACHINAMONGOLIABURMATHAILANDFRENCHINDOCHINAMALAYADUTCHEAST INDIES Sumatra Borneo Java Celebes GuineaNew RyukyuIs. Islands KOREA JAPAN MANCHURIA SOVIET UNIO N MarshallIsGilbertIsSolomonIsWakeGuam BurmaRoad Formosa Attu I. Chongqing Shanghai NagasakiHiroshima Tokyo Beijing Pearl Harbor Harbor KoHongng Singapore Manila Areas under Japanese control, 1942 Greatest extent of Japanese naval power, 1942 0 1,000 km 0500 1,000 mi N S WE TCI7 74 Pacific, FirUSH_CMM_36_NH-31942stProof 0 1,000 2,000 km 0 1,000 2,000 mi NagasakiHiroshima Pearl Harbor Dutch Harbor Leyte Gulf ISLANDSPHILIPPINE Mariana Is. CAROLINE ISLANDSKurilIslands Aleutian IslandsHawaiian Is. MarshallIs Wake I. Saipan Iwo Jima Okinawa TarawaGuadalcanal RyukyuIs. 9145 Equator1530˚N45˚N˚N0˚15˚S 180˚ 165˚W165˚E150˚E135˚E120˚E105˚E90˚E INDIANOCEAN PA CIFI OCEANCINDIACHINAMONGOLIABURMATHAILANDFRENCHINDOCHINAMALAYADUTCHEAST INDIES Sumatra Borneo Java Celebes GuineaNew ISLANDS KOREA JAPAN MANCHURIA SOVIET UNIO N Alaska(U.S.) MarshallIsGilbertIsSolomonIsWake Midway Guam Guadalcanal SeaCoral BurmaRoad Formosa Attu I. Chongqing Shanghai NagasakiHiroshima Tokyo Beijing Harbor Dutch KoHongng Singapore Manila Areas under Japanese control, 1942 Greatest extent of Japanese naval power, 1942 N S WE 1,000 2,000 TCI7 75 Pacific, USH_CMM_36_NH-1942–19454 Section 3: War in the Pacific, 1942 Section 4: War in the Pacific, 1942–1945

4. If you find evidence that the United States did learn from past mistakes, highlight those actions in one color. If you find evidence that the United States repeated mistakes from the past, highlight those actions in a different color. Be prepared to justify your highlighting. Read Section 2 and repeat Steps 2 through 4. complete the Reading Notes, use these Vocabulary in answers. Bank Nations (UN) War Bill of

Terms

your

Four UniversalFreedomsDeclarationofHumanRights Nuremberg

Vocabulary Terms As you

Rights

Crimes Trials GI

World

A returning American GI might be worried about . .

United

INTERACTIVE STUDENT NOTEBOOK The Aftermath of World War II © Teachers’ Curriculum Institute 1The Aftermath of World War II Did the United States learn from past mistakes at the end of World War II? PREVIEW Imagine it is several days after the end of World War II. The V-J Day celebrations have ended. Americans are beginning to look ahead to the next few weeks, months, and years, as the country returns to peaceful Fortimes.each American listed below, think of an issue the country could face that might concern him or her. For each person, create a thought bubble in your notebook. Inside the bubble, write that person’s concern. One example has been started for you. • returning American GI • woman who worked in U.S. defense industry • U.S. president • U.S. military leader READING NOTES Sections 1 and 2 1. Read Section 1. 2. Note at least four important actions taken by the United States. 3. Evaluate each action based on the Essential Question: Did the United States learn from past mistakes at the end of World War II?

Each paragraph should include

Section 3 1. Read Section 3. Describe the GI Bill of Rights and the ways it affected the lives of World War II veterans. 2. Note at least two important actions taken by African Americans and women in the years after World War II. 3. Evaluate each action based on the question, After World War II, were these Americans treated differently than in the past? 4. Follow these steps: • Highlight or underline phrases or sentences supporting the thesis that these Americans were treated differently after World War II. • Use a different color to highlight or underline phrases or sentences supporting the thesis that these Americans were not treated differently after World War II. • Be prepared to explain your reasoning.

PROCESSING

• one or two pieces of evidence from the reading to support your topic sentence.

• one or two sentences for each piece of evidence that explains how it supports your topic sentence.

Using information from two of the three sections in the lesson, write two paragraphs that respond to the Essential Question: Did the United States learn from past mistakes at the end of World War II?

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 2The Aftermath of World War II

• a clear topic sentence that communicates the main idea of your paragraph.

READING NOTES

How did the United States and the Soviet Union become Cold War adversaries?

PREVIEW

Option 2: Get a couple of friends to work with you to help the students resolve their conflict.

Option 3: Jump in and defend your classmate against your friend.

Option 1: Don’t get involved. Walk away.

Section 1 For each of the three subsections in Section 1, draw a T-chart like the one below. In each T-chart, record notes about the question for that subsection.

Suppose you see two students fighting. One of them is a classmate who is recovering from a recent injury. The other student is a friend you no longer trust. You think your friend is becoming aggressive. How might you react in this situation?

In your notebook, identify which option you would choose, and briefly explain your reasoning.

Option 4: Confront your friend to show that you don’t tolerate that type of behavior.

A Wartime Alliance Begins to Erode What visions did each country have for postwar Europe? The U.S. and the USSR Count Up the Costs of War What were the wartime experiences of each country? Differing Ideologies Shape the U.S. and the USSR What ideologies shaped each country? Vocabulary Terms

Cold War Yalta

INTERACTIVE STUDENT NOTEBOOK

UNPotsdamConferenceConferenceAtomicEnergyCommission Iron MolotovMarshallTrumanCurtainDoctrinePlanPlan

Origins of the Cold War

Soviet Union United States

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

For each of these three reading sections, draw the following diagram on a full page of your notebook. Record notes in the “Challenge” and “Response” boxes by answering the questions given below.

• How did the two superpowers view each other in 1946?

•questions:Whatplan did the United States propose to control nuclear weapons?

• How did the Soviet Union respond to this plan?

Response: Read the rest of Section 2, and answer these

INTERACTIVE STUDENT NOTEBOOK → Challenge Response © Teachers’ Curriculum Institute 2Origins of

•questions:Whatplan did the United States propose for European recovery?

Response: Read the rest of Section 4, and answer these

Cold War

• How did the Soviets view the United States and its allies?

Section 4 Challenge: Read the section introduction and “European Nations Face Widespread Devastation,” and answer these questions:

Many historians have contemplated who was to blame for the rising tensions between the United States and the Soviet Union after World War II. They disagree on whether one side could have prevented the tensions from escalating into the Cold War.

Response: Read the rest of Section 3, and answer these

Your paragraph must include these things:

Section 2 Challenge: Read the section introduction, “Tensions Rise Between Two Superpowers,” and “New Nuclear Technologies Raise the Stakes for Both Sides,” and answer these questions:

• Why would the United States be concerned about the situation in Greece?

Section 3 Challenge: Read the section introduction, “The Iron Curtain Divides Europe,” and “Growing Prospects of Communism in Greece and Turkey,” and answer these questions:

• a clear topic sentence that communicates the paragraph’s main idea

• one or two sentences that explain how your evidence supports your topic sentence the

PROCESSING

• What fears did the United States have about these conditions?

• one or two pieces of evidence (facts, data, quotes, examples) from the reading to support your topic sentence

•questions:Howdid the United States respond to communist threats in Greece and Turkey?

Sections 2 to 4

• What was the Soviet Union doing in Eastern Europe?

• What were the conditions in Europe after the war?

In a well-written paragraph, respond to this question: Could the United States have avoided the Cold War?

• Why was the possibility of a superpower conflict a frightening one?

• How did the Soviet Union respond to the plan?

INTERACTIVE STUDENT NOTEBOOK The Cold War Expands © Teachers’ Curriculum Institute 1The Cold War Expands Were the methods used by the United States to contain communism justified? PREVIEW The men and women who served in the CIA during the Cold War developed a language unique to their profession. Match each term used by CIA agents below with its description. Write each term and its correct description in your notebook. Spy Terms 1. legend 6. mole 2. validator 7. Moscow rules 3. dead drop 8. prober 4. compromised 9. flaps and seals 5. brush pass 10. rolled up Descriptions A. a brief meeting in which something is passed between two agents B. when an operation or agent is uncovered and cannot remain secret C. someone who has penetrated an enemy intelligence organization D. the complete cover story for an agent E. an operative who is sent to test border controls before an agent infiltrates them F. the ultimate spying methods, developed for use in the most hostile environments G. a secret location where materials can be left in a concealed location for another party to retrieve H. methods used to make the opening of envelopes undetectable I. when an operation goes badly and an agent is arrested J. an artist trained to forge documents, passports, tickets, certificates, money, and the like Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Berlin Blockade North Atlantic Treaty KoreanWarsawOrganization(NATO)PactWar Third MutualH-bombWorldAssuredDestruction(MAD)

Some of those methods were more successful in containing communism than others. this statement: The methods used by the United States to contain communism were justified.

•

READING NOTES Section 1 After you have read this section, do the following: 1. Examine the questions on Questions and Map Annotations for Section 1. For each question, fill in the exact answer as indicated by the dashed lines. 2. Annotate the map on Questions and Map Annotations for Section 1 by following the direc tions on the handout and the model below. Sections 2 to 4 Repeat the steps above. Section 2: Use Questions and Map Annotations for Section 2. Section 3: Use Questions and Map Annotations for Section 3 Section 4: Use Questions and Map Annotations for Section 4. PROCESSING

INTERACTIVE STUDENT NOTEBOOK A TLANTICOCEAN NorthSea Mediterranean Sea Black Sea CaspianSea BalticSea BalticSeaNort h Se a GERMANWESTYEASTGERMANYBerlin ○ BerlinEastBerlinWest West Berlin: In 1948 and 1949, during the Berlin Blockade and Airlift, planes fly in food and supplies to

West Berliners survive the Soviet block ade. Cold War Events in Europe © Teachers’ Curriculum Institute 2The Cold War Expands

Read

You have examined various methods that the United States used to fight the Cold War around the world.

Now write a clear thesis statement arguing for or against this statement, and at least two paragraphs to support your thesis.

•

Each supporting paragraph must have these things: one argument that supports your thesis a few sentences that explain how your argument supports your thesis and that include information from this lesson help

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 3The Cold War Expands Fill in the answers to these questions: 1. The Soviet Union imposed a blockade on this section of the German capital and kept it from receiving fuel, food, and other supplies: 2. In what country did communists stage a coup d’état because the government there contained noncommunists? 3. What two military alliances, formed to provide common defense for their members, effectively divided Europe in two? 4. In what country did an uprising of anticommunist protesters result in thousands of deaths? Each question above refers to a specific alliance or place. Label each one on the map. If a place already has a label, circle it. Write a short description of what occurred during this time period in that location. Each description must include the date(s) and one of these terms: blockade, coup d’état, collective security, or protesters. Questions and Map Annotations for Section 1 ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ and ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ A TLANTICOCEAN NorthSea Mediterranean Sea Black Sea CaspianSea BalticSea TCI7 79 Cold War in ThirdUSH_CMM_39_NH-1EuropeProof BalticSeaNorthSea GERMANYWESTEASTGERMANYBerlin BerlinEastBerlinWest Cold War Events in Europe

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 4The Cold War Expands Fill in the answers to these questions: 1. What communist leader took control of China in 1949 after a four-year civil war? 2. Instead of recognizing the People’s Republic of China, the United States recognized the Nationalist leadership that had fled to what island? 3. The United States supported which side in the Korean War? 4. What line served as the border between North and South Korea both before and after the war? Each question refers or relates to a specific country or place. Label each one on the map. If a place already has a label, circle it. Write a short description of what occurred during this time period in that location. Each description must include the date(s) and one of these terms: Chiang Kai-shek, legitimate, unification, or demilitarized zone. Questions and Map Annotations for Section 2 ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ INDIAN BengalBayOCEANof Sea of Ja pa n ( East Sea) Sea Okhotskof YellowSeaEastChinaSea ChinaSouthSea PA CIFIC OCEAN Pa38thrallel Ye l Sealow Sea of Ja pa n (East Sea)NORTHKOREASOUTHKOREA TCI7 82 Cold War in ThirdUSH_CMM_39_NH-2AsiaProof Cold War Events in Asia

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 5The Cold War Expands Questions and Map Annotations for Section 3 Fill in the answers to these questions:

1. What U.S. agency used radio broadcasts to send anticommunist propaganda throughout countries in Eastern Europe? 2. In 1956, the United States withdrew financial support for the building of this structure after Egypt began to establish trade ties with communist nations: What president in Central America was overthrown when the CIA used covert actions to install a U.S.-friendly government?

4. In 1965, to what Latin American nation were U.S. troops sent to prevent a communist regime from overthrowing a U.S.-backed leadership?

Each question refers or relates to a region or country. Label each region or country on the map. Write a short description of what occurred during this time period in that location. Each description must include the date(s) and one of these terms: propaganda, aid, covert, or troops

. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ PACIFICOCEAN ATLANTICOCEAN INDIANOCEAN ARCTIC OCEAN PACIFICOCEAN TCI7 84 Cold War Around the World FirUSH_CMM_39_NH-3stProof Cold War Events Around the World

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 6The Cold War Expands Fill in the answers to these questions: 1. What policy used to protect Taiwan in 1954 was based on the assumption that the United States must be prepared to threaten war in order to contain communism? 2. What was the official name of the policy under which either the United States or the Soviet Union would respond to a nuclear attack by launching its own missiles? 3. What strategy did the United States use against the Soviet Union to ensure brinkmanship? Label the United States and Taiwan on the map. Write a short description of what occurred during this time period in that location. Each description must include the date or time period and one of these terms: threaten or arms race Questions and Map Annotations for Section 4 PACIFICOCEAN ATLANTICOCEAN INDIANOCEAN ARCTIC OCEAN PACIFICOCEAN TCI7 86 Cold War and the Aarms Race FirUSH_CMM_39_NH-4stProof The Cold War and the Arms Race ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

Terms

. Section

Create two warning signs about lessons that can be learned from how the United States fought the Cold War at home. One sign should focus on a lesson learned from McCarthyism. The other should focus on a lesson learned from living in the Atomic Age.

Section Vocabulary for this section are com munist sympathizer, House Un-American Activities Committee, Alger Hiss case, Rosenberg trial, and McCarthyism 2 The Vocabulary for this section are Atomic Age and Federal Civil Defense

you

As complete the Reading Notes, these Vocabulary sympathizer AdministrationDefense(FCDA)

PROCESSING

Step Notes Example Write the Vocabulary Term here. Write a brief description of the term here. Write one or more examples of how the term affected American life here. As the United States fought the Cold War at home, HUAC, the House Un-American Activities Committee, accused many people of . . .

As read each section, create “step notes” for each Vocabulary Term. the model below.

INTERACTIVE STUDENT NOTEBOOK

you

READING NOTES

Fighting the Cold War at Home War did the anxieties raised by the Cold War affect life in the United States?

use

at Home How

House RosenbergAlger(HUAC)ActivitiesUn-AmericanCommitteeHisscasetrial FederalAtomicMcCarthyismAgeCivil

1 The

Administration.

Terms

Terms in your answers: communist

Each diamond-shaped warning sign should have these •things:ashort phrase that summarizes the lesson learned • an icon related to the warning • a description that more fully explains the lesson learned and includes at least two Vocabulary Terms See the example below.

Vocabulary Terms

PREVIEW Examine the collage of photographs below. In your notebook, complete the following tasks: 1. List three generalizations you can make about this period from looking at these images. For each gen eralization, include at least one specific detail from the photograph that led you to it. 2. Write three questions that these photographs raise about this period. READING NOTES Part 1: Setting Up Your Notebook 1. Cut out the photographs from Photographs for the Neighborhood Block Party 2. Tape the photographs onto four blank pages in your notebook, with three images per page. Your note book pages should look like the sample below. INTERACTIVE STUDENT NOTEBOOK Peace, Prosperity, and Progress © Teachers’ Curriculum Institute 1Peace, Prosperity, and Progress Why are the 1950s remembered as an age of affluence? ••••••••• ••••••••• Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Fair Taft-HartleyDeal Act baby Levittownboom interstateSunbelt highway poliosystemvaccine

Part 2: Summarizing Your Assigned Topic

Complete your Reading Notes for your assigned topic:

4. Next to the image, write at least three main points from your reading, making sure to use the terms you have been assigned.

2. Read the subsection(s) you have been assigned, including the introduction to the entire section.

3. Find the photograph in your notebook that cor responds with your reading and write a headline above it that captures the main idea of what is hap pening in the image.

PROCESSING

1. Look at Handout A. In your notebook, write your assigned group letter, the subsection(s) you must read, and the terms you must use.

1. Examine the questions you wrote for your preview. Write answers to your three questions or note where you might be able to find the answers.

2. Examine photographs in your notebook. Write a paragraph that answers the question, Why are the 1950s remembered as an age of affluence?

• two arguments that support your thesis.

• two or three sentences that explain how each argument supports your thesis.

Your paragraph should include • a clear thesis statement that summarizes your position.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 3Peace, Prosperity, and Progress Photographs for the Neighborhood Block Party

1. For much of America’s history, how did society view poverty and those who were poor?

Vocabulary Terms in

the Reading

answers: Housing Act of 1949 terminationAppalachia policy Voluntary Relocation Program

INTERACTIVE STUDENT NOTEBOOK Two Americas © Teachers’ Curriculum Institute 1Two Americas Why did poverty persist in the United States in an age of affluence? PREVIEW Examine the two photographs shown here. In your notebook, answer the following in complete sentences. 1. What is similar about these two images? What is different? 2. Imagine these two families going about their daily lives—going to work, going to school, traveling from one place to another. In what ways might their lives be different? 3. What factors might explain why the lives of these two families are so different? READING NOTES Section 1 Read Section 1. In your notebook, answer the following questions in complete sentences.

Vocabulary Terms As you

2. Describe what the term “poverty line” means and how it was first calculated. List three reasons that, according to Michael Harrington, poverty was “socially invisible.” complete Notes, use these your

Section 2

INTERACTIVE STUDENT NOTEBOOK

PROCESSING

For each subsection of Section 2, do the following: Draw a line beneath your hypotheses from Handouts A-C. Write the title of the appropriate subsection directly beneath the drawn line. List the groups from your reading that experienced poverty in the postwar era. Explain why these groups did not experience post–World War II prosperity.

In 1962, Michael Harrington’s book The Other America surprised many Americans with its startling statistics on poverty. It also fueled a debate that contin ues in the United States today about what the federal government’s role should be in fighting poverty. Imagine that it is 1962 and you have just read Michael Harrington’s book. Think about whether you agree or disagree with the following statement: The federal government has an obligation to try to alleviate the poverty of the “other America.”

• two or three sentences for each argument explaining how each supports your thesis.

Write a clear thesis sentence arguing for or against this statement and at least one paragraph to support your thesis. Make sure your supporting paragraph includes • two arguments that support your thesis.

Inner City Chicago, 1960 Hypotheses from Maps: Left Behind in the Inner Cities

INTERACTIVE STUDENT NOTEBOOK Segregation in the Post–World War II Period © Teachers’ Curriculum Institute 1Segregation in the Post–World War II Period How did segregation affect American life in the postwar period? READING NOTES Section 1 Copy the spoke diagram below into your notebook. • In each of the six ovals around the center oval, list one area of life discussed in Section 1 in which African Americans experienced segregation. • Near each of those six ovals, list as many examples as you can that show how segregation affected Americans during this era. Beneath your spoke diagram, record your primary source and secondary source information after conduct ing your research. Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: de facto segregation de jure CongressExecutivesegregationOrder9981ofRacialEquality(CORE) Brown v. Board of Education Warren Court Aspects of Life Affected SegregationbynoSchoolspublicbusing Our experience in the classroom activity was similar to history in that . . .

Sections 2 and 3

•

3. How did this ruling, Brown v. Board of Education, promote or hinder the American ideal of opportunity? Of rights?

Follow the model below to create a timeline for this unit. Cut the four parts of the timeline from Civil Rights Movement Timeline. Tape each part of the timeline to a separate twopage spread of your notebook, as close to the binding as possible. Now read Sections 2 and 3. Then do the following: Cut the four cards from Event Cards. Decide which event from the reading each card represents. On the card, write the name of the event, the date it occurred, and two or three important facts about the event. Tape the card in an appropriate place along your timeline. Draw a line connecting the event to its location on the timeline.

1. Why did the teacher insist that the students leave quickly and walk home in groups?

•

2. If you were Melba’s mother or father, what might you consider doing to protect your daughter? What might you do to fight discrimination to give her more opportunities in the future?

•

Read the personal account of Melba Pattillo Beals from her memoir Warriors Don’t Cry on Handout B. Then answer these questions in a few sentences each:

PROCESSING

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 3Segregation in the Post–World War II Period Civil Rights Movement Timeline 196019401950 198019701975196219601961196319641965 196719651966196819691970

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 4Segregation in the Post–World War II Period Event Cards Facts: Event:Date: Event:Date: Facts: Event:Date: Facts: Facts: Event:Date: Event:Date: Facts: Facts: Event:Date: Event:Date: !

Freedom Rides March CivilWashingtononRightsAct of Freedom1964 Summer Voting Rights Act of 1965

PREVIEW Brown v. Board of Education inspired hopes that African Americans could achieve equal rights in American society. After decades of segregation and discrimination, African Americans were willing to take incredible risks to stand up against unfair laws.

6. Around 250,000 people traveled from around the country to Washington, D.C., to participate in a 1963 demonstration protesting racial discrimination.

Civil Rights Revolution: “Like a Mighty Stream”

5. The protests led by children in Birmingham, Alabama, were considered successful because police arrested few participants.

StudentSouthernBoycottChristianLeadershipConference(SCLC)NonviolentCoordinatingCommittee(SNCC)

1. On the first day of a bus boycott to protest segrega tion in Montgomery, Alabama, 90 percent of the city’s African American riders stayed off the buses.

How did civil rights activists advance the ideals of liberty, equality, and opportunity for African Americans?

But just what types of risks would they and other civil rights activists be willing to take? statements that believe each is true or false.

4. After college students staged a “sit-in” at an allwhite lunch counter in Greensboro, North Carolina, to protest segregation, the city became the first large Southern city to end segregation.

Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Montgomery Bus

follow, and record in your notebook whether you

2. Leaders of the Montgomery busy boycott brought their case before the Supreme Court, which declared segregation unconstitutional.

3. On the first day of desegregation at Central High School in Little Rock, Arkansas, nine African Americans students faced an angry white mob that tried to stop them from attending school.

7. In 1964, Freedom Summer participants in Mississippi faced violence, including beatings, bombings, and shooting, and at least six people were murdered.

The

The Civil Rights Movement: True or False?

Read the seven

Turn

READING NOTES Sections

• On

• Tape

Music inspired and gave courage to civil rights activists as they faced great challenges in their work. The song “If You Miss Me from the Back of the Bus” is an example of this music. Performers would change lyrics or add verses to make the song reflect their local Writestruggles.two new verses for this song that show how civil rights activists advanced the ideals of liberty, equality, and opportunity for African Americans. Each verse should be four lines long and describe an event not already mentioned in the song.

© Curriculum Institute The Civil Rights Revolution: “Like a Mighty Stream” 1 to 6 to the timeline you began in the “Segregation in the Post–World War II Period” lesson, and cut the eight cards from Event Cards you read Sections 1 to 6, add to your timeline by doing the following: Decide which event from the list below each card represents. the card, write the name of the event, the date or dates it occurred, and two or three important facts about the event. the card in an appropriate place along your timeline. Draw a line connecting the event to its location on the timeline.

PROCESSING

INTERACTIVE STUDENT NOTEBOOK

•

Teachers’

Timeline Events Birmingham campaign Civil Rights Act of 1964 Integration of Central High School Freedom Rides First lunch counter sit-in March on VotingMontgomeryWashingtonBusBoycottRightsActof1965

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 3 The Civil Rights Revolution: “Like a Mighty Stream” Facts: Facts: Event:Date: Event:Date: Facts: Facts: Event:Date: Event:Date: Facts: Facts: Event:Date: Event:Date: Facts: Facts: Event:Date: Event:Date: Event Cards

Statement of Purpose, 1960 SNCC in 1966 Black power means proper representation and sharing of control. It means the creation of a power base from which black people can work to change statewide or nationwide patterns of oppression through pressure from strength — instead of weakness . . . It does not mean merely putting black faces into office . . . The power must be that of a community, and emanate [come] from there.—Stokely Carmichael, SNCC chairman, “What We Want,” 1966 Vocabulary Terms

1. What was SNCC’s goal in 1960? What strategy or strategies does SNCC identify as the way to achieve this goal?

3. How do SNCC’s goals and strategies differ between 1960 and 1966? What might have happened to cause these differences to develop?

How did civil rights activists change their strategies and goals in the 1960s and 1970s, and how successful were they in achieving racial equality?

Equality:

2. What was SNCC’s goal in 1966? What strategy or strategies does SNCC identify as the way to achieve this goal?

As you complete the Reading Notes, use these Vocabulary Terms in your answers: black power Watts

INTERACTIVE STUDENT NOTEBOOK

Compare the two sets of quotations from the Student Nonviolent Coordinating Committee (SNCC). Then answer these questions in your notebook:

PREVIEW

Swann v. RegentsofMecklenbergCharlotte-BoardEducationoftheUniversityofCaliforniav.Bakke

SNCC in 1960 Integration of human endeavor [activity] represents the crucial first step towards such a society. Through nonviolence, courage displaces fear; love transforms hate. Acceptance dissipates [drives away] prejudice; hope ends despair.—SNCC

Redefining From Black Power to Affirmative Action From Black Power to Affirmative Action

CivilBlackNationKernerriotCommissionofIslamPantherPartyRightsActof1968

INTERACTIVE STUDENT NOTEBOOK READING NOTES Sections 1 to 3 Turn to the timeline you began in Lesson 44, and cut the eight cards from Event Cards. As you read Sections 1 to 3, add to your timeline by doing the following: • Decide which event from the list below each card represents. • On the card, write the name of the event, the date it occurred, and two or three important facts about the event. • Tape the card in an appropriate place along your timeline. Draw a line connecting the event to its location on the timeline. Then use the information from the reading and your timeline to answer the reflection questions below on a new page of your notebook. Timeline Events Black Panther Party founded Civil Rights Act of 1968 Congressional Black Caucus formed The Hate That Hate Produced aired Regents of the University of California v. Bakke Roots aired Swann v. Charlotte-Mecklenburg Board of Education Watts riot Reflection Questions

Create a cover for an issue of Civil Rights Today maga zine. Your cover should clearly express your view on the degree of success you think civil rights activists have had in achieving racial equality. Include the fol lowing on your cover:

• powerful words to communicate your point of view Equality: From Black Power to Affirmative Action

• two or more visuals (photographs, illustrations, symbols, or graphs) with brief captions explaining what each visual reveals about racial equality in the United States

• a subtitle that will catch the reader’s attention

PROCESSING

1. What were the goals of civil rights activists up to the mid-1960s? What strategies did they use to achieve those goals?

2. What were the goals of civil rights activists after the mid-1960s? What strategies did they use to achieve them? Why do you think these goals and strategies changed? Which individuals or groups advocated this change? When were the most significant accomplishments made in achieving racial equality: 1940 to 1954, 1955 to 1965, or 1966 to 1979? Explain your answer.

INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 3Redefining Equality: From Black Power to Affirmative Action Event Cards Facts: Facts: Event:Date: Event:Date: Facts: Facts: Event:Date: Event:Date: Facts: Facts: Event:Date: Event:Date: Facts: Facts: Event:Date: Event:Date:

INTERACTIVE STUDENT NOTEBOOK The Widening Struggle © Teachers’ Curriculum Institute 1The Widening Struggle Why and how did the civil rights movement expand? PREVIEW Answer the questions below for the group to which you are assigned. Poster What are three interesting details in the poster? Sketch and label each of them. Song What interesting elements do you hear in this piece of music? What emotions does this song evoke? READING NOTES Sections 1 to 5 You will be visiting seven stations to learn about seven groups of people involved in the struggle for civil rights. For each group, set up a half-page in your note book as shown below. As you read about each group, answer the questions below on the Reading Notes side of the page. Then follow the directions at the station to complete the Station Notes for that group. Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: United Farm Workers Americanwomen’sNational(UFW)OrganizationforWomen(NOW)liberationIndianMovement(AIM) Japanese GrayStonewallAmericans(JACL)CitizensAmericanLeaguewithDisabilitiesAct(ADA)riotsPanthers Group (Women, Latinos, American Indians, Asian Americans, . . .) Reading Notes Station Notes Who Who belongs to this group? Changes Wanted What changes has this group fought for? How Achieved What actions has this group taken to achieve the changes they wanted? Successes What successes has this group had?

INTERACTIVE STUDENT NOTEBOOK Major Events in the African American Civil Rights Movement Major Events of the Widening Struggle for Civil Rights CORE formed First black player in the major leagues Desegregation of the armed forces Brown v. Board of Education ruling Montgomery Bus Boycott Integration of Central High School The Hate That Hate Produced aired AARP founded Lunch counter sit-ins Freedom CongressionalCivilBlackWattsVotingCivilMarchBirminghamRidescampaignonWashingtonRightsActof1964RightsActof1965riotPantherPartyfoundedRightsActof1968BlackCaucus formed Asian American movement formed Medicare passed UFW strike against grape growers begins NOW founded Age Discrimination in Employment Act AIM BilingualfoundedEducation Act Stonewall riots Swann v. Charlotte-Mecklenburg Board of RootsEducation aired Regents of the University of California v. Bakke La Raza Unida Party formed Gray Panthers founded Congress passes equal rights amendment Rehabilitation Act, including Section 504, is passed Roe v. Wade Indian Self-Determination and Education Assistance Act Harvey Milk elected JACL seeks compensation for Japanese ReparationsAmericansawarded to Japanese internees Americans with Disabilities Act 1980–19901970–19791960–19691950–19591940–1949Date PROCESSING Refer to the timeline as you answer these questions in your notebook: 1. What does this timeline show? 2. What relationship do you see between the African American civil rights movement and other groups’ struggle for civil rights? 3. Which actions for achieving civil rights seem to have been most successful? Why might this be so? 4. All of the groups on the timeline made remarkable progress in achieving change. What issues today do you think might be worth fighting for in your school? Your community? Your state? Your nation? 5. What can you do to achieve change? Choose an issue to focus on. Based on what you learned about civil rights movements, create a plan of action for addressing that issue. Your action plan should •includeabrief description of the change wanted, including a slogan that summarizes the issue. • a list of people and organizations that might be involved in fighting for this change. • a short explanation of what actions you might use to achieve the change and why you believe these steps will be successful. Use historical examples from the lesson to help support your ideas. © Teachers’ Curriculum Institute 2The Widening Struggle

• Based on your criteria, who do you think was the best president of all time? Why?

PREVIEW Answer the following in your notebook, using complete sentences:

READING NOTES

New NationalFrontierAeronauticsandSpaceAdministration(NASA)

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

Was John F. Kennedy a great president?

The Age of Camelot of

Bay of Pigs invasion

• If you were to determine the best president of all time, which five criteria would you use?

INTERACTIVE STUDENT NOTEBOOK

Berlin Wall Cuban missile crisis Test Ban Treaty Peace Corps

GreatNot So Great

Camelot

Section 1 Create a spectrum, like the one below, in your note book. As you read Section 1, record facts about President Kennedy that you think show what was great or not so great about his presidency. In addition to any Vocabulary Terms, include the following terms in your notes: “Kennedy style,” televised presidential debate, “the best and the brightest,” tax cuts, civil rights, Sputnik, and Neil Armstrong. As a group, discuss Documents A–G from Handout A. Add the names of each document to your spectrum and note whether you think the document shows that Kennedy was great, not so great, or somewhere in between. Vocabulary Terms

During the Cuban missile crisis, Kennedy established a quarantine around Cuba to prevent the USSR from sending in more weapons and aid. During the Cuban missile crisis, Kennedy overreacted by establish ing a quarantine around Cuba, which almost caused World War III.

ExCom, quarantine, hotline, and Alliance for Progress.

A conclusion that includes • a reworded version of your thesis statement

Write a five-paragraph essay that answers the question, Was John F. Kennedy a great president? Your essay must include the following elements:

Section

• a topic sentence that clearly states one argument supporting your thesis statement.

• at least two pieces of evidence (visual details, facts, data, quotations, or examples) that support the topic sentence. For the first body paragraph, use evidence from Section 1 and Documents A–C. For the sec ond, use evidence from Section 2 and Documents D–G. For the third, use evidence from Section 3 and Documents H–L.

An introduction, including • a hook that creates interest in the topic of your essay

PROCESSING

Create a new spectrum for Section 2. As you read, follow the directions for Section 1 to record notes on Kennedy’s presidency. In addition to any Vocabulary Terms, include the following terms in your notes:

• a one- to two-sentence explanation of how each piece of evidence supports the topic sentence or thesis statement.

• a brief response to the question, So what?

• a brief summary of your main arguments

• a thesis statement that clearly states your perspec tive on the essay question

Three body paragraphs that each include

As a group, discuss Documents H–L from Handout A. Add the names of each document, including a brief explanation, to the appropriate place on your spectrum.

Section 1 Respond to the following questions in your notebook:

PREVIEW Think of your day since you woke up this morning. How has government influenced your life? For exam ple, how did you get to school? If you walked or rode a bike, you came on streets or sidewalks maintained by the government. If you rode a school bus, it is likely that it is paid for by the government. If you rode in a car, federal guidelines specify safety features and envi ronmental specifications for cars.

Immigration Act of 1965 Silent Spring Warren MirandaCourtrights

2. In your notebook, copy and complete the table from the following page.

1. What accounts for Johnson’s success at getting leg islation passed?

1. Brainstorm and list in your notebook all the ways the government has affected your life since you woke up this morning.

What is the proper role of government in shaping American society?

2. Some people argue that government does too much and intervenes in too many areas of our lives.

Others believe that government should do more to solve our nation’s problems. What do you think?

READING NOTES

1. What was Lyndon Johnson’s prescription for mak ing a better America?

2. Why did conservative Barry Goldwater disagree with Johnson?

3. Considering all of Johnson’s programs, how impor tant was the War on Poverty to him? Explain.

INTERACTIVE STUDENT NOTEBOOK

3. Both candidates have strong views about the role of government. With which candidate do you most agree? Why?

Section 2 Respond to the following in your notebook:

MedicaidMedicareEconomicPovertyOpportunityAct

As you complete the Reading Notes, use these Vocabulary Terms in your answers: Great Society War on

4. What are the chief criticisms of Johnson’s pro grams? Vocabulary Terms

Head HousingVISTAStartand MedicareDevelopmentUrbanandMedicaid

Does government play the proper role in American society today? Consider current government programs that you learned about in this activity or others that you are aware of. Select one program that you think the government should start and one program you think the government should stop. In a paragraph, explain your choices. Corps Provided job training for low-income people. Provided health care for the elderly and poor.

Section 3 Respond to the following in your notebook: 1. What was the Warren Court? Why was it so controversial? 2. Copy and complete the following table.

National Traffic and Motor Vehicle Safety Act Case Decision

Baker v. MirandaMappEngelReynoldsCarrv.Simsv.Vitalev.Ohiov.Arizona

Elementary and Secondary Education Act National Endowments for the Arts and for the Humanities Provided funding for the arts. Public Broadcasting Act Immigration Act of 1965 Clean Air Act of 1963 Strengthened programs to prevent and control air pollution.

PROCESSING

INTERACTIVE STUDENT NOTEBOOK Program or Act Description of Program Economic Opportunity Act Job

1. In the space above the peace sign, list three charac teristics of the New Left and three characteristics of counterculture youth.

2. For each topic in the apple pie, provide at least two pieces of information about mainstream Americans and their views. Terms

FreeNewcountercultureLeftSpeechMovement

WoodstocksexualthehippieEstablishmentrevolution

READING

What was the impact of the counterculture on American society?

Section 2

The Emergence of a Counterculture

Section 1

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

PREVIEW

1. List the differences between your generation and your parents’ generation.

1. For each topic in the peace sign, provide at least two pieces of information about counterculture youth and their views.

2. Explain whether these differences create harmony or conflict. NOTES Set up your notebook by copying the symbols of a peace sign and an apple pie onto two pages, as shown at right. Be sure to leave room above and below the symbols for additional notes.

3. Below each symbol, write one sentence describing how the symbol represents counterculture youth or mainstream Americans.

Think about how your generation differs from that of your parents in terms of fashion, music, and lifestyle. Then respond to the following in your notebook:

Vocabulary

Counterculture Youth Mainstream Americans waysofliving sexualattitudes music drugs waysofliving music dr u gs sexualattitudes

INTERACTIVE STUDENT NOTEBOOK

2. In the space above the apple pie, list three character istics of mainstream Americans.

Critics, on the other hand, claim that the countercul ture’s celebration of personal freedom corrupted American society. They say that members of the coun terculture often acted irresponsibly and without moral restraint. They believe that even in a free society, there must be limits on personal behavior.

In a well-written paragraph, respond to this question: Did the counterculture’s emphasis on personal free dom improve or damage American society?

Make sure your paragraph includes

• one or two pieces of evidence (facts, data, quota tions, examples) from the reading to support your topic sentence.

INTERACTIVE STUDENT NOTEBOOK

PROCESSING

Social anthropologist Jentri Anders, for instance, saw the growth of freedom in the counterculture commu nity where she lived:

[There was a] freedom to explore one’s potential, freedom to create one’s Self, freedom of personal expression, freedom from scheduling, freedom from rigidly defined roles and hierarchical statuses.

Some observers of the 1960s counterculture movement assert that it expanded the freedoms Americans enjoy.

• a clear topic sentence that communicates the main idea of your paragraph.

• one or two sentences that explain how your evi dence supports your topic sentence.

PREVIEW Answer these questions in your notebook: 1. What observations did you make about the people whose names are listed in the Vietnam Veterans Memorial Directory of Names? 2. What personal connections did you make with any of those people? 3. What emotions did you feel when you saw the photograph and read the names of the people listed on the Wall? 4. What emotions might the Vietnam veteran you see be feeling and why? INTERACTIVE STUDENT NOTEBOOK The United States Gets Involved in Vietnam © Teachers’ Curriculum Institute 1The United States Gets Involved in Vietnam Why did the United States increase its military involvement in Vietnam? Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Viet Minh First Indochina War Geneva Accords Viet Cong Gulf of ResolutionTonkin READING NOTES Copy this diagram onto two pages of your notebook. Then follow the directions for Sections 1, 2, and 3 to com plete your timeline and bar graph. 1945 1950 1955 1959 1961 1962 1963 1964 1965 1966 1967 50 30400,0000,0000,000200,000100,00050,00010,000 1960MilitaryofNumberAdvisersandTroops 1959 1961 1962 1963 1964 1965 1966 19671960 Timeline of Key Events in Vietnam Bar Graph of U.S. Forces in Vietnam

See the example below. Key Events • Vietnam declares independence • U.S. military aid to French Indochina • Battle of Dien Bien Phu • Geneva Accords

•

What if President Johnson had decided not to increase U.S. military involvement in Vietnam in 1965 or had even decided to reduce or withdraw U.S. forces?

• Effects

programs INTERACTIVE STUDENT NOTEBOOK 1945 1950 1955 1959 1961 50 30400,0000,0000,000200,000100,00050,00010,000 1960MilitaryofNumberAdvisersandTroops 1959 19611960 Timeline of Key Events in Bar Graph Example Event 1 Summarize the event here. Example Event 2 Summarize the event here. barExamplegraph © Teachers’ Curriculum Institute 2The United States Gets Involved in Vietnam

•

Read this section. Add bars to your graph to show the number of U.S. military advisers in Vietnam for the years 1963 and 1964. Then annotate your timeline for these key events: Gulf of Tonkin Incident

Section 1

•

Section 2

PROCESSING

Read this section. Add bars to your graph to show the number of U.S. military advisers in Vietnam for each of the years from 1959 to 1962. See the example timeline by doing the following each key event listed below: Write the name of the event and the year(s) it occurred. Write a short summary of the event. Draw a box around the name and summary, and connect it with a line to the appropriate year(s) on the timeline.

Operation Starlite

Select one of the topics below and write one or two paragraphs in which you hypothesize what would have happened if Johnson had made a different decision. Be sure to discuss short-term and long-term effects of the decision. Effects on spread of communism in Asia and around the world on relations between the United States and its allies on Johnson’s Great Society

Next,below.annotate your

• Debate on Vietnam involvement: Arguments from hawks

•

•events:First

•

• Effects

• Debate on Vietnam involvement: Arguments from doves Section 3 After the national security meeting, read this section. Add bars to your graph to show the number of U.S. advisers and troops in Vietnam for the years 1965 to 1967. Then annotate your timeline for these key U.S. combat troops land in Vietnam

for

Section 2 1. Describe the two main programs of the U.S. and South Vietnamese pacification campaign.

INTERACTIVE STUDENT NOTEBOOK

2. List at least three reasons the war became unpopular with the American public.

What made the Vietnam War difficult to win?

PREVIEW Examine all of the photographs, captions, and text headings in this lesson. As you do this, record in your notebook any examples you find that might indicate difficulties of fighting the Vietnam War. For example, when you examine the photograph of coffins draped with American flags in the Introduction section, you might write, “The United States lost a lot of soldiers during the war.”

Section 1 1. Describe at least two geographic difficulties U.S. soldiers faced in Vietnam. Also describe at least one way they overcame a geographic difficulty.

2. List at least three reasons why it was difficult to fight the Viet Cong and the NVA.

As you read Sections 1 to 3, answer the questions below. Label each set of answers with the section number and title.

READING NOTES

Facing Frustration in Vietnam in Vietnam

3. Describe at least two ways in which Americans pro tested the war in Vietnam. Vocabulary Terms

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

3. Why was the limited war the United States fought ultimately ineffective?

2. List at least two reasons the Viet Cong were able to maintain popular support among the South Vietnamese. Section 3 1. How did media coverage of the war change as the fighting continued?

North ArmywarAgentArmyVietnamese(NVA)OrangeofattritionoftheRepublicofVietnam(ARVN) credibilitynapalm gap Tet Offensive

Section 4 After reading this section, write one or two paragraphs in response to this prompt: Historian and author Charles Kaiser writes that 1968 was “the most turbulent twelve months of the postwar period and one of the most disturbing intervals we have lived through since the Civil War.” What made 1968 such an important year in American history? PROCESSING Using your Reading Notes, create a political cartoon that depicts at least one of the reasons the Vietnam War was difficult for the United States to win. Your cartoon should clearly highlight a difficulty of the war and include at least three of these elements: • exaggerated details • symbols • labels that identify parts of the cartoon • thought or speech bubbles • a caption INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 2 Facing Frustration in Vietnam

1. Answer this question: What two conclusions did Nixon and Kissinger draw that led them to pursue a “peace with honor” plan?

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

Section 2 Annotate Photograph B with at least three historical facts from this section. Then do the following in your 1.notebook:Describe at least two events that led to renewed antiwar protests.

Section 1 Annotate Photograph A by writing at least three histor ical facts from Section 1 in the space around it. Draw a line from each fact to a detail in the photograph that supports it. Then do the following in your notebook:

PREVIEW

What lessons for Americans emerged from the Vietnam War?

INTERACTIVE STUDENT NOTEBOOK

2. Describe the carrot-and-stick approach Nixon used to negotiate an end to the war. Give at least one example of a “carrot” and one example of a “stick.”

3. Describe at least two ways Congress acted to limit the president’s war powers. Vocabulary Terms

READING NOTES

Curriculum Institute 1

To personalize the history you have been studying, you will speak with someone in your community who was involved in or otherwise affected by the Vietnam War. Before conducting your interview, tape each pho tograph from Vietnam War Photographs to the center of a page in your notebook. Also designate a page for recording biographical information about the person you interview.

2. Describe at least two reactions, by the government or Nixon supporters, to antiwar protests.

Pentagon Papers War ResolutionPowers

KentMyVietnamizationLaimassacreStateshootings

Section 4 Annotate Photograph D with at least three historical facts from this section. Then do the following in your

• An introduction that includes a biographical sketch of the interviewee’s background information.

3. Describe the conditions endured by American POWs during the war.

Use your notes to write about the oral history inter view you conducted. Your written description should include these elements:

PROCESSING

1.notebook:Describe

3. Answer this question: What were the lingering effects of the war on Americans?

• Based on what you learned from the interview and the reading, write a conclusion that explains what you feel is the most important lesson that emerged from the Vietnam War. Explain why you consider this lesson to be the most important.

1.notebook:Explain how the U.S. government reacted to the NVA invasion of South Vietnam.

Section 3

Annotate Photograph C with at least three historical facts from this section. Then do the following in your at least two military actions Nixon ordered in 1972 and how they helped to bring an end to the war.

2. Answer this question: What was the experience of veterans upon returning home?

• One or more paragraphs that explain how the Vietnam War personally affected the interviewee Use at least two quotations from the interview here.

• One or more paragraphs that explain the inter viewee’s overall perception of the war. Explain their reaction to at least one of the photographs. Include their thoughts about lessons learned from the war. Also consider using quotations from the interview here.

2. Describe at least three events in Southeast Asia fol lowing the end of the war.

Rise and Fall of

you

Begin

first. • accused of misusing campaign funds • elected to the House of Representatives • elected president of the United States • elected to the Senate • elected vice president on the Eisenhower ticket • escaped scandal with the “Checkers” speech • lost California gubernatorial election • lost presidential election READING NOTES

4. Use a line to connect all of the events on the graph. Answer this question in your notebook: What does your graph reveal about President Nixon’s rise to and fall from power?

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

1 for the

New EnvironmentalOccupationalFederalismSafetyandHealthAdministration(OSHA)ProtectionAgency(EPA) Family Assistance energyPlan crisis Strategicdétente Watergate(SALT)LimitationArmsTreatyscandal 1969 1970 1971 1972 1973 1974 AvLowerageHigh

2. For each event, write the date, a short description of the event, and a brief explanation of why you placed the event where you did.

events

Sections 1 to 3

you

INTERACTIVE STUDENT NOTEBOOK

Create the following graph on two blank pages in your notebook. Then follow the steps below to complete your Reading Notes.

into your notebook.

power? PREVIEW Copy

1. Read the events listed below for each section. Determine to what degree each event represents a high or low point in the Nixon presidency. Then place the events on the graph in correct chronological order.

Vocabulary Terms

The Richard Nixon Richard Nixon’s rise to and fall from this list of from Richard Nixon’s early political career Then sequence the events in the order in which think they occurred writing a number next to each. with the num ber event that think happened

3. Draw a corresponding visual near each event.

January 1969: Nixon is inaugurated after a close

Section 1

August 1974: Nixon resigns as president.

October 1973: Middle East countries stop shipping oil to the United States.

Section 2 July 1969: Nixon introduces the Nixon Doctrine.

••elements:hisnameadescriptive phrase or title that highlights both his accomplishments and his controversies (such as Skillful Diplomat or Disgraced President)

• two or more images that illustrate details in the poem

• other clever or creative touches to make the epitaph more interesting Rise and Fall of Richard Nixon

PROCESSING Design an epitaph for Richard M. Nixon comment ing on both his rise to and his fall from power. An epitaph is something engraved on the tombstone of an individual. Your epitaph should include the following

Augustelection.1969: Nixon proposes revenue sharing and the Family Assistance Plan. July 1970: Nixon proposes the Environmental Protection Agency.

• a short poem that alludes or refers to two events that led to Nixon’s rise to power and two events that led to his fall from power

February 1972: Nixon visits China. May 1972: Nixon signs the Strategic Arms Limitation Treaty. Section 3 November 1972: Nixon wins a second term. July 1973: Nixon refuses to release White House tapes.

Open your notebook to two blank pages. Draw a line across the middle of each page, creating four boxes. Repeat on the next two pages of your notebook so that you end up with seven boxes. Follow these steps for each section.

title

Sections 1 to 7

1. Write the section number and title at the top of a box.

4. For each item, write a brief description of the item and what it reveals about the 1970s. Terms

2. Beneath the section title, draw a timeline with three or more important dates from the section. For each date, write a brief description of the event and what it reveals about the 1970s.

ThreeAct

title

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

3. Sketch three or more interesting items that represent the important information in the section.

Vocabulary

Organization of Petroleum Exporting Countries (OPEC) National Energy Act Camp David Accords Earth Day Clean Water Act Safe Drinking Water Mile Island RustbeltNationalaccidentWomen’sPoliticalCaucus number and title Section number and Section number and title Section number and

READING NOTES

INTERACTIVE STUDENT NOTEBOOK Politics and Society in the “Me Decade” © Teachers’ Curriculum Institute 1Politics and Society in the “Me Decade” How should historians characterize the 1970s? PREVIEW Examine the photograph below. Use this primary source from the 1970s to answer the following ques tions in your notebook: 1. What do you see in peopleWhatphotograph?thearethesedoing? 2. Based on this characterizewouldsource,primaryhowyou the 1970s as a decade? 3. What kind of mood is depicted in this image? 4. Do you think this is an accurate and complete char acterization of this historical period? Why or why not?

Section

PROCESSING In a well-written paragraph, respond to the Essential Question: How should historians characterize the 1970s? Make sure your paragraph includes • a clear topic sentence that communicates the main idea of your paragraph. • one or two pieces of evidence (facts, data, quotes, examples) from your Reading Notes to support your topic sentence. • one or two sentences that explain how your evi dence supports your topic sentence. INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 2Politics and Society in the “Me Decade”

How did the Reagan Revolution impact the nation?

PREVIEW On the television show Across Fire, guests debate cur rent political topics. Following is a transcript from one episode. During this episode, liberal guests Laura and Lyle debated the role of government with conservative guests Carl and Connie. Create a T-chart in your notebook. Label the left side Liberal and the right side Conservative. Based on the transcript, list at least three characteristics of a liberal and at least three characteristics of a conservative.

Lyle (pointing a finger at Connie): But how long will that trickle-down effect take, Connie? One year? Ten years? I believe that the government has a duty to take care of all of its citizens now Laura (with enthusiasm): Lyle’s right. You know, a lot of people these days talk about cutting taxes. But we need to be careful. Cutting taxes might lead to cut ting federal programs. I fear the programs that will be cut will be those that help the most needy.

Carl (pounding fists on desk): Regardless of tax cuts, the national government shouldn’t be spending our limited resources on programs that give people free handouts. When a government takes care of people too much, they become leeches on society.

INTERACTIVE STUDENT NOTEBOOK

A Shift to the Right Under Reagan Shift to the Right Under Reagan

Laura (shaking her head): I disagree, Carl. I think the federal government has an obligation to monitor businesses. It needs to prevent them from polluting the environment and taking advantage of consumers and workers.

Carl (contemplatively): You know, in general, I believe that our national government governs best when it governs least. This is especially important in economic affairs.

Connie (nodding): We need to shrink the size of the federal government. The role of the national govern ment should be to provide for the national defense and conduct international affairs. Let the state and local governments take care of the needs of citizens.

Connie (exasperated): No one is saying that we want businesses to abuse our citizens, Laura. But when businesses prosper, prosperity will trickle down to all Americans.

Lyle (with a sigh): I wish it were so simple, Connie. But the national government exists to ensure that ide als like equality and opportunity are attainable to all Americans.

Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Reagan Revolution Moral Majority New supply-sideRight economics New Jersey v. T.L.O. Americans savings(ADA)DisabilitieswithActandloancrisis

Section 3 Are reductions in federal social welfare programs good for America?

Write a two-paragraph response to the question from the perspective of a liberal or conservative. Consider whether the Reagan Revolution had postive or negative effects on the nation. Each paragraph should include:

READING NOTES

Sections 2 and 3 Prepare two pages of your notebook as shown below. Then, in the appropriate space, answer the following questions from the perspective of both a liberal and a conservative. Give at least one argument in support of each response.

• a clear topic sentence that communicates the main idea of your paragraph.

INTERACTIVE STUDENT NOTEBOOK Liberal Conservative Section 2 Section 3 Section 2 Section 3 © Teachers’ Curriculum Institute 2A Shift to the Right Under Reagan

Section 2 Is New Federalism good for America? Is supply-side economics good for America? Is deregulation good for America? Are Reagan’s budget priorities, which have led to high federal budget deficits and a high national debt, good for America?

• one or two sentences that explain how your evidence supports your topic sentence.

• one or two pieces of evidence (facts, data, quota tions, examples) from the reading to support your topic sentence.

In your notebook, create a T-chart. Label one side of the T-chart “Bush’s Legislative Wins” and the other side “Bush’s Legislative Losses.” As you read Section 4, record factual details about at least three of Bush’s domestic policies in the chart.

PROCESSING

2. Is Reagan’s antidrug approach good for America? Have the Reagan-era Supreme Court decisions on student privacy been good for America? Are Reagan’s civil rights policies good for America?

Section 4

You are a guest on tonight’s political debate show Across Fire. The debate question for tonight is, How did the Reagan Revolution impact the nation?

Examine the list about life in Country X. This mythical country wants to spread its philosophy about promoting equality for all citizens to other nations. Nations that adopt or are forced to adopt this philosophy will also adopt other aspects of life in Country X.

Ending the Cold War 1© Teachers’ Curriculum Institute Ending the Cold War INTERACTIVE STUDENT NOTEBOOK Vocabulary Terms As you complete the Reading Notes, use these Vocabulary Terms in your answers: Strategic PalestineContrasSandinistasReaganInitiativeDefense(SDI)DoctrineLiberationOrganization(PLO) Iran-Contra

• Send U.S. troops to nations in danger of being taken over by Country X.

Life in Country X

• Elections are controlled by the ruling political party. Opposition candidates are rarely permitted.

•

• Assassinate leaders of nations who support Country X.

• Increase defense spending to prepare for a possible military conflict with Country X or its supporters.

• The government owns all businesses and decides what will be made and sold and for what price.

• Threaten military action against nations who align with Country X. What were the effects of Ronald Reagan’s and George H. W. Bush’s foreign policy actions? Affair

• Citizens are not free to leave Country X at their own will.

• Send anti-Country X propaganda to other nations.

• Secretly rig an election to guarantee that candidates who support Country X are not elected.

nuclear PersianIntermediate-RangemovementfreezeNuclearForcesTreaty(INFTreaty)GulfWar

• The overarching philosophy of the government of Country X is the belief in equality for all citizens.

• Send spies to Country X to learn which nations they plan to take over next.

• The press and media of Country X are controlled by the state.

• Withdraw aid from any nation that openly supports Country X.

• Provide military training and arms to help nations resist a takeover by Country X.

PREVIEW

• The government of Country X guarantees all citizens a job and a place to live. It also guarantees all citizens education and health care.

In your notebook, list any of the following actions that you believe the United States would be justified in tak ing if it meant preventing a nation from falling under the influence of Country X. For each action you list, give one reason to support your choice.

Dissenters are thrown in prison or sent to labor camps.

• For each photograph, answer this question: What were the effects of Ronald Reagan’s or George H. W. Bush’s foreign policy actions illustrated in this photograph? Explain your answer. Consider whether the effects of each policy were positive or negative.

• How does the photograph relate to Reagan’s or Bush’s foreign policy actions?

In this lesson, you learned about the actions Ronald Reagan and George H. W. Bush took to contain com munism and end the Cold War. These actions affected the U.S. economy, the country’s standing in the world community, the safety of the nation’s and the world’s citizens, and American ideals.

INTERACTIVE STUDENT

Word Banks PROCESSING

NOTEBOOKIntermediate-Range

Introduction to Section 5

• What is happening in the photograph?

• Decide which photograph(s) from the Handout relate to what you just read. Cut out those photo graphs and tape them into your notebook, one or two per page.

Nuclear Forces Treaty (INF Treaty), nuclear freeze movement, summit meeting perestroika, glasnost, rationing Soviet Union, nation-states, Cold War missile shield, Strategic Defense Initiative (SDI) Persian Gulf War, UN-sponsored coalition terrorists, hostages, Iran-Contra Affair Reagan Doctrine, Sandinistas, Contras Eastern Europe, Berlin Wall, communism Tape photographthehere. Summarize the event here. Answer the question here. Tape photographthehere. Summarize the event here. Answer the question here. the Cold WarCurriculum Institute

Do research online to find a photograph relating to the end of the Cold War. The photograph can be of an event you have already learned about in this lesson, but it should not be a duplicate of a photograph you have already examined. Conduct research to learn more about the event shown in the photograph and write a two-paragraph response. Your response should answer the following questions:

• Write a two- to four-sentence summary of the event each photograph represents. In each summary, include all of the terms from one of the Word Banks to the right. Use each set of terms only once.

• Were the effects of the policy mostly positive or negative?

2Ending

READING NOTES

• Who are the people in the photograph?

After reading each of these sections, do the following:

New

INTERACTIVE STUDENT NOTEBOOK

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

Section 5 Choose two of President Trump’s domestic policy goals from Section 5. Conduct research online to deter mine current progress and setbacks for these domestic policy goals. Then, respond to this question: What is the current state of these policy goals? Use evidence from your research to support your response. Vocabulary Terms

U.S. Domestic Politics at the Turn of the 21st Century Curriculum U.S. Domestic Politics at the Turn of the 21st Century

Section 1 1. Describe the red-blue divide in U.S. politics, and identify the features associated with each side of the divide.

TemporaryContractDemocratwithAmericaAssistancetoNeedyFamilies(TANF)

2. Why might the red-blue divide not be as large as many believe it to be?

gridlockdebtstimulus9/11ceiling

READING NOTES

Bush v. Gore No Child Left Behind Act (NCLB)

How have recent presidents tried to fulfill their domestic policy goals?

• deregulating businesses • ending the Great Depression • preserving the environment by establishing national parks

1. Which of the following presidents was associ ated with each domestic policy goal: Franklin D. Roosevelt, John F. Kennedy, Ronald Reagan, or Theodore Roosevelt? Write the president’s name next to the appropriate goal.

2. What factors do you think might have allowed each president to achieve his goal?

Institute 1

Sections 2 to 4 In your notebook, create three T-charts. Title each with the name of one of the three presidents studied in these sections. Label one side of the T-charts “Domestic Policy Goals Achieved” and the other side “Domestic Policy Goals Not Achieved.” As you read Sections 2 to 4, record factual details about at least five domestic policy goals of that president in the appropriate column of the chart.

PREVIEW In your notebook, write the following list of domestic policy goals: • landing a man on the moon

PROCESSING If Bill Clinton, George W. Bush, Barack Obama, and Donald Trump were asked to summarize the economy and social concerns during their administrations, they might be asked the following questions. For each question, write a few sentences from each president’s •perspective.Whatdoyou think the government’s role should be when it comes to ensuring that America’s economy is strong? • During your presidency, what was America’s most pressing social concern, and how did your adminis tration handle that concern? • To what extent do you believe that you achieved your domestic policy goals? INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 2U.S. Domestic Politics at the Turn of the 21st Century

waralWorld(NAFTA)AgreementTradeOrganization(WTO)Qaedaonterror Act Conventions Military Commissions Act of 2006

Arab Spring

Option 4 The United States should selectively use its power only when it wants to promote its own eco nomic and security interests. It should be a global player but should only look out for itself.

Consider all of the actions the United States took as described in this lesson. Select two actions to receive an award—one for the “Best” and one for the “Worst” actions of the global age. For each award, sketch an appropriate trophy in your notebook. Under each trophy, create and write the inscription for a commem orative plaque explaining your selections. Each plaque should include at least one Vocabulary Term and two pieces of evidence to support your selection.

Vocabulary Terms

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

How well have U.S. foreign policy decisions met the challenges of the global age?

Option 3 The United States should take this oppor tunity to strengthen international organizations like the United Nations. International cooperation is the key to solving global issues.

European Union (EU) Islamic State North American Free Trade

INTERACTIVE STUDENT NOTEBOOK

PREVIEW

The end of the Cold War created an opportunity for the United States to chart a new course in foreign affairs. Read the four options below and record the direction you think is best. Then write a paragraph explaining your choice.

Recreate the report card from the following page onto two pages of your notebook. As you read each section of this lesson, complete the corresponding section of the report card. Record notes on U.S. actions, results, and motives whenever possible. Then give the United States a letter grade—A, B, C, D, or F—for the deci sions that were made. Finally, write a justification for your grade.

DepartmentTaliban of Homeland Security USA(DHS)Patriot

READING NOTES

Option 2

Option 1

PROCESSING

Geneva

U.S. Foreign Policy in a Global Age Foreign Policy in Global Age

The United States is now the wealthiest, most powerful nation on earth. It should use its power and wealth to make positive changes in the world—to stop wars, eliminate disease, and defeat corrupt or harsh governments. If the United States does not pro mote its ideals and stop evil, who will?

The United States has fixed world problems long enough. It should severely cut back its foreign commitments and use the savings to make positive changes at home. The rest of the world can take care of itself.

INTERACTIVE STUDENT NOTEBOOK Section U.S. Motives,Actions,Results Grade and Reason for Grade 1. The End of the Cold War Global4.Humanitarian3.GenocideEthnic2.GlobalizationIntensifiesRespondingtoConflictsandSupplyingAidCompetinginaEconomy Section U.S. Motives,Actions,Results Grade and Reason for Grade 5. Fighting Terrorism 6. Improving National 7.SecurityChallenges and Progress © Teachers’ Curriculum Institute 2U.S. Foreign Policy in a Global Age

Moving Forward: Debating America’s Ideals Teachers’ Curriculum

READING NOTES

How does our nation define and debate progress as we work to preserve American ideals? Vocabulary Terms

Section 4

Section 1 What is marriage equality? Explain the debate sur rounding this issue.

2. What is DACA? Explain the debate about this pro gram.

Moving Forward: Debating America’s Founding Ideals

Section 2 1. What are H1-B visas? Explain the debate around these visas.

As you complete the Reading Notes, use these Vocabulary Terms in your answers:

3. How might Fisher v. University of Texas affect the future of affirmative action?

marriagecounterprotestequality qualified immunity

Section 3

Do you think schools should have policies restricting speech on social media? Why or why not?

Institute 1

1. Explain the debate around the Second Amendment.

PREVIEW

Founding

2. Explain how the doctrine of qualified immunity is connected to racial inequality.

For each section below, respond to the corresponding questions in your notebook. Write a few sentences for each response.

Review your school’s policies on free speech, student rights, and Internet expression. In your notebook, write a paragraph that answers the question below: How do your school’s policies reflect the decisions in Bell v. Itawamba County School Board and Tinker v. Des Moines Independent Community School District?

Section 5 1. How does gerrymandering potentially undermine democracy?

INTERACTIVE STUDENT NOTEBOOK

2. How do government actions related to voter regis tration potentially undermine democracy?

PROCESSING Based on your research in the activity, describe the steps that could be taken to further support the ideal you discussed in your presentation. Write one paragraph in which you outline how you would safeguard this ideal in your community. Your response should include • a brief description of the issue you discussed. • a description of the steps necessary to safeguard this ideal and an explanation of why each step is appro priate. • a concluding statement. America’s Founding Ideals rightsequality democracyopportunity liberty INTERACTIVE STUDENT NOTEBOOK © Teachers’ Curriculum Institute 2Moving Forward: Debating America’s Founding Ideals