Category Archives: US History

06.06.13
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USH June 6 and 7

Learning Target Essential Question: Is government secrecy necessary for the public? Should whistleblowers and government transparency be encouraged or prevented? Does the 1st Amendment Free Speech protect whistleblowers? Agenda (85 Minutes)

Extension

 

06.04.13
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USH June 4/ June 5

Learning Target: EQ- Do the actions of Whistleblowers help or hurt society?

Should Richard Nixon be prosecuted for obstruction of Justice?

Use your prior knowledge and multimedia resources to develop evidence and analysis to answer the essential question

Agenda

Extension

  • Blowing the Whistle Narrative Writing (If time)

Finals June 12-14

Resources

 

 

 

05.31.13
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USH May 31 / June 3

Learning Target: EQ- Do the actions of Whistleblowers help or hurt society? How was Daniel Ellsberg a Whistleblower. Use your prior knowledge and multimedia resources to develop evidence and analysis to answer the essential question

Agenda (85 Min Period)

(1 Min) Announcements and Expectations: Remind students that i am attending saturday school. Please advise them to work with me to get support this saturday! Cell phones should be put away and only used under instructor permission to use them.

( 4 Min) Warm-Up: Silent Journal or Partner Discussion. Tell the class that a “whistleblower” is someone who uncovers and publicly raises concerns about misconduct or wrongdoings from within an organization. Have them refresh their memory by identify how Daniel Ellsberg Was a Whistle Blower. Remind students that we explored Daniel Ellsberg and the Pentagon papers in 2 previous classes through the reception tea party and trial last class.

( 40 + Min extend as needed) Review Daniel Ellsberg Whistle Blowing of the Vietnam War

  • Explain that you are going to show the class a series of brief video clips that tell the story of a whistleblower named Daniel Ellsberg, who leaked top secret government documents to the press during the Vietnam War in order to show how U.S. presidents had misled the American public about their intentions for the war. (This is all review)

  • Distribute the Whistleblowers handout. Then, ask the students to note details about Ellsberg’s story in the first three rows of the second column of the handout as they watch the clips. Explain that Daniel Ellsberg specialized in crisis decision-making and the command control of nuclear weapons. He worked for the RAND Corporation, which provided strategic information and analysis to key U.S. military decision-makers, such as Robert McNamara, who was then secretary of defense. Show the class the Vietnam War map (or google) and let students know that it depicts Southeast Asia during the Vietnam War in the 1960s and early 1970s. Point out the location of the Gulf of Tonkin and show Clip 1. (This is all review)

  • Clip 1: “Gulf of Tonkin Incident” (length 2:53) The clip begins at 2:24 with an aerial shot of the Pentagon and ends at 5:17 when Ellsberg says, “. . . including me.”

  • Next, explain that three years after the Gulf of Tonkin incident, Secretary of Defense Robert McNamara asked the RAND Corporation to put together a full history of U.S. decision-making on Vietnam from the early 1940s through March 1968. Thirty-six men, including Daniel Ellsberg, worked on the project. Then, show Clips 2 and 3. (This is all Review)

  • Clip 2: “What Ellsberg Learned From the Pentagon Papers” (length 1:46) The clip begins at 30:41 with the narration “In August of 1969 . . .” and ends at 32:27, when Ellsberg says, “. . . with no end in sight.”

  • Clip 3: “Willing to Risk Prosecution” (length 2:44)The clip begins at 40:51 with the narration “Keeping silent in public . . .” It ends at 43:35, when Ellsberg says, “. . . and headed home.”

  • After watching Clip 3, review the content provided in the fourth and fifth rows of the second column of the handout.

  • You can hold a whole class, small group, or silent journal: Do students think that Ellsberg did the right thing by leaking top secret government documents to the public? Why or why not?

(Remaining Time) The second part of class you can choose your own adventure.

Option #1: The B-61 Computer Lab is reserved or allow cellphone use and stay in the classroom, students who do not have cell phones can use one the three computers available in the room.

  • Have students form pairs. Ask each pair to refer to POV’s Whistleblower Timeline or use their amazing google research powers and choose a “present-day” whistleblower to study (2000-present). Partners should then work together to complete the third column of the handout with information about this person. Pairs should refer to the timeline and research additional reference materials as needed. Ask students then to complete the handout Analysis and Application questions individually.

  • POV Whistleblower TImeline An Interactive Timeline of WhistleBlowers http://www.pbs.org/pov/mostdangerousman/photo_gallery_whistleblowers.php#.UafM6tK3_To

  • All links to support students with this will be posted to my website. If i can make enough copies in time, I will also provide printed copies of modern day whistleblowers

  • This is HW is not completed

Options #2: Have students stay in the classroom and write narratives about a time they were whistleblowers.

  • Use the Blowing the Whistle Personal Narrative Writing Quotes to spark interest

  • The Assignment is described on the back

  • There are exemplars and checklists for students who want this scaffolding and modeling. I find that grouping students into a writers workshop helps some students get started. For those who do not want this extra support they can feel free to start writing.

  • A Rough Draft is homework is not completed

05.30.13
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USH May 29 and May 30

Learning Target:

 The following mock trial provides students with an open-ended critical thinking exercise—if the Nixon administration had acted within the law and if the case had continued, given the legal issues involved and the evidence available, how might the trial have been decided: guilty or innocent?

What kind of legal precedent might have been established that would have bearing on whistle-blowing, government deceit, or acts of conscience taken by individuals and/or groups to attempt to make the U.S. government actions transparent?

Agenda 70 Minutes

Step 1: Read and Mark up the Case Summary (10)

Step 2: Get into your group of 6. Divide into Roles ( 2 US Attorneys, Two Attorneys for Daniel Ellsberg, and Two Judges

Step 3: Trial Preparation (15 Minutes)

Work with your assigned team pairs. Identify the keys issues of the case you plan to present in the trial

Step 4: US Attorneys Opening Statements (10 Minutes)

Take notes as the attorneys present. Judges are free to interrupt and pose questions for clarifications purposes or to challenge the interpretations of the facts. Gather Information and questions for the rebuttal

Step 5: Ellsberg Attorneys Opening Statements (10 Minutes)

Take notes as the attorneys present. Judges are free to interrupt and pose questions for clarifications purposes or to challenge the interpretations of the facts. Gather Information and questions for the rebuttal

Step 6: US Attorneys Rebuttal (5 Minutes)

Take notes as the attorneys present. Judges are free to interrupt and pose questions for clarifications purposes or to challenge the interpretations of the facts. Gather Information and questions for the rebuttal

Step 7: Ellsberg Attorney’s Rebuttal (5 Minutes)

Take notes as the attorneys present. Judges are free to interrupt and pose questions for clarifications purposes or to challenge the interpretations of the facts. Gather Information and questions for the rebuttal

Step 8: Judges Decide/ Attorney’s Write: On a separate sheet of paper. Write down your final thoughts and conclusions on the case. Was Ellsberg guilty as charged? Describe the evidence and arguments that led to your conclusion.

Extension

ST Wednesday and Thursday

Saturday School this weekend!

 

05.24.13
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USH May 24/ Tuesday May 28

LT: Was the U.S. planning to go to war in Vietnam before August 1964? Why did many americans oppose the Vietnam war?

Agenda

  • The Most Dangerous Man in American Tea Party/ Role Play

Extension

  • The end of the year is approaching. Next week is your last chance to submit work samples.
  • If you are a senior/ are not going to be here for the final you must see me by next monday to discuss your final.

 

05.24.13
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Kimberly Hoffman Sub Plans for May 23, 2013. US History 4,6,8. Prep Period 2

4th Period ( 70 Min)

LT: Was the U.S. planning to go to war in Vietnam before August 1964? Why did many americans oppose the Vietnam war?

 

Agenda

  • (15) Extra SSR (15 Min) If they are not behaving and/or reading. take it away from them.

  • (4) Review what we did the class prior the Anti-War timeline (5 min)

  • (1) Remind Students to use the graphic organizer on the back, To use the timeline to  write a hypothesis about why did many americans oppose the vietnam war?

  • (30) Students should go through document A and Document B. You can hold a workshop for struggling students if you want. Students should complete Margin Notes and Complete the Graphic Organizer.

  • (20) Discussion and/or If time allows start 6/8th period lesson. See Discussion Questions Below

    • • Why did MLK and John Kerry oppose the war?

    • • Why did anti-war sentiment grow after 1968?

    • • Based on what you read, who opposed the war in Vietnam? Was it mostly

    • college kids?

    • • Using all the documents, why did many Americans oppose the Vietnam

    • War?

    • • Considering the context, can you speculate what those Americans who

    • supported the war said?

 

If they complete the Anti-Vietnam War Reading/ Activity or if they are off-task

 

6th and 8th Period (70 Min)

LT: Was the U.S. planning to go to war in Vietnam before August 1964?

Agenda

  • Review Gulf of Tonkin Timeline. Show a Map of Vietnam and emphasizing where the Gulf of Tonkin is and the Split between North and South Vietnam. Review the term Communism.

  • Students should go through document A-D. They can pick honors (original) or the Modified version. You can hold a workshop for struggling students if you want. Students should complete Margin Notes and Complete the Graphic Organizer.

  • Discussion and/or move onto anti-war novel and graphic novel. See Discussion Questions below.

    • What types of documents are these? Do you think they’re reliable?

    • • What evidence do the documents offer that the U.S. was planning to

    • go to war with North Vietnam before the Gulf of Tonkin incident?

    • • Is this strong evidence that the U.S. was planning an attack?

    • • What were some of the reasons why the U.S. was hesitant about

    • attacking North Vietnam?

    • • Is there evidence that the U.S. was planning a full-scale war?

    • • What additional evidence would you want to see before deciding?

    • • What additional evidence would you want to see in order to

    • determine whether the U.S. was planning a war with North Vietnam?

If they complete the Activity or if they are off-task

Notes of Ryon Baker (Alternative Assignment)

Ryon Baker in 6th period has an alternative lesson to read about Rosa Parks. Direct him to these websites:

05.20.13
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USH May 20/21

Learning Goal: Why did the chaos erupt in Vietnam? Whose interests were involved in sparking a war? What made the Vietnam War so contentious? Why were so many americans opposed to the vietnam war? What are the lasting impacts of the war?

Agenda

1. Warm-Up: Journal on the Vietnam War https://docs.google.com/document/d/1Xa3Fp5n23AC8EYpeFZQD40YjmRcMjE5mffol8QEODrQ/edit?usp=sharing

2. Vietnam Today Clip http://www.pbs.org/frontlineworld/stories/vietnam/ /// http://www.pbs.org/frontlineworld/watch/player.html?pkg=203_vietnam&seg=1&mod=0

3. Anti-Vietnam War Timeline, primary source documents, cartoon

4. Discussion

• Why did MLK and John Kerry oppose the war?
• Why did anti-war sentiment grow after 1968?
• Based on what you read, who opposed the war in Vietnam? Was it mostly
college kids?
• Using all the documents, why did many Americans oppose the Vietnam
War?
• Considering the context, can you speculate what those Americans who
supported the war said?

 

Extension: Finish Letter from Birmingham Jail LT. I will be available during ST for support.

 

 

05.16.13
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USH May 16/17

Learning Goal

Synthesize the two primary documents and develop a claim supported by evidence and analysis.

King responds to “A call for Unity” with his “Letter from Birmingham Jail.” If you were one of the clergymen who wrote “A Call to Unity,” how do you think you would view King’s letter? Why? Is there anything in his letter that would change your mind and convince you to protest against unjust laws.

Agenda

(30) In class timed writing. Letter to Clergymen

(10) Video Clip JFK and the Civil Rights Act

(30) Sourcing of SNCC and JFK speeches regarding the Civil Rights Act

 

Homework

See me friday after school for support to finish racial tension work samples.

Finish margin notes and sourcing of JFK

05.14.13
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USH May 14/15

Learning Target:

Synthesize the two primary documents and develop a claim supported by evidence and analysis.

King responds to “A call for Unity” with his “Letter from Birmingham Jail.” If you were one of the clergymen who wrote “A Call to Unity,” how do you think you would view King’s letter? Why? Is there anything in his letter that would change your mind and convince you to protest against unjust laws.

Agenda

Extension:

Finish reading MLK’s letter from Birmingham Jail.  Finish Organizer.