Friday, May 31, 2019

Chapter 34 Questions (Terrorism)

American History 10- Chapter 34 Terrorism Questions
  1. Just by using your knowledge of society and media, what would you guess “terrorism” means?
  1. By the way it is used on page 1068 and 1069, what would you define “terrorism” as?
  1. How does the book define terrorism on page US3? (US3 can be found after page 1119)
  1. How is this definition different or the same from yours?
  1. 1068- What crime did students commit at Columbine High School in 1999?
  1. How is this terrorism (by definition)?
  1. When was the original world trade center bombing?
  2. What happened in Oklahoma City in 1995?
  1. What did the federal government authorize for the first time in 38 years?  Why?
  1. Where did the 4 hijacked planes end up on September 11, 2001?
  1. What were the casualties of 9/11?
  1. Why did the terrorists do this?
  2. What other acts of terrorism have happened in the last few years?
  1. How did your perception of terrorism change after this discussion?
  1. How does terrorism affect your life?
  1. How does terrorism affect all Americans’ lives?
  1. What is the Department of Homeland Security and what do they do?
  1. How effective is their work?
  1. What is a high school “lockdown”?
  1. Is this necessary?  Why or why not?

Thursday, May 30, 2019

Final exam review sheet

American History 10- Final exam review sheet
Textbooks must be returned before the final exam at the latest.  Otherwise, students will receive an $80 obligation.
D block exam is Friday, 6/14/19, 8 AM-9:30 AM

Study all chapters 22-34
There are 4 questions about chapter 22 and 23
The rest of the exam covers:
  • Chapter 24-25 Test (study like you did before the test- will not always be viewable at oscourseware.activemoodle.com due to obvious reasons)
  • Chapter 26-27 Test (study like you did before the test- will not always be viewable at oscourseware.activemoodle.com due to obvious reasons)
  • Chapter 28, 30, 32 Test (study like you did before the test- will not always be viewable at oscourseware.activemoodle.com due to obvious reasons)
  • Chapter 29 and 31 Test (study like you did before the test- will not always be viewable at oscourseware.activemoodle.com due to obvious reasons)
  • Chapter 33 and 34- No test was given on these chapters but they were recently covered.
The common 100 questions will cover chapters 22-32
The other questions will cover chapters 24-34 and may overlap slightly (150 total).
For the common 100 questions be very comfortable with:
  • Causes of the Great Depression
  • Effects of the Great Depression
  • New Deal Program and Agencies
  • Stalin
  • Hitler
  • Franco
  • Mussolini
  • Tojo
  • Genocide
  • Anti-Semitic
  • Axis Powers
  • Allied Powers
  • Neutral countries in WWII
  • Non-aggression Pact of 1939
  • Appeasement and the Munich Pact and its results
  • Kristallnacht
  • Nuremburg Laws
  • Nuremburg Trials
  • Treaty of Versailles (implications on WWII from the end of WWI)
  • Beginning of WWII
  • Invasion of Poland
  • Neutrality Acts
  • Lend-Lease Act
  • Events of  December 7 and 8, 1941
  • American entry into WWII
  • Normandy invasion of June 6, 1944
  • Battle of the Bulge
  • Island Hopping
  • Atomic bombs
  • Dwight Eisenhower
  • Douglas Macarthur
  • Japanese-American Internment Camps
  • GI Bill of Rights
  • Marshall Plan
  • Truman Doctrine
  • Berlin Blockade and Airlift
  • HUAC
  • Hollywood Ten
  • Desegregation of the US military in 1948
  • Chinese Civil War
  • Chinese Communist Party
  • Nationalists (KMT)
  • Mao Zedong
  • Chiang Kai-Shek
  • Korean War
  • Joseph McCarthy
  • NATO
  • Warsaw Pact
  • Hydrogen bomb
  • Soviet Economic and Political System
  • Armistice of Korean War
  • U-2 Incident
  • American Dream
  • White Flight
  • Baby Boom
  • Urban Sprawl
  • Fair Deal
  • Franchise
  • Conglomerate
  • Suburbs
  • Consumerism
  • Planned Obsolescence
  • Popularization of the Television
  • Rock and Roll
  • Jackie Robinson
  • Standardization in American business
  • Interstate Highway Act
  • 1960 Election, Candidate Comparisons and reasons for success
  • JFK and the New Frontier
  • 1961 Inauguration Speech
  • Flexible Response
  • Building of the Berlin Wall
  • Bay of Pigs Invasion
  • Cuban Missile Crisis
  • The best and the brightest
  • Peace Corps
  • JFK Assassination
  • Lee Harvey Oswald
  • Jack Ruby
  • Warren Commission
  • LBJ and the Great Society
  • Miranda vs. Arizona
  • Sputnik I
  • Yuri Gagarin
  • Plessy vs. Ferguson
  • Brown vs. the Board of Education in TopekaKansas
  • De jure segregation
  • De facto segregation
  • Civil Rights Act of 1957
  • Civil Rights Act of 1964
  • Voting Rights Act of 1965
  • Civil Rights Act of 1968
  • Martin Luther King Jr.
  • SCLC
  • SNCC
  • Malcolm X
  • Stokely Carmichael
  • Mississippi Freedom Democratic Party
  • Black Panthers
  • George Wallace
  • James Meredith
  • Orval Faubus
  • Ross Barnett
  • Herman Talmadge
  • Little Rock 9
  • the "children's crusade" in BirminghamAL
  • “Letter from a Birmingham Jail”
  • MontgomeryAlabama, bus boycott
  • Mass march on WashingtonD.C.
  • “I have a Dream” speech
  • SelmaAlabama, voting rights campaign
  • Freedom Riders
  • Freedom Summer
  • Affirmative Action
  • Gulf of Tonkin Resolution
  • Assassination of Malcolm X
  • Tet Offensive
  • Assassination of Robert Kennedy
  • Assassination of MLK Jr.
  • James Earl Ray
  • French Indochina
  • Dien Bien Phu
  • Ho Chi Minh Trail
  • President Diem
  • War Powers Act
  • Students for a Democratic Society
  • “Hawks”
  • “Doves”
  • Invasion of Cambodia
  • My Lai Massacre
  • Vietnamization
  • Domino Theory
  • Pentagon Papers
  • “Credibility Gap”
  • Desegregation of the US military
  • Interstate Highway System
  • Medicare and Medicaid
  • Election of 1972
  • Watergate Scandal
  • Resignation of Richard M. Nixon


Map section

  • China (People’s Republic of China)
  • North Korea
  • South Korea
  • Japan
  • Taiwan (Republic of China (Chinese Taipei))
  • Vietnam
  • Cambodia
  • Laos
  • USSR
  • Russia
  • West Germany
  • East Germany
  • Czechoslovakia
  • Hungary
  • Bulgaria
  • Yugoslavia
  • Greece
  • Turkey
  • Spain
  • France
  • Poland
  • Austria
  • Egypt
  • Iran
  • Iraq
  • Israel
  • Cuba
  • 50 US states

Page 1059 PCO

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch33-4.pdf

Directions: 3 sentences minimum- Summarize Point, Summarize Counterpoint, and Write your opinion.

Page 1064-1065 Intro (Chapter 34 Intro)

1. How important is volunteering?  Why?
2. What is your volunteering experience?
3. What do you plan on doing concerning volunteerism in the future?
4. Why is it important for Americans to do volunteer work?
5-8) Interact with History questions
5. What are the most important issues that affect America today?
6. What makes nations increasingly dependent on one another?
7. How does technology affect society worldwide?
8. What are the ways to foster cooperation among nations?

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch34.pdf

Wednesday, May 29, 2019

33.4

Film clips
- 1989- Tiananmen Square
Why is it important?
What is (are) the connection(s) to today?

- 1989- Fall of the Berlin Wall
Why is it important?
What is (are) the connection(s) to today?

- 1991- Persian Gulf War
Why is it important?
What is (are) the connection(s) to today?

- 1991- USSR breaks into 15 non-Communist nations
Why is it important?
What is (are) the connection(s) to today?

Mikhail Gorbachev
Glasnost
Perestroika
1989-1991- Satellites declare independence
1991- USSR collapses
CIS
Tiananmen Square
Sandinistas
Contras
Panama
Iran-Contra Scandal
Persian Gulf War
Operation Desert Storm
Norman Schwarzkopf

Tuesday, May 28, 2019

33.3

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch33-3.pdf

AIDS
Abortion
Roe v. Wade
"Just say no"
War on Drugs
DARE
ERA
Jesse Jackson
Puerto Rico
Bilingualism
Reparations for Native Americans
Gay Rights Movement

Film clips- 1992- The LA riots
1994- OJ Simpson Trial
1997- Princess Di
1998- Clinton's impeachment


Friday, May 24, 2019

33.2

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch33-2.pdf

Chapter 33, section 1 Notes

Objective: Students will develop an understanding of the impact of Republican conservatism of the 1980's.

Reaganomics
1- budget cuts
2- tax cuts
3- increase defense spending
Sandra Day O'Connor
Reagan and Bush appointments
Deregulation
EPA
1984 and 1988 Conservative victories
1- businesspeople
2- Southerners
3- Westerners
4- Reagan Democrats
Geraldine Ferraro
George H.W. Bush
Film clip- 1986- Challenger Disaster

Thursday, May 23, 2019

33.1

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch33-1.pdf

Objective: Students will develop an understanding of the political spectrum, liberalism, conservatism and the US Presidential election of 1980.

               Political Spectrum
Left                 Center             Right




          Liberal             Conservative




Test your knowledge of the political spectrum- Mock quiz (moodle)

Affirmative Action

1980 Election

Reagan's qualifications

Map page 1039

Film clip- 1981- Reagan assassination attempt

Take quiz to find yourself on the political spectrum-
http://www.gotoquiz.com/politics/political-spectrum-quiz.html

Wednesday, May 22, 2019

Page 1034 Intro (Chapter 33 Intro and Vocab)

1. What is the title of the chapter?
2. What does this mean?
3. What is happening in the photo?
4. How would you feel?
5. What is notable from the timeline and why?
6-9) Interact with History Questions
6. What campaign slogan will you create?
7. What qualities in your candidate will win support?
8. What issues are important?
9. How can you present Reagan as a winner?

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch33.pdf



Chapter 33 Vocab and Skillbuilders due 5/24.  Define all boldfaced terms and names in Chapter 33 and complete the skillbuilders on page 1039 (33.1), 1042 (33.2), 1048 (33.3), 1057 (33.4), 1060 (33.4)

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch33-1.pdf
http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch33-2.pdf
http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch33-3.pdf
http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch33-4.pdf

Friday, May 10, 2019

31.3

Objective- Students will develop an understanding of what counterculture is, the historical impact of counterculture, and the current impact of counterculture.


American History 10- 31.3 Notes and reflection
  1. Where was the “hub” of hippie life?
  2. Why did Alex Forman think Haight-Ashbury was so great?
  3. Critical Thinking- What places do you know of today that are more “hippie” than others and why do you think so?



  1. Define counterculture in your own words.



  1. How does the book define counterculture?



  1. Critical thinking- What are the positive effects of hippies?






  1. Critical thinking- What are the negative effects of hippies?




  1. What kind of music was instrumental in the hippie movement?
  2. What drug was used by many hippies? (988, not from your knowledge)
  3. What styles were seen as “hippie”?



  1. Who died because of drug overdoses?
  2. Name 6 artists or bands that performed at Woodstock.



  1. Name 2 protest songs from the 1960’s.

  1. Critical Thinking- Explain the Richard Nixon personal voice on page 991.


  1. Critical Thinking- What is your opinion of the “hippie” or counterculture movement?

Chapter 29 and 31 Notebook Check

Follow these directions!  Must be submitted before test time on 5/14.  Upload onto turnitin.com on our class page under Chapter 29 and 31 Notebook Check and all items should be on the same document in THIS ORDER.  Everything from class without taking out notes, etc. is fine as long as everything is in order.  If you chose to do all on paper, turn in IN THIS ORDER AS WELL.  Separate paper documents can be stapled or paperclipped or I can just collect the notebook if they are in order with other things in between.  I can skip the other things.

904 Intro
Pride Reflection
Southern Man Reflection
Sweet Home Alabama Reflection
Jim Crow Laws Reflection
Segregation Simulation Reflection
"The Times are a changin'" Reflection
Rosa Parks Reflection
972 Intro
31.2 Discussion and Notes

Thursday, May 9, 2019

31.2

American History 10- 31.2 Notes and Discussion

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch31-2.pdf

Directions: Answer #1-18 from the book.  The class will go over the answers and then will discuss the rest of Chapter 31 section 2.

Objective- Students will develop an understanding of what feminism is, the historical impact of feminism, and the current impact of feminism.


  1. What did Betty Friedan have that according to doctors, psychologists and women’s magazines should have made her happy?
  2. What college did Betty Friedan go to (in Massachusetts)?
  3. What book did she write?
  4. From the personal voice on page 982, describe why she was unhappy.
  5. Before you read the book, what would you guess “feminism” means just based on the way it is used in your culture?


  1. What does the book say feminism means (982)?



  1. What big thing happened for the feminist movement in 1920?
  2. What percent of the labor force were women in 1950?
  3. What percent of the labor force were women in 1960?
  4. What percent of the labor force were women in 1970?
  5. What percent of the labor force were women in 1980?
  6. What percent of the labor force were women in 1990?
  7. What was the median income for working men in 1950?
  8. What was the median income for working women in 1950?
  9. What was the median income for working men in 1970?
  10. What was the median income for working women in 1970?
  11. What was the median income for working men in 2000?
  12. What was the median income for working women in 2000?
  13. Critical thinking- What jobs used to be viewed as “men’s jobs” that aren’t anymore?


  1. Critical thinking- What jobs used to be viewed as “women’s jobs” that aren’t anymore?



  1. Critical thinking- What are some jobs that you still think are “men’s jobs”?



  1. Critical thinking- What are some jobs that you still think are “women’s jobs”?



  1. In the page 983 personal voice what does Robin Morgan say would commonly happen even if a woman and a man did the same work?
  2. What organization did Betty Friedan create in 1966 because the Equal Employment Opportunity Commission was not addressing women’s grievances? (984)
  3. What facilities did NOW push for?
  4. What was “women’s garbage”?
  5. Who founded the National Women’s Political Caucus and created “Ms.” Magazine?
  6. Critical Thinking- Do you think girls should be able to play boy’s sports if there is not a girl’s team?  Why or why not?


  1. Critical Thinking- Do you think girls should be able to play boy’s sports even if there is a girl’s team?  Why or why not?



  1. What does it mean to call a woman “Miss”?
  2. What does it mean to call a woman “Mrs.”?
  3. What does it mean to call a woman “Ms.”?
  4. Critical Thinking- How does the invention of the word “ms” affect your life?


  1. What did the Roe vs. Wade court case decide?



  1. Critical Thinking- What is your opinion of Roe vs. Wade and what is your opinion on Abortion all together?



  1. What would guarantee both men and women the same rights and protections under the law?
  2. What did Phyllis Schlafly say about radical feminists?

  1. What was the “New Right”?

  1. Critical Thinking- What is your opinion on whether women should work or be a house-wife?




  1. Critical Thinking- Hyphenated last names, women keeping their own name and men taking the woman’s name are all effects of feminism.  What is your opinion on this?

Wednesday, May 8, 2019

Page 972-973 Intro (Chapter 31)

Student Learning Objective-  Students will develop a baseline introductory knowledge of counterculture.

1. What is happening in the photo?
2. How would you describe the people?
3. What is "an unwritten rule of society"? (Define)
4. What are some unwritten rules today?
5-7) Interact with history questions
5. How much can a society change?
6. Does every individual have a responsibility to follow the unwritten rules of society?
7. What are the positive and negative aspects of change?

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch31.pdf

Chapter 31 Vocab and Skillbuilders due 5/9/19- Accurately define all boldfaced terms and names on paper only in Chapter 31 section 1, 2, and 3.  Those are what I call vocab.  There are 14 of them in 3 sections combined.  Also, to the best of your ability, answer the "skillbuilder" questions on pages 982 (31.2). If you feel that you cannot answer them on your own, ask for help.  Leaving things blank or having inaccurate information does not get you full credit.

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch31-1.pdf
http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch31-2.pdf
http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch31-3.pdf

Monday, May 6, 2019

Rosa Parks Reflection

Student Learning Objective- Students will demonstrate critical thinking when they write a reflection based on the discussion questions after listening to the song and studying the lyrics.

Directions- The class will listen to the song while reading the lyrics.  Then, the class will discuss the song.  Students are required to write a thoughtful 4 sentence minimum reflection about the song and it's impact.

“Rosa Parks” by Outkast

Ah ha, hush that fuss,
Everybody move to the back of the bus!
Do you wanna bump and slump with us?
We the type of people make the club get crunk.

Verse 1:(Big Boi)
Many a day has passed, the night has gone by,
But still I find the time to put that bump off in your eye.
Total chaos, for these playas, thought we was absent
We takin another route to represent the Dungeon Family.
Like Great Day, me and my n*gga decide to take the back way,
We stabbing every city then we headed to that bat cave.
A-T-LGeorgia, what we do for ya,
Bull doggin h**s like them Georgetown Hoyas.
Boy you sounding silly, thank my Brougham aint sittin pretty
Doing doughnuts round you suckas like then circles around t*tties,
Damn...
We the committee gone burn it down
But us gone bust you in the mouth with the chorus now

(Hook) x2

I met a gypsy and she hipped me to some life game,
To stimulate then activate the left and right brain.
Said baby boy you only funky as your last cut,
You focus on the past your *ss'll be a has what.
Thats one to live by or either that one to die to
I try to just throw it at you determine your own adventure
Andre...
got to her station here's my destination
She got off the bus, the conversation lingered in my head for hours.
Took a shower kinda sour cause my favorite group ain't comin with it,
But I'm witcha you cause you probably goin through it anyway...
But, anyhow when in doubt went on out and bought it
Cause I thought it would be jammin but examine all the flawsky-wawsky
Awfully, it's sad and it's costly, but that's all she,
wrote
And I hope I never have to float in that boat,
Up sh*t creek it's weak is the last quote
That I want to hear when I'm goin down when all's said and done
And we got a new joe in town
When the record player get to skippin and slowin down
All yawl can say is them n*ggas earned that crown but until then till' then...

(Hook) x2

Awww, get down!
(Harmonica Solo)

(Hook) x2

Uhuh, uhuh, baby, yeah yeah!
uhuh yeah yeah, baby, uhuh.
uhuh, baby, uhuh, yeah yeah!
baby, yeah yeah, uhuh uhuh!
uhuh, uhuh, baby, yeah yeah.
uhuh, yeah yeah, baby, uhuh!
uhuh, baby, uhuh, yeah yeah,
baby, yeah yeah, uhuh, uhuh!

(Hook till fade)



Reminder- Write a 4 sentence-minimum reflection.  The class will discuss these specifics:

  • What is the song title?
  • What part of the song relates to the title?
  • What is the rest of the song about?
  • What do you think about that?
  • What do you think Rosa Parks thought about that?
  • Connections to today- Should artists use proper English or is slang OK to use?  What about profanity?
  • Connections to today- Should artists use the "N word" or should they refrain from using it?

29.2 Notes

Student Learning objective- Students will compile knowledge of the Civil rights Movement and it will lead to an understanding of the change the country endured in the 1960's.

Directions: Students will follow the lecture and will define terms and names as the lecture progresses seeing where they are in the book too.

II. The Triumphs of a Crusade
-Freedom Riders
-Pic 916
A. Riding for Freedom
1. New Volunteers
a. Pic 917
2. Arrival of Federal Marshals
B. Standing Firm
1. Integrating Ole Miss
a. James Meredith
b. Ross Barnett quote 917
c. riots 917
2. Heading into Birmingham
a. quote 918 2nd paragraph
b. Personal voice pg 918
c. Bull Connor
d. media coverage
3. Kennedy Takes s Stand
a. Wallace pg 920
b. Quote 920
C. Marching to Washington
1. The Dream of Equality
a. 250,000 people in DC
2. More Violence
a. Civil Rights Act of 1964
D. Fighting for Voting Rights
1. Freedom Summer
2. A new political party
3. The Selma Campaign
4. Voting Rights Act of 1965

29.3 Notes

Student Learning Objective- Students will discover the impact of the Civil Rights Movement and it's connection to today!

Directions- Follow the lecture and discussion and write the importance or definition agreed upon by the class and Mr. Cook in lecture and discussion.

III. Challenges and Changes in the Movement
A. African Americans Seek Greater Equality
1. Northern Segregation
a. de facto
-examples back then?
-examples today?
b. de jure
-examples back then?
-examples today?
c. White Flight
2. Urban Violence Erupts
a. Pics 924
B. New Leaders Voice Discontent
-Malcolm X
1. African-American Solidarity
a. Nation of Islam
b. Elijah Muhammad
c. Personal Voice 925
2. Ballots or Bullets
a. Quote 926
3. Black Power
a. Stokely Carmichael
b. Personal Voice 926
4. Black Panthers
C. 1968- A Turning Point in Civil Rights
1. King's death
a. James Earl Ray
2. Reactions to King's Death
a. Personal Voice 927
b. Results
D. Legacy of the Civil Rights Movement
-Kerner Commission
1. Civil Rights Gains
2. Unfinished Work
-Affirmative Action

Friday, May 3, 2019

"The Times are a Changin'" Reflection

Directions- Write a reflection about this song especially tying it to the Civil Rights movement.

Suggestions for reflection- How were the "times changing" during the 1960's and 1970's?
How are "times changing" ever since including today?
What specifics from the song were especially evident during the Civil Rights movement?
Come gather 'round people
Wherever you roam
And admit that the waters
Around you have grown
And accept it that soon
You'll be drenched to the bone.
If your time to you
Is worth savin'
Then you better start swimmin'
Or you'll sink like a stone
For the times they are a-changin'.
Come writers and critics
Who prophesize with your pen
And keep your eyes wide
The chance won't come again
And don't speak too soon
For the wheel's still in spin
And there's no tellin' who
That it's namin'.
For the loser now
Will be later to win
For the times they are a-changin'.
Come senators, congressmen
Please heed the call
Don't stand in the doorway
Don't block up the hall
For he that gets hurt
Will be he who has stalled
There's a battle outside
And it is ragin'.
It'll soon shake your windows
And rattle your walls
For the times they are a-changin'.
Come mothers and fathers
Throughout the land
And don't criticize
What you can't understand
Your sons and your daughters
Are beyond your command
Your old road is
Rapidly agin'.
Please get out of the new one
If you can't lend your hand
For the times they are a-changin'.
The line it is drawn
The curse it is cast
The slow one now
Will later be fast
As the present now
Will later be past
The order is
Rapidly fadin'.
And the first one now
Will later be last
For the times they are a-changin'.
Songwriters: Bob Dylan
The Times They Are A-Changin' (Witmark Demo - 1963) lyrics © Audiam, Inc

29.1 Notes

American History 10- 29.1 Notes

http://teachers.henrico.k12.va.us/tucker/strusky_m/2360cwebpage/eText/ch29-1.pdf

1.       What outlawed segregation in public facilities by decreeing that “all persons…shall be entitled to the full and equal enjoyment of the accommodations…of inns, public conveyances on land or water, theatres, and other places of amusement.”? (906)
2.       What did the Supreme Court rule about that in 1883?
3.       Why?
4.       What did Plessy vs. Ferguson establish? (907)
5.       What states required segregation? (907)



6.       What states permitted segregation?


7.       What states prohibited segregation?



8.       What states had no specific legislation?

9.       How good was NAACP lawyer Thurgood Marshall statistically? (908)
 How good would you say this is?  Compare to other things.  Explain.
11.   What did he become the first of?
12.   What was his biggest victory?
13.   What did Brown vs. Board of Education of Topeka, Kansas establish?

14.   How did Governor of GA Herman Talmadge react?

15.   What does it say that Brown II, which ordered that “desegregation be implemented with all deliberate speed,” even needed to be passed?


16.   What did Governor of Arkansas Orval Faubus call the National Guard to do in 1957?
17.   What did Eisenhower do after a federal judge said Faubus had to allow the children enter the school?
18.   Why is that a good call?
19.   The NAACP gave 8 of the 9 children rides to school.  Explain what Elizabeth Eckford dealt with by looking at the picture.  Explain the situation.

20.   What did Rosa Parks do?

21.   What did her actions start?

22.   Who became the leader of the Montgomery Bus Boycott?
23.   What was the result of the Montgomery Bus Boycott?
24.   What did King end up calling his organization?
25.   What protest would “snick” commonly take part in?

Thursday, May 2, 2019

Segregation Simulation Reflection

This is a simulation created in order to enhance understanding.  Reflect (4 sentence minimum) upon your experience.  Why does separation usually make achieving equality impossible?

Jim Crow Laws Reflection

Directions: Read the specific Jim Crow laws and write a 4-sentence minimum reflection.  Suggestion- Talk about the ones that struck you the most.  Suggestion- Are there ones that anger you?  Are there ones that make no sense because of some specific detail? The class will discuss after.

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 white female nurse to nurse in wards or rooms in hospitals, either public or private, in which negro men are placed. Alabama
Buses All passenger stations in this state operated by any motor transportation company shall have separate waiting rooms or space and separate ticket windows for the white and colored races. Alabama
Railroads The conductor of each passenger train is authorized and required to assign each passenger to the car or the division of the car, when it is divided by a partition, designated for the race to which such passenger belongs. Alabama
Restaurants It shall be unlawful to conduct a restaurant or other place for the serving of food in the city, at which white and colored people are served in the same room, unless such white and colored persons are effectually separated by a solid partition extending from the floor upward to a distance of seven feet or higher, and unless a separate entrance from the street is provided for each compartment. Alabama
Pool and Billiard Rooms It shall be unlawful for a negro and white person to play together or in company with each other at any game of pool or billiards. Alabama
Toilet Facilities, Male Every employer of white or negro males shall provide for such white or negro males reasonably accessible and separate toilet facilities. Alabama
Intermarriage The marriage of a person of Caucasian blood with a Negro, Mongolian, Malay, or Hindu shall be null and void. Arizona
Intermarriage All marriages between a white person and a negro, or between a white person and a person of negro descent to the fourth generation inclusive, are hereby forever prohibited. Florida
Cohabitation Any negro man and white woman, or any white man and negro woman, who are not married to each other, who shall habitually live in and occupy in the nighttime the same room shall each be punished by imprisonment not exceeding twelve (12) months, or by fine not exceeding five hundred ($500.00) dollars. Florida
Education The schools for white children and the schools for negro children shall be conducted separately. Florida
Juvenile Delinquents There shall be separate buildings, not nearer than one fourth mile to each other, one for white boys and one for negro boys. White boys and negro boys shall not, in any manner, be associated together or worked together. Florida
Mental Hospitals The Board of Control shall see that proper and distinct apartments are arranged for said patients, so that in no case shall Negroes and white persons be together. Georgia
Intermarriage It shall be unlawful for a white person to marry anyone except a white person. Any marriage in violation of this section shall be void. Georgia
Barbers No colored barber shall serve as a barber [to] white women or girls. Georgia
Burial The officer in charge shall not bury, or allow to be buried, any colored persons upon ground set apart or used for the burial of white persons. Georgia
Restaurants All persons licensed to conduct a restaurant, shall serve either white people exclusively or colored people exclusively and shall not sell to the two races within the same room or serve the two races anywhere under the same license. Georgia
Amateur Baseball It shall be unlawful for any amateur white baseball team to play baseball on any vacant lot or baseball diamond within two blocks of a playground devoted to the Negro race, and it shall be unlawful for any amateur colored baseball team to play baseball in any vacant lot or baseball diamond within two blocks of any playground devoted to the white race. Georgia
Parks It shall be unlawful for colored people to frequent any park owned or maintained by the city for the benefit, use and enjoyment of white persons...and unlawful for any white person to frequent any park owned or maintained by the city for the use and benefit of colored persons. Georgia
Wine and Beer All persons licensed to conduct the business of selling beer or wine...shall serve either white people exclusively or colored people exclusively and shall not sell to the two races within the same room at any time. Georgia
Reform Schools The children of white and colored races committed to the houses of reform shall be kept entirely separate from each other. Kentucky
Circus Tickets All circuses, shows, and tent exhibitions, to which the attendance of...more than one race is invited or expected to attend shall provide for the convenience of its patrons not less than two ticket offices with individual ticket sellers, and not less than two entrances to the said performance, with individual ticket takers and receivers, and in the case of outside or tent performances, the said ticket offices shall not be less than twenty-five (25) feet apart. Louisiana
Housing Any person...who shall rent any part of any such building to a negro person or a negro family when such building is already in whole or in part in occupancy by a white person or white family, or vice versa when the building is in occupancy by a negro person or negro family, shall be guilty of a misdemeanor and on conviction thereof shall be punished by a fine of not less than twenty-five ($25.00) nor more than one hundred ($100.00) dollars or be imprisoned not less than 10, or more than 60 days, or both such fine and imprisonment in the discretion of the court. Louisiana
The Blind The board of trustees shall...maintain a separate building...on separate ground for the admission, care, instruction, and support of all blind persons of the colored or black race. Louisiana
Intermarriage All marriages between a white person and a negro, or between a white person and a person of negro descent, to the third generation, inclusive, or between a white person and a member of the Malay race; or between the negro a nd a member of the Malay race; or between a person of Negro descent, to the third generation, inclusive, and a member of the Malay race, are forever prohibited, and shall be void. Maryland
Railroads All railroad companies and corporations, and all persons running or operating cars or coaches by steam on any railroad line or track in the State of Maryland, for the transportation of passengers, are hereby required to provide separate cars or coaches for the travel and transportation of the white and colored passengers. Maryland
Education Separate schools shall be maintained for the children of the white and colored races. Mississippi
Promotion of Equality Any person...who shall be guilty of printing, publishing or circulating printed, typewritten or written matter urging or presenting for public acceptance or general information, arguments or suggestions in favor of social equality or of intermarriage between whites and negroes, shall be guilty of a misdemeanor and subject to fine or not exceeding five hundred (500.00) dollars or imprisonment not exceeding six (6) months or both. Mississippi
Intermarriage The marriage of a white person with a negro or mulatto or person who shall have one-eighth or more of negro blood, shall be unlawful and void. Mississippi
Hospital Entrances There shall be maintained by the governing authorities of every hospital maintained by the state for treatment of white and colored patients separate entrances for white and colored patients and visitors, and such entrances shall be used by the race only for which they are prepared. Mississippi
Prisons The warden shall see that the white convicts shall have separate apartments for both eating and sleeping from the negro convicts. Mississippi
Education Separate free schools shall be established for the education of children of African descent; and it shall be unlawful for any colored child to attend any white school, or any white child to attend a colored school. Missouri
Intermarriage All marriages between...white persons and negroes or white persons and Mongolians...are prohibited and declared absolutely void...No person having one-eighth part or more of negro blood shall be permitted to marry any white person, nor shall any white person be permitted to marry any negro or person having one-eighth part or more of negro blood. Missouri
Education Separate rooms [shall] be provided for the teaching of pupils of African descent, and [when] said rooms are so provided, such pupils may not be admitted to the school rooms occupied and used by pupils of Caucasian or other descent. New Mexico
Textbooks Books shall not be interchangeable between the white and colored schools, but shall continue to be used by the race first using them. North Carolina
Libraries The state librarian is directed to fit up and maintain a separate place for the use of the colored people who may come to the library for the purpose of reading books or periodicals. North Carolina
Militia The white and colored militia shall be separately enrolled, and shall never be compelled to serve in the same organization.No organization of colored troops shall be permitted where white troops are available, and while white permitted to be organized, colored troops shall be under the command of white officers. North Carolina
Transportation The...Utilities Commission...is empowered and directed to require the establishment of separate waiting rooms at all stations for the white and colored races. North Carolina
Teaching Any instructor who shall teach in any school, college or institution where members of the white and colored race are received and enrolled as pupils for instruction shall be deemed guilty of a misdemeanor, and upon conviction thereof, shall be fined in any sum not less than ten dollars ($10.00) nor more than fifty dollars ($50.00) for each offense. Oklahoma
Fishing, Boating, and Bathing The [Conservation] Commission shall have the right to make segregation of the white and colored races as to the exercise of rights of fishing, boating and bathing. Oklahoma
Mining The baths and lockers for the negroes shall be separate from the white race, but may be in the same building. Oklahoma
Telephone Booths The Corporation Commission is hereby vested with power and authority to require telephone companies...to maintain separate booths for white and colored patrons when there is a demand for such separate booths. That the Corporation Commission shall determine the necessity for said separate booths only upon complaint of the people in the town and vicinity to be served after due hearing as now provided by law in other complaints filed with the Corporation Commission. Oklahoma
Lunch Counters No persons, firms, or corporations, who or which furnish meals to passengers at station restaurants or station eating houses, in times limited by common carriers of said passengers, shall furnish said meals to white and colored passengers in the same room, or at the same table, or at the same counter. South Carolina
Child Custody It shall be unlawful for any parent, relative, or other white person in this State, having the control or custody of any white child, by right of guardianship, natural or acquired, or otherwise, to dispose of, give or surrender such white child permanently into the custody, control, maintenance, or support, of a negro. South Carolina
Libraries Any white person of such county may use the county free library under the rules and regulations prescribed by the commissioners court and may be entitled to all the privileges thereof. Said court shall make proper provision for the negroes of said county to be served through a separate branch or branches of the county free library, which shall be administered by [a] custodian of the negro race under the supervision of the county librarian. Texas
Education [The County Board of Education] shall provide schools of two kinds; those for white children and those for colored children. Texas
Theaters Every person...operating...any public hall, theatre, opera house, motion picture show or any place of public entertainment or public assemblage which is attended by both white and colored persons, shall separate the white race and the colored race and shall set apart and designate...certain seats therein to be occupied by white persons and a portion thereof , or certain seats therein, to be occupied by colored persons. Virginia
Railroads The conductors or managers on all such railroads shall have power, and are hereby required, to assign to each white or colored passenger his or her respective car, coach or compartment. If the passenger fails to disclose his race, the conductor and managers, acting in good faith, shall be the sole judges of his race. Virginia

Intermarriage All marriages of white persons with Negroes, Mulattos, Mongolians, or Malaya hereafter contracted in the State of Wyoming are and shall be illegal and void. Wyoming

Wednesday, May 1, 2019

"Pride" Reflection

Pride Lyrics and reflection

U2 Lyrics - Pride (In The Name Of Love)


One man come in the name of love
One man come and go
One come he to justify
One man to overthrow

In the name of love
What more in the name of love
In the name of love
What more in the name of love

One man caught on a barbed wire fence
One man he resist
One man washed on an empty beach.
One man betrayed with a kiss

In the name of love
What more in the name of love
In the name of love
What more in the name of love

(nobody like you...)

Early morning, April 4
Shot rings out in the Memphis sky
Free at last, they took your life
They could not take your pride

In the name of love
What more in the name of love
In the name of love
What more in the name of love
In the name of love
What more in the name of love...


Write a reflection of this song, its meaning and its importance!


Words spoken on the steps of the Lincoln Memorial, one day in 1963:
 
Five score years ago, a great American, in whose symbolic shadow we
stand, signed the Emancipation Proclamation. This momentous decree
came as a great beacon light of hope to millions of Negro slaves who
had been seared in the flames of withering injustice. It came as a
joyous daybreak to end the long night of captivity.
 
But one hundred years later, we must face the tragic fact that the
Negro is still languishing in the corners of American society and
finds himself an exile in his own land.  So we have come here today to
dramatize an  appalling condition.
 
In a sense we have come to our nation's capital to cash a check.
When the architects of our republic wrote the magnificent words of the
Constitution and the Declaration of Independence, they were signing a
promissory note to which every American was to fall heir.  This note
was a promise that all men would be guaranteed the unalienable rights
of life, liberty, and the pursuit of happiness.
 
It is obvious today that America has defaulted on this promissory
note insofar as her citizens of color are concerned.  Instead of
honoring this sacred obligation, America has given the Negro people a
bad check--a check which has come back marked "insufficient funds."
But we refuse to believe that the bank of justice is bankrupt.  We
refuse to believe that there are insufficient funds in the great
vaults of opportunity of this nation. So we have come to cash this
check--a check that will give us upon demand the riches of freedom
and the security of justice.  We have also come to this hallowed spot
to remind America of the fierce urgency of now.  This is no time to
engage in the luxury of cooling off or to take the tranquilizing drug
of gradualism.  Now is the time to make real the promises of
democracy.  Now is the time to rise from the dark and desolate valley
of segregation to the sunlit path of racial justice.  Now is the time
to open the doors of opportunity to all of God's children.  Now is the
time to lift our nation from the quicksands of racial injustice to the
solid rock of brotherhood.
 
It would be fatal for the nation to overlook the urgency of the
moment and to underestimate the determination of the Negro.  This
sweltering summer of the Negro's legitimate discontent will not pass
until there is an invigorating autumn of freedom and equality.
Nineteen sixty-three is not an end, but a beginning.  Those who hope
that the Negro needed to blow off steam and will now be content will
have a rude awakening if the nation returns to business as usual.
There will be neither rest nor tranquility in America until the Negro
is granted his citizenship rights.  The whirlwinds of revolt will
continue to shake the foundation of our nation until the bright day of
justice emerges.
 
But there is something that I must say to my people who stand on the
warm threshold which leads into the palace of justice.  In the process
of gaining our rightful place we must not be guilty of wrongful deeds.
Let us not seek to satisfy our thirst for freedom by drinking from the
cup of bitterness and hatred.
 
We must forever conduct our struggle on the high plane of dignity and
discipline.  Again and again we must rise to the majestic heights of
meeting physical force with soul force.  The marvelous new militancy
which has engulfed the Negro community must not lead us to a distrust
of all white people, for many of our white brothers, as evidenced by
their presence here today, have come to realize that their destiny is
tied up with our destiny and their freedom is inextricably bound to
our freedom.  We can not walk alone.
 
And as we walk, we must make the pledge that we shall march ahead.
We cannot turn back.  There are those who are asking the devotees of
civil rights, "when will you be satisfied?"  We can never be satisfied
as long as the Negro is the victim of unspeakable horrors of police
brutality.  We can never be satisfied as long as our bodies, heavy
with the fatigue of travel, cannot gain lodging in the motels of the
highways and the hotels of the cities.  We cannot be satisfied as long
as the Negro's basic mobility is from a smaller ghetto to a larger
one.  We can never be satisfied as long as a Negro in Mississippi
cannot vote and a Negro in New York believes he has nothing for which
to vote.  No, no, we are not satisfied, and we will not be satisfied
until justice rolls down like waters and righteousness like a mighty
stream.
 
I am not unmindful that some of you have come here out of great
trials and tribulations.  Some of you have come fresh from narrow
cells.  Some of you have come from areas where your quest for freedom
left you battered by the storms of persecution and staggered by the
winds of police brutality.  You have been the veterans of creative
suffering.  Continue to work with the faith that unearned suffering is
redemptive.
 
Go back to Mississippi, go back to Alabama, go back to South
Carolina, go back to Georgia, go back to Louisiana, go back to the
slums and ghettos of our northern cities, knowing that somehow this
situation can and will be changed.  Let us not wallow in the valley of
despair.
 
I say to you today, my friends, that in spite of the difficulties and
frustrations of the moment I still have a dream.  It is a dream deeply
rooted in the American dream.
 
I have a dream that one day this nation will rise up and live out the
true meaning of its creed--"We hold these these truths to be self
evident, that all men are created equal."
 
I have a dream that one day on the red hills of Georgia the sons of
former slaves and the sons of former slaveowners will be able to sit
down together at the table of brotherhood.
 
I have a dream that one day even the state of Mississippi, a desert
state sweltering with the heat of injustice and oppression, will be
transformed into an oasis of freedom and justice.
 
I have a dream that my four little children will one day live in a 
nation where they will not be judged by the color of their skin but by
the content of their character.
 
I have a dream today.
 
I have a dream that one day the state of Alabama, whose governor's
lips are presently dripping with the words of interposition and
nullification, will be transformed into a situation where little black
boys and black girls will be able to join hands with little white boys
and white girls and walk together as sisters and brothers.
 
I have a dream today.
 
I have a dream that one day every valley shall be exalted, every hill
and mountain shall be made low, and rough places will be made plains,
and the crooked places will be made straight,and the glory of the Lord
shall be revealed, and all flesh shall see it together.
 
This is our hope.  This is the faith with which I return to the
south.  With this faith we will be able to hew out of the mountain of
despair a stone of hope.  With this faith will be able to transform
the jangling discords of our nation into a beautiful symphony of
brotherhood.  With this faith we will be able to work together, to
pray together, to struggle together, to go to jail together, to stand
up for freedom together, knowing that we will be free one day.
 
This will be the day when all of God's children will be able to sing
with a new meaning "My country 'tis of thee, sweet land of liberty, of
thee I sing.  Land where my fathers died, land of the pilgrim's pride,
from every mountainside, let freedom ring."
 
And if America is to be a great nation this must come true.  So let
freedom ring from the prodigious hilltops of New Hampshire.  Let
freedom ring from the mighty mountains of New York.  Let freedom ring
from the heightening Alleghenies of Pennsylvania.
 
Let freedom ring from the snowcapped Rockies of Colorado.
 
Let freedom ring from the curvaceous peaks of California.
 
But not only that--let freedom ring from Stone Mountain in Georgia.
 
Let freedom ring from Lookout Mountain of Tennessee. 
 
Let freedom ring from every hill and molehill of Mississippi.  From
every mountainside, let freedom ring.
 
When we let freedom ring, when we let it ring from every village and
every hamlet, from every state and every city, we will be able to
speed up that day when all of God's children, black men and white men,
Jews and gentiles, Protestants and Catholics, will be able to join
hands and sing in the words of the old Negro spiritual,
 
"Free at last!  Free at last!  Thank God Almighty, we are free at
last!"



Write a reflection connecting the speech to the song, but especially about the importance of the speech!