APUSH 2023-2024

Directions: 1- The class reviews the prompt together 2/26 2- Read the Nixon Resignation Speech (I like to listen to Nixon give the speech on youtube while I read along) 2/26 3-  Read the Ford Pardoning Proclamation  (I like to listen to Ford give the speech on youtube while I read along) 2/26 4- Develop a thesis.  Decide was Ford justified to pardon Nixon or not? Turn in 2/26 5-  Create a works cited, which will eventually be after your essay.  Use citation machine, easy bib, the Purdue Owl, or whatever you like to use.  Make sure it is in MLA format.  Nixon Resignation Speech, Ford Pardoning Speech and a source of your choice are required.  Demonstration 2/27 or 2/28 6- Write the introduction with the thesis at the end.  2/27 7- How would you support your thesis using the Nixon source? How do you cite it in text or parenthetically? Where does it go best in the essay? 2/27 8-  How would you support your thesis using the Ford source?  How do you cite it in text or parenthetically?  Wher

8.15 Daily Video on AP Classroom  (Watch on your own) Period 8: 1945-1980, Topic 15- Continuity and change in Period 8 Student learning objective - Explain the extent to which the events of the period from 1945 to 1980 reshaped national identity. Pick one of the following and briefly outline how you would answer the student learning objective with examples pertaining to the theme you picked: -Federal government's role in the economy -How the Cold War altered the role of the US in the world -Analyze the impact of the Cold War on domestic policies from 1945 to 1980 -Race relations from 1945 to 1980 Nixon Resignation Speech Discussion Question #1- What is the Historical Situation at this time? Discussion Question #2- What is President Nixon's point of view? Discussion Question #3- What is his intended audience? Discussion Question #4- What is the purpose of this speech? Maybe this will help-  Nixon leaving resignation Ford pardoning of Nixon Discussion Question #5- What historica

Students watch  8.14 Daily Video on AP Classroom  (Students can watch on their own sometime) Period 8: 1945-1980, Topic 14- Society in Transition Student learning objective - Explain the causes and effects of continuing policy debates about the role of the federal government over time. Political Spectrum Left                                                                      Center                                                                 Right Question #1- Would you say you identify as conservative or liberal?  Explain. Question #2- What did liberals claim was wrong with the law or society in the 1960's and 1970's? Question #3- What did conservatives claim was wrong with law, reform or society in the 1960's and 1970's? Question #4- Why did trust in the US government decline in the 1960's and 1970's? Question #5- How could you explain the growth in conservative religious activism in the 1960's and 1970's? Question #6- As we near studying 1980, wh

8.13 Daily Video 1 on AP Classroom (students watch on their own) Period 8: 1945-1980, Topic 13- The environment and natural resources from 1968 to 1980 Student Learning Objective - Explain how and why policies related to the environment developed and changed from 1968 to 1980. Discussion Question #1- How would you  describe the trend in crude oil imports to the United States from 1950 to 1970 as depicted in the graph? Discussion Question #2- How would you    describe the trend in crude oil imports to the United States between 1970 and 1980 as depicted in the graph? Discussion Question #3-  What  best describes an interpretation of the overall trend in the graph of United States crude oil consumption between 1950 and 1980 ? Discussion Question #4- What else happened in the time period related to the learning objective? "The Kingdom" Opening scene Describe the continuity and change of US-Saudi relations 1930's-2000's Nixon 60 Second President 1. What were the good thin

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) 8.11 Daily Video #2 on AP Classroom (watch on your own) 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? Discussion Question #2- What problems will lack of representation/d

Period 8: 1945-1980, Topic 10- The African American Civil Rights Movement  (continued) 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 ” Buckley, Esme S, Kassidy, Love, Hone 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 "- Hope C, Gavin B, Santana, Jess H, Keagan What is the historical situation? What is the point of view? (Who is "we"?) What is the purpose? What did John Lewis become after this?  Group 3- Malcolm X-

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. Did you turn in the Jim Crow Laws Reflection 2/2? Civil Rights timeline 2. What from the Civil Rights timeline are you familiar with? 3. What are the most important events in the Civil Rights movement? U2- Pride 4. How does this connect to the Civil Rights Movement? "I Have Dream" text 5. What is his point of view? Letter from a Birmingham Jail 6. Who is the intended audience? 7. What is the purpose? Upcoming assessment schedule: Wednesday, February 14-  Period 8 Multiple Choice and SAQ

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 for our people. We believe that the federal government is responsible and obligated to give every

  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: Nurses  No person or corporation shall require any whi