Domestic Life in America During the 1950s


Date

In Class Activity

AP Homework

All Homework
Thur
2/15
  • Activity: What are Civil Rights? Can the government discriminate?
  • Continue Lecture: Civil Rights in Post-War America (Activity: How would you protest?)- The Second Reconstruction Truman thru Sit-Ins
  • If you didn't complete the GI Bill writing on Class Companion -- do so.
  • Interactively read and provide a summary for: Historians on Civil Rights.
    		•
  • Watch and take notes on Crash Course: Civil Rights.
    • Mon
    2/26
  • Civil Rights through 1968

  • Read through the documents on this DBQ - you don't have to do the questions. When you are finished, on a separate piece of paper, break the documents into two groups for an essay and explain why you put them there in responding to this statement: Black equality could not come from non-violent protest alone. Blacks needed to show their power and ability to use force when necessary to obtain true equity. Also write your thesis for a would be essay (that you wont write)
  • Do the Civil Rights Song Worksheet
  • Print out and bring to class the 13th Study Guide.
    • Wed
    2/28
  • Modern Issues
  • Start: 13th
    		• BY NEXT TUESDAY:
  • Write a LEQ and post your essay on Class Companion. You should spend no more than five minutes planning the LEQ response, and thirty minutes writing the final LEQ response. The question is as follows. Some historians see the civil rights movement of the 1950s and 1960s as a logical continuation of the Reconstruction-era struggle for blacks to achieve equality. What combination of factors converged to help achieve success in what historians call the Second Reconstruction? What role did each of the following play in this process? What lesson did each teach civil rights activists? World War II, Emmet Till, The Court's ruling in Brown v. Board of Education, The Non-Violent Resistance Movement,
    		•
  • Watch the Frontline video: De Jure Segregation?. Take notes and write 3 sentences on whether or not you think the decision is based on racism.
    • Fri
    3/1
  • Finish: 13th
    		• Don't forget:
  • Write a LEQ and post your essay on Class Companion You should spend no more than five minutes planning the LEQ response, and thirty minutes writing the final LEQ response. The question is as follows. Some historians see the civil rights movement of the 1950s and 1960s as a logical continuation of the Reconstruction-era struggle for blacks to achieve equality. What combination of factors converged to help achieve success in what historians call the Second Reconstruction? What role did each of the following play in this process? What lesson did each teach civil rights activists? World War II, Emmet Till, The Court's ruling in Brown v. Board of Education, The Non-Violent Resistance Movement,
  • Read the reparations debate packet and be prepared to debate either side.
  • Don't forget to fill out and have your parents sign the video permission slip
  • For Extra Credit: Listen to the Reparations podcast and take Cornell notes/summarizeYou do not have to do the questions - just provide a summary.
    		•
    Tues
    3/5
  • Debate: Reparations and discussion: Affirmative Action - College Activity.
  • Listen and take notes to the very good podcast: Who Replaces Me?
    		•
  • Extra credit for this part of the unit includes the following films:
    1. When They See Us: A fantastic mini-series (I mean fantastic!) about the Central Park 5 who were kids arrested for murder & charged as adults.
    2. Blindspotting: So good I can't stand it - see Jefferson from Hamilton. Reflects the gentrification, police brutality, and racial relations in modern Oakland. Watch it before our trip on Friday!
    3. Fruitvale Station: Michael B. Jordan plays out the last day of Oscar Grant's life (a bay area story) before he was killed by the BART police at Frutivale Station in Oakland.
    		•
    Thur
    3/7-10
  • Field Trip: MAP Takes L.A.: Watch film for extra credit
  • Videos from LA are due 3/14
    		•
    Wed
    3/12

  • Finish Is this Who We Are?
  • Lecture/Discussion: Are there solutions (Song) to racial inequity? Police reform? Affirmative Action?

  • Start reading your 1950s packet
    		•
    Thur
    3/14
  • 1950s Lecture and conduct discussion: Are Saratoga students in little boxes?
    		•
  • Watch and take notes for the AP Review: 1890-1945
  • Complete pages 1-6 in the1950s packet. (front page is page 1)
    		•

    Mon

    3/18


  • Film How the 50s became the 60s
  • Work on Generations packet
    		•
  • Continue working on your 1950s packet. Do pages 8, 10-13
  • Be ready for 1950s Day on Friday Are you prepared to dress up ( female or male) and dance or do something 50s like?
    • Wed
    3/20
  • Finish Generations packet
  • Cold War at home in the 1950s
    		•
  • Do the TV assignment. (You will finish the 1950s part in class on Tuesday but watch the modern show and interactively read the article attached.)
  • Wear 50s clothes for credit and bring 50s food for extra credit.
  • Generations packet is due Friday
  • Interactively Read 1950s packet 21-22. Please turn in the finished packet next class.
    • Fri
    3/22
  • 1950s Day:
  • Television Shows on the 50s
  • 1950s Music Powerpoint with Dancing and music and food.
    		•
  • Interactively Read your mandatory minimum side. Last names A-K: Pro Last Names L-Z: Con
    		•
    Tues
    3/26
    		Meet in the Annex: Activity: Searching for answers: Is Mandatory Minimum the solution for inequity in the legal system?
  • Do the DBQ prep in the 1960s packet: Pages 33-42
    		•
  • Interactively Read page 3, and 6-7 in your 1960s packet.
    		•
    Thur
    3/28
  • Fishbowl: American Story
  • Packet 1960s
  • Watch and take notes on America 1965-1970 (summarize and write an analysis of America's problems and promise as we entered the 1970s
    		•
  • Interactively read and do the questions on page 8 of your 1960s packet
  • Go to new unit page
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