LCD Screen
Isabella K
Gerardo G
Eleanor H
Reyna C
Maynard S
Marcus L
Pierce Riola
Tinashe C
Chris M
Daniel C
Aliana Tsai
Jenna C
Brooke V
Owen
O’keeffe
Corinna
Lee
Wendy S
Sam H
Daniel V
Tomas
LunaHerrera
Cailin Lin
Mackenzie
D
Arlynda H
Kalvin G
Bradley W
Computer
Desk
Jenna A
Jackie
Melo
Table
White Board
Windows
White Board
Closet
Trezhur R
Bookshelf
LCD Screen
Samantha C
Natalie D
Alyssa F
Fernando T
Luis Ortega
Joseph P
Morgan M
Natalie D
Sebestian P
Jimi W
Peter S
Athena B
Diana C
Reese W
Heather W
Mikaela H
Brandon G
Reanna L
Marissa F
Nic L
Reagan M
Windows
White Board
Closet
Hanna P
Genesis A
Computer
Desk
Vanessa V
Elaine J
Lucy X
Jodi D
Mia C
Table
White Board
Bookshelf
US HISTORY
Unit 7, Week 3
Homework for the Week
• Tuesday, 2/25
• Study for the Test!
• Prepare Checklists
• Wed/Thursday, 2/26-2/27
• Paper due on Friday
• Friday 2/28
• Finish Emmett Till activity
Agenda, Monday, 2/24
• Unit 7 checklist
• HOT ROC- poverty in the 1950s
• Chapter 43 – Lesson planning
• Debrief/compare
HOT ROC: poverty in the 1950s
Use Ch 43
• How is poverty defined (then and now)?
• Why was poverty “invisible”? (3 reasons)
• Which were the poorest groups in America?
Why were they poor?
• Compared to 1950’s, how is the problem of
poverty today?
• Currently, what is the difference between
“middle class” and lower class?
• http://www.youtube.com/watch?v=UAJHp89BInE
• (~4:14)
• http://www.youtube.com/watch?v=GO5b_FwR5HU
Lesson Plan Activity: How would you
teach Ch. 43?
Objective: Draft a PowerPoint presentation that would help
students to understand and remember the key ideas from Ch.
43.
• Step 1 - Break up into groups of 3-5 people
• Step 2 – Review the content.
• Organize/divide up info
• Make notes on key info
• Step 3 - Create a HOT ROC that goes with your content.
It can be a question or an activity.
• Step 4 – Choose PPT graphic/layouts
• Example:
• Slide 1 – HOT ROC
• Slide 2-4 Key information from the chapter
• Slide 5 (and 6) - What activity can help students engage with the
content? (compare/contrast, cause and effect, connect to prior
knowledge, simulation)
• Would you want to add a video clip? What would an ideal video
clip be? What pictures would you include?
Tuesday, 2/25
• Agenda
• Finish Unit 7: Review key ideas and terms
• Review questions for Unit 7
• Add new vocabulary: inner city (ignore escalate)
• Homework
• Study for the Test Tomorrow!
• Prepare Checklists
• Add “inner city” to vocab list
1950’s poverty: summary
• Poorest groups according to The Other America:
1. Colored minorities (inner city Blacks, Indian
tribes**)
2. People in certain rural areas (farmers*, miners)
**termination policy
*agribusiness
Lesson Plan Activity: How would you
teach Ch. 43?
Objective: Draft a PowerPoint presentation that would help
students to understand and remember the key ideas from Ch.
43.
• Step 1 - Break up into groups of 3-5 people
• Step 2 – Review the content.
• Organize/divide up info
• Make notes on key info
• Step 3 - Create a HOT ROC that goes with your content.
It can be a question or an activity.
• Step 4 – Choose PPT graphic/layouts
• Example:
• Slide 1 – HOT ROC
• Slide 2-4 Key information from the chapter
• Slide 5 (and 6) - What activity can help students engage with the
content? (compare/contrast, cause and effect, connect to prior
knowledge, simulation)
• Would you want to add a video clip? What would an ideal video
clip be? What pictures would you include?
Best ideas for HOT ROC & activity
• HOT ROC: period 5
• Draw picture of the rich and poor. Factor in poverty but mask it.
• Show the first visual in chapter 43 and ask students if this family is
poor and how
• Divide the class into four different classes and give them money to
spend in a month and give them buying options
• Crossword puzzle on vocab words from chapter
• Picture/cartoon that shows how poverty is hidden
• Short video on state of the economy then and now
• Activity: period 5
• Choose a card (has character of different social class). Talk to
people from differences classes (they will be masking their class)
try to find the poor person
• Compare/contrast different problems
• Q. how did this help understand poverty in the 50’s? (divide and
spend money activity)
• Everyone will get specific classes and people will stand up to show
the percentage of those in poverty visually
• Cause/effect in rural area. Struggles of poverty video
• Divide into 10 students and give them pennies according to their
social class. See what happens when union raises minimum wage,
etc.
• HOT ROC: 6th period
• Political cartoon analysis (poor should be invisible)
• How did poverty increase/decrease through the years? How to
solve poverty?
• In what ways would you be different if you were poor in the 50’s vs.
now?
• Describe your experience with (someone in) poverty? What is the
impact of poverty?
• Compare/contrast between 1920s, 1950s, 2000s rich/poor
• How did the termination policy help/not help native Americans?
• Activity: 6th period
• Simulate what it is like to live in poverty household.
• Compare/contrast T chart with 1950s and 2013
• Ask for creative solutions for poverty in 50’s vs now
• 6-7 min documentary of homelessness. Ask questions related to
the video. 1) how to solve the issues. What are some of the
programs? 2) how modern day homeless different from 50s? 3)
make a T-chart between you and the homeless person
• A three-way venn diagram between 20’s, 50’s, 2000s
• Compare/contrast poverty then and now
Use your textbook and partners to make
sure you know these terms
• NATO
• Alger Hiss
• Marshall Plan
• Levittown
• Warsaw Pact
• Baby Boom
• Brinksmanship
• Life for women in the
• Mutual Assured
1950s
• Polio vaccine
• Other America
• Termination policy for
Native Americans
• Agribusiness
Destruction
• Federal Civil Defense
Administration
• Hollywood Ten
• Julius and Ethel
Rosenberg
Review: Unit 7 essential ideas and details
• GI Bill
• 3rd world country
• Women’s work after WWII
• Rosenberg trial
• Stalin and USSR buffer
• Review station activity
•
•
•
•
•
•
•
zone
Iron Curtain
Goal of Marshall Plan
Outcome of Korean War
Berlin Blockade and Airlift
NATO, Warsaw
MAD
McCarthyism
debrief questions (week2)
• Why were the poor invisible
in the 1950’s?
• Planned obsolescence
• Agribusiness
Block Day, 2/26-2/27
• Agenda
• Turn in your checklist
• Unit 7 Test: Time to show what you know!
• Intro to Unit 8 civil rights
HW: Research paper – hard copy with you to
class and also submit a copy to turnitin.com
by 5pm on Friday.
Reconstruction
• Reconstruction
(1865-1877):
rebuilding the South
post-Civil War and
healing the nation’s
wounds
• 13th Amendment:
abolishes slavery
• 14th Amendment:
blacks are citizens and
equal before the law
• 15th Amendment:
“The Great Betrayal”
• Compromise of 1877:
disputed Presidential
election of 1876
• Hayes (Northern
Republican) vs. Tilden
(Southern Democrat)
• Hayes given Presidency,
agrees to end
Reconstruction and the
north’s military occupation
of the south.
• Known as the “Great
Betrayal”
Failures of Reconstruction
• Southern Democrats
aim to save South by
“returning it to the
white man’s rule”
• Poll Taxes and Literacy
Tests stop blacks from
voting
• Jim Crow Laws create
segregation
• Ku Klux Klan terrorizes
blacks through lynching
Literacy Test Practice (Alabama: 1965)
1. Which of the following is a right guaranteed by the Bill of Rights?
_____Public Education
_____Employment
_____Trial by Jury
_____Voting
2. The federal census of population is taken every five years. (True or False?)
3. If a person is indicted for a crime, name two rights which he has.
4. A U.S. senator elected at the general election in November takes office the following year on what
date?
5. A President elected at the general election in November takes office the following year
on what date?
6. Which definition applies to the word “amendment?”
_____Proposed change, as in a Constitution
_____Make of peace between nationals at war
_____A part of the government
7. A person appointed to the U.S. Supreme Court is appointed for a term of __________ ?
8. When the Constitution was approved by the original colonies, how many states had to
ratify it in order for it to be in effect?
9. Does enumeration affect the income tax levied on citizens in various states?
10. Person opposed to swearing in an oath may say, instead:
(solemnly) _______________________________________
Literacy Test Practice (Alabama: 1965)
11. To serve as President of the United States, a person must have attained:
_____25 years of age
_____35 years of age
_____40 years of age
_____45 years of age
12. What words are required by law to be on all coins and paper currency of the U.S.?
13. The Supreme Court is the chief lawmaking body of the state. (True or False?)
14. If a law passed by a state is contrary to provisions of the U.S. Constitution, which law
prevails?
15. If a vacancy occurs in the U.S. Senate, the state must hold an election, but meanwhile
the place may be filled by a temporary appointment made by
_________________________
16. A U.S. senator is elected for a term of _____ years.
17. Appropriation of money for the armed services can be only for a period limited to
_____ years.
18. The chief executive and the administrative offices make up the
___________________ branch of government.
19. Who passes laws dealing with piracy?
20. The number of representatives which a state is entitled to have in the House of
Representatives is based on________?
Answers
1. Which of the following is a right guaranteed by the Bill of Rights?
_____Public Education
_____Employment
__X___Trial by Jury
_____Voting
2. The federal census of population is taken every five years. (True or False?)
3. If a person is indicted for a crime, name two rights which he has. Habeas Corpus (immediate
presentation of charges); lawyer; speedy trial.
4. A U.S. senator elected at the general election in November takes office the following year on what
date? January 3
5. A President elected at the general election in November takes office the following year
on what date? January 20
6. Which definition applies to the word “amendment?”
__X___Proposed change, as in a Constitution
_____Make of peace between nationals at war
_____A part of the government
7. A person appointed to the U.S. Supreme Court is appointed for a term of ____Life (with good
behavior) ______ ?
8. When the Constitution was approved by the original colonies, how many states had to
ratify it in order for it to be in effect? 9
9. Does enumeration affect the income tax levied on citizens in various states? Yes
10. Person opposed to swearing in an oath may say, instead: (solemnly) Affirm
Literacy Test Practice (Alabama: 1965)
11. To serve as President of the United States, a person must have attained:
_____25 years of age
___X__35 years of age
_____40 years of age
_____45 years of age
12. What words are required by law to be on all coins and paper currency of the U.S.? In
God We Trust
13. The Supreme Court is the chief lawmaking body of the state. (True or False?)
14. If a law passed by a state is contrary to provisions of the U.S. Constitution, which law
prevails? US Constitution
15. If a vacancy occurs in the U.S. Senate, the state must hold an election, but meanwhile
the place may be filled by a temporary appointment made by ? The Governor
16. A U.S. senator is elected for a term of ___6__ years.
17. Appropriation of money for the armed services can be only for a period limited to
___2__ years.
18. The chief executive and the administrative offices make up the
_________Executive__________ branch of government.
19. Who passes laws dealing with piracy? Congress
20. The number of representatives which a state is entitled to have in the House of
Representatives is based on_____Population___?
BOILING POINTS
What led to the Civil Rights Movement?
Fundamental Reasons
• WWII
• Veterans were discriminated against upon their return to the
US.
• An increase in black activism during WWII
A Philip Randolph’s organized protest of workplace discrimination
• Blacks in the Urban North
• Making gains socially, politically, and economically as well as
having voting rights unlike those in the south.
• Strength of the NAACP
• The organization was attracting support, funding, and new,
young members as well as the support of many lawyers (white
& black)
Section 44.2
No
public
busing
• 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
44.2 in which blacks
experienced segregation.
• Near each of those six
ovals, list as many
examples as you can
that show how
segregation affected
Americans during this
era.
Schools
Aspects of
life
affected
by
segregation
Friday, 2/28
• Collect papers
• Finish spoke diagram
• The Story of Emmett Till
The Story of Emmett Till
• Emmett Till was a 14 year
old black boy from Chicago.
He came to Money,
Mississippi to visit relatives.
On August 28, 1955 Emmett
Till was brutally murdered for
“whistling” at a white woman.
Despite overwhelming
evidence, his killers were set
free after a short trial. The
case galvanized the nation.
• http://www.youtube.com/watc
h?v=MGqqOMTreNA
•
How did Southerners justify the brutal
murder of Emmett Till?
Mamie Till’s reaction
• Emmett’s mom had grown up in the south and moved to
•
•
•
•
•
Chicago. She refused to let Emmett’s death be just another
forgotten lynching.
She held an open casket funeral in Chicago that was
attended by thousands from the community and got national
attention.
The trial to convict his murderers also got national news
coverage.
When his murderers were found not guilty by an all-white
jury, she tried to appeal the case.
Once found innocent, the murderers sold the story of how
they did it to Look Magazine.
Mamie Till then appealed to President Eisenhower to take
action against the confessed killers, but he refused.
The Murder of Emmett Till
• As we analyze the circumstances of Emmett Till’s murder,
it is important to also reflect on who we are as individuals
and how we are viewed in society.
1.Using markers and colored construction paper, draw the outline
of your hand.
2.Inside the hand, write or draw things that shape your identity,
such as gender, names, religion, physical features, languages,
family, political beliefs, etc.
You should not put anything on this chart you’re not willing to
share.
3.Outside of the hand outline, write or draw examples of how
other people identify or "label" you (both positive and negative
labels).
How did Southerners justify the brutal
murder of Emmett Till?
• Historians and sociologists today still argue over how
people are able to justify such disgusting acts of racial
violence in their minds. Today we seek to answer that
question looking at the case of Emmett Till. How did
Southerners justify the brutal murder of Emmett Till?
1. Read through Documents A-D and collect evidence
supporting the THREE HYPOTHESES at the top of your
graphic organizer
2. You need to find TWO PIECES OF EVIDENCE for each
hypothesis. Be sure to record both the SOURCE
information and a QUOTATION