Clark,+Jocelyn

1. **Ask students to brainstorm reasons for and against space exploration. What are the possible benefits and drawbacks? After completing the listing of pros and cons, have students compile a similar pro and con listing of reasons for the exploration and colonization of the New World in the 14th and 15th centuries. How are student lists alike and how are they different? (11.1.2, 11.1) WIKI** The possible of the benifits that the benefits would be that they could share their knowledge. And the draw back the effect of a government subsidy to encourage domestic to complete overseas. livings spaces knowledging tecnology advance Poltical power ecomoic new markets introduction of slavery introduction of type of diseases intervasion forced of migration Most students list that are alike and most of the students list are different from the ones who are alike from the ones that are different 3 .**Have students write about the validity of Frost’s idea, providing evidence to support their point of view. WIKI(11.1.1)** The nation in the beginning of a good piece of the geography is the major cities and rivers in the beginning of a good piece of the geography.
 * Explorations and colonization**
 * Pros**
 * con**

4. **Divide students into pairs or small groups, and have them use the internet or maps in the text to identify the geographic characteristics of the United States. Emphasize the rich, varied, and productive environment and the advantages conferred by location. Stimulate student analysis of the effects of geography on the historical development by suggesting alternative situations (What if the Atlantic Coastal Plain was very narrow? What if the Appalachian Mountains were like the Rockies or the Himalayas? What if the Mississippi flowed northward instead of southward?) (11.1.1) WIKI** If the Altantic coastal plain was very narrow the narrow strip of low land in the southeastern PA.If the Appalachin mountains were like the rockies or the himalyas the appalachin mountains are so special and fascinating geologically.The mississippi resembles the amazon and the nile in different ways.the mississippi is flowed northward instead of southward.

5. **Use a Venn diagram to compare Spanish and French exploration and settlement in the Americas. (11.1.3) After completing the diagram, have students write a summary statement that addresses the effects of Spanish and French settlement in the Americas. WIKI** Spanish England’s seaboard colonies French gives up on Canada || French Missionaries and traders Explored as far as Appalachia and Chesapeake Bay || 6. **As students review reasons for European colonization on pages 4- 51, have them complete a semantic features analysis chart, such as the one below to categorize specific reasons under the conceptual headings. Students place a check in each space if appropriate. More than one category can be checked. (11.1.2) WIKI** 7.**Using Chapter 1 or internet resources and fill in a map of the American colonies. Label each of the colonies, create a color key to identify Southern, Middle, and New England colonies, and locate the following political/geographical features: (11.1.1)** 8. **In order to reinforce the link between physical characteristics and resources with early colonial economic activity. (11.1.1, 11.1.6, 11.1.7, 11.1.8) WIKI** 1. **Have students create a set of criteria to determine if a group should be identified as “revolutionary.” As they study the events of the American Revolution ask them to use these criteria to evaluate the actions of the Americans. WIKI** The manifest destiny was the 19th century american belief that the United States was destined to across the North American. The manifest destiny belived that expansion was not only wise but that it was readily apparent and inexorable. The manifest destiny broader expression of a belief in America. 3. **Have students complete a chart such as the one below to identify and categorize the causes of the American Revolution. (11.2.1, 11.2.3) WIKI** 5. **Use the INSERT strategy to identify the events leading to the outbreak of the Revolutionary War. (11.2.1) WIKI** The Boston Tea Party was the culmination of a resistance movemeent throughout the British America against the tea Act, Which had been passed by the Bitish Parliament in 1773. The Colonists objected to the Tea act for Variety of reason, especially because they believed that it violated their rights to be taxed only by their own elected representives. Protesters had successfully prevented to unloading of taxed tea in the three other colonies but Boston embattled the Royal Governor Thomas Hutchinson refused to allowed the tea to be returned to Britain 7. **The following reading selection provides a different view of the American Revolution. WIKI** 1. **Read pages 98-103 in the text and create a chart showing the pros and cons of the Articles of Confederation. WIKI**
 * Bargain with the Indians for fur
 * Penetrating the continent
 * Physical characteristics || New England || Middle || Southern ||
 * Economic activities || Fishing, shipbuilding || Farming and ports || farming ||
 * How did the geographic resources affect the economies the developed in the American colonies ? || Families with insufficient resources to participate || Slave labors || Farming ||
 * Revolutionary**
 * 2. R eferring to the copy of the Declaration of Independence on pages 74-75 of the text, have students identify the preamble, theory of government, grievances against the king, and the formal declaration of independence as the four parts of the document. To assist students with their reading, have them answer the following questions. WIKI**
 * What are the four parts of the Declaration? premable, natural rights ,king's wrongs,and independence
 * To whom is the Declaration addressed? to Great Britian
 * Why was it written and published? The primary reason why Thomas Jefferson and company wrote the document was to explain announce the decision of the separted from Britain
 * Name two-self-evident truths.all men were created equally and certain unalienable rights
 * List three unalienable rights. life,liberty, and pursit of happiness
 * What is the purpose of governments? The purpose of government is to provide a system in which indivduals gives a portions of their freedom in order to pursue needs and wants without fear that inherent in a state of ancarchy
 * What is the source of the power and authority of government? sovereignty
 * What conditions justify abolishing a government? assent to the laws
 * What evidence is offered to show that the colonists tried to secure their rights peacefully? The american Revolution was political upheaval during the last half of the 18th century in which thirteen colonies in north America joined together together to break free from the British combinig to become the united states of america
 * Who is the “he” referred to in part three of the document? King George III
 * Why is “he” blamed rather than Parliament? he refused for a long time after dissolutions to incapable of annihilation
 * List five grievances in part three that justified abolishing the British government in the colonies. Naturalization of foreigners, quarting, relinquish, annihilation,and tenure
 * List two grievances that are based on exaggeration or emotional appeals. petitioned and unwarrantable
 * What powers did the new government claim as free and independent states? to extend unwarrantable jurisdiction
 * Cause category || Explanation || Illustrative events ||
 * Economic || Military || Agriculture, manufacturing, mining, transportation, and technology ||
 * Political || Stamp act || Loyalist or Tories ||
 * Social / Philosophical || Political issues || Society and government ||
 * C || The battle of Lexington was important because it singled to start the revolutionary war ||
 * E || The parliament insisted on its right to tax colonists the American claimed to no taxation without representation ||
 * W || Enforce ||
 * F || Treaty of Paris ||
 * O || Loyalists ||
 * 6.Write a speech or letter to the editor that accurately portrays a Patriot or British viewpoint of the Boston Tea Party. (11.2.2) WIKI**
 * Read the excerpts and type any words or phrases that you do not understand. Research the words or phrases and type clarify the parts of the excerpts that you did not understand.
 * Ensuring the students understand the following terms used in the piece will assist student comprehension: - suzerain (Okay, I’ll admit it- I have never seen this word before in my life. It is, however, legitimate. It’s meaning? A nation that controls another in international affairs but allows it domestic sovereignty.)- bourgeois/bourgeoisie- gentry- clique- propagate- enunciated- exploitation- legitimacy- annihilate- precarious
 * Provide students with the following reading. In addition, ask students to complete the following statements as they read: - One way this is different from what I know is…- I really disagree with …- One thing that makes sense to me is…- (Add others as needed)
 * Consitutio**n
 * Pros || Cons ||
 * Land ordnance the northwest ordnance of 1787 territories of stat were reorganized peace with Britain cabinet war, treasury, and foreign affairs that states would respect citizens and laws from other states || Central government enough power to the states and concerning taxes, legislation, military matters, etc. believe that shay’s Rebellion that convinced Americans at the government ||
 * 2.** **Venn Diagram: Articles of Confedreation Versus Constitution WIKI**
 * Article of confedration**
 * a very weak central government
 * spent several years fighting for independence
 * denied the power to regulate trade
 * there were no separte executive and Judicial branches

3.**Discuss with students the meaning of compromise and consensus and explain their significance to the Constitutional Convention. Explain that the Constitution is often referred to as “a bundle of compromises.” Identify the major compromises (Great Compromise, Three-fifths Compromise, Slave Trade Compromise) and have students read text pages 106-107 to identify the issue and solution for each compromise. (11.3.2) WIKI** The costitution is called a bundle of compromises because of the fact it is exactly that ddelgates from larger states got proportional representation and smaller states
 * Consitution**
 * The Constitution created a strong central government
 * There was no Federal court system under the Article
 * Congress could not enforce the laws nor levy not collect taxes without the approval of the state
 * delgates to what became known as the constitutional convention

4. **Have students review the viewpoints of the Federalists and Anti-Federalists over the ratification of the Constitution and complete a data chart such as the one that follows. WIKI**

There was no bill of rights the lack ot he federalists agreed that once congress of a bill of rights was the most effective. 8. **Have students compare the //Virginia Declaration of Rights// with the //Bill of Rights of the U.S. Constitutio//** differences
 * 5.** **Read the passages, determine whether the speaker was a Federalist or an anti-Federalist and underline the statement or statements which led them to draw that conclusion. You can use the chart as a template(11.3.4) WIKI**
 * Name || Anti- federalists or federalists || Statement of proof ||
 * James Wilson || Anti-federalists || Collective ||
 * Edmund Pendleton || federalists || Support other people ||
 * Patrick Henry || Anti –federalists || Ratification of the constitution ||
 * John smile || Anti- Federalist || Success was the manner ||
 * //Virginia Declaration of Rights//**
 * //n and// complete a chart that illustrates the similarities and differences. (11.3.1, 11.3.5) WIKI**
 * similarities**
 * bill of rights
 * delcalration of independence
 * declaration of independence
 * document
 * Early National Period**
 * 1.** Give students the following list of ideas and have them identify which reflect the political philosophy of Alexander Hamilton and which reflect the ideas of Thomas Jefferson. **(11.4.1)**

<span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">The final product, completed in 1820, <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">he called the "Life and Morals <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">of Jesus of Nazareth," which was the <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">version Congress published || True colonialist fashionon the public good govenment which derived its power from the consent of the governed || Radical || one of the america's first consitutional lawyers and the first united states secretary of of the treasury. Hamilton has been as one who more than any other designed the government of the united staes ||  || // 2. Classify each of the following as representative of Jefferson’s political beliefs or a Hamilton’s beliefs //
 * Jefferson || **Hamilton**  ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">refined and greatly expanded in his later years.
 * Proved to be too
 * Thomas Jefferson famous life,liberty, andf the pursuit of happiness was altered || The superiority of a government which dervied its power from the consent of the governed the essence of republicanism ||
 * People should have political power
 * Favored a national bank- Hamilton
 * Loose interpretation of the Constitution- Jefferson
 * Strict interpretation of the Constitution- Hamilton
 * Strong state governments – Hamilton
 * Pro-French-
 * Pro-British Strong central government- Jefferson
 * Emphasis on manufacturing/trade-
 * Wealthy, well-educated should lead government
 * Emphasis on agriculture
 * Opposed a national bank- Jefferson
 * Pro-tariff- Hamilton
 * Anti-tariff- Jefferson
 * “Has it not…invariably been found that momentary passions, and immediate interests, have a more active and imperious control- over human conduct that general or remote considerations of policy, utility, and justice?”- Hamilton
 * “The mobs of great cities add just so much to the support of pure government, as sores do to the strength of the human body.”- Hamilton
 * “I am persuaded myself that the good sense of the people will always be found to be the best army. They may be led astray for a moment, but will soon correct themselves.”-Jefferso

1. Complete a First Word Activity, using the term sectionalism. This strategy offers teachers the opportunity to quickly preassess student’ knowledge based about the time period. **WIKI** E ager C ivil war T ariff I nternational O ppose N ationlism A ppeal L egal I llness S tate rights M issiouri 2. Provide students with the following list of slang terms that originated during the Civil War Era. Ask them to identify (or guess) at their meaning. Ours Yours ||
 * pre-civil** war
 * S** lavery
 * Civil War Slang. WIKI**
 * cheif cook and bottle washer** means household duty, runnin errands, cooking, cleaning the kitchen, and cleaning the bathroom
 * sheet iron** means plate thinner than the tank iron
 * bread basket** means the geographic reigion serving as a principal source of grain
 * greenbacks** means currency during the civil war
 * Arkansas toothpick** means a bowie knife or similar sharp knifelike implement
 * fit to be tied** means Furious, or enrage
 * horse sense** means common sense or street smarts
 * hunkey dorey** means to be satiafactured
 * scaece as hen's teeth** means a lot of hen's does not have teeth so mean highly unlikey
 * toeing the mark** means high stressed training enviroment
 * hard case** means a tough unsentialment person
 * bluff** means good- naturally direct, blunt heartily outspoken
 * jailbird** means a person confined in jail espiecally
 * hard knocks** means practical experience of life including hardship ,and disappointment
 * beeen through the mill** means badly treated and exhausted and abused
 * greenhorn** means slang for inexperience person
 * snug as a bug** means to be comfortable moving and noit wanting to move or moved
 * sawbones** means a surgeon or physican
 * skedaddle** means a hastily flight
 * hornets** means any large stinging paper wasp
 * blowgard** means a very talkive person
 * fit as a fiddle** means completely healthy
 * uppity** means inclined to be haughty, snobbish, or arrogant
 * played out** means wash-out or worn out
 * wallpapered** means type of designs
 * goobers** means goober peas being under ground were commonly the only food left available in any sufficient amount to eat and doubtlessly saved many from starvation
 * whipped** means to be punish withe a whip
 * number one** means oneself or one well-being
 * bully** means is being over bearing
 * fresh fish** means soldiers who are regaurded and expendable in the face of artillery
 * 3.** Look at the chart for the Causes of the Civil War. Direct students to simply enter a check if the event should be classified under the causes of the war that are listed across the top of the chart. When done, conduct a discussion with students where they justify the associations they made. Ask them to analyze their charts and determine which of the causes was the most influential/responsible for bringing on a war. **WIKI**
 * Events |||||||||| Cause of the civil war ||
 * || Supremacy of the National government || Economic differences between the north and south || Slavery || Political control of congress || Fanaticism ||
 * Missouri compromise of 1820 || The u.s state governments rather than the federal government || There were many skilled workers. In the south there were not much manufacturing. And most of the people were farmers. || Agreement passed in 1820 between the pro-slavery and the anti-slavery || Independent state slavery has been at odd as an issue in the united states of America. || The southern slave owners held that such a restriction on slavery would violate the rights. ||
 * The Liberator first published || The united states government’s support of the slavery based o overpowering practicality || The northern antislavery political forces to block the expansion of slavery. The southern slave owners held that a restriction on slavery. || American slavery had been outlawed in all northern states for more than a decade. American society as the social and political || Immediate abolition of slavery was more radical than their approach and the temperance movement and the rights of native Americans || the outrage that was slavery made him loved and hatred to many American . ||
 * Tariff of 1828 || The political powers reverse for the consider a loaded term because of its use in opposition to federally mandated || The Northern political forces to block the expansion of slavery. The southern states as a slave state and their formation of the confederate state of the south || Slavery issues that greatly raised political stakes that became more important part of the nation’s || The federal government authority tax, stating that congress has the power to lay and collect taxes, duties, imposts and exercise || The united states had become a nation of two distinct regions. The free states in the northeast and the Midwest had rapidly growing economy. ||
 * 4.** Look at the chart below for important vocabulary terms or phrases from the unit, such as the one that follows. Students are to complete the middle and last column by recording definitional information and them drawing a memory clue. **WIKI**
 * Key Idea || Information || Memory clues ||
 * Sample : compromise || * To settle a disagreement by coming to terms
 * Both sides get something that they want || Mines
 * Sovereignty || * It can be found in a power to rule and law
 * On the political facts for which no purely legal can be provided
 * The Effective and independent government within a defined territory to current international law, states are only required to have an effective independence ||  ||
 * Abolitionist || * A way to end slavery
 * Movement to end slave trade and to set slaves free
 * Advocated and practiced armed ||  ||
 * Sectionalism || * promotion of the interests of one segment of the population
 * politics of particular of the country
 * the population above the best interests of the entire population ||  ||
 * Secession ||  ||   ||

3. Complete the following pre-assessment to students, directing them to write “North” or “South” next to the item. When reviewing items, ask students to explain the reasons why they associated an item with the North or the South.
 * civil war and recontruction**
 * Characteristic || North or south ||
 * Textile factory in Philadelphia || North ||
 * Tobacco plantation || South ||
 * Congressman who believes in states’ rights || North ||
 * Congressman who believes in the federal government || South ||
 * Plantation house || South ||
 * Bale of cotton || South ||
 * Shipbuilding || North ||
 * West Virginia || North ||
 * Maine || North ||
 * California || North ||
 * Missouri || North ||
 * Virginia || North ||
 * Union soldiers || North and south ||
 * Yankees || North ||
 * Rebel || North and south ||
 * Jefferson Davis || South ||
 * Abraham Lincoln || North ||
 * Harriet Tubman || North ||
 * Slave labor || South ||

4. R.A.F.T. papers provide a simple framework that helps students focus their thinking and written expression. Students assume a specific role and use a given format to present information to an identified audience. Allow students to select one of the following to demonstrate their knowledge and understanding of unit topics. (Additional options may be added at the discretion of the teacher.) Dear Abraham Lincoln,

Integrating African American and units as equal in combat was still a sensitive one among senior officer and many civilians who remained committed to maintaining a segregated military. African American intellectual whose call for raical eauality marked a radical thinker in strongly supported the war effort but the partriotism of African American soldiers was not recongnized or rewared to commander as a deserved. sincerly, Robert E. Lee 6. Look at the map of the southern states at the end of the Civil War and have them identify, label, and color key the five military districts the South was divided into by the Reconstruction Act of 1867. The most prominent unions are among public sector by the labor union in the united states. The immigrant rights,trade policy, and living wages
 * Immigration**
 * 1.** Analyze lyrics to the following song to students. Its title is and it was one of the most popular labor movement songs of the late 19th century.

Government || The assuming that congress and the president cannot agree on either a resolution to fund || 3. Have students investigate the beliefs and actions of **Booker T. Washington**, **W.E.B. DuBois**, and **Marcus Garvey**. Have them create a graphic organizer that illustrates the recommendations made and actions taken by the three men to address racial inequality in America.
 * 2.** Use the text or internet to identify Progressive governmental reforms and their effects.
 * Reform || Effects ||
 * Primary election || Voters select a candidates for a subsquent election ||
 * Initiative || The voters on fiscal outcomes ||
 * Referendum || A vote on the costitution alteration ||
 * Recall elections || The voters had take apart of the upcoming elections ||
 * Serect ballot || The serecy in voting process elimated an important motivation ||
 * Women’s suffage || Achieved gradually at stat and local during the 19th and 20th century ||
 * City manger form of government || The offical appointed as the administrative manager of a city ||
 * Commission form of
 * Booker T. Washington || W.E.B DuBois || Marcus Garvey ||
 * Financial power and understanding of the U.s legal system. The last generation of black leaders was born in slavery. || Attempted virtually every possible soultion to the problem of the 20th century. The intellectual leader in the U.S as sociolgist, historian, civil rights activist. || The civil right movement in the united states as long primarily nonvioent struggle to bring civil rights and equality under the law. ||

4. <span style="font-family: Arial,Helvetica,sans-serif;">Describe the causes, patterns, and contributions of immigration in the late 19th - early 20th century

<span style="font-family: Arial,Helvetica,sans-serif;">Push

Pull

Patterns (Where did the different ethnic groups settle?)

Contributions (What did they add to "American")

<span style="font-family: Arial,Helvetica,sans-serif;">(What did each group add to the definition of "American"

<span style="font-family: Arial,Helvetica,sans-serif;">In the late 19th century the United States had become a leading global industrial power, building on new <span style="font-family: Arial,Helvetica,sans-serif;">technologies a expanding railroad networking, abundant natrual resources as coal, timber, oil, and farmland. In the early 20th century the rising tide of nativism fear of foreigners of American consciousness dominant elements of those ideology in the late 19th century. <span style="font-family: Arial,Helvetica,sans-serif;">5. Memorize this chart. Chinese Exclusion Act Gentlemen’s Agreement Immigration Restriction Act Role of Ida B. Wells Booker T. Washington W.E.B. DuBois || Immigration Nationism Vacancy Evolution Nation Terminal Industrial Oasis National 2. Provide the following graphic organizer to students as they begin their study of the Progressive Era. As they move through the unit have them record information that will assist them in evaluating the successes and failures of Progressive reforms.
 * Problems || Reponses ||
 * * Unsafe business practices
 * Slums and tenements
 * Nativism, job competition
 * Racism || * Muckraker exposes (i.e. The Jungle, How The Other Half Lives)
 * Settlement Houses (i.e. Hull House)
 * Federal legislation limiting immigration
 * Jim crow
 * Lynching
 * Economic opportunity
 * Complete equality
 * <span style="font-family: Arial,Helvetica,sans-serif;">industrialzation **
 * <span style="font-family: Arial,Helvetica,sans-serif;">1. ** Complete complete a First Word activity, using “INVENTION” as their word, as an informal prep-assessment of the unit. Students write the word vertically down a sheet of paper and brainstorm a word or phrase that begins with each letter of “INVENTION.” Give students a few minutes to complete this activity. When time is called have students share the information they have written down. Have students save their First Word sheet for later in the unit.


 * || Causes || Goal || Leadership || Influences || Degree of success ||
 * Business Practices || Are generally-accepted informally- standardized techniques, methods or processes that have proven themselves over time to accomplished the given task || The form applied ethics or professional ethics that examines the moral or ethical problems || Business conduct and relevant to conduct to individual and entire organization || Government laws and regulation to point business in what they perceive to be beneficial || Business ethics has both normative and descriptive dimension as a corporate practice and career ||
 * Conditions of industrial workers || The turning point of major industrial revolution || Most notably average income and populations begin to exhibit || The development of all metal machines tools capacity || Affecting most of the world a process that continues as industrialization || A social change took place gradually and term that process of economic that stable the industrial revolution ||
 * Women’s rights || Are entitlement and freedom claimed for women and girls of all ages in many societies || Institutionalized or supported by laws, local custom, and behavior, whereas in other they may be ignored or suppressed || The military or conscripted to enter into legal to have marital and religious rights || The human rights through claims of an inherent historical and traditional || Rights by women’s and girl’s in favour of men and boys ||
 * Rights of African Americans || The movements in the united states aimed at outlawing racial discrimination || The civil rights movements prefer the southern freedom movement || The movement was characterized by major campaigns of the civil resistance || The banned discrimation traditional that African Americans re-enter the politics in the south || The African Americans restoring voting rights in the southern states ||

The dispute occured at the homestead steel workers between the union and a setback for effrots to unionize the steelworkers.Workers belived that they had worked inthe mill, they mixed their labor with the property in the mill. The Workers declared victory in the bloody battle and short- lived and all of the striker leaders were blacklisted. 4. Have students consult a **list of inventions** of the period and compile a list of how the invention **led** to other inventions or **practices** (for example, the increasing popularity of cars lead to road construction, gas stations, motels, vacation destinations). The invention is a better or more effective composition,device, or process. An invention may be derived from a pre-existing madel or idea, or it could be independently conceived inwhich case it may be a radical breakthrough.There is a cultural invention which is an innovative set of useful social behavior adopted by people and passed on to others. 5. Have students collect current **1** **political cartoons**which reflect the philosophy of the muckrakers. Identify issues or problems that are related to the Progressive Era. Ask students why these issues continue to be important in America The Political influence of muckraking during the progressive era. The muckraking of the progressive era strongly affected to reform the civil rights. The muckraker to influenced the civil rights. 6. Select and rank order the top **ten** inventions from the 20th century; then evaluate each for its enriching or detracting impact on social and economic life in the United States. They were powerful inside the rival the boycotted the world federation of trade union because of its decsion to admit Soviet trade union. 1. Define foreign policy, and ask students to identify **3 current events related to foreign policy**. Identify or suggest factors that influence American actions in the current events identified. How would other contries view these actions. The foreign policy the diplomatic policy of ation in its interactions with other nations. The United States government redponsible for providing the national intelligence.The Countries mange it's virtually all of the non-annex the countries established a designated national authority to be able to manage. 2. As students investigate this era of increasing American involvement in world affairs, have them define **imperialism** and **isolationism**, then **list American events** and use the graphic of a foreign policy continuum to rank American actions. (**11.10.2, 11.10.3, 11.10.14, 11.10.6, 11.10.8, 11.10.9)**
 * <span style="font-family: Arial,Helvetica,sans-serif;">3. **Use the internet to researcha brief synopsis of the **The Homestead Strike of 1892**. Explore the reasons, tactics, and results of the strike. Why is the strike important to U.S. history.
 * Imperialism and World War I **

The western undertaking that expansionist mercantilism and latterly communist || The fireign policy by a nation inwhich the country refuses to enter into any alliances Foreign trade or economic commitments political rulers aviod entangling alliances with other nation || 3. indentify the international events during President Roosevelt’s, Taft's and Wilson's administrations. Compile a list, and identify the American action in each event. Have students construct a chart like the one below on their wikis. Use the data compiled to draw conclusions about the goals, methods, and effectiveness of the big stick policy.
 * Imperialism || Isolationism ||
 * Unequal economic, cultural, and territorial relationship

4. Jerold Starr, author of //The Lessons of the Vietnam War//, identifies five reasons why nations go to war. Use his model as an entry level evaluation tool to **assess the reasons for American participation in the Spanish-American War and World War I**. **(11.10.6)** The Spanish American War was a conflict between Spain and the United States. It ended with the Americans defeating rhe spaniards revolts aganist spanish rule had been endemic for decades and were closely watched by the americans there had been war scares as in the Virginius Affair. The american public grew angrier at the spanish atrocities. The american battleship in Havana Harbor political pressures from the democratic party pushed the goverment. 5. Work cooperatively to **create illustrated dictionaries of important unit terms** from the text book chapters 14, 15 and 16. define the term in your own words Imperialism- the creation and maintenance of an unequal Economic Protectorate- a country that is technically independent But it is actually under the control of another country Expansion – the act or process of increasing or enlarging the extent Number and scope Conference- a meeting of two or more person for discussing matter Of common concern Social Darwinism – predicated on the idea of survival of the fittest Arbitration-the settling a dispute by greeting to accept the decision of an impartial outsider Insubordination- the disobedience Regulate –the govern or direct according to rules Environmental-having to do with the environment the complex system of plants, animals, water, and soil Convoy- a group that travels with something such as a ship to protect Armistice-a temporary agreement to end fighting National self-determination-the free choice by the people of a nation of their own future political status Reparation-a payment by losing country in a war to the winner for the damages caused by the war Network- the interconnected system Adequately –sufficient for a specific requirement completed to its minimum requirements <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">Resolve –to come to an agreement <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">Provide a synonym for the word
 * Policy || Goals || Methods || Effectiveness ||
 * Big Stick Diplomacy (Roosevelt) || Hegemony and was the slogan describing U.S President corollary to the Monroe Doctrine || Negotiating threaten with the big stick or the military || Implies an amoral pursuit of political power that resembles Machiavellian ideals ||
 * Dollar Diplomacy (Taft) || The possible to pay soldiers without having to fight || Most would agree it was a considerably meager wage || Dollar diplomacy was not always peaceful but intervention involved participating in the overthrow of one government ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">Moral Diplomacy(Wilson || To influence and control other countries through economics pressure || The moral diplomacy had both pros and cons || The cons had included the taking and assimilating of foreign governments ||
 * Reason || Definition || Evidence ||
 * Power || To increase one’s power or decrease one’s enemies power || Enemies power ||
 * Prestige || To defend or advance one’s standing in the eyes of the world || Standing in the eyes of the world ||
 * Profit || To advance economic interests || The economics interests ||
 * Protection || To defend one’s people and /or territory || The defends of one people ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">imperialism- monroe Doctrine
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">Protectorate - power
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">expansion-access or accession
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">conference -meeting
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">social darwinism- evolution
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">arbitration- greetings
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">insubordination- disobedience
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">regulate-govern
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">evironmental- evironment
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">convoy- protecting
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">armistice-temporary
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">national self- determination- damages
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">reparation- payment
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">network-interconnected
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">adequately-sufficient
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">resolve-agreement

3) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 15px; line-height: 115%;">Provide and antonym for the words Imperialism-development  Protectorate- new land  Expansion – accession  Conference- convention  Social Darwinism – revolution  Arbitration-knowledge  Insubordination- obedience  Regulate –governor  Environmental-indirect  Convoy- companion  Armistice- war  National self-determination- dependence  Reparation- penalty  Network- connected  Adequately- unequally  Resolve- indecision  6.List the major events of WWI and why each event was significant? paragraphy When you are finished, answer the question, whay was WWI seen as the war to end all wars? Explain in a paragraph. World War I was also called the first World War or the Great War was a major war. It involved all the world's great power which assembled into oppposing alliances. Serveal alliances formed over the past decades were invoked within the major power were at war.THe military and politically defeated and had ceased to exist.The united states forced entered the trenches and the allies drove back the German's armies successful offensive. 7. What technological advancements changed the way WWI was fought? LList each invention or tactic and state the imporrtance Aircraft provided reconnaissance and some minor troop manouvres a massacre trench warfare as the machine guns put favour on defence.And the submarines provide they could allowed support weapons to be used inthe attack.Countering the trench system actually be used as effective wapons. When world war 1 was over Germany was burdend with the Treaty of Versailles which was the countries such as France, US,UK,and etc. Their army was reduced to mere 100,000 foot soliders with no planes, tanks, ships, and so on. In Germany had lost their pride as a nation as it is not to be in when having been in politic world to a very weak nation. The Roaring 1920's principally in North America, but also in London, Berlin, and Paris. The social and cultrual features known as the roaring twenties begin leading metropolitan especially Chciago,New Orleans, New York, Philadelphia , Paris, And London. The stock market crash the economy pluged into the great depression.The Federal reserve depression did not cause the depression but it made no effort to intervene by helping banks.The economy eventually recovered from the low point of the winter was sustained improved when the recession of 1937 brought back 1934 of employment there is still debate amogst ecomists economic recovery. The causes of the great depression are still a matter of active debate among economists and is part of the larger debate about economic crises although the popular beliefs is part of the great depression was caused by crash of the stock market. The Inital government reponse to the great depression was inefffectiveeconomy was sound and thath prosperity would soon return. The confidence so business would begin to invest and expand production providing jobsand incoming to restore public economy. But business owners saw no reason to increase production while unsold goods clogged their selves.By 1932 investment had dropped to less than 5 percent of 1929.Convinced that a balanced federal was essential to restoring business confidence.Government spending and raising taxes. Eventually provide emergency loans to banks and industry, expanded public works, and helped states offer relief.The tension between citizens seeking government action came to head in June 1932. More than 20,000 world war 1 veterans marched on Washington D.C to ask for early payment of goverrnment bonuses they had been promised. But the government refused and when some member of the so-called bonus Army didn't leave Capital federal troops used tear gas and bayonets to evict the men and their families.Other nations retalited by raising their own tariffs. The depression was by chocking off international trade between 1929 to 1932 the total value of world trade declined by more than half. 7. **For all of the programs that you have listed above, identify the importance/significance of each program. what was the goal for each government program created under the New Deal?**Under the new deal the federal government took the responsibility for the economics of the people than it had in any previous asministration. One amendment to the consitution was passed which repealed the 18th amendment. The new deal was the general federal government that stay out of business affairs. Government that really have regulation on business or banks and they sort of their own stock .The Government would get involved in the econony, government would provider a safety net ,and the government had responsibility. New Deal created disillusionment with the government by more conservation people of America. They thought it was too invasive and putting the nation in debt. That it means that Franklin D.Roosevelt was a fellow american that was insuction in to the presidency. And that he will adressed the American with candor and decision. the Preeminently by the time to beable to speak the truth. 1. **Look at the Information Search activity for the Second World War. Identfy the person, place, or idea from WWII** Dwight Eisenhower was the Supreme Commander of Allied Forces in the European Theater during World war II. || Laws which govern the treatment of prisoners of war The law of war is concerning acceptable justifications the limits to acceptable wartime conduct || He was President of the U.S when World war II ended Harry S. Truman || The date of D Day It was on June 6, 1944 || Hitler’s Best Seller Hitler began the dictation of the book while imprisoned for what he considered to be political crime || The national D day memorial possibly the largest per capital loss of any town in America on the memorial has been clear about the aesthetic intension of the number of American casualties || Organization founded after WWII to prevent further wars Shortly afterward World War II on October 24, 1945 51 states ratified the permeable states that the united nations was founded to prevent and resolve || The Pearl Harbor Memorial is located above this ship The memorial dedicated in 1962 accessible only by boats it crosses above the middle || The invasion of this nation began the second world War The German forces invaded Poland from the north, south , and west as the German advanced polish forces withdrew from their forward bases || The organization that provided entertainment for Allied troops during the war The entertainment in world war II were those nations who either participated directly in or were affected by any of the theaters or events of World War II || Divine wind can be expressed as follows Kamikaze Kami being divine and Kaze being wind || He promised that he “ would return” McArthur || These Americans were incarcerated during WWII During World War II the federal government took the unprecedented action || The three main Axis powers The Three main Axis power were Germany, Japan, and Italy || One of the groups persecuted during the Holocaust The Holocaust was the genocide of approximately six million European Jews during World War II || The data which will live in infamy the united states of America was suddenly and deliberately || The German word for “ lightening war” Blitzkrieg word describing all mechanized force concentration of tanks, infantry, artillery, and air power || The number of men raising the flag in the Marine Corps Memorial The Marine Corps was memorial is a memorial statue outside the walls of the Arlington national cemetery and next to Netherlands carillon || The two super powers at the end of World War II The U.S.A and the U.S.S.R || Native American language that proved to be a unbreakable code The present population of native Americans in the united states. the language proved to be an unbreakable code against the Japanese || 2. **Explain the causes and effects of the failure of collective security during the 1930s.** After a number of notable siccesses and some early failures in the 1920s the league ultimately proved incapable of preventing aggression by Axis power in the 1930s. 3. **Describe American responses to the increasing totalitarian aggression in Europe and Asia.** 4. Describe the obstacles and opportunities encountered by **minorities** in the United States during World War II. 5. **List the Allied strategies and efforts to achieve victory in the Pacific and European theaters during World War II.**
 * Great Depression**
 * 1.** **Explain the economic consequences of World War I on the United States.**
 * 2.****Describe the effects of mass media and changing values on Americans during the 1920s. (Hint: Roaring 1920's)**
 * 3.**
 * What political events were taking place in Europe that went largely ignored by the United States during the early years of the Great Depression? Identify the totalitarian leaders that came to power and assess why the came to power with little opposition?**
 * **Germany-** George Kistiakowsky
 * **Italy-** Klement Gottwald
 * **Spain-** William James
 * **Soviet Union-** George Kistiakowsky
 * **Japan-**Willima James
 * 4.** **For each category below, explain the causes of the Great Depression.**
 * Social-discomfort caused by the depression
 * Political- the great depression and the escalating events that led to the depression
 * Religious- beliefs, custims, and various folklore
 * Intellectual- the great depression a deflation in asse and commodity dramtic drops in demand
 * Technology- improves the steady state level of capital increases and the country invests
 * Economic- the indicator
 * 4.** **Describe the initial response of the U.S. government to the Depression**
 * 5.** **Describe the impact of the Depression on the American people.**
 * homeless- ended up on the street, in the park, and some got arrested so they could be in a police cells
 * Farmers- Fields of wheat lay rotting as farmers went into bankrupt some farmer were evicted as they could not keep up with the mortgage payment
 * workers-making it quite expensive to sit at home
 * Technology and communication- including the great depression serve the impact
 * 6.****Characterize Roosevelt’s efforts to combat the Depression in the chart below. Be sure to list all of the New Deal programs and place them in the right category.**
 * Issue || Programs created ||
 * Relief || Recovery and reform an easing of the rampant fear the great depression ||
 * Recovery || The economy to normal depression had devasted the nation ||
 * reform || The great depression reform economic collapse ||
 * 8.** **Evaluate the long-term significance of** **the New Deal on the role of the American government in the economy.**
 * 9.** **Explain the follwoing qoute.**
 * War War II**
 * The Allied commander during world war II for the European theater
 * Virginia country that had the highest percentage of losses on D Day
 * This Japanese word means “divine wind”
 * The data that will “ live in infamy”
 * Europe - Greatly increased when Britain influenceswhich weaken the totlaitarian system of the government seizure of power in Czecholovakia as a symbol of Russian aggression
 * Asia - military alliances influences which would have eroded the strength of the totalitarian regime the reaction of the united states despite the increasing Russian influence the Fulton speech increased the american suspicion of Soviet aggressive
 * African-Americans - the African Americans werre still late 1910 as the coming of world war interrupted international migration
 * Women - the women also joined the workforce to replace men who had joined the forces through in fewer numbers other women were replaces by returning veterans
 * Mexican Americans- the mexican american make up 10.3% of the united states population with over americans listed as of mexican ancestor
 * **Pacific strategies?** Implemented by millitary organization to pursue desired strategic goals
 * **Pacific Battles** The battle was an inportant allied stragetic victory
 * **European strategies?** The number of engagement as the axis and allied sought to acheive the victory
 * **European Battles** The wae had seeming to be having a little effect on Germany overall the war was effort

6**.** **Describe the Holocaust and explain its historical significance.**
 * ** Description- ** Became a dark symbol of the 20th century's crimes is the historal, psychological, sociological, literary, and philosophical studies until at least world war I had been so sure of its superiority to other civilzation
 * ** Significance- ** The significance the first that so many had died becaused other countries did not care what happened to other people and nobody believed that one group of people would be willing to try an eliminate a race of people the U.N came into the existence

7. Describe the **political consequences** of each topic at the end of World War II.

Cold war 1945-1989 1. problems at Yalta 2. inportant people and why ? important places and why? important events and Explantation civil rights 1.The Brown decision was truly significant because it overturned the separate but equal doctrine established by the Plessy decision. While the 13th admendment to the consitution was interpreted so thhat equality before the law could be met through segregated with Brown this was no longer true. The 14th amedment guarantee equal protection under the law and the courts ruled the separate based on race were unequal. > **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">segregated schools? ** Oliver Hill work against racial discrimination helped end the doctrine of separte but equal. He also helped win landmark legal decisions involving equality in pay for black teachers, access to school buses, voting rights, jury selection, and employment protection. He retired in 1998 after practicing law for almost 60 years. Among his numerous awards is the Presidential Medal of Freedom, awarded by President Bill Clinton in 1999. In law school, Hill was a classmate and close friend of future Supreme Court Associate Justice Thurgood Marshall. Oliver hill graduated second in his class after Marshall in 1933. The United States Supreme Court, in a unanimous decision on May 17, 1954, ruled that //de jure//school segregation was unconstitutional and paved the way for desegregation of educational institutions. In 1958 the governor closed schools in Warren County, Norfolk, and Charlottesville rather than allow them to desegregate under court order. The following year, state and federal courts invalidated Virginia's "Massive Resistance" statutes, but public schools in Prince Edward County, where the Virginia case against segregated school had originally been filed, remained closed for five years as some white Virginians fought desegregation of schools. In the end, the public's support for public schools overrode the desires of some Virginians to maintain racial segregation. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">The March on Washington for jobs and freedom took place in WashingtonD.C on August 28,1963. Attending by some 250,000 people it was the largest demonstration ever seen in the nation's capital and one of the first to have extensive coverage. The movement for racial equality in the U.S that through nonviolent protest of racial segregation in the south and achieved equal rights legislation for African American. The U.S supreme courts decision in Brown v. Board of education of Topeka. African American and whites suppoters attempted to end entrenched segregation. The civil rights movement in the United States was a long primarily nonviolent struggle to bring full civil rights and equality under the law to all american. The movement has had a lasting impact on the United States society in its tactics the increased social and legal acceptance of civil rights and in its exposure of the prevalence and cost of racism. The supreme courts of the united states os the top of the judical tribunal in the nation. The court which recieve about 10,000 cases to evalate per term includes the chief of justice and eight associate justice. The president appoint Supreme Court which are approved by the U.S Senate and serve for life. The court reviews cases filed by state and federal courts. The civil liberties are rights and freedoms that provide an individual specific rights such as the right yo life, freedom from torture, freedom from slavery and forced labour, the right to a fair trial, the right to defend one's self, the right to privacy, freedom of conscience, freedom of expression, freedom of assembly and association, and right to liberty and security. 2**.Find a transcript of Dr. King's "I Have a Dream Speech". Analyze and explain each part of the speech**. The protrays not an idealized american dream but a picture seething american of radical injustice. The devotes of the civil rights when would had been satisfed as long as the negro is the victim of unspeakable horrorsof the policy. Dr. King soaring rhetoric radical justice and an integrated society bacame a mantra for African Amernicans community and is a familar to subsequent generation of Americans as delclaration of independence. Dr. King proved to be touchstone for understanding the social and political upheaval of the time and gave to the nation. 3.**In a graphic organizer, make a list of all of the important people that helped to make the Civi Rights movement a success. Be sure to include their significance.Use the chart feature on wiki or word**. 4. **List five Supreme Court cases** that guranteed Civil Rights and **explain** each case 5. Read the " Letter from a Birmingham Jail " and create a SOAPS S- the letter from a Birmingham Jail O- a recent statement calling present unwise and untimely A-speak about leadership P-given a speech about the freedom s-<span style="font-family: 'Arial','sans-serif'; font-size: 12px;">As early as May 1962 Birmingham minister and SCLC member Fred Shuttles worth had suggested that the SCLC ally with his own organization, the Alabama Christian Movement for Human Rights, to protest conditions in Birmingham. Birmingham was the wealthiest city in Alabama, and a bastion of segregation. The mayor was a segregationist and the police commissioner, Eugene "Bull" Conner was known for his hostile and sometimes violent treatment of blacks. The Governor of the state was George Wallace, who had won office with promises of segregation forever. In Birmingham between 1957 and 1962 seventeen black churches and homes had been bombed, including the home of Shuttles worth, which campaigned actively for civil rights. Although the population of Birmingham was 40% African American, there seemed little hope for a political solution to the radical divide: of 80,000 registered voters, only 10,000 were black. King did not adopt Shuttles worth's suggestion until early 1963, but once he did, he treated it as a major campaign. In March King, along with Ralph Abernathy and a few other SCLC organizers, set up headquarters in a room at a motel in one of Birmingham's black neighborhoods. They began recruiting volunteers for protest rallies and giving workshops in nonviolent techniques. Initially King head scheduled the protests to begin in time to disrupt Easter season shopping, giving them economic bite. He postponed his plans, however, to prevent them from affecting the local mayoral election, in which Bull Conner was a candidate. The Reagan years between 1980 and 1988 to be sure had created over 19 million new low paying jobs, exploding technology, unnprecedented prosperity and had rekindled national pride. It also led to firing of 10 million high paying jobs ass corporations recieved tax incentives to move their operations overseas.But critics of the time saw another America were the 1980's were one last national fling with credit card economics one filled with beggars. 2. The events since September 11, 2001 have forcefully, and unfortunately, made students very aware of the connection between world events and their daily lives. Have students conduct interviews with members of their family or friends on the following events: Interview questions might include: John F.Kenndy the 35th president of the united states was assassinated at central standard time onn Friday November 22,1963 in Dealey Plaza, Dallas Texas. Kenndy was fatally shot while traveling with his wife Jacqueline, Texas goveernor John Connally and the latter's wife Nellie in Presidential motorade. A prominent ameican leader of the African- American civil rights movements and nobel peace prize laureate was assassination at the Lorraine motel in Memphis, Tennessee on April 4, 1968. at the age oog 39. On june 10 ,1968 James Earl Ray a fugtitve from the Missouri state peniterntiary. THe 37th president of the united states serving from 1969 to 1974. He previously served as a representive and sentor from California and teh 36th vice presidentt of the united states from 1953 to 1961 under Dwight D. Eisenhowen Nixion is the only president to resign the Office. The Oklahoma city bombing was a terrorist bombing attack on the Alfred P. Murran 1995. It was the most destructive act of terrorism on american soil until the September 11,2001 attacks. The Oklahoma blast claimed 168 lives, including 19 childern under the age of 6. 3. Using the following list of headline events, create a timeline. In a ddition, identify the events they feel: a) Best represents the War on Terrorism b) Event that should have made Americans realize a threat c) Event that the student remembers the most about d) Event the student remembers the least about. e) find a picture that illustartes the event
 * Japan- During the 19th century the great power status was dependent on resources-rich colonial empires both as a resource of raw material for military and industrial production and international prestige
 * Soviet Union- The soviet Union had a single political party system dominated by the communist party until 1990 although the USSR was nominally a union of Soviet republic with the capital in Moscow it was actually a highly centralized state with a planned economy
 * Germany- divided into four quadrant which were controlled by the allied powers the united states, united kingdom, France, and Soviet union and itself was one of vietnam in addition many organization have root in second World War for the united nations the international. Which expanded its borders at the expense of Germany, Finland, and Poland. Whch hadh declared their neutrality before the outbreak of World War II.THe Soviet Union also attemted to establish a separte government in that portion of Iran it had controlled during the war.
 * United Nations- intergovernmental organization founded as a result of the Paris peace conference that ended World War I and it was the precursor to the united nations. The alliances between the European great power was these alliances that came into effect at the start of the first major war in 1914 drawing all the major European powers into the war. This was the first major war in Europe between industrialzed countries and the first time in western Europe the industrial warfare was an unprecedented causulty level with eight and a half million members of armed service dead an estimated 21 million wounded, and 10 million civilian death.While the first World War was still underway a number of governments and groups had already started developing plans to change the way international relation were carried out in order to prevent a repetiton of the war.
 * Marshall Plan-The large scale american program to aid Europe where the united states sent monetary support to help rebuild European economies after the end od World War II in order to combat the spread of Soviet Communism.THe plan was in operation for four years beginning in April 1948. the goal of the united statess were to rebuild a war devastaed region remove trade barriers moderized industry an dmake Europe properous. The intiative was named after securetary of state George Marshall. The plan had bipartisan support in Washington where the republicans controlled congress and democrats controlled the white house. The plan was largely the creation of the department offical.The Marshall plan was replaces by the mutal security plan at the end of 1951. The Marshall plan was one of the first element of economists are not sure what proportion was due directly.The Marshall plan was one of the first of the European integrsation as it erased trade barrierd and set up insitutions to coorindate the economy on a continenal level to the reconstruction of the western Europe.
 * what took place at yalta ? The Yalta conference took place in the Crimea. Yalta is an ancient city on the shore of the black sea
 * who were the leaders there? Roosevelt, Churchill, and Stalin
 * list 5 potential pronblems that come out of Yalta? modern world, politically, military and economically, heralded the cold war and partitioning of Germany and Berlin
 * Important people || Why ||
 * Joesph Stalin || Military career he lead the October revolution . man of steel was taken to give him a more frightening apparence. To work high up in the communist party after some dirty tricks he became leader after Lenins death in 1924. He formed a non-attack pact with Hitler under the WWII. After the USSR gained control of most eastern Europe the war issues increase between the U.S and U.S.S.R. ||
 * Franklin D. Roosevelt || Democrat and President of the unied states during WWII. Although he had some social reforms and gave the state more control than ever he was a proclaimed anti-communist. ||
 * Nikita Krutzhev || He had a very harsh foreign policy that culminated in the Cuba crisis in 196. In 1964 the party remove him from his position he was especially criticized for his poor agriclutral policy and relation to chinia ||
 * Harry S. Truman || American president really deal with the Soviet union in the way that distinguished the cold war. Soviet Uion pressured both Turkey and Greece through military and diplomatical force through guerrillas . ||
 * Important places || Why ||
 * Germany || Surrenders to the Red Army in Berlin. Germany4 is also a perticular place were WWII took place and were Hitler and the nazis situated themselves.It also has the largest national economy in Europe. Germany has a population of 82 million which makes it the populous country in the European union. ||
 * Russia || Declares war on Japan. The Asia adopted policies to encourage the rapid recovery of Japan industrial economy. The united states viewed west of Germany as the defending all of Germany. ||
 * Berlin || Landlocked deep in communist east Germany it was really like medeival castle holding on to its deemed. Throughout the 1960s defectors found a refuge in Berlin so it can be argued that it served as a life raft. ||
 * Korea || The communism was growing in the far east as well as in Europe. After the second world war both Korea and Vietnam were divided between communist and non-communist. The UN forces led by the American General MacAuthur landed in Pusan and Inchon back the north Korea almost to the chiense border. ||
 * Important events and explatation || Why ||
 * Berlin crisis || The berlin blockade of the cold war tensions. The Truman doctrine and the insitution of the Marshall Plan for the European recovery the London Conference of 1948 and the economically of the west Germany . ||
 * The Truman doctrine || The communist revolution in Greece and Turkey. Policy came to be known as the Truman doctrine and would have repercussion throughout the rest of the cold war not only in Europe. ||
 * The Marshall Plan || The Marshall plan to a certain extent was the economic extension of the Truman doctrine. At the end World War II starvation and economic crisis theatened to overtake many European nations. ||
 * The London Conferences || the podt war European recovery and reconstruction the U.S, Great Britian, and France . the west German government through the western occupation. ||
 * Surviving the crisis || The harsh of the Berlin winter presented many challenges to the pilots. The constants stress of fatigue caused over 40 crashes during the vlocade and 78 deaths . ||
 * Stalin backs down and the Berlin crisis ends || The blockade turned out to be so ineffective that after a little over a year. Stalin finally lifted it in May of 1949. The atomic bomb capable planes stationed in Britian by the U.S also played a role uin the Soviet decision to end the Blockade. The Berlin airlift has been called a great humanitarian. The Berlin crisis had ended . ||
 * The role of spices || The British government employee was serving as a Soviet spy during the Berlin crisis. The Soviet that their blockade was doomed to failure which therefore might have persuade the to end the blocade of berlin. ||
 * The second berlin crisis || From 1949-1961 almost three million east Germans escaped to the west. In July 1961 alone 30,000 fled precipitating another Berlin crisis. When East German authorities built a 28 mile long wall. Along the border to prevent east Germans from escaping to the west. ||
 * The end of the Berlin wall || The Berlin wall stood as a real life symbol of the cold war. Finally the east and west of Germany were reunited the Berlin wall no longer remains. ||
 * Hope during the crisis || The midst of the airlift elements of hoping began to appear as the candy bomber who had parachuted candy of the Berlins. The Soviets that the airliftwas succeeding ||
 * The threat of world war III || The military force to protect its position in Berlin persisted. When negotiation between the west and the Soviet union . ||
 * The airlift || Western allied responded immediately with a huge airlift effort. The general Curtis LeMay led a re-supply project using C-54s. ||
 * Step to a Soviet blockade || The USSR would have no control over it and because it invaded twice by Germany found the idea of a stronger wesr of Germany . the Soviet imposed a partial blackade of west Berlin. ||
 * Iron curtain || The physical boundary dividing Europe into two separte areas from the end of World War II in1945 until the end of the cold warin1989. ||
 * Forming of the Nato || The increase tension between the USA and the USSR. The USA and their western allies from any military attack from the USSR. The US troops were stationed in west Germany. The increased tensions betweenthe west and east. ||
 * Warsaw pact || The allies in the warsaw pact bulgaria the German Democratic republic. The foreign policy of the Soviet union during this era known as theBrezhev doctrine. ||
 * Korean war || The military conflict between south korea supported by the united nations and north Korea supported by the people’s Republic of china with military material aid from the soviet union. The war was a result of the physical division of korea by a agreement of the victorious allies . ||
 * Forming of non- alignment treaty || Russia and china might contemplate forming a strategic allianceof a greater importance. The US policy of containment during the cold war ||
 * The vietnam war || The vietnam war and Candan’s relationship with China and Cuba along with the Prime ministership of Pierre Trudeau often had Canda at odds with its southern neighbors. ||
 * **What roles did Thurgood Marshall and Oliver Hill play in the demise of**
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">how did Virginia respond to Brown v. Board of Education decision? **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">**How did the 1963 March on Washington influence public about civil rights**?
 * How did the legislative process advance the cause of civil rights for African Americans?
 * **How did the NAACP advance civil rights for African American**?
 * **How has the membership of the united states supreme courts changed to become more diverse overtime**?
 * **How have the decision of the united states supreme court promted equality and extended civil liberties**?
 * Important people || significance ||
 * Martin Luther King Jr. || King was the chief spokesman for nonviolent activism in the civil rights movement which successfully protested racial discrimination in federal and state law. ||
 * Rosa parks || Rosa Parks’s individual action of the civil disobedience further impact by sparking the Montgomery Bus Boycott. Act of defiance became an important symbol of the modern civil rights movements and Parks became an international icon of resistance to racial segregation. Rosa Parks organized and collaborated with civil rights leader including boycott leader Martin Luther King Jr. helping to launch him to national prominence in the civil rights movements ||
 * Malcolm X || An African American Muslim mister public speaker and human rights activists to his admirer he was a courageous advocate for the rights of African American in the harshest term for its crime against black Americans. Malcolm detractors accused him of preaching racism, black supremacy, anti-Semitism, and violence. ||
 * Jesse Jackson || American civil rights activist and Baptist minister. A candidate for the democratic presidential nomination in 1984 and 198 and served as shadow senator for the district of Columbia from 1991 to 1997. ||
 * Thurgood Marshall || An Associate justice of the united state supreme court serving from October 1967until October 1991. Marshall was the court’s 96th justice and its first African American justice. Marshall was a lawyer who was best remembered for his high success rate in arguing before the supreme court and for the victory in Brown v. Board of Education. Marshall argued more cases before the united states supreme court. Marshall served on the united States court of Appeals for the Second circuit after being appointed by President John F.Kennedy. ||
 * Emmett Till || An African American boy who was murdered in Mississippi at the age of 14 after reportedly flirting with a white women. Till was from Chicago, Illinois visting his relatives in the Mississippi Delta region when he spoke at 21 year old Carolyn Bryant the married proprietor of a small grocery store. ||
 * Charles Moore || An American photographer most famous for his photographs documenting the American civil rights era. ||
 * Shirley Chisholm || American politician the first African American women to be elected to the U.S congress. In 1968 Chisholm was elected to the U.S house of Representatives defeating the civil rights leader James Farmer. In Congress she quickly became known as a strong liberal who opposed weapons development and the war in Vietnam and favoured full- employment proposals. As a candidates for the Democratic nomination for U.S president in 1972 she won 152 delegates before withdrawing from the race. ||
 * Bob Moses || A American Harvard trained educator who was a leader in the 1960s civil rights movement and later founder the nationwide. Became a member of the Freedom Riders after training non-violent. Black and whites volunteer sat next to each other as they travelled through the deep south. Moses emerged as one of the leadiong figuring in SNCC and in 1964 was main organizer of the freedom summer. ||
 * Philip A. Randolph || A African American civil rights leader was the founder of both the March on Washington movement and the Brotherhood of sleeping car porters a land mark for labor and particularly for African American labor organizing he was one of several Black atheists involved in the civil right movement. ||
 * John Lewis || The u.s Representative for Georgia 5th congressional district serving since 1987. He was a leader in the American Civil war rights movement and chairman of the student nonviolent coordinating (SNCC). The struggle to end Democratic party the district encompasses almost all of the Atlanta . ||
 * Eldridge Cleaver || Leading member of the Black Panther Party a self –confessed rapist a convict and a writer. Cleaver was a prominent member of the Black panther having the titles mister of information and head of the international section of the Panther while in exile in Cuba and Algeria. ||
 * James Meredith || An American civil rights movement .was the first African American student at the university of Mississippi an event that was a flashpoint in the American civil rights movement. Motivatived by the broadcast of President John F. Kennedy’s inaugural address Meredith decided to exercise his democratic rights and apply to the University of Mississippi. Meredith’s goal was to put on the Kennedy administration as to the issue . ||
 * Brown v. Board of Education** - a landmark decision of the united states supreme court that declared states law establishing separate public school for black and white students unconstitutional
 * supreme court** - supreme courts in the civils rights cases ruling of 1883 made up five separate cases
 * 14th amendent**- the supreme court decision which precipitated the civil rights
 * Equal protection clause**- requires each state to provide equal protection under the law to all people with its jurisdiction
 * Reed v.Reed**- the supreme court for the first time ruled wthat laws arbitrarily requiring wiolated the equal protection clause.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Contemporary society **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">1. **Answer the following questions using you textbook or internet sources.
 * Assess the goals and results of the **Reagan Revolution**.
 * Describe America’s response to post-Cold War tensions. List what each president did in terms of foreign policy during his presidency
 * **George H.W. bush** : the cold war was the continuing state from roughly 1946 to 1991 of political conflict, military tension, proxy war, and economic competion between the communism world primarily the Soviet Union and its Satellites states.
 * **Bill Clinton**: a american politican who served as the 42nd president of the united states from 1993 to 2001. Before that he was governor of the state of Arkansas. In aurated at the age of 46 he was the third- youngest president
 * **George W. Bush**: a american politican who served as the 41st president of the united states (1989 -93). He had preeviously serves as the 43rd vice president a congressman, an ambassador the attack of pearl Habor in 1941. At the age of 18 Bush post ponded going to college and become the youngest aviator in the U.S navy at the time.
 * identify factors and explain the effects to tesions between unity and diversity in the united states and in the world today
 * Asses factors affecting the current U.S and global
 * Assassination of John F. Kennedy
 * Assassination of Martin Luther King, Jr.
 * Resignation of Richard Nixon
 * Bombing of the Oklahoma City Federal Building
 * Kent State University
 * Space Shuttle Columbia
 * September 11 Attack on the World Trade Center
 * When this happened, did you think it was a historically significant event? Why or why not?
 * What were you doing when you found out about this?
 * Where did you get your information about this event?
 * What do you think is the lasting importance of this event?


 * Headline Events**
 * Iranian Students Takeover U.S. Embassy
 * U.S. Embassy in Beirut Bombed
 * 261 U.S. Marines Killed in Beirut Barracks Explosion
 * Car Bomb explodes at U.S. Embassy in Kuwait
 * U.S. Soldier’s Hangout Bombed in Madrid
 * 22 Killed When VW Explodes at Rhein-Main Gate
 * Achille Lauro Hijacked
 * TWA Flight 840 Incident Kills Four
 * 259 Killed over Lockerbie, Scotland
 * Two C.I.A. Agents Shot Entering Headquarters Building
 * World Trade Center Bomb kills 6, Injures over 1,000
 * Car Bomb kills 7 Americans in Riyadh
 * Khobar Towers Hit; 19 Servicemen Killed; Over 500 Injured
 * .S. Embassies in Kenya and Tanzania Attacked
 * //U.S.S. Cole// Explosion Kills 17 Sailors
 * World Trade Center Hit by Two Passenger Planes, Pentagon Also Hit
 * Khobar Towers hit ; 19 servicemen killed and Tazania attacked **

First he describes an editorial in the London Islamist paper 'al-Quds al-Arabi' that spelled out the reasons behind the escalating terrorist attacks on the United States which concluded by mentioning the bombings in Riyadh and Khobar as the beginning of these attacks. The editor of al-Quds al-Arabi, Abdul-Bari Atwan, is personally close to Osama bin Laden. Bodansky indicates that the second key event was a fax received by al-Hayah in London through al-Safir in Beirut in which on July 16 the Islamic Change Movement - the Jihad Wing in the Arabian Peninsula took credit for both the Riyadh and Khobar Towers bombings. A warning was then issued by the same group on July 17 stating that "the mujahideen will give their harshest reply to the threats of the foolish U.S. President. Everybody will be surprised by the magnitude of the reply. The invaders must be prepared to leave, either dead or alive. Their time is at the morning-dawn. Is not the morning-dawn near? TWA 800 exploded in the early morning in the United Kingdom. On July 18, this group issued a statement accepting responsibility for the TWA 800 downing. Theleaders the Islamic Change Movement had participated in a June 1996 . || Natures Financial Workers
 * June 25,1996 || Nineteen Americans were killed by a Truck at the Khobar Towers in the Dhahran military base in Saudi Arabia. Within two days suspicions focused on Saudi funded by Iran ||
 * June 27, 1996 || Suspicion for the bombing outside Dhahran was pointing towards internal enemies of the Saudi monarchy. Prior to the downing of TWA 800 this bombing had created worries about attacks airliners. ||
 * July 18,1996 || Airline security has been higher than usual for several reasons including the bombing in Saudi Arabia. The meeting emphasized the seriousness with which the intelligence community viewed the current dangers of terrorism against airplanes. Within one day of the TWA 800 downing suspicions mounted that it was linked to the Dhahran bombing. ||
 * July 18, 1996 || The terrorist in late June attacked a u.s military facility in Saudi Arabia and the summer Olympic games are starting in Atlanta . ||
 * August 3, 1996 || According to the documents, that the bombers who conducted the attacks on the U.S. military sites in Saudi Arabia in November of 1995 and on 25 June 1996 were trained at Iranian terror camps. U.S. Secretary of Defense William Perry warned tha t "strong action" will be taken against any nation that is linked to the bombing of U.S. troops in Saudi Arabia. ||
 * August 5, 1996 || The united states goes ahead with its plan to retaliate against Iran to support international terrorist organization. The downing of TWA 800 Iran was still threatening US airliners. But the gentleman who was leading the threats was 'an elected government official' and thus Clinton ||
 * September 26, 1998 || Federal authorities charged Friday that a person described as a senior deputy to Osama bin Laden, the Saudi exile suspected in last month's bombings of two U.S. embassies in Africa, made significant efforts on behalf of the bin Laden group in 1993 to develop nuclear weapons. The allegations, concerning Mamdouh Mahmud Salim. Intelligence reports continued to indicate that Iran was connected to the TWA 800 crash and to the Dhahran bombing. ||
 * August 12, 1996 || A well-placed U.S. intelligence source has toldTIME that calls and transmissions tracked by the CIA out of Tehran "have raised suspicions" that there is an Iranian connection to the crash. The CIA is also looking at intelligence on a meeting of terrorist leaders in Iran the month before the crash to see if any green light was given for the attack ||
 * August 22, 1996 || Investigator are reviewing an anonymous threat received after October 1, 1995 conviction of radical sheik Omar Abdel Rahaman the threat was that a New York airport or jetliner would be attacked in retaliation ||
 * August 25, 1996 || The official, who is involved in collating intelligence relating to the TWA inquiry for the White House, said investigators were aware of reports that Stingers may have been smuggled into the country. If a Stinger was the cause of this, our first theory would be that it came from Afghanistan." The official was commenting on reports from Tehran that claimed several groups funded by the religious authorities in Iran are active in the United States. The reports claim one previously unknown underground group called Falakh may have as many as 50 highly trained terrorists in the country. Yossef Bodansky was the Director of the House Task Force on Terrorism and Unconventional Warfare and in this capacity was a key advisor to the highest echelons of the U.S. Government. In his book "bin Laden - The Man who Declared War on America" Bodansky writes that there were two key events "on the eve" of the TWA 800 downing.
 * November 10, 1996 || The Saudis now believe that they have detained the ringleaders of the Dhahran attack, including the man who drove the explosive-laden vehicle that was detonated just outside the military complex. Despite mounting speculation that the group responsible for the bombing had been trained and equipped by Iran, the Saudis are refusing to provide any details of the evidence they have acquired from confessions and other sources. ||
 * January 19, 1997 || Syrian intelligence officers played a key role in last year's bombing of the American military base in Saudi Arabia in which 19 US servicemen died. This is one of the central conclusions that has been reached by two inquiries into the bombing conducted by American and Saudi officials. After the bombing, a key Saudi dissident suspect fled to Syria to seek sanctuary. But when Saudi investigators asked Syria to hand him over, the suspect was killed by Syrian intelligence to prevent him from disclosing details of Syria's involvement in the attack. News of Syria's involvement has caused alarm in Washington. It is one reason why details of the lengthy inquiry by the Federal Bureau of Investigation, which sent a team of specialists to Dhahran, have not been made public. Iran provides training and support for numerous Arab terrorists, including two groups of Saudi dissidents which have been involved in previous attacks within the kingdom: the Organisation of Islamic Revolution of Jezier al-Arab, and the Hizbollah of the Hejez, both outlawed in Saudi Arabia. .The Saudis were put in contact with Osama bin Laden, a 40-year-old Islamic fundamentalist terrorist. Bin Laden, who works for Iranian intelligence, is a fierce opponent of both the Saudi regime and America's presence in the Gulf. Any doubts about bin Laden's involvement in the Dhahran attack were removed by an interview he gave in Peshawar. ||
 * March 39, 1997 || Saudi dissident with links to Iran took part in the Dhahran bombing that killed 19 US airmen and injured 500 others last summer, according to Canadian intelligence authorities. **Hani al-Sayegh, 28**, was arrested while working at a grocery in Ottawa. They claim he is a member of a terrorist organization called **Saudi Hizbollah** and that he spoke about the bombing in phone calls to Iran tapped by the intelligence services . The details match the Saudi version of the blast. If proved conclusive, they would force President Clinton to act against Teheran, either through a military strike or sanctions. Sayegh arrived in Canada last August, carrying an international driving permit issued by Syria in 1994. On it, he gave his permanent address as Damascus ||
 * April 5, 1997 || Dhahran that killed 19 U.S. airmen on 25 June. The Canadian decision may have thwarted U.S. hopes that the suspect could prove to be more valuable as an intelligence asset that would tell U.S. authorities about individuals, groups and countries that may have played a role in the terrorist attack last June. Federal law enforcement officials think that the suspect does have information that they want, but don't think that they will get it now. The Washington Post was reporting that months before the 25 June terrorist truck bombing in Dhahran, Syria reportedly refuse to assist Saudi authorities in apprehending the individual who has now been identified as the leader of the Saudi branch of the Hezbollah terrorist group ||
 * April 17,1997 || American intelligence officials tried to sabotage a Russian weapons deal with Iran yesterday by leaking details of two meetings monitored in Moscow in which arms shipments were agreed. These included the transfer to Teheran of 500 advanced shoulder-launched "Igla" anti-aircraft missiles. The US is indicating that the shipments are being organised by Russian brokers acting separately from Rosvooruzheniye, the state arms exporter, and offering discount prices ||
 * April 20,1997 || Hard-liners at the US Defense Department are pushing for a massive strike against Iran to punish the mullahs for their alleged role in the bombing of a US barracks in Saudi Arabia last year . There is also strong pressure within the Pentagon for a broader attack to cripple the growing military power of the Islamic regime. Sources say that this would include a Pearl Harbor-style strike to annihilate the Iranian navy before it can become a threat to US naval operations in the Gulf, and heavy bombing raids to set back Iran's nuclear weapons programme. The Clinton administration has been weighing its options for several months, waiting to see whether there is conclusive evidence of Iranian involvement in the Khobar Towers bombing. But US intelligence has now linked a top official in Iran's Revolutionary Guard, Brigadier Ahmad Sherifi, to a bombing suspect arrested in Canada last month. Iran was the organizing force behind the attack," said a senior US official. ||
 * May 8,1997 || Officials say that the recent arrest of a Saudi Arabian national believed to be connected to a deadly terrorist attack in the Middle East in 1996 has given authorities a glimpse of what is said to be a largely hidden network of terrorists that use Canada to raise money, recruit members, provide a safe haven and plan additional terrorist attacks. Officials believe the pro-Iranian Hezbollah has established a presence in Canada. Canada's open borders and its refugee policies make it easy for suspected terrorists to enter the country to hide or to find an easy way to get into the United States. The Saudi national, Hani Abdel Rahim al-Sayegh ||
 * June 18,1997 || Saudi dissident was being deported to the United States by Canada last night for FBI questioning about his role as a "look-out" in the bombing that killed 19 Americans in Dhahran last year. CIA sources say that, two years before the blast, Hani al-Sayegh, secretly met Brig Ahmad Sherifi, the top official in Iran's Revolutionary Guards. Sherifi's duties include organising Hizbollah cells in Arab countries around the Gulf. If Sayegh provides conclusive evidence of Iranian involvement in the attack, President Clinton will come under heavy pressure to retaliate against Teheran with a military strike. Canadian intelligence sources said he spoke about the bombing in tapped phone calls to Teheran. ||
 * June 19, 1997 || A Saudi dissident who says he will cooperate in the investigation of the bombing that killed 19 Americans in Dhahran last year will plead guilty in an earlier plot to kill Americans. The first plot was never carried out. This brought him one step closer to a deal under which he would provide evidence about the June 1996 truck bombing in Dhahran in return for not being extradited to Saudi Arabia. The federal grand jury indictment says Sayegh was paid by an unnamed terrorist organization as part of a plot to "kill nationals of the United States residing and working in the Kingdom of Saudi Arabia" in 1994 and 1995. ||
 * June 24,197 || Defense Secretary William Cohen on Tuesday reminded military forces to be alert for possible terrorist attack one year after a truck bomb killed 19 American Air Force troops in Saudi Arabia. Officials for months have been seeking independent verification of allegations by Saudi Arabia that Iran was behind the attack. A Saudi dissident who has agreed to cooperate with the U.S. investigation into the truck bombing was charged last week in Washington with conspiracy to commit murder and international terrorism. Sayegh, 28, a Shiite Moslem, has been identified as a member of the radical Saudi Hizbollah (Party of God). They said he may have valuable information about those responsible for the massive bombing that killed 19 U.S. airmen and injured 500 others ||
 * June 23, 2001 || The United States has never known quite what to do about Iran's role in anti-American terrorism. From the embassy bombings and hostage taking in Lebanon during the early 1980's to the Khobar Towers bombing in Saudi Arabia in 1996, Washington's response to evidence that Tehran was sponsoring violence against American interests has been marked by deep ambivalence and contorted internal debates among several generations of policy makers ||
 * position paper**

The growth of the population in the world from the difference of the birth rate and the death rate the human population would increase the number of people to the next decades. The growth in human population in the world effect people through it’s the impact on the economic and the environment to the current rate of the population growth of the burden to the human. Both the birth rate and the death rate had fallen the less of the development of the world population. The overpopulation and the poverty of the population, growth of making the sustainable the destruction of the human population. The population growth emerges of the policy and the colonial expansion. The population was slowly movement to the fatal diseases. The population of increases of the human life, that effect of children could reproduce. The overpopulation of the falling of the death rate was the decline of the mortality and the fundamental of the overpopulation. The mortality rates were declined to increasing in the population and also fights diseases and prevent death. The population of the world was significantly increases to the advancement and the substantial in the productively. The rapidly increases in the human population was raised concerned to the human population. The population was increases the growth of the human population continually to end the Black Death. The population is between the human population and the environments. Population is also between the birth rate and the death rate to the population growth. The human population of the population growth was the falling rate of the birth and the death rate. The population was between 50 and 100 million of its population growth rates. Population growth rapidly had recently been increases to million of its populations. The death rate was about to 90 percent of it death rate in its population. The impact on the population growth as recently had been increase of its population growth. World’s population recently stands 5.5 billion of its population and the low-bound scenario and the peak of 7.8 million. The overpopulation can be increasing in the birth and the death rate. A decline the mortality due, the internal population of its population growth. The population growth had grown from 200 and 300 million a year. The Black Death had recently reduced the world wide population and the estimated had been between 450 million. The environmentalists of the human population had changed its species loss to overpopulation. The population that is between the birth and the death rate. The population certainly grows to the maximum to about 74 million people in the population. The recent rapid increase in human population over the past centuries was raised concerns that the human had been overpopulated. The rapidly population had recently grown on the worldwide level. The human population and the environment had raised the concerned of the overpopulated that sustained the inhabitants. The population was growing sustained end the Black Death. Increasing in medical technology had led to recent population growth.