History Labs: High Quality Assessments that Engage Students in History Content and Historical Thinking Skills

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1 History Labs: High Quality Assessments that Engage Students in History Content and Historical Thinking Skills Tiffany Houle Paul Kitchen We d like to continue this conversation. Please contact us.

History, Government, & Social Studies State Standards Recommended Resources http://sheg.stanford.edu/rlh http://www.teachingchannel.

2 History, Government, & Social Studies State Standards Recommended Resources

Name Period 1 2 3 4 5 6 7 8 What problem needs the U.S. s attention? Context: Roosevelt delivered this speech 11 months before the United States declared war on Japan.

eastern hemisphere. In the second half of the speech, Roosevelt listed the benefits of democracy, which include economic opportunity and employment. In the lead-up to the U.S.

3 Name Period What problem needs the U.S. s attention? Context: Roosevelt delivered this speech 11 months before the United States declared war on Japan. The State of the Union Address was largely about the national security of the United States and the threat to other democracies from world war that was being waged across the continents in the eastern hemisphere. In the second half of the speech, Roosevelt listed the benefits of democracy, which include economic opportunity and employment. In the lead-up to the U.S. s entry into WW II, there was an enhanced awareness in the black community of the hypocrisy of defending America against Nazi racism while allowing discrimination in all sectors of life and business to exist in America. Four months after Roosevelt s State of the Union Address, Randolph threatened a thundering march on Washington of 150,000 blacks to pressure the U.S. government into desegregating the armed forces and providing fair working opportunities for African Americans. Document 1 Annual Message to Congress on the State of the Union President Franklin D. Roosevelt January 1941 In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms. The first is freedom of speech and expression-- everywhere in the world. The second is freedom of every person to worship God in his own way--everywhere in the world. The third is freedom from want--which, translated into universal terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants-everywhere in the world. The fourth is freedom from fear--which, translated into world terms, means a worldwide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighbor--anywhere in the world... Document 2 Pamphlet A. Philip Randolph May 1941 Dear fellow Negro Americans, be not dismayed by these terrible times. You possess power, great power. Our problem is to harness and hitch it up for action on the broadest, daring and most gigantic scale. In this period of power politics, nothing counts but pressure, more pressure, and still more pressure, through the tactic and strategy of broad, organized, aggressive mass action behind the vital and important issues of the Negro. To this end, we propose that ten thousand Negroes MARCH ON WASHINGTON FOR JOBS IN NATIONAL DEFENSE AND EQUAL INTEGRATION IN THE FIGHTING FORCES OF THE UNITED STATES. An all-out thundering march on Washington, ending in a monster and huge demonstration at Lincoln s Monument will shake up white America. It will shake up official Washington. It will give encouragement to our white friends to fight all the harder by our side, with us, for our righteous cause. It will gain respect for the Negro people. It will create a new sense of self-respect among Negroes. But what of national unity? We believe in national unity which recognizes equal opportunity of black and white citizens to jobs in national defense and the armed forces, and in all other institutions and endeavors in America. We condemn all dictatorships, Fascist, Nazi and Communist. We are loyal, patriotic Americans all. But if American democracy will not defend its defenders; if American democracy will not protect its protectors; if American democracy will not give jobs to its toilers because of race or color; if American democracy will not insure equality of opportunity, freedom and justice to its citizens, black and white, it is a hollow mockery and belies the principles for which it is supposed to stand... Today we call on President Roosevelt, a great humanitarian and idealist, to... free American Negro citizens of the stigma, humiliation and insult of discrimination and Jim-Crowism in Government departments and national defense. The Federal Government cannot with clear conscience call upon private industry and labor unions to abolish discrimination based on race and color as long as it practices discrimination itself against Negro Americans.

4 Sourcing: Who produced this? Document 1 Document 2 Who produced this? What is the author s perspective (previous experience)? What is the author s perspective (previous experience)? When was it written? When was it written? Why was it written (bias)? Why was it written (bias)? Who was his intended audience? How do you know? Who was his intended audience? How do you know? Contextualizing: Document 1 Document 2 How might the context affect the content of this document? How might the context affect the content of this document? Corroborating: (Complete sentences required) Document 1 Introduce the document to someone who hasn t read it (use perspective, bias, and/or intended audience). What problem needs the U.S. s attention? Cite paragraph number What is Roosevelt s proposed solution? Cite paragraph number(s) Document 2 Introduce the document to someone who hasn t read it (use perspective, bias, and/or intended audience). What problem needs the U.S. s attention? Cite paragraph number What is Randolph s proposed solution? Cite paragraph number(s) Both Documents These men live at the same time and in the same country. Why don t they think the U.S. needs to focus on the same problem? Be specific.

5 U.S. History II CELEBRATION OF KNOWLEDGE ( ) Part I: Sourcing Directions: Choose any two of the homework documents from this unit (docs 3-9) and complete the table below. Be specific. (20 pts) Intended Audience (To whom is the author writing?) Perspective (What is the author s experience prior to the document?) Document # Document # Part II: Contextualization Directions: All of these events occurred between the years however; one event in each group does not fit with the other events (think about themes). Circle the event that does not fit in each group. (15 pts) Vietnamization Pentagon Papers Fall of Saigon First Earth Day Name Period Group 1 Group 2 Group 3 Kent State shootings Apollo 17 Jackson State killings Saturday Night Live The Church Committee American Top 40 Cambodian campaign Sesame Street Directions: Choose one of the above groups of events. Using one of the five state social studies standards, explain how the three events that are not circled are related to each other. Be specific. At least 4 sentences required. (20 pts) Directions: Write each term under the correct theme below. Each term will only be used once and each theme will have four terms. (20 pts) Terms Southern Strategy Realpolitik Paris Peace Accords Environmental Protection Agency OPEC oil embargo New Federalism Détente Family Assistance Plan Themes Nixon - Domestic Nixon - Foreign

6 Directions: Place the events in chronological order in each group by writing a number (1-3) on each line. (15 pts) Group 1 Group 2 Group 3 The Twenty-sixth Amendment passed A group of Native Americans occupied Alcatraz Island The House Judiciary Committee voted to impeach President Nixon The Stonewall riots The Delano Grape Strike ends Kent State shootings SALT I Treaty 1972 Nixon visit to China Fall of Saigon Directions: Using one of the five state social studies standards, explain how all three of the events in one of the above groups are related to each other. Be specific. At least 4 sentences required. (20 pts) Part III: Corroboration Directions: Use those documents to complete the work below. (20 pts) Document 3 What is the author s claim? What 3 pieces of evidence does the author use to prove his point? Document 5 List 3 important things the author said Document 4 What is the author s claim? What 3 pieces of evidence does the author use to prove his point? Document 6 List 3 important things the author said Documents 7-9. List 6 relevant events from the timeline beginning with 17 May May 1973 Directions: Select and circle one set of documents. Cite all of the documents your circled while answering the prompt. Include information about author s perspective and intended audience for all documents. Write your answer on a separate sheet of paper. At least 8 sentences required. Be specific. (20 pts) Documents 3-4 Documents 5-6 Documents 6-9 What should the U.S. do about its involvement in Vietnam? Should the Watergate Special Prosecutor seek an indictment of the Richard Nixon? Should Nixon have been forgiven for lying to the public?

2. In 1973, the OPEC nations cut off their supply of to the United States. A. grain C. money B. oil D. consumer goods

2. In 1973, the OPEC nations cut off their supply of to the United States. A. grain C. money B. oil D. consumer goods Name: Date: Choose the letter of the best answer. 1. President Nixon adopted a policy known as in order to reduce the size and power of the federal government. A. détente C. New Federalism B. Stagflation