Domestic Conflict and Tension, Part IV: Political Scandal 📰

🎯 Learning Targets

• Analyze and evaluate the competing perspectives and controversies among Americans generated by U.S. Supreme Court decisions, the Vietnam War, the environmental movement, the movement for Civil Rights, and the constitutional crisis generated by the Watergate scandal

⏰ What We Did

• Conducted a student-led investigation into the defiining political scandals of Era 8, the Pentagon Papers and Watergate

⚙️ Resources

• Part IV: Political Scandal
• Investigating Power: Watergate (Interactive timeline)

Domestic Conflict and Tension, Part III: Counterculture ☮️

🎯 Learning Targets

• Analyze and evaluate the competing perspectives and controversies among Americans generated by U.S. Supreme Court decisions, the Vietnam War, the environmental movement, the movement for Civil Rights, and the constitutional crisis generated by the Watergate scandal

⏰ What We Did

• After reading a provided text, defined the counterculture and summarized the characteristics of that movement

⚙️ Resources

• Part III: Counterculture

Domestic Conflict and Tension, Part II: Cold War Conflicts 💥

🎯 Learning Targets

• Analyze and evaluate the competing perspectives and controversies among Americans generated by U.S. Supreme Court decisions, the Vietnam War, the environmental movement, the movement for Civil Rights, and the constitutional crisis generated by the Watergate scandal

⏰ What We Did

• Having read a provided text and a map, examined the Cold War conflicts in Korea and Vietnam, as well as the protests that occurred during the war in Southeast Asia

⚙️ Resources

• Part II: Cold War Conflicts
• The Korean War | Overall Summary (Article)
• The Vietnam War (Video)
• Vietnam War Protests (Text)

Domestic Conflict and Tension, Part I: Civil Rights Movement ✊🏾

🎯 Learning Targets

• Analyze and evaluate the competing perspectives and controversies among Americans generated by U.S. Supreme Court decisions, the Vietnam War, the environmental movement, the movement for Civil Rights, and the constitutional crisis generated by the Watergate scandal

⏰ What We Did

• Using both a provided map of racial unrest in American cities between 1965 and 1968 and internet resources, identified and described the riots and social upheavals that occurred during the Civil Rights movement

⚙️ Resources

• Part I: Civil Rights Movement
• Racial Unrest in American Cities, 1965–68 (Map)
• Race Riots in the United States (Link)

Catch-Up Day 🥫

⏰ What We Did

• With Q3 ending on F 11 April 2025, used today's class to catch up on any previous missing work

Comparison Essay: President Kennedy vs. President Johnson 📝

🎯 Learning Targets

• Analyze major domestic issues in the post-World War II era and the policies designed to meet the challenges...
• Focusing on causes, programs, and impacts, compare and contrast President Franklin Roosevelt’s New Deal initiatives, President Lyndon Johnson’s Great Society programs, and President Ronald Reagan’s market-based domestic policies

⏰ What We Did

• Using yesterday's text and alike-but-different graphic organizer, developed a five-sentence, one-paragraph essay comparing Presidents John F. Kennedy and Lyndon B. Johnson

⚙️ Resources

• Comparison Essay: JFK and LBJ

Alike But Different: President Kennedy & President Johnson ↔️

🎯 Learning Targets

• Analyze major domestic issues in the post-World War II era and the policies designed to meet the challenges...
• Focusing on causes, programs, and impacts, compare and contrast President Franklin Roosevelt’s New Deal initiatives, President Lyndon Johnson’s Great Society programs, and President Ronald Reagan’s market-based domestic policies

⏰ What We Did

• Read a provided text on the domestic policies of Presidents Kennedy and Johnson
• Complete a graphic organizer, identifying three similarities and three differences between the presidents

⚙️ Resources

• John Fitzgerald Kennedy Domestic Affairs (Text #1)
• Lyndon Baines Johnson Domestic Affairs (Text #2)
• Alike But Different: JFK and LBJ (Graphic organizer)

Ten Questions: Demographic Changes 🔟

🎯 Learning Targets

• Use population data to produce and analyze maps that show the major changes in population distribution and spatial patterns and density, including the Baby Boom, new immigration, suburbanization, reverse migration of African-Americans to the South, the Indian Relocation Act of 1956, and the flow of population to the Sunbelt

⏰ What We Did

• Answered ten yes/no questions created by Mr. Carpenter from yesterday's text

YMTR: Demographic Changes 👥

🎯 Learning Targets

• Use population data to produce and analyze maps that show the major changes in population distribution and spatial patterns and density, including the Baby Boom, new immigration, suburbanization, reverse migration of African-Americans to the South, the Indian Relocation Act of 1956, and the flow of population to the Sunbelt

⏰ What We Did

• Read a provided text on population changes in the 1950s and 1960s
• Create ten "yes/no" questions — with answers — from the text

⚙️ Resources

• You Make the Read Text: Demographic Changes

Selma (2014) 👨🏿‍💼

🎯 Learning Targets

• Examine and analyze the Civil Rights Movement using key events, people, and organizations

⏰ What We Did

• Completed a viewing guide while watching Selma (2014)

Spring Break — No School 🏖

Clintondale High School is currently on Spring Break. Classes will resume on Monday, March 31, 2025, at 7:35 A.M.

Have a fun and relaxing time away, Dragons!

Selma (2014) 👨🏿‍💼

🎯 Learning Targets

• Examine and analyze the Civil Rights Movement using key events, people, and organizations

⏰ What We Did

• Completed a viewing guide while watching Selma (2014)

Selma (2014) 👨🏿‍💼

🎯 Learning Targets

• Examine and analyze the Civil Rights Movement using key events, people, and organizations

⏰ What We Did

• Completed a viewing guide while watching Selma (2014)

Map Analysis: Freedom Rides, 1961 🗺

🎯 Learning Targets

• Examine and analyze the Civil Rights Movement using key events, people, and organizations

⏰ What We Did

• Used geographic literacy skills to explore and interpret the details of the 1961 Freedom Rides

⚙️ Resources

• Map Analysis: Freedom Rides, 1961 (Text, Graphic organizer)
• Freedom Rides, April — December, 1961 (© 2005 Jeffrey L. Ward)

Wordsort: Civil Rights Expanded 📝

🎯 Learning Targets

• Examine and analyze the Civil Rights Movement using key events, people, and organizations

⏰ What We Did

• Sorted words from a wordbank into a graphic organizer, based on information presented in a video

⚙️ Resources

• Civil Rights Expanded (Video)
• Civil Rights Movement (Assignment)

Presentation: Civil Rights Movement ✊

Today is St. Patrick's Day 🍀

🎯 Learning Targets

• Examine and analyze the Civil Rights Movement using key events, people, and organizations

⏰ What We Did

• With a provided presentation, took notes on the causes and and techniques utilized by the leaders of the Civil Rights Movement

⚙️ Resources

• Civil Rights Movement (Notes Template)
• Civil Rights Movement (Presentation)

Era 7 S2 Assessment 💯

🎯 Learning Targets

• Assess comprehension of Era 7 content from the start of the Second Semester — New Deal, World War II, Japanese Internment, and the Holocaust

⏰ What We Did

• Assess comprehension of Era 7 S2 content

Era 7 S2 Assessment Review 🔁

Half-Day Due to Parent-Teacher Conferences 🐲

🎯 Learning Targets

• Review Era 7 content from the start of the Second Semester — New Deal, World War II, Japanese Internment, and the Holocaust

⏰ What We Did

• Given class time to complete/turn-in any previous work, in preparation for the Era 7 Assessment

Era 7 S2 Review Game 🚨

Late Start Day 🕣

🎯 Learning Targets

• Review Era 7 content from the start of the Second Semester — New Deal, World War II, Japanese Internment, and the Holocaust

⏰ What We Did

• Played a review game in preparation for the Era 7 S2 Assessment on Friday

Ten Questions: American Response to the Holocaust 🔟

🎯 Learning Targets

• Investigate the responses to Hitler’s “Final Solution” policy by the Allies, the U.S. government, international organizations, and individuals

⏰ What We Did

• Answered ten yes/no questions created by Mr. Carpenter from yesterday's text

YMTR: American Response to the Holocaust 📃

🎯 Learning Targets

• Investigate the responses to Hitler’s “Final Solution” policy by the Allies, the U.S. government, international organizations, and individuals

⏰ What We Did

• Read a provided text on the American reaction to the Holocaust and the post-World War II Nuremberg Trials
• Develop ten text-related yes/no questions pertaining to the text, providing answers to each

⚙️ Resources

• You Make the Read Text: American Response to the Holocaust

Prisoner In My Homeland 🈲Questions 27 and 28 📝

🎯 Learning Targets

• Analyze the changes in American life brought about by U.S. participation in World War II...

⏰ What We Did

• In groups of four/five, read and analyze the reasons given by former Japanese prison camp inmates when answering the War Relocation Authority questionnaire

⚙️ Resources

• Allegiance Questionnaires

Prisoner In My Homeland 🈲Part 3, Epilogue ▶️

🎯 Learning Targets

• Analyze the changes in American life brought about by U.S. participation in World War II...

⏰ What We Did

• Finished the Prisoner In My Homeland simulation by playing Part 3 and Epilogue

⚙️ Resources

• Prisoner In My Homeland website

Prisoner In My Homeland 🈲Document Analysis, Part II 🔎

🎯 Learning Targets

• Analyze the changes in American life brought about by U.S. participation in World War II...

⏰ What We Did

• Examined a primary source of a teenager's experiences and emotions in an internment camp

⚙️ Resources

• Document Analysis, Part II

Prisoner In My Homeland 🈲Part 2 ▶️Mission Reflection 🤔

🎯 Learning Targets

• Analyze the changes in American life brought about by U.S. participation in World War II...

⏰ What We Did

• Continued the Prisoner In My Homeland simulation by playing Part 2
• After having completed Part 2, completed a reflection on today's simulation

⚙️ Resources

• Prisoner In My Homeland website
• Mission Reflection: Part 2

Prisoner In My Homeland 🈲Document Analysis, Part I 🔎

🎯 Learning Targets

• Analyze the changes in American life brought about by U.S. participation in World War II...

⏰ What We Did

• In three groups, examine a pair of photos taken in internment camps by two different photographers about aspects of life in internment camps and answer analysis questions

⚙️ Resources

• Document Analysis, Part I

Prisoner In My Homeland 🈲Prologue and Part 1 ▶️Mission Reflection 🤔

🎯 Learning Targets

• Analyze the changes in American life brought about by U.S. participation in World War II...

⏰ What We Did

• Began the Prisoner In My Homeland simulation by playing the Prologue and Part 1
• After having completed the Prologue and Part 1, completed a reflection on the simulation so far

⚙️ Resources

• Prisoner In My Homeland website
• Mission Reflection: Prologue and Part 1

True Black History Museum

🎯 Learning Targets

• Examine contributions of African-Americans in the arts, sciences, sports, entertainment, education, military, and politics

⏰ What We Did

• Attended a tour of the mobile True Black History Museum in the CHS Conference Center

Prisoner In My Homeland 🈲Meet the Characters 👋

🎯 Learning Targets

• Analyze the changes in American life brought about by U.S. participation in World War II...

⏰ What We Did

• Watched the trailer for Prisoner In My Homeland
• Conducted a close and critical read on the biographies of the characters in the PIMH simulation

⚙️ Resources

• Trailer: Prisoner In My Homeland
• Text: Meet the Characters
• Prompts: Meet the Characters

Prisoner In My Homeland 🈲5 Things to Know Before You Play 5️⃣Myths and Misconceptions 😶‍🌫️

🎯 Learning Targets

• Analyze the changes in American life brought about by U.S. participation in World War II...

⏰ What We Did

• Previewed the simulation of Japanese internment during World War II by identifying myths and misconceptions of the imprisonment

⚙️ Resources

• PIMH: Myths and Misconceptions
• Guided Reading: Five Myths and Misconceptions

Red Tails (2012), Day 3 🎞

🎯 Learning Targets

• Analyze the changes in American life brought about by U.S. participation in World War II...

⏰ What We Did

• Completed a viewing guide while watching Red Tails (2012)

LINK: Japanese American Internment 🔗

Today's class was led by a guest teacher. 🏫

🎯 Learning Targets

• Analyze the changes in American life brought about by U.S. participation in World War II...

⏰ What We Did

• With a provided text on Japanese=American internment during World War II, completed a LINK (List, Inquire, Notes, Know) graphic organizer

⚙️ Resources

• LINK Text: Japanese American Internment; The Next War will be Digital
• LINK Graphic Organizer: Japanese American Internment; The Next War will be Digital

Red Tails (2012), Day 2 🎞

🎯 Learning Targets

• Analyze the changes in American life brought about by U.S. participation in World War II...

⏰ What We Did

• Completed a viewing guide while watching Red Tails (2012)

Red Tails (2012), Day 1 🎞

🎯 Learning Targets

• Analyze the changes in American life brought about by U.S. participation in World War II...

⏰ What We Did

• Completed a viewing guide while watching Red Tails (2012)

Mid-Winter Break — No School ❄️

Clintondale High School is out on Mid-Winter Break. Classes will resume on Wednesday, February 19, 2025, at 7:35 A.M.

Mid-Winter Break — No School ❄️Presidents' Day 🇺🇸

George Washington's Birthday Observed (1732) 🇺🇸

Clintondale High School is out on Mid-Winter Break

The Home Front During World War II 🇺🇸

🎯 Learning Targets

• Analyze the changes in American life brought about by U.S. participation in World War II...

⏰ What We Did

• Read a provided text on the changes in American life brought by the participation in World War II
• Examined the mobilization of resources, roles of women and minorities, supports for the war effort, and the internment of Japanese Americans

⚙️ Resources

• The Home Front During World War II (Text)
• The Home Front During World War II (Assignment)

Inclement Weather — No School 🥶

Clintondale High School is closed due to inclement weather. Classes will resume on Friday, February 14, 2025, at 7:35 A.M.

Analysis: World War II and the Atomic Age 🔎

Abraham Lincoln's Birthday (1809) 🇺🇸

🎯 Learning Targets

• Evaluate the role of the United States in fighting the war militarily, diplomatically, and technologically across the world...

⏰ What We Did

• Using the cardsort and text from yesterday, answered analysis questions regarding World War II and the atomic age

⚙️ Resources

• Analysis: World War II and the Atomic Age

Cardsort: World War II and the Atomic Age ⚛️

🎯 Learning Targets

• Evaluate the role of the United States in fighting the war militarily, diplomatically, and technologically across the world...

⏰ What We Did

• Read a provided text and sorted cards with words, phrases, and people into the appropriate column under the subtitles

⚙️ Resources

• Was America Justified in Dropping the Atomic Bomb on Japan? (Text)
• Cards: World War II and the Atomic Age
• Cardsort Answer Template

Map Activity: Allies Take Back Europe 🗺

🎯 Learning Targets

• Evaluate the role of the United States in fighting the war militarily, diplomatically, and technologically across the world...

⏰ What We Did

• Read provided passages and analyzed map data regarding the events leading up to D-Day and the Allied invasion of Europe

⚙️ Resources

• Map Activity: Allies Take Back Europe

Nazism vs. Communism vs. Democracy 📝

🎯 Learning Targets

• Analyze the factors contributing to World War II in Europe and in the Pacific region, and America’s entry into war...

⏰ What We Did

• Using the Alike But Different graphic organizer and the comparison table from yesterday, wrote a one-paragraph essay contrasting communism and Nazism from democracy

Inclement Weather — No School 🥶

Clintondale High School is closed due to inclement weather. Classes will resume on Friday, February 7, 2025, at 7:35 A.M.

Alike But Different: "Communism vs. Nazism" ↔️

Today's class was led by a guest teacher. 🏫

🎯 Learning Targets

• Analyze the factors contributing to World War II in Europe and in the Pacific region, and America’s entry into war...

⏰ What We Did

• Read a provided text on the political ideologies at odds during the start of World War II: Communism and Nazism; Examined a table comparing both communism and nazism; Identified how the ideologies are alike and how they are different

⚙️ Resources

• Communism vs. Nazism (Text)
• Democracy vs. Communism vs. Fascism vs. Nazism (Compraison table)
• Alike But Different: Communism vs. Nazism (Organizer)

Map: Europe in 1941 🌍

🎯 Learning Targets

• Analyze the factors contributing to World War II in Europe and in the Pacific region, and America’s entry into war...

⏰ What We Did

• Created a map of German and Italian expansion in Europe leading up to 1942

⚙️ Resources

• Map: Europe in 1941 (Activity)
• Europe in 1942 (Map 1)
• Europe in 1942 (Map 2)

CCR: World War II Begins in Europe 🔎

🎯 Learning Targets

• Analyze the factors contributing to World War II in Europe and in the Pacific region, and America’s entry into war...

⏰ What We Did

• Conduct a close and critical reading on the beginning of World War II in Europe

⚙️ Resources

• World War II Begins in Europe (Text)
• World War II Begins in Europe (Prompts)

Cardsort: "Opposition to the New Deal" 👎

🎯 Learning Targets

• Explain and evaluate President Franklin Roosevelt’s policies and tactics during the New Deal era...

⏰ What We Did

• Finished the cardsort started yesterday on the opposition to the New Deal

Cardsort: "Opposition to the New Deal" 👎

🎯 Learning Targets

• Explain and evaluate President Franklin Roosevelt’s policies and tactics during the New Deal era...

⏰ What We Did

• Discussed the answers to yesterday's viewing guide questions
• Began a cardsort on the opposition to the New Deal, using a provided text

⚙️ Resources

• Opposition to the New Deal (Text)
• Opposition to the New Deal (Cards)

"Bust," America: The Story of Us, Part B 🗽

🎯 Learning Targets

• Explain and evaluate the multiple causes and consequences of the Great Depression...

⏰ What We Did

• Discussed the answers to yesterday's viewing guide questions
• Finished watching Episode 9 — "Bust" — of America: The Story of Us while completing a viewing guide

"Bust," America: The Story of Us, Part A 🗽

🎯 Learning Targets

• Explain and evaluate the multiple causes and consequences of the Great Depression...

⏰ What We Did

• Assigned seats for the Second Semester
• Provided a brief introduction to the Second Semester
• Began watching Episode 9 — "Bust" — of America: The Story of Us while completing a viewing guide

⚙️ Resources

• "Bust," America: The Story of Us
• Viewing Guide: "Bust," America: The Story of Us