APUSH 2024-2025

8.12 Daily Video on AP Classroom (You can watch this but the rest is more important) Period 8: 1945-1980, Topic 12- Youth Culture of the 1960's Student Learning Objective - Explain how and why opposition to existing policies and values developed and changed over the course of the 20th Century. “I am forty-nine years old. It took me years of considerable anguish to get where I am. . . . I was nurtured in the Depression; I lost four years to war; I have had one coronary; I am a ‘liberal,’ a square and a professor of history. “As such, I am supposed to have ‘liaison’ with the young. But the fact is that I am fed up with hippies, Yippies, militants and nonsense. . . . “Every generation makes mistakes, always has and always will. We have made our share. But my generation has made America the most affluent country on earth; it has tackled, head-on, a racial problem which no nation on earth in the history of mankind had dared to do. It has publicly declared war on poverty and it has gone ...

8.11 Daily video #1 on AP Classroom ( watch on your own before summative assessments) 8.11 Daily Video #2 on AP Classroom (watch on your own before summative assessments) Period 8: 1945-1980, Topic 11- The Civil Rights Movement Expands Student Learning Objective - Explain how and why various groups responded to calls for the expansion of Civil Rights. “The systematic exclusion of persons of Mexican descent from service as jury commissioners, grand jurors, and petit jurors in the Texas county in which petitioner was indicted and tried for murder, although there were a substantial number of such persons in the county fully qualified to serve, deprived petitioner, a person of Mexican descent, of the equal protection of the laws guaranteed by the Fourteenth Amendment, and his conviction in a state court is reversed.” United States Supreme Court, ruling in  Hernandez  v.  Texas , 1954 Discussion Question #1- What right did people of Mexican descent NOT have before the 1950's?...

Period 8: 1945-1980, Topic 10- The African American Civil Rights Movement  (continued) Student Learning Objective - Explain the causes and effects of the African American Civil Rights Movement 1. Note-    American Pageant Stormy Sixties (39 from an old edition) moved to 2/23 2. Did you turn in the Jim Crow Laws Reflection 2/11? Civil Rights timeline 3. What from the Civil Rights timeline are you familiar with? 4. What are the most important events in the Civil Rights movement? U2- Pride 5. How does this connect to the Civil Rights Movement? "I Have Dream" text 6. What is his point of view? 7. Who is his audience and why is that important? 8. What is the purpose of this speech? 9. What is the historical situation at the time? Letter from a Birmingham Jail 10. Who is the intended audience? 11. What is the purpose? Ross Barnett on segregation  from 2/12 What is his point of view? Who is his intended audience? From 2/12- Discussion Question #6- What groups are the Black...

Check in from 2/11 on Jim Crow law reflection? Check in from 2/11- Groups 1-4 Period 8: 1945-1980, Topic 10- The African American Civil Rights Movement Student Learning Objective - Explain how and why various groups responded to calls for the expansion of Civil Rights. Southern Man by Neil Young      Lyrics What is the main idea?  Or what is Young's point of view? What are some supporting details? What is the historical situation at the time? What is the purpose of Young alluding to slavery? Sweet Home Alabama  What did you not notice before? What is their point of view? 8.10 Daily Video #1 on AP Classroom 8.10 Daily Video #2 on AP Classroom Ross Barnett on segregation What is his point of view? Who is his intended audience? What We Want Now! What We Believe. . . . 1. We want freedom. We want power to determine the destiny of our Black community. We believe that Black people will not be free until we are able to determine our destiny. 2. We want full employment ...

Period 8: 1945-1980, Topic 10- The African American Civil Rights Movement  Student Learning Objective - Explain how and why various groups responded to calls for the expansion of Civil Rights. Directions- Students break into groups, read excerpts and report to the class as a whole about their findings with guided questions. Group 1- Ella Baker- “ The Black Woman in the Civil Rights Struggle ” (D. Beiner, A. Joshi, E. O'Maley, Z. McKeen, J. Kullgren, Allison Escalante de Leon, Hoke) In the third paragraph, what previous Civil Rights leader does she refer to? What is the purpose? What is the historical development? (How does feminism play a role in the 1960's and 1970's and how does it interact with the Civil Rights Movement? Group 2- John Lewis- " Speech at the March on Washington for Jobs and Freedom "- (Towne, Parisi, Widtfeldt, Black, Buckley, Mannone) What is the historical situation? What is the point of view? (Who is "we"?) What is the purpose? What...

  Student Learning Objective - Students will evaluate specific Jim Crow Laws Directions :  Read the specific Jim Crow laws and write a reflection evaluating at least one specific Jim Crow Law.  Suggestion- Talk about the ones that are the most unfair.  Suggestion- Are there ones that anger you for a specific reason?  Are there ones that make no sense because of some specific detail?  From the 1880s into the 1960s, a majority of American states enforced segregation through "Jim Crow" laws (so called after a black character in minstrel shows). From  Delaware  to  California , and from  North Dakota  to  Texas , many states (and cities, too) could impose legal punishments on people for consorting with members of another race. The most common types of laws forbade intermarriage and ordered business owners and public institutions to keep their black and white clientele separated. Here is a sampling of laws from various states: Nurs...