Time: 23 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
This unit
examines the transformation that the United States underwent in the latter part
of the Twentieth Century. Beginning with its participation in World War II, its
use of atomic weaponry, and its rivalry with the Soviet Union, the United
States became the dominant global power culturally, economically and
militarily. America’s change from isolationist to participant is resoundingly
clear by the end of the millennium. Yet in spite of its global dominance, the
internal struggle to reconcile the inconsistencies between the values of the
constitutional word and the real world of mid-century United States was an
ongoing challenge. The quest for equality and social justice within its own
borders remained this nation’s most daunting task.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
5.1
Essay/Seminar Topics |
60 min |
HIV.01,
HIV.02, HI1.02, HI3.02, GCE5g |
|
Introduce
essay and seminar topics |
|
5.2
America and World War II |
180 min |
CCV.03,
COV.03, CC1.01, CO3.01, CGE7a, CGE7b, CGE7j |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Document
analysis/Timeline |
|
5.3
Nuremberg and the Bomb |
240 min |
CCV.03,
CC1.01, CGE1j, CGE2e, CGE7b |
Knowledge/Understanding Thinking/Inquiry
Communication Application |
Primary
document analysis/writing to convince |
|
5.4 The
Cold War Heats Up – The Cuban Missile Crisis/Vietnam |
420 min |
COV.03,
CHV.01, CH1.02, CO2.03, CGE1d, CGE3b |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Telejournalist
role play. Sermon/speech |
|
5.5 The
Marketing of America Abroad |
120 min |
COV.03,
CHV.03, CO3.02, CO3.03, CH3.01, CH3.02, CH3.03, CGE2a, CGE3d, CGE7f |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Newspaper
exercise |
|
5.6 The
Struggle for Equal Rights |
300 min |
COV.01,
CCV.01, SEV.02, CO1.03, CC1.02, SE1.03, SE1.04, CGE2a, CGE3d |
Thinking/Inquiry
Communication Application |
Media
study |
|
5.7
Culminating Activity |
60 min |
HIV.03,
HI4.02, CGE4f |
|
Unit
Test teacher-generated |
Time: 60 minutes
This
activity provides the students with a list of seminar/essay topics that will
focus students’ attention on subjects that are relevant to the last two units
of this profile.
HIV.01 -
demonstrate an understanding of historians’ methods of locating, gathering, and
organizing research materials;
HIV.02 -
critically analyse historical evidence and interpretations;
HI1.02 -
conduct organized research, using a wide variety of information sources;
HI3.02 -
use and accepted form of academic documentation effectively and correctly.
Ontario
Catholic School Graduate Expectations
CGE5g -
achieves excellence, originality and integrity in one’s own work and supports
these qualities in the work of others.
·
Students
review the requirements of writing a proper thesis essay.
·
Students
review the requirements of presenting an effective seminar.
·
The
teacher duplicates sufficient copies of the essay/seminar topics.
·
The
teacher reviews with class department guidelines for essay writing and seminar
presentations.
·
The
teacher books Library/Resource Centre time.
1. The teacher distributes the essay/seminar
topics for Units 5 and 6. (Appendix 5.1.1)
2. The teacher reviews with the class the due
dates for both the essay and seminar. Topics are limited to one per student.
3. The teacher reviews appropriate methods of
recording information and note taking.
4 The teacher helps students develop a
reasonable and manageable research question from the topics so that topic
expectations and time lines will be met.
5. The teacher reviews appropriate forms of
footnoting and bibliographic referencing.
6. The teacher re-examines the importance a good
thesis statement in predicting, directing, and controlling the content of the
essay. Thesis writing was introduced in Activity 1.6. A practice thesis writing
session is important. In order to reinforce this skill, the teacher should
present the students with specific passages from the text focusing on a
historical issue, and have the students write a thesis statement for each
issue. In groups of four to six, students could present, critique, and then
refine their thesis statements. The class could then come together and examine
each group’s statements collectively.
7. The teacher reviews language conventions
appropriate for essay writing. (Consult style guide/school policies)
8. The teacher reviews the school’s plagiarism
policy.
·
Teacher-or
peer-tutor assistance may be used in choosing and researching the essay topic.
·
Length
of written work may be altered for students with IEPs and or ESL/ELD students.
When students are writing essays allow for conferencing, outlines to point form
reviews, alternative and/or enriched work completion.
·
School
Library/Resource Centre and Public library
·
Internet
resources
Topics
that are italicised should be presented in Unit 5.
1. The Port Chicago Mutiny – Disloyal action or
a principled stand?
2. Hollywood goes to War – Do Hollywood movies
ultimately pay history a service or a disservice?
3. The Rosenbergs –Traitors or heroes?
4.
5. Executive Order 9066 – An outrageous form of
discrimination or a sensible military strategy?
6. “The problem with
7. Argue for or against the contention that
Joseph McCarthy, alone, should assume full responsibility for House Un-American
Activities Committee’s (HUAC’s) excesses.
8. Assess the American decision to become
involved in
9. Assess a Presidency from
10. “The 1960s: A turning point where history
that failed to turn.” Choose an organization e.g., the Black Panthers, the
Students for a Democratic Society (SDS), the Weathermen, the YIPPIES (Youth
International Party members), etc. and assess this group’s success in effecting
change in the
11. Examine the accuracy of a filmmaker in
interpreting a modern historical issue.
12. “Americans require an external villain to move
them beyond their isolationist tendencies.” Assess the accuracy of this
statement by examining the role of the demon/bogeyman in American history. Use
one of the following world figures, could be used as a basis of your
investigation: Noriega, Gadafi, Khomeini, Hussein, Castro, Allende, Ortega,
Aidid, Milosevic.
13. Choose an American industry and examine and
evaluate how this business has impacted American culture and American history.
14. “
15. Examine the two approaches to Civil Rights
embodied by Malcolm X and Martin Luther King and evaluate which approach seems
to have had a greater impact in the short and the long term.
16. Assess the impact that satirists and comedians
have had on the American consciousness.
17. “Music and sports were the most important
catalysts in breaking down the colour barrier in the
18. Support
or refute the contention of the Warren Commission that Lee Harvey Oswald acted
alone in the assassination of John Fitzgerald Kennedy.
19. Construct an argument regarding an issue or
event that has significantly altered or impacted the course of American women’s
history since World War II.
20. “The CIA (Central Intelligence Agency) is in
danger of destroying the very democracy it has been mandated to protect.”
Support or refute this statement by examining CIA activities in the last fifty
years.
21. “American cynicism regarding politics has its
roots in the Watergate Scandal.” Support or refute this statement.
22. Historically analyse the American prison population
with this question in mind: Does American justice serve the “American Dream”?
23. Choose an American author or artist and
evaluate their contribution to American society.
24. Evaluate American policy in regards to
communist China. Is this policy more of an example of pragmatism or a policy
that is hypocritical and inconsistent with its goal of the destruction of
communism abroad?
25. A topic of your choice. You require the
permission of the teacher.
Time: 180 minutes
Students
analyse the reasons why the United States enters the war, changing its policy
from isolationist to full participant. Included in the activity is an
opportunity to work on the skill of précis, allowing students to assume the
role of a bulletin writer for a media outlet or a scriptwriter for News of the
World.
CCV.03 -
demonstrate an understanding of the use and importance of chronology and cause
and effect in analysing the history of the United States;
COV.03 -
analyse the nature and scope of the interactions between the United States and
countries and communities beyond its borders;
CC1.01 -
describe the events that marked profound changes in American history;
CO3.01 -
demonstrate an understanding of the concept of Isolationism and Manifest
Destiny and the effect they had on American foreign policy.
Ontario
Catholic School Graduate Expectations
CGE7a -
acts morally and legally as a person formed in Catholic traditions;
CGE7b -
accepts accountability for one’s actions;
CGE7j -
contributes to the common good.
·
Detecting
bias in documents
·
The
skill of precise writing
·
Book
VCR to provide students with a video overview of WW II.
·
Review
the jigsaw group technique.
1. The teacher reviews the various reasons for
the rise of fascism, militarism, and authoritarianism in Europe and in South
East Asia in the inter-war period. The inability of the League of Nations to
act against aggressor nations and the policy of Appeasement will be examined.
Students will develop a timeline summarising the events of aggressor nations
and key players involved between 1931 and 1939 leading to the outbreak of World
War II.
2. Using the text and teacher assistance
students examines whether there was a crisis of conscience in American foreign
policy during the inter-war period. At any time did the United States draw back
from the role of the “Good Samaritan?” Students examines why the United States
failed to ratify the Treaty or Versailles and its impact on foreign policy
decisions in the 1920s and 1930s. Was the U.S. isolationist? Is it fair or
accurate to brand them ostriches? What were the reasons for the Disarmament
agreements and Neutrality Acts and were they consistent with, or contradictory
to, American interests at home and abroad.
3. The teacher and students examine, the
evolution of American policy after the outbreak of war. Some samples include
The Atlantic Charter, the Lend-Lease agreement, and FDR’s speech at
Charlottesville. (See Resources for more suggestions.)
4. After presenting the information noted above,
the teacher conducts a classroom discussion, “How Neutral was American
Neutrality?” Students speculate on why American attitudes were changing and
evolving from the Neutrality Acts of the 1930s to the oil embargo on Japan and
FDR’s speeches at Charlottesville and his “Arsenal of Democracy” Speech of
1940.
5. For extension, students could examine how
Japan extended its influence throughout South East Asia (see Resources). Did it
have the authority to do so? Was this given implicitly by The League of Nations
in 1931 with its appeasement of Japan over the Manchuko crisis? The teacher
might ask students to dig deeper to see whether the British influence of the
League of Nations on the crisis of 1931 was racially motivated. Were the
Chinese seen as equals and therefore worth risking lives over? If this attitude
was present, how Christian an act was it? The teacher may intervene to outline
how this incident and the Abyssinian Crisis of 1935 helped shape Hitler’s
European policy. Finally, did Japan’s annexationist policy threaten American
interests in China, the Philippines, and Indochina?
6. Students, using the text and other resources,
are given opportunities to assess the background causes and the impact of the
attack on Pearl Harbor. Continuing in their small focus groups, students will
examine two possibilities for the attack. Was Japan provoked? Did Pearl Harbor
represent the actions of a nation pushed to desperate means by the aggressive
policies of the United States in the Pacific? If so, in your estimation, were
Japan’s actions justified? Conversely was the attack an act of a nation bent on
regional domination? Could the answer lie somewhere in between? Or was the
Pearl Harbor attack allowed because of a secret military desire on the part of
some or all of the Administration to be involved in the War. Or was it simply a
question of incompetent military security, which aided and worsened the
destruction suffered there? Students select a representative from each table to
present their findings in brief. To complement the essay process, each student
is required to write a thesis statement and give four supporting pieces of
evidence in point form to support one of the positions above. This assignment
is to be handed in for assessment.
7. The teacher creates a list of major events
equal to the number of students in the class culminating in Pearl Harbor and
the surrender aboard the USS Missouri. Assign each student an event that he or
she will précis in the form of a wire service bulletin of no more than one
paragraph. The teacher collects and compiles the bulletins and produces a World
War II timeline/summary for each student.
8. As an alternative approach, the teacher could
organize students into groups of three or four and have them create an
audio-visual “News of the World.” The group would be responsible for creating a
script outlining the details of the historical event and then producing in
audio or audio-visual format a “News of the World” presentation, or, if AV
material is not available, a presentation could be substituted.
Note: Numbers refer to Teaching/Learning Strategies.
5 Formal assessment of thesis statement, using
a teacher-developed rubric.
6 The teacher creates a checklist for the oral
presentation. If a précis is used, the teacher creates a checklist to assess
its thoroughness. The checklist may include: succinctness, clarity, and
thoroughness.
·
Written
material may be altered for students with IEPs or ESL/ELD difficulties.
·
Scribing
or audio taping may be used with support of peer/teacher and/or special
education staff.
·
The
teacher or peer tutor assistance may be used in research.
·
Length
of written work may be altered for exceptional students with IEPs and for
ESL/ELD students.
Print
Hux,
Allan, F. Jarman, and B. Gleberzon. America: A History Toronto:
Globe/Modern, 1989.
Toland,
John. The Rising Sun New York: Random House, 1983.
Websites
Address
at Charlottesville – www.civnet.org/resources/teach/basic/part8/52.htm
Atlantic
Charter – www.yale.edu/lawweb/avalon/wwii/atlantic.htm
Lend-Lease
– www.ibiblio.org/pha/7-2-188/188-19.html
Pearl
Harbour – www.fordham.edu/halsall/mod/1941PEARL.html
Just War
Theory – www.mtholyoke.edu/acad/intrel/pol116/justwar.htm
History
Today – www.historytoday.com
Time: 240 minutes
Students examine
two of the most important moral and ethical issues of the war. Students study
the decision to drop the atomic bombs on Japan. Following this, students study
the principles established and the judgements made at Nuremberg. To conclude
the activity, students apply their knowledge in addressing the question, Should
President Truman and members of the Joint Chiefs also have been on trial at
Nuremberg? Students assess these decisions as they reflect Gospel teachings and
are encouraged to articulate their position in light of their developing moral
conscience.
CCV.03 -
demonstrate an understanding of the use and importance of chronology and cause
and effect;
CC1.01 -
describe events that have marked profound changes in American history.
Ontario
Catholic School Graduate Expectations
CGE1j -
recognises that sin, human weakness, conflict and forgiveness are part of the
human journey;
CGE2e -
uses and integrates Catholic faith tradition in the critical analysis of
technology;
CGE7b -
accepts accountability for one’s own actions.
·
An
understanding of Roberts Rules of Order and the debate format
·
An
understanding of the chronology of the war in the Pacific
·
Provide
students with information on the Manhattan Project.
·
Provide
students with an overview of the judgements made and principles established at
Nuremberg.
·
Provide
material on the differing points of view on the decision to drop the bombs.
1. Students a view film on the development and
use of the Atomic Bomb (refer to Resources for suggestions). Students assess
the pros and cons on its use and create a balance sheet of their findings.
Their balance sheet helps them develop a position with which they can engage in
a class debate.
2. Through the text and Internet, the students
familiarize themselves with the major judgements made and principles
established at Nuremberg.
3. The teacher divides the class appropriately,
and assigns each group a position, pro or con, for a debate of the question,
Should President Truman and members of the Joint Chiefs also have been on trial
at Nuremberg?
4. For extension, the students can examine
whether the decisions handed down at Nuremberg represent Old or New Testament
justice.
5. A second possibility could be: The teacher
displays a definition of revisionist history and has the students examine
whether the American public, or academic community, has attempted to rewrite or
alter its perception of the use of atomic weaponry.
Note: Numbers refer to the
Teaching/Learning Strategies.
1/3 Assess and evaluate the student’s debate.
·
For
those students for whom a debate is inappropriate in terms of their skills and
learning styles, alternative performance tasks will be necessary to demonstrate
the learning.
Print
Alperovitz,
Gar, The Decision to Use the Atomic Bomb. New York: Knopf, 1995.
Bird,
Kai, L. Lifschultz, Hiroshima’s Shadow: The Smithsonian Controversy, Stoney
Creek: The Pamphleteer’s Press, 1998.
Hux,
Allan, F. Jarman, B. Gleberzon. America: A History. Toronto:
Globe/Modern Curriculum Press, 1989.
Hersey,
John. Hiroshima. New York: Random House, 1996.
Lifton,
Robert Jay, Hiroshima in America. New York: Putnam, 1995.
Websites
Information
on Hiroshimawww.doug-long.com/index.htm
www.mtholyoke.edu/acad/intrel/hiroshim.htm
Information
on the Nuremberg Trialswww.ushmm.org
www.Yale.edu/lawweb/avalon.imt/imt.htm
Video
Judgement
at Nuremberg
The
World at War – Judgement B.B.C. 1985
Hiroshima:
Why the Bomb was Dropped ABC NEWS/Zenger media 1995 (800)421-4246
A
Crisis of Conscience
Time: 420 minutes
After
World War II, the world witnessed a steady disintegration in the relationship
between the United States and the Soviet Union. Different ideologies, different
economic, and different strategic needs produced a volatile climate. In the
five years proceeding the McCarthy hysteria in the early 1960s, Cuba became the
flashpoint of American fears of Soviet power. The Cuban Missile Crisis was the
closest that the world had ever come to nuclear war. This activity focuses on
understanding both how brinkmanship brought the world to the point of nuclear
war, and how the principals involved, ultimately acted for the common good.
While war was averted in the Western hemisphere, America would become deeply
embroiled in a conflict in southeast Asia. The war would test not only
COV.03 -
analyse the nature and scope of the interactions between the
CHV.01 - describe
the influence of key individuals and groups in the development of social and
political identity;
CH1.02 -
describe the ideologies of and roles played by faction in American history;
CO2.03 -
describe the conflicts and compromises between the
CGE1d -
develops and attitudes and values founded on Catholic social teaching to
promote social responsibility, human solidarity, and the common good;
CGE3b -
creates, adapts and evaluates new ideas in light of the common good.
·
An
understanding of the origins of the Cold War
·
An
understanding of telejournalistic format such as The Fifth Estate, W5, 60
Minutes
·
An
understanding of role playing
·
The
teacher provides a list and background information of characters that students
will role play. (See Teaching/Learning Strategies 2).
·
The
teacher provides a synopsis of the Cold War and an overview of Cuban Missile
Crisis.
·
The
teacher reserves appropriate audio-visual equipment.
Due to
time constraints teachers may wish to use one of the following approaches to
this activity:
a) Divide the class in two and have Group A work
on the Cuban Missile Crisis exercise and Group B work on the Vietnam War
exercise;
b) Have the class cover the Cuban Missile Crisis
using movie and textbook activities, and complete and present the Vietnam War
exercise;
c) Reverse the approach taken in (b).
A. Cuban Missile Exercise
1. The teacher poses the question, Was President
John Kennedy justified in running the risk of causing a nuclear war in order to
stop the Soviets from arming
2. When the students have familiarized
themselves with the background information on the Cuban Missile crisis they
will choose a character from the list provided by the teacher. The Cuban
Missile Crisis News Conference lends itself to four separate roles.
Politicians and Military Leaders: American, Canadian, Soviet and Cuban
John Kennedy, Robert Kennedy, Robert McNamara, Dean Rusk, Gen. Curtis Lemay,
Gen. Maxwell Taylor, Adlai Stevenson, Fidel Castro, Nikita Khruschev, Andrei
Gromyko, John Diefenbaker, Head of KGB.
News reporters and social scientists: Walter Cronkite, etc.
The spiritual community: Martin Luther King, The Pope, M.
Ghandi, Cardinal Spellman, Rabbi Gunther Plaut, etc.
American and Cuban citizens: a school teacher in the
Theme questions for role playing may include: Why are the Soviets Arming
Cuba? Why are Cubans threatened by the
3. Students break up into three groups based on
roles and develop their character.
4. At this stage the class develops a
cooperative learning atmosphere. The teacher assigns a number of players in
role to each telejournalist/reporter (TR). The TR in cooperation with the
assigned actors develop a specific set of questions, based on their research.
This will help their role play.
5. Each player should develop approximately two
minutes of dialogue based on their particular questions. The students playing
TRs are not limited, to but guided by these questions. The social scientists
choose to examine and report on one of the following a) the short and long term
consequences of the crisis, b) the legacy, c) the present day relations with
Cuba.
6. The role-playing presentation is fashioned
from this exchange of ideas, and should be done on videotape to allow for
continuity. Students are reminded to dress in role. The teacher chooses the
order of the presenters. If taping is not feasible then the teacher may arrange
the class in a theatre of the round with the TRs and the social scientists in
the centre for a live news conference.
7. The teacher presents tape presentation to
class and extends discussion on the legacy.
B. Vietnam War Exercise
1. The
teacher reviews Eisenhower’s Domino Theory with the class
2. The
teacher provides an overview of the
3. The
teacher divides class into the small group setting. Half of the groups are
assigned topics that focus on the military aspect of the war. They research and
present their findings in jigsaw fashion. Topics include: the Gulf of Tonkin
Resolution; President Johnson’s Escalation of the war and Selective Service;
the Tet Offensive; My Lai; Vietnamisation; The Christmas Bombing, etc. After
covering the military aspect of the war, students turn their attention to the
“War at Home.”
4. The remaining half of the groups are assigned
topics that focus on the domestic front of the war. They research and present
their findings in jigsaw fashion. Topics could include: the SDS; “Draft
dodgers”; Deserters; Vietnam Veterans against the War, e.g., Ron Kovacs;
Protest in Song, e.g., Country Joe and the Fish; the Catonsville Nine; the
Chicago Riots and the Democratic Party Convention of 1968, etc.
5. Once the jigsaw presentations have been
completed, students should have an understanding of the profound differences of
opinion that divided Americans on the war. This moral and ethical dilemma was
not only played out on the streets and campuses of the
Note: Number refers to the
Teaching/Learning Strategy.
3 The teacher develops a rubric to assess the
role-playing exercise.
·
Allow
ESL/ELD students and/or other students with oral communication difficulties to
be telejournalists with fixed questions, if this allows for success.
·
Students
who are unable to present in front of large groups or classes may present their
dialogue alone, or to small group, or present a taped copy of their role to the
teacher and/or class.
Print
Conlin,
Joseph. The Troubles.
Fursenko,
Aleksandr and Naftali, Timothy. One Hell of a Gamble.
Gettleman,
M. et al. ed Vietnam and America.
Hux,
Allan, F. Jarman, and B. Gleberzon.
Inglis,
Fred. The Cruel Peace. Everyday Life and the Cold War.
Kennedy,
Robert. 13 Days.
McMaster,
H.R. Dereliction of Duty.
Newman,
John. JFK and
Russell,
Bertrand. War Crimes in
Websites
–
http://library.advanced.org/11046/
Information on the Cuban Missile Crisis –
www.mtholyoke.edu/acad/intrel/cuba.htm
Information on
Information
on
http://lists.village.virginia.edu/sisties/HTML_docs/VNG_News_5&1_4.html
http://vassun.vassar.edu/~vietnam/
www.askasia.org/frclasrm/readings/r000189.htm
www.catholicworker.org/dorothyday/daytext.cfm?TextID=250&SearchTerm=spellman,FrancisCardinal
www.charm.net/%7Emarc/chronicle/berrigan.html
www.mosquitonet.com/~prewett/spell293300.html
www.mtholyoke.edu/acad/intrel/vietnam.htm
www.uscatholic.org/1996/08/berrigan.html
Time: 120 minutes
In the
second half of the Twentieth Century, we see the
Overall
Expectations
COV.03 -
analyse the nature and scope of the interactions between the
CHV.03 -
assess the influence of key individuals and groups who helped bring the
Specific
Expectations
CO3.02 -
analyse the role of the United States in international affairs since 1945
(e.g., Cold War, Space Race, Gulf War, financial crises and the International Monetary
Fund, diplomatic brokering in the Balkans and the Middle East, lobbying for
human rights);
CO3.03 -
assess the factors (e.g., geographic, ideological, demographic, economic) that
have contributed to the
CH3.01 -
analyse the ways in which American culture has been spread worldwide (e.g.,
through
CH3.02 -
assess the impact of American culture in a variety of countries and communities
(e.g. on language and attitude, democracy, human rights, individualism);
CH3.03 - describe the roles played
by individuals and groups in the spread of American culture internationally
(e.g., jazz musicians, the beat poets, Disney corporation, National Football
League, McDonald’s).
Ontario
Catholic Schools Graduate Expectations
CGE 2a -
listens actively and critically to understand and learn in light of gospel
values;
CGE 3d -
makes decisions in light of gospel values with an informed moral conscience;
CGE 7f -
respects and affirms the diversity and interdependence of the world’s peoples
and cultures.
·
An
understanding of bias in the media
·
An
understanding of the structure of the multinational corporation
·
The
teacher books the VCR and computer lab.
·
The
teacher makes available profiles of multinational corporations based in the
·
The
teacher pre-selects global newspapers to ensure they contain the necessary
sections to complete Media Analysis assignment.
1. The teacher develops a brief overview of
Perestroika and the collapse of the
2. The teacher identifies the meaning and the
role of transnational corporations, the World Bank, the International Monetary
Fund (IMF), the Trilateral Commission, and the General Agreement in Tariffs and
Trades (GATT).
3. With the guidance of the teacher, students create
a list of multinational corporations that operate in
4. As an extension exercise, the teacher shows a
documentary that explores the impact of corporate
5. To further help students understand and
assess the impact of American business media on the world, students examine a
selection of newspapers from around the world that can be accessed through the
Internet (see Resources). The teacher pre-select at least four newspapers from
|
Newspaper
Title: Location: Date: |
Summary of the issue |
Evidence of multinational
influence |
Possible impact on indigenous
culture |
|
Possible
categories could include: Editorials; Business and Economy; Arts and Culture;
Politics; Sports; Advertisements |
|
|
|
6. After completing the chart, students are to
answer the question, “Evaluate the argument that posits world culture as
actually American culture.” Students are to answer this question in a 250-word
response. A rubric designed to assess short essays could be used.
Note: Numbers refer to the
Teaching/Learning Strategies.
1 Roving conference to ensure that all
students are on task and help with their concerns
2/3/4/5 The teacher evaluates individual newspaper
assignments
·
Refer
to exceptional students IEPs on an ongoing basis to ensure students’ needs are
being met.
·
Assign
a scribe to take notes for special needs students, if such accommodation is
specified in student’s IEP.
·
ESL
students who do not watch English language TV can view heritage language
programming presented in their language.
Video
Mickey
Mouse Goes to
Books/Articles
Ambrose,
S. Rise To Globalism: American Foreign Policy Since 1938.
Catechism
of the Catholic Church*
Cussanovich,
A., Religious Life and the Poor, Maryknoll: Orbis Books, 1979.
Guttierrez,
G. The Power of the Poor, Maryknoll: Orbis Books, 1983.
McGinnis,
J.B. Bread and Justice: Toward a New International Economic Order. NY:
Paulist Press, 1979.
Pope
Paul VI, Pastoral Constitution, Gaudium et Spes.
Papal
Encyclical. Laborem Exercens (The Priority of Labour over Capital)*
Pope
John Paul II, Catholic Teaching on Human Rights and Development, On Social
Concern. Sollicitudo Rei Socialis. *
*These
resources can be found at: http://www.christusrex.org/www1/CDHN/commune.html
Websites
News
Time: 300 minutes
Up to this
activity we have examined how the
COV.01 -
demonstrate an understanding of the interactions of diverse groups and
communities in the
CCV.01 -
demonstrate an understanding of the historical process of change in the context
of the development of American history;
SEV.02 -
demonstrate an understanding of the effect on the development of American
society and daily life of social and technological changes;
CO1.03 -
demonstrate an understanding of the experience of African Americans to the
present time, particularly in connection with slavery, emancipation, and the
Civil Rights movement;
CC1.02 -
describe the effects of change on the American people and society;
SE1.03 -
analyse the changing roles played by minority groups in the development of
American society;
SE1.04 -
demonstrate an understanding of the changing roles played by women in the
development of American society.
Ontario
Catholic Schools Graduate Expectations
CGE 2a -
listens actively and critically to understand and learn in light of Gospel
value;
CGE 3d -
makes decisions in light of Gospel values with an informed moral conscience.
·
A
working understanding of the jigsaw model
·
An
understanding of cooperative learning
·
An
understanding of the differences between documentaries and
1. The teacher addresses the issue of bias and
prejudice within the human experience. Students will have the opportunity to
identify their own biases and their origins and evaluate them in light of our
calling to create a just and compassionate society rooted in Gospel values.
Students consider their prejudices and determine how they can be rectified so
they can live out their faith in a changing society.
2. The teacher reviews the status of inequality
in the
3. The teacher conducts a discussion on
4. The teacher divides the class into four
groups of six students. The teacher selects for each group a constituency from
those identified above.
5. Students
read, view, and analyse the history of the struggle for equal rights since
1950. The teacher creates a generic questionnaire to guide the students through
their investigation. Each group is responsible for three tasks. The first will
be to summarize the struggle of their constituency for equal rights in the
Twentieth Century. The summary should be no more than two pages. The second
task is to view a
6. After the jigsaw exercise has been completed,
the teacher debriefs the class using the question, “Has Hollywood helped or
hindered the struggle for equal rights in the
Note: Numbers refer to the
Teaching/Learning Strategies.
5/6 The teacher assesses individual and group work
to ensure accuracy and completeness. Teachers may develop a group work
checklist.
5/6 The teacher assesses group findings during the
jigsaw exercise.
Students with
writing difficulties may benefit from teacher assistance in organizing
information.
Gifted
student may evaluate alternate media, such as the Internet, to discern American
influence.
Print
Alexander,
Ken and Avis Glaze. Towards Freedom.
Branch,
T. Parting the Waters (
Brown,
Dee. Bury My Heart at
Davis,
Natalie Zemon. Slaves on Screen.
Miller,
B. Returning to
Morgan,
Robin. The Anatomy of Freedom.
Nash,
Peck,
A. Uncovering the Sixties.
Sowell
Thomas. Race and Culture.
Zinn,
Howard. A Peoples’ History of the
Sollicitudo
Rei Socialis (On Social Concerns). Papal Encyclical
Websites
www.brothermalcolm.net/
www.aclu.org/
www.naacp.org/
www.stanford.edu/group/king/
www.kn.pacbell.com/wired/BHM/little_rock/
www.feminist.org/
http://scriptorium.lib.duke.edu/wlm/
http://usinfo.state.gov/usa/womrts/links/htm
www.columbia.edu/cu/libraries/events/sw25/
Time: 60 minutes
The
culminating task for this unit is the writing of a test. The test should be
helpful for examination preparation. This should be drawn from the breadth of
material covered in this unit.
HIV.03 -
critically analyse historical evidence, events and interpretations;
HI4.02 -
use a variety of time-management strategies effectively.
CGE4f -
applies effective communication, decision-making, problem-solving, time, and
resource management skills.
·
A
solid foundation in historical literacy
·
Study
and time management skills
·
The
teacher should review student learning types and develop questions that address
the majority of these learning types.
·
The
teacher review specific types of examination questions outcomes. Historical
literacy should be the central focus of the test and it should be developed in
light of recommendations made within The Ontario Curriculum Grades 9
to 12: Program Planning and Assessment document
·
Consultation
with colleagues beyond the discipline will allow the development of broadly
applicable skills.
Test
should cover all four learning categories.
·
ESL
students may need extra time to complete the test and this should be provided
·
Students
with learning difficulties may benefit from having extra help or extra time.
McTighe
and Wiggins (1999). The Understanding by Design Handbook.
Unit 6: An Examination of the Great Society in the Twentieth Century:
1900 – 2000
Time: 17 hours
The
20th Century belonged to the
This
addendum is to be used by teachers as a guideline for the seminar presentations
and the formal essay. The seminar presentation will be a defence of the
student’s thesis presented in the formal essay. The seminar and essay topics
are found in Appendix 5.1.1.
|
Activity |
Time |
Expectations |
Assessment |
Task |
|
6.1 Twentieth-Century
Issues: An Overview |
180 min |
HIV.01,
HI1.03, CGE2a |
Knowledge/
Understanding |
Teacher
lecture |
|
6.2
Seminar Presentations |
660 min |
CCV.01,
CC1.02, CC2.03, SEV.01, SEV.02, CHV.01, CH1.03, CH1.01, CH3.03, SE1.03, SE3.03,
HIV.01, HIV.02, HIV.03, HI1.01, HI1.02, HI2.01, HI2.03, HI2.05, HI3.01,
HI3.03, CGE2d, CGE2e |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Culminating
Activity Tutorial presentations and defence |
|
6.3
Finale |
180 min |
HIV.02,
HI2.02, HI2.03, CGE3e |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Closing
Activity Summary reading and classroom discussion in response to the
activity’s summary question |
Time: 3 hours
This
lesson is a teacher lecture. It will focus on the cultural, social, political,
and economic themes in twentieth-century American history with a special
emphasis on themes of the second half of the century. Special emphasis will be
placed on evaluating these themes in light of the Gospel values.
HIV.01 -
demonstrate an understanding of the historians’ methods of locating, gathering
research materials;
HI1.03 -
organize research findings, using a wide variety of methods and forms such as
notetaking.
CGE2a -
listens actively and critically to understand and learn in light of the Gospel
values.
Students
are to use their note-taking skills.
·
The
teacher composes two lectures, which will cover the cultural, social, political
and economic themes in twentieth-century American history with a special
emphasis on themes of the second half of the century. Examples could include:
urbanisation and economic prosperity; from segregation to the Civil Rights
movement; the women’s movement from suffragette to feminism; the Melting Pot;
music and its influence on social mores; Hollywood and its impact on American
values and consciousness; youthquake; the impact of sports on the American
psyche; social welfare and class consciousness in the United States; the labour
movement and the role of unions, etc.
The
teacher reviews note-taking techniques.
The
teacher may check students’ notes for completion.
·
Students
with scripting problems are given a copy of lecture notes.
Print
Hux,
Allan, F. Jarman, and B. Gleberzon.
Teacher-generated
resources.
Time: 660 minutes
The
students will develop their skills in producing a thesis-based research paper
of approximately 1,000 words from a series of selected topics outlined in the
first activity of Unit 5. These topics are derived from material in Units 5 and
6 with Unit 6 themes given more emphasis. Students are to follow all the proper
conventions of research and documentation. While writing their paper students
will present and defend their essay’s thesis in a thirty-minute tutorial.
Feedback from peers and the teacher in oral and written from will assist the
presenter in completing their research paper.
CCV.01 -
demonstrate an understanding of the historical process of change in the context
of American history;
CC1.02 -
describe the effects of change on the American people and society;
CC2.03 -
describe the ongoing influence of American beliefs and myths on the history and
society of the
SEV.01 -
demonstrate an understanding of the effect on the development of American
society and daily life of social and technological changes;
SEV.02 - demonstrate
an understanding of American economic development;
CHV.01 -
describe the influence of key individuals and groups in the development of
American social and political identity;
CH1.03 -
evaluate the ideas and influence of American social, economic, and political
thinkers;
CH1.01 -
demonstrate an understanding of the importance of individuals and groups who
have taken leadership roles in American politics and society;
CH3.03 -
describe the roles played by individuals and groups in the spread of American
culture internationally;
SE1.03 -
analyse the changing roles played by minority groups in the development of
American society;
SE3.03 -
assess the effectiveness of the constitutional protection of individual rights
by analysing key constitutional and legal issues;
HI2.01 -
demonstrate an ability to distinguish bias, prejudice, stereotyping or a lack
of substantiation in statements, arguments, and opinions;
HI2.05 -
demonstrate an ability to develop a cogent thesis substantiated by effective
research;
HI3.03 -
express ideas, opinions, and conclusions clearly, articulately, and in a manner
that respects the opinions of others.
CGE2d -
write and speak fluently in one or both of
CGE2e -
uses and integrates the Catholic faith tradition, in the critical analysis of
the Arts, media, technology and information systems to enhance the quality of
life.
Students
review the requirements of writing a proper thesis driven, evidence based,
essay.
Students
review the requirements of presenting an effective seminar.
1. The
teacher reviews with the class the department guidelines for essay writing and
seminar presentations.
2. The
teacher establishes deadlines for topic choice, and interview process, for
students’ seminars presentations and for essay submissions.
3. The
teacher produces the evaluation criteria and distribute to students in advance
of submissions.
4. The teacher outlines the expectations and
format for a successful seminar presentation, which should include:
a) an outline of thesis and documentary evidence to be handed out to the class at least one day in advance of the presentation;
b) an oral presentation that should not exceed ten minutes;
c) a student-centred discussion on the strengths and weaknesses of the dissertation exceeding no more than twenty minutes;
d) teacher assignment of one student per presentation to begin the student-centred discussion outlined in (c) above, This means that each student delivers his or her own thesis defence and is the discussion moderator of a peer’s seminar. The student moderator introduces the seminar presenter and the topic and initiates and leads the discussion by asking the first question after the thesis has been presented. The moderator also is responsible for recognising questions, keeping time, and ensuring that decorum is maintained throughout the discussion;
e) peer evaluation from the participants regarding the strengths and weaknesses of the presentation, to be submitted to the teacher no later than one day after the seminar;
f) presenter submits a self-assessment upon completion.
Note: Numbers refer to the
Teaching/Learning Strategies.
3 The teacher uses a rubric for essay
evaluation.
4 The teacher uses a rubric for seminar
evaluation.
4 The teacher and students create seminar peer
and self-assessment rubrics.
Students
who have difficulty presenting in front of large audiences may present their
seminars to the teacher or present a taped copy of their seminars to the
teacher and/or class.
Library/Resource
Centre and Internet resources.
Essay and
Seminar style guides, e.g., Kate Turabian’s style guide.
Note
to the teacher: The
student’s seminar/thesis defence is an individual task on a staggered basis. It
is recommended that some seminars be presented in Unit 5 and most in Unit 6.
The timetables should be tailored to meet each student’s needs. We recommend
that topics be handed out in advance of Unit 5 and that step 3 of the process
is set nine days in advance of each student’s seminar/thesis defence
presentation day. Due dates will vary. It is incumbent upon the teacher to
ensure that each student is given the same number of days to complete the
process.
|
1. Essay topics distributed |
To be
distributed no later than the beginning of Unit 5. |
||
|
2. Library/Resource Centre Research Periods |
Teacher’s
Discretion |
||
|
3. Bibliography and Topic |
Day 1 |
||
|
4. Submission of Hypothesis (One Sentence) |
Day 3 |
||
|
5. Submission of Outline (Point Form) |
Day 6 |
||
|
6. Submission of Introduction/Seminar
Presentation/Thesis Defence |
Day 9 |
||
|
7. Submission of Body of Essay (Full
Sentences) |
Day 12 |
||
|
8. Submission of Conclusion (Full Sentences) |
Day 15 |
||
|
9. Submission of Rough Draft |
Day 18 |
||
|
Submission
of Formal Paper |
Day 20 |
||
|
|
|||
Time: 180 minutes
In this
course concluding exercise, students will read the story, such as: “John Wayne
Must Die”. This reading will be used to stimulate
a discussion on whether present day
HIV.02 -
critically analyse historical evidence, events, and interpretations.
HI2.02 -
compare key interpretations of American history.
HI2.03 -
identify and describe relationships and connections in the data studied.
CGE3e -
adopts a holistic approach to life by integrating learning from various subject
areas and experience.
·
A
synthesis of the semester’s/year’s learning.
·
The
teacher accesses Sixties Project website listed in resources and provide
students with copies of Robert Flynn’s John Wayne Must Die or similar material.
1. Assign the reading as homework.
2. In class the teacher is to have students
identify the bias of the author.
3. Students are to identify the values and
beliefs attributed to John Wayne.
4. Students are to suggest reasons why the
author believes that “John Wayne Must Die”.
5. A classroom discussion is to take place,
having students use their knowledge of American history to determine if the
author has identified those values which have either made
Note: Number refers to the
Teaching/Learning Strategy.
3 Teachers will have the option to develop
alternative approaches for students to demonstrate that they have achieved
mastery of the learning expectations.
·
Exceptional
students may need additional time, access to such support materials as a
computer, or other alternative approaches in order to have every opportunity to
demonstrate their learning. IEPs will provide direction.
Flynn,
Robert. “John Wayne Must Die”
http://lists.village.virginia.edu/sixties/HTML_docs/Texts/Narrative/Flynn_John_Wayne.html
Course
Overview | Unit 1 | Course Profiles Main
Menu