CA Framework
11.9  THE COLD WAR
“The domestic political response to the spread of international communism should receive attention as part of the study of the Cold War.  Students should learn about the investigations of domestic communism at the federal and state levels and about the celebrated spy trials of the period.  As part of this unit, students should discuss the censure of Senator Joseph McCarthy by his colleagues in the U.S. State Senate.  Students should debate the appropriateness of loyalty oaths (an important issue at the University of California in the 1950s) and legislative investigations of people’s beliefs…”

Objectives of my 3 Day Lesson:
* Students will understand the causes and effects of Cold War fears.
* Students will understand how McCarthyism fits right into the fears of the Cold War era.
* Students will learn about how McCarthyism affected various facets of life: the government, Hollywood, and individuals.
* Students will use and integrate primary source documents, video clips, sound recording of the McCarthy trials and events surrounding them to understand the intensity and magnitude of the issue.
*Students will examine whether McCarthyism was a valid means to address fears of era.

Unit Question:
Did McCarthyism effectively address the fears of the Cold War or exacerbate them?  Why?

Essential Question(s):
 What role should the U.S. government play in addressing the concerns of the larger society?

Description of Audience:
11th grade mainstream class with diverse backgrounds.  33 students in class.  Students show potential, but a good amount of scaffolding needed.

Assumptions:
They have read materials given to them prior to the lesson (readings from textbook Nation of Nations pgs. 920-932).   Since they have been learning about the Cold War, assume that they have a general understanding of the Anti-Communist sentiments built from it.

Resources needed:
Copies of Political Cartoons made on overhead, overhead projector, copies of primary source documents (California Loyalty Oath, Michigan Communist Control Law, excerpts from McCarran Act of 1950, Communist Control Act 1954, copies of telegram from JM to Truman).

Brief Outline of 3 day lesson plan
Day 1:  Mostly devoted to scaffolding.  Examine the fears associated with Cold War era and how fears evolved into paranoia.  Intro to McCarthyism.
Day 2: Introduce how fears/paranoia were channeled through federal investigations, court proceedings, and federal and state regulations/laws.
 Day 3:  Wrap up unit by broadly examining the fears of the era and McCarthyism as a means to address these fears.   Discuss whether or not McCarthyism was the best way to address the fears.
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Day 1: Understanding the fears/paranoia of the Cold War era.

1. Grabber Activity- Experiential Exercise (idea from TCI) 10 minutes
? Motive:  recreation of the atmosphere of fear and suspicion during the McCarthy era.
? Procedure: Pass out a piece of paper to each student, some with dots on them, some without. Students are to keep identity secret and try to find out who has dots.  They find out through questioning and making assumptions.  They are to look for any suspicions and go from there (scape-goating, backstabbing etc…)  The object is to join a group where you assume have no dots.  The group with no dots or least amount of dots in eight minutes wins.

2.  Lecture/Discussion: 40 minutes
? Facilitate a discussion on how they felt during the activity.
o What methods did you use to determine who had a dot?
o For those who had dots, how did you convince others you were not a dot?
o For those who were accused of being a dot, how did you feel? What were you fearful or suspicious in this activity?
o Given that there was no way to know for sure who was or was not a dot, why did you try so hard to convince others that certain class members were dots?
o In summary, what emotions fueled this activity? Can you think of any time in History when something like this occurred?
? Explain to the class that the activity was a representation of the climate of era in which they’ve been studying (Cold War era), if students have not already assumed.  Explain that the Cold War fears here were manifested into feelings of paranoia.
o Think pair share: turn to a neighbor and discuss:
? Paranoia: what it means, its implications, effects
? How do people act when paranoid?
? Ask what they think dots, groupings, accusing, stood for.
? Ask how the activity relates to what they read about McCarthyism in the textbook.
? Get into big group again and talk about it all together.
o Go over paranoia to make sure students have a good understanding of what it is.
? Have a student look it up in dictionary.
? Ask when they felt paranoid.
o Discuss and define “McCarthyism”
? Tell students it could be examined as an instance of paranoia caused by Cold War fears.
Don’t go into this too much because it will be expanded upon later.

? Explain that periodically in American History; during times of great political or social stress, many people have turned to conspiracy theories and paranoia to account for their fears and anxieties.  Have them give examples from previous material they learned… (Salem Witch Trials, 1920s Red Scare, Xenophobia)
o “Let’s take a step back”…Ask:  What is the political or social stress/fear here that lead to the paranoia and conspiracy theories of McCarthyism in this period?
Answers should include what they have just been learning about—Cold War (Yalta, Truman Doctrine, containment, Truman’s election in 1948, Chang Kai Shek in China, outbreak of Korean War)
Expand upon these answers to show how each of these events produced anti-communist sentiments and inflamed paranoia and fears of communist infiltration in the U.S.

Conclusion:  I will basically conclude with this discussion.  Have students leave with an understanding that the time was perceived as a time of fear/paranoia and with an understanding of how the paranoia came to be/was inflamed.  End by saying we will be studying more about the paranoia tomorrow and how it manifested itself into American life. Assign homework (readings).  Discuss briefly about the readings for tonight.  Tell students they should be aware of these documents already because they were discussed in the text. Because they have general knowledge of them, have them skim over each document to get a sense of what they were getting across. While they read, tell them to ask themselves:
Why was this document written?
What does this document call for?
When was it written?
Is the document fair? Justified?

 Tell them we will be discussing them the next day.

HOMEWORK:
Skim through: Primary source documents
California State Loyalty Oath of Allegiance,
Michigan Communist Control Law Public Act 117 of 1952, Communist Control Act of 1954.
 

Day 2: How McCarthyism was channeled into American life: investigations/ court proceedings, state/federal regulations/acts

1.  Review of yesterday through short discussion.  5 minutes
? Ask:
- Where did we leave off yesterday?
- What is the climate of the era we are learning about?
- Were the fears valid?
- These fears produced a sense of _________? (paranoia)
- What caused these fears/paranoia to be manifested?
- How do you think these fears/paranoia were channeled?

2.  Lecture/ discussion on how fears/paranoia were channeled. 45 minutes
? Investigations/ Court Cases
o Show video clips: (15 minutes)
Explain to students that they should be taking notes about the three clips they see.  Tell them to look for the tone/mood set in each clip, describe initial feelings watching the clips, and point out anything that stood out to them.

? 5 minute clip of any McCarthy court (The Army McCarthy Hearings video)
? 5 minute clip about Rosenberg’s from Atomic Café
? 5 minute clip from PBS documentary The Hollywood Ten.

o Introduce Senator McCarthy (7 minutes)
? His background
? His ambitions
? His charges
Pass out copies of the original telegram that he wrote to Truman in 1950 making charges against 57 communists in State Dept.
-read out loud to students
? Introduce and explain the term McCarthyism and why it was named after McCarthy.
? Talk a little about his censure

o Rosenberg Case (7 minutes)
? Have students tell what it was about and what they saw from video.
? Their thoughts?

o Investigations in Hollywood (7 minutes)
? Talk about it a little:
? HUAC
? The Hollywood Blacklist
? Their thoughts?

? Federal/State Regulations/Laws (10 min)
o Discuss the documents (esp. California Loyalty Oath and Communist Control Act of 54).
? What do you think people’s reactions were?
? Are they fair?
? Are they necessary?

Conclusion:  End the day here.  Leave them with the thought of: “Was all of this (McCarthyism) fair?” Assign them short article readings presenting opposing viewpoints about the issue.  Have students read them and prepare to discuss whether or not they believe McCarthyism was a mistake or a good means to address fears of the era.

HOMEWORK:
 Pass out two articles: “Communist Subversives Threaten America” and “McCarthyism Threatens America”

Day 3 : Was McCathyism the best way to go?

1. Grabber:  Political Cartoon on overhead (Bill Mauldin. United Feature Syndicate (1946)) 10 minutes

 Bill Mauldin, United Feature Syndicate (1946)

Students are to come in and look at cartoon and do a free-write about it.
This cartoon depicts the crux of the matter: the gov’t being suspicious of everyone due to fears associated with communism.
Ask students to interpret it, and talk about it a little.
 Ask:
Is what is happening fair?
What is the message?
How does message reflect what we have been learning?
What do you think?

2. Then lead into discussion of two articles:  Communist Subversives Threaten America and McCarthyism Threatens America  (30 minutes)
These articles present opposing viewpoints. (The class should have read the articles, but even if they didn’t, issue could be discussed.)
o Have the class split into 8 groups of 4 that they choose and discuss the articles (20 minutes).
 Have questions on overhead to guide their discussion.
? Agree on them?
? Agree on one, not other?
? Why?
? Were fears during era rational?
? Was McCarthyism a product of fears?
? Was it a good way to address fears?
? Was the era a fair time?
o Then get into big group and discuss their discussions. (10 minutes)
Ask:
 What did you think?
Who agrees with first article? Choose one student and have them explain why they agree
Who agrees with second?  Choose one student to explain why they agree.

3. Conclusion to the Unit. (10 minutes)
Wrap everything up.
Ask:
What other ways could paranoia have been addressed?
 Any conclusions they came to?

References
Texts:
Davidson et al., Nation of Nations: A Narrative History of the American Republic Volume II, Fourth Edition. (New York, NY: McGraw-Hill, 2001)

Shrecker, Ellen, The Age of McCarthyism: A Brief History with Documents (Boston, MA: St. Martin’s Press, 1994)

Opposing Viewpoints in American History (San Diego, CA: Green Haven Press Inc., 1996)

Websites:
  Telegram from McCathy
  http://media.nara.gov/media/images/29/4/29-0301a.gif
 Internal Security Act
  http://lawbooksusa.com/documents/internalsecurityact.htm
 Michigan Communist Control Law
  http://www.sos.state.mi.us/history/museum/techstuff/fifties/pa117_52.htm

Video:
 Movie: Atomic Café (1982)
 Real footage: The Army McCarthy Hearings (1954)
 PBS documentary:  The Legacy of the Hollywood Ten (1987)

Lesson #2
The Civil Rights Movement

This is a lesson plan designed for an 8th grade U.S. history class.  The class is composed of 30 students, predominantly Hispanic.  This three -day lesson is meant to provide an introduction to the unit on civil rights.

Central/Essential Question:
What were the defining catalysts for change in American society, and how do they continue to be an impetus for change today?

Unit Question:
How did the early years of the civil rights movement prepare future organizations, groups and individuals with the power and means to enact change?

Objectives for Students:
? To possess a working knowledge of key amendments of the Constitution in order to understand what civil rights are.
? Students will be able to define what a citizen is.
? To form empathy for those whose rights had been violated.
? To recognize key figures who helped or hurt the movement.
? To be able to pinpoint early events which would inspire and direct future leaders.
 

Day One
Question posed on the board: “What are your rights as an American citizen?”
(5 min.)  Class Discussion: As a class we will brainstorm of various liberties we believe to be guaranteed to us as Americans.
A new question will be written on the board to direct the lecture:  “What are Civil Rights?”
(20 min.)  Lecture giving the background and definitions of the first 10 amendments, and the 13th and 14th Amendments.  Of the first ten, prominence will be placed on the 1st, 5th, 6th, and 10th.  Most of the time will be spent on the 14th amendment, covering section 1: the due process and equal protection clauses.  Examples of civil right violated will be shown by discussing cases such as,  Miranda v. Arizona and Gideon v. Wainwright
(25 min.) Break the class into groups according to individual levels of participation.  By this time, I will have gotten to know the class and will be able to divide them up with at least one active (extrovert) student in each group.  In a class of 30, there will be 6 groups of 5.  Each group will be asked to design a mock scene of a civil right being violated and act it out for the class. The groups will have the following:  a moderator, a recorder, a time manager, and the last two can join one of those three positions.  Not all of the students will have to act out a scene, but participation is required from each student.  The groups will then take turns acting out their scenes.  This is done in order to assess their understanding of civil rights. I will try to have each group perform, they will be given about 2 minutes per scene.  Each group will hand in a description of their scene, so that even if all groups do not get to perform, I will be able to evaluate their knowledge of the content.

Day Two
(2 min. to explain) I will have already prepared the following signs: “People With Last Names Beginning With A, S, and M Cannot Sit By the Window” hanging in the classroom.  As the students enter I will direct them to their new seats.  I will tell the other students that although this is not an official school law, like getting a tardy slip if late, it is a law followed by custom in my classroom.
(5 min.) I will ask the students how this is a violation of civil rights? I will ask for volunteers or give the students 1 minute to collect their thoughts and go over notes. Then, I will call on students randomly.
(20 min.) Lecture on the background of Jim Crow Laws, de jure and de facto, and Plessy v. Ferguson.  I will ask students if the activity was an example of de jure or de facto.  I will provide background on the Warren Court and Brown v. Board of Education.  I will explain who this case represented an example of fighting a violation of the 14th amendment.  Introduce key figures of Eisenhower, Thurgood Marshall, and Earl Warren.
(10 min.) Introduce the figure, Emmett Till.  Tie in aspects of de facto and de jure laws, the event, the case, and repercussions.
(7 min.) Audio from “The Murder of Emmett Till” which is a creative retelling of events.  The clip I will play is of Emmett Till’s mother speaking about how she told her son to behave in the south and her description of the trial.
(5 min.) Play the Bob Dylan song, “Emmett Till” and give the students the lyrics to the song.
Assignment: Students will write a ½ - 1 page paper on being Emmett Till, the day before his death.  Include: What activities he liked to do, how he felt about his family, what did he think of Mississippi, and how was Mississippi different than Chicago.

Day Three
(10 min.) Students will be asked to share homework assignments.  As a class, we will reflect on feelings conjured when writing the assignment.  How it made them feel? Angry? Sad? How should justice have been served?  How is this an example of civil rights being tragically taken away?
 (10 min.) Lecture on the “Little Rock Nine”.
(15 min.) Clip from documentary ,  “Crisis in the Classroom: Little Rock and Boston”
(15 min.)  Significant Individuals Worksheet: Students are placed into different groups of 5.  This time, groups are assigned by convenience, meaning they will work with their neighbors.  As a group they will choose five historical figures mentioned in the last three days.  I will pick one of the five and they will fill out the worksheet based on that one figure.  The worksheet entails filling in the following:  Individual’s name, what cultural group are they from, what is the individual like, achievements, and interesting facts.  These worksheets will be compiled into one book and passed out to each student as study reference guides.
While working on the worksheets, we sill listen to gospel music by the Montgomery Gospel Trio, whose songs captured the essence of the civil rights objectives, hopes, and goals.

Lesson #3
U.S. Labor Movements

Essential Question:
Whose interests are protected under the US Constitution and how can we (as a society) fight for “justice for all?”

Class:
12th Grade: US Government (Second Semester)

Students:
They represent the demographics of the Imperial Valley: 75% of the students Mexican-American, 20% Anglo and 3% Asian and 2% African American. From an economic standpoint, 50% of the students fall under the poverty level, 47% are middle class and 3% are considered upper middle class.

Labor movements in the United States gained momentum because the poor and dangerous working conditions at the turn of the century for recent immigrants and children were an affront to human dignity. The rich were getting richer at the expense, health and lives of the laborers and the poor were working harder, for less money under very unsafe and unsanitary conditions. Union organizers have encountered violent opposition and resistance from the leaders of industry and even internally.

Background Knowledge: For the last three weeks students have studied the formation of labor movements, prominent leaders and opponents. In an effort to collaborate, the Economics teacher (Roger Kim) and I are co-planning in order to maximize our resources and our student’s educational experience.
In Mr. Kim’s class the students have just examined the ideologies of Marxism, Socialism and Capitalism and have compared and contrasted the interests of the common laborer and corporations (industry.)
In my class students were introduced to the laws that resulted from the work of the AFL-CIO and reviewed (they had already studied this in US History) some of the working conditions that child laborers and recent immigrants had to face at the turn of the century. We also reviewed the theory of Social Darwinism, the Horatio Alger myth and the attitudes of the Captains of Industry.

I will be closing this section by introducing the United Farm Worker’s Movement, what prompted it, who opposed it and why, the demands of the leaders and its eventual success, decline and where it stands today.

Unit Questions:
What social and economic conditions may lead to the development of a labor movement? What obstacles do people face when organizing laborers and what compromises are necessary to achieve victory?

OBJECTIVES:
? Students will be able to identify the key players for and against the farm worker’s labor movement. (Explanation)
? Students will be able to articulate the social/cultural/economic/health/living conditions of the farm worker and how these factors led to the formation of the United Farm Worker’s Movement. (Explanation,Interpretation,Perspective,Empathy)
? Students will be able to identify the cultural movements that sprouted from the solidarity of the Campesino. (Explanation)
? Students will be able to take a well-informed position on whether labor movements are necessary or not to insure social justice. (Interpretation,Perspective,Empathy,Self-Knowledge)
? Students will be exposed to terms like: La Causa, El Movimiento, Teatro Campesino, Si Se Puede, Hermandad, Bracero Program, Migratory Farm Worker (explanation,interpretation,perspective.)

Preparation: When we began the unit on unions three weeks ago students were instructed to read either The Circuit by Francisco Jimenez or The Grapes of Wrath by John Steinbeck. These books were provided to the students, they were allowed to take them home but had to bring them to class everyday. They have been given ten minutes a day to read their books and have been asked to write a couple of paragraphs every Friday to tell me where they are in the book and what they have learned so far. I used these updates to make sure that they are reading, on track and capable of analyzing and applying the information they are exposed to in these books.

When we first began the unit on labor and unions, I divided the class in two. I explained to them that at the end of the unit they were going to take the information they had studied about in Economics with Mr. Kim and with me about the issue of labor and were going to apply their knowledge to an issue that affected everybody locally. There were two groups of fifteen students, I made sure to put students in each group who were considered leaders, each group had a student with strong written and one with strong verbal skills.

Their task was to conduct interviews out in the community of people who were around during the labor strikes of the 60’s and 70’s on both sides of the issue; they had all three weeks to do this.  Because the Imperial Valley is an agricultural community, there are a lot of ranchers and farmers who were affected by the strikes. Depending on who they were interviewing they were given articles by Samuel Gompers and Henry Clews representing opposing views on the organized labor issue.

I prepared a list of the farmers and farm workers who were willing to be interviewed. They turned their interviews in to me last Friday, so I have had a chance to review them before I let them present in class.

SYNOPSIS
First Day:
Guiding Question: To what length are people willing to go to defend their interests?
Review Labor v. Industry Conflict

Second Day:
Guiding Question: Who was the UFW and what did they want?
Chronology of Movement
Biographies of key participants
High light crucial moments

Third Day:
Conflicts, Obstacles, Victories
Guiding Question: Was the UFW effective in promoting social justice?
 

First day
5 minutes:  For the first few minutes of class, I will recap what we have been studying about “Labor Movements in the US” and the social and economic implications on all of us as citizens. We are now going to focus our attention to the recent past. I will begin by telling them that we will be studying a labor movement that happened in our neighborhood, and as they know from their interviews, with people in our community.
My opening activity (grabber): Will be to ask two volunteers to read the dialogue between Robert Kennedy and a sheriff during the Delano Boycott 1966. The sheriff is suggesting that he will be violating the constitutional rights of the strikers. Students at this age are very worried about their constitutional rights; they are always saying, “oh, we have a right to free speech…etc” I will tell the students that while we are working in our groups I want them to think about the implications of this dialogue. I want to demonstrate the magnitude of the threat to our constitutional rights that the DA and Sheriffs are making in these statements. I will also ask them to think about what would have happened if Robert Kennedy had not been there.
10 minutes: Students will break up into the groups that were assigned to them when they conducted their interview and investigated the opposing sides of the dilemma. They will receive their reports with comments and will review key points with their group. I will go over my comments and tell them that
15 minutes: Based on the information they gathered and the Gompers and Clews essays they will extract key arguments for and against unions. I will also remind them of the economic interests that they discussed in Mr. Kim’s class and ask them to look for connections.
 They have had experience preparing debates in my class so they know how to find the arguments and separate the evidence that supports it. I will go around the room and assist them. I will give them an example of an one point on each side of the argument taken right out of the essays.
20 minutes: Three students will be selected from each group (by their group members, if they take too long to decide, I’ll have them do a random selection)  to represent (whether they agree or not with the side the issue they are representing) the side they were assigned to by using their interview information and the hand Gompers and Clews arguments. The students will be set up like a panel, they will get a chance to make an opening statement, then students in the audience will ask them questions. If they don’t know what to ask I will proffer a question jar where they can pull out a question like:
Why should farmers have to lose money to help farm worker’s?
Teacher will facilitate. The students not in the group of six will get to ask questions when the key points are introduced.

HOMEWORK:  Please see handout. Students will be asked to write about a character in the book they read. The purpose of this activity gets them to incorporate all facets of understanding in their readings. They were told when they selected the books that they would do this.

Second Day

10 minutes: Review and informal assessment of first day. I will guide the students through the first day and prompt them to think about the conflict between the farm workers and agriculture, I want to make sure that they are clear about the conflict. For this activity, I will call on people.
Based on the interviews and our discussion, what would you say the opposing groups have and want? What is the conflict here?

Will have the following matrix on the board:

 United Farm Worker’s Agriculture
HAVE
WANT

Some of thoughts that may come up are: UFW wants fair contracts, fair compensation, benefits and agriculture wants to pay whatever they want, hire at will, not pay employee benefits

40 minutes: Lecture

Will review chronology of Cesar Chavez’ life, and UFW activity. I will talk to them about Chavez and what he says motivated him, what he went through, how people taught him to lead and organize and what his critics said about him, I will share some of his quotes, his success and his legacy. (Handout)
  Will watch a couple of excerpts from the movie: “The Fight in the Fields.”
I will show them the section: How do people organize? This starts with Cesar’s life, when he met Fred Ross, an organizer from the Community Services Organization and how Dolores was recruited to join them.
I will also show the section of the movie: Brick by Brick, this part of the film shows how growers fund ways to divide workers and prevent organizing. This will take the students back to the first efforts of the WOBBLIES to organize farm workers in 1936.
I will have students read some excerpts of prominent people for and against the movement along with voices from the workers who will use their words to describe the events (primary sources.)
Closing (Question and Answer): students will have an opportunity to ask questions, get clarification on any issue

Third Day

25 minutes:  Movie and Lecture: I will continue with the section in “The Fight in the Fields”/Paradigm Productions where they show the violence by the teamsters, Reagan denouncing the movement, the signing of the first union agreement with Lionel Steinberg, Coachella grape grower the continuing attacks by the teamsters and what prompted the national lettuce boycott.
 Then I will discuss the violence and victory but will high light The California Agricultural Relations Act signed in 1974 by Gov. Jerry Brown.
Then I will talk about the backlash in the State of California
15 minutes: Assessment:  Delano Boycott Dinner
10 minutes: Wrap-up: Open ended discussion. Can industry/agriculture and labor both profit in a capitalist society?

Resources
Opposing Viewpoints in American History, Volume II P 58-62
- The Organizing of Labor into Unions is Dangerous – Henry Clews
- Labor Unions Are Essential – Samuel Gompers

Movie: The Fight in the Fields/ Paradigm Productions

Primary Sources:

Cesar Chavez on Non-Violence (1970)
Robert Kennedy questions Kern County Sheriff (1966)
Leroy Chat Field talks about Cesar’s fast (1968)
Richard Chavez tells about how the Farmworker’s Eagle was created
Dolores Huerta talks about becoming an organizer

The Story of Cesar Chavez
www.ufw.org

Chavez Movement Gains – LA Times 8-16-70

Books:  The Grapes of Wrath - Steinbeck
 The Circuit – Jimenez

Lesson #4
The American Revolution

Unit Question:
Should the colonists have broken away from the British?

Grade Level/Subject:
11th Grade/American History-US Constitution

Strands:
Historical Literacy and National Identity

Overview:
Learning about American History and the United States can be fun as well as educational. As a teacher, I would want these areas to become alive for my students, to convince them that everyday they are living a part of history of our country. I want them to understand that the history they have been witness to has already affected their lives. I want to do this by not only lecturing, and assigning paperwork, but also by various group activities. They need to read and analyze materials, and I’ll already have assigned the reading for the students to do prior to class. I want the students to begin to recognize how the issues were disseminated to get popular support for essentially regional and upper class issues.

Cognitive Objectives:
These exercises will be identifying the motives behind the American Revolution and being able to give examples to support this assertion. I want them to be able to identify key concepts and actions (pamphlets, acts, etc.) during this period. I also would like for my students to be able to explain the relationship between the British Acts and the actions taken by the colonialists. In summary:

1. Students should be able to identify and understand the motives/reasons behind the colonists’ need to separate from England.
2. Students should be able to explain the issues that faced the colonists and their feelings of repression.
3. Students should be able to explain how the government and laws can lead to discontent amongst its citizenry and thereby social change.
4. At a later date I want my students to draw upon the ideals of this time and later actions like the Civil, Women’s and Students’ Rights Movements.

Instructional Strategy:
I will lecture minimally because I want to get a feel for the personalities in the class: who the natural leaders are, the talkers, who is shy, etc., so that I can learn how to bring out the qualities they are lagging in and challenge the qualities that are at the fore. I also will have them work alone for a few minutes using the KWL graphic organizer, and then group discussion on their section. During their presentation I will informally assess their speaking abilities to discern whether we should have further oral reports in the future and how they should be structured.
Materials: Student text (American Odyssey), group and individual handouts, paper and pen

Why did we need a separate government from the British? The lesson introduces us to the basic issues of the revolt by the colonists. I want the students to empathize with the plight of the colonists by comparing their ideas with those of the constitutional framers and their intentions. This lesson will take two class periods. I would cover the concept of taxation, the acts passed, colonial responses, conditions during the war and excluded segments of the population. Then conclude with a recapitulation of what was covered.

Vocabulary:
Students should be able to define and identify the following terms and concepts from the first chapter:

The Stamp Act   The Sons of Liberty     The Continental Congress  Committees of Correspondence
 Revolution    The Sugar Act
 General Gage    Samuel Adams
 Common Sense   The Boston Tea Party

Assessments:
The students will be given sheets asking them prodding questions for their group to answer, at the conclusion of the chapter they will have to answer questions I created and define the vocabulary words. After the first two chapters, I will give a mini multiple choice quiz to test their retention and comprehension of the material.

Multiple Intelligences:
The intelligences addressed in this lesson are: verbal, interpersonal, and intrapersonal.

Schedule:
Day One

5 minute video clip of “Conflict Ignites:1776,” to set the stage for the situation, this is a historical flim
10 minute video clip of “The Patriot,” so students get an understanding of the issues, time period, this is a more entertaining video
10 minute break down of clips: “What did you see: the dress, environment, social climate? Guide the comments to help the students set the stage for the American Revolution.
20 minute reading of primary source documents (different perspectives, Declaration of Independence, etc.)
10 minute discussion of documents and uses in our lesson

Day Two
10-15 minute discussion/lecture of American Revolution, I ask “What does ‘No Taxation without Representation’ mean? How could the British feel that the colonists were being represented in Parliament while the colonists felt they were having their lives infringed upon without any right to be heard?” Then we would discuss briefly virtual representation and identify who were represented in colonial assemblies. “Governments derive their powers from the consent of the governed,” What does this mean? What makes it a “revolutionary” idea? What was the view of taxation by: the British, the Colonial Elite and the Colonial Commoners? I would then allow time for guided comments between questions.

5 minute explanation of KWL Chart and individual use (I would model on the board how the graphic organizer is used and prompt the students usage).

5 minute group instructions and arrangement of the six student groups (“We are going to break down sections from American Odyssey and present what you’ve learned by group. It is your responsibility to report as accurately as possible to the class the section you were assigned and your classmates are going to take notes. I have prearranged the groups, but you can decide on who performs what roles once you meet together. There is a handout detailing what your group is responsible for and the roles in the group. Decide who they are quickly and get to work. Let’s go! Group #1 meets over here, and the members
are . . .”

20-25 minute group work sections and prep for presentations (read and analyze the textbook The American Odyessey)
10 minute group presentations

Day Three
20 minute group presentations
15 review of material using KWL Charts
10 introduction of Critical Thinking aspects of the American Revolution (who was left out and why, whether slavery and denying women suffrage conflict with the ideals of the Revolution?-I would play devil’s advocate either way. Why did or didn’t the colonists see it this way? How does this connect to the primary sources we discussed? This leads into a discussion of the book and it’s biases and our need for Critical Thinking)
10 minute assigning of homework and answering questions (Section Review 1-8 due Friday at the beginning of class and Vocabulary words)
 

Problem Solving: Work together in your assigned groups of 5, read and be prepared to read your section of the book:

Grp.#1 pages 14 to subheading Politics and Society (stop here)
Grp.#2 Read from Politics and Society to Tax Protests (stop here)
Grp.#3 Read from Tax and Protests to Continental Congress (stop here)
Grp.#4 Read from Continental Congress to Winning the War (stop here)
Grp.#5 Read from Winning the War to Surviving the War (stop here)
Grp.#6 Read from Surviving the War to the end of At Home

Each member of the group should take notes on the topic. You should have: one note taker for the group, one group facilitator (the person who makes sure everyone gets to speak and the work gets done), and three presenters, three different people,everyone must participate.
Return this sheet to as your group gets up to present with the name and title of each group member. The students will present and share their assigned sections with the class. The students in groups not presenting are to take notes on the information being presented by classmates.

Questions for each group to consider for presenting:

What is your section(s) about?

Who are the important people being spoken about in your section?

Are there any events worthy of discussion with the class?

Are there any themes or ideas that should be discussed?
 

Note taker______________________

Group Leader______________________

Presenters_________________________

    _________________________

    _________________________

Group #1

How many people lived in the colonies? Where did they live?

From the reading, identify four ways in which the colonists were diverse.

Who was Andrew Oliver and what was his relationship to Ebenezer McIntosh?

In what type of environment did most colonists live?

What kind of work did the colonists perform?

What kind of goods were shipped to and from the colonies?

Did African American slaves enjoy the prosperity of the colonial economy?

Group #2

How did Britain rule it’s colonies? What was it’s governmental structure like?

Who were involved in the colonial assemblies? Why do you think that is? (Are there any similarities to the United States govt. today?

What groups were left out of the political arena in America? Britain? Why do you think this is occurred?

What situation was facing the British government after the French-Indian War? How did it affect the colonists? What actions did the British take to ease their burden?

What segments of the population in the colonies resented being excluded from the decisions being made in the colonies the most?

Group #3
What goods were taxed by Parliament? Why were these important to the colonists? What goods today have a similar importance and could evoke a strong reaction?

Why was the Sugar Act especially damaging to the city of Boston? What was their response?

What was the “Boston Tea Party”?

What other acts were passed?

What did the money from the taxes go towards?

Who was Samuel Adams? General Gage? What was their involvement in Boston?

Who were the Sons of Liberty?

Where the colonists united in their feelings against the British? Why or why not?

What were the Committees of Correspondence? What functions did they have? How did they assist in unifying the colonists?

Group #4
What  was the First Continental Congress? How many people attended and from where?

Where was it held and what did they want to do?

What events took place in April 1775?

When was the Second Continental Congress? What did they decide and do?

Why was Thomas Paine’s Common Sense important to the colonists agenda?

Outline Thomas Jefferson’s contribution to the Declaration of Independence.

What made the American Revolution important in World History? Why was it significant?

Group#5
Why was George Washington chosen to lead the troops?

Describe the conditions of Washington’s Army.

Outline the military actions taken by the British and their intentions.

How did the French assist the Americans? Why did they get involved?

How did the colonists defeat the British?

What were some of the terms of the peace treaty between the newly formed United States and the British?

Group#6
How can it be said that every sector of society got involved in the war?

Who really did most of the fighting? What were there conditions? Why do you think they did the fighting? Does it still occur today? Give examples.

Describe life on the front lines of the war.

What was happening with African Americans during the war? After? How many participated in the war for the colonists? For the British?

Why did many Native Americans side with the British?

How did the women assist the colonial efforts during the war?

Reading/Thinking Guide for the Declaration of Independence

Who do you think participated in the writing and authorizing of the declaration? Who did not and why?

Why are life, liberty and the pursuit of happiness “inalienable righs”? What does it mean and do you agree?

Do people have the right to abolish the government today? Why? Do you think that Americans today could?

Is there anything about the government you would like to do away with? Are there any similar occurences in

Lesson #5
THE VIETNAM WAR ON THE HOMEFRONT

Introduction: This three-day lesson plan will take place in a Junior-year High School American History class.  The military and political aspects of the war would have already been studied in this class, i.e. the Gulf of Tonkin Resolution, the Tet Offensive, the Cambodia campaign, the election of Richard Nixon, My Lai, the Paris talks, etc.  This lesson will focus almost entirely on how the war impacted the American public.  Any references to the actual war will be used only to relate it to the public’s sentiments.  The lesson will concentrate almost entirely on the crucial years of 1965-1972.  The purpose of this three-day period is to show the students how fractured America was during the conflict years and how this period ushered in a new era of popular protest.  The school is ethnically diverse, and the students’ economic status is predominantly lower-middle class and lower class.  The class period is 50 minutes long each day.

Unit Questions:
? Is protesting a fundamental right?  To what degree?
? How do the media, speeches, and culture shape societal views?
? Does the public have a right to know the actions of a government during war?

Objectives:
? Students will be introduced to the anti-war movement of the 1960’s and ‘70’s.
? Students will examine the roles the media and pop culture played in affecting the public sentiment over the war.
? Students will be able to gain an understanding on how they would have acted during this tumultuous era and what, if any, similarities exist between the protestors from the Vietnam era and protestors today.

California State Board of Education History-Social Science Content Standards:
? Section 11.8: 5 – Powers of the Presidency are discussed in relation to LBJ’s Gulf of Tonkin Resolution and Richard Nixon’s Pentatgon Paper’s controversy.
? Section 11.8: 8 – Popular culture is referenced in relation to music and the media during the 1960’s and early 1970’s.
? Section 11.11 – The protest movement and civic unrest in response to U.S. involvement in Vietnam could be categorized in the category regarding “major social problems and domestic policy issues in contemporary American society.”
 

DAY ONE
Quotes for the Day:
Thomas Jefferson:
"The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants. It is its natural manure.”
“The spirit of resistance to government is so valuable on certain occasions that I wish it to be always kept alive."

Objectives:
? Students will receive an introduction to the idea of protest and be able to identify ways to express disapproval.
? Students will be provided a timeline and overview lecture of the Vietnam War on the American homefront, 1965-1972.

Materials:
? Four paper-copies each for 5 different scenarios.  Each scenario will describe a situation at school or in the community.  Possibilities include: 1) the public school that the students attend has decided to require school uniforms; 2) the school, in order to save money, has abolished the athletic and arts departments; 3) the state government has decided to increase the driving age from 16 to 19; 4) the school board has extended the school day to include Saturdays; 5) the community government has instituted a mandatory daily curfew of 8:00 p.m.
? A T.V. with a VCR.
? Transparency outline.

Lesson:
1. The desks have been prearranged so that there are clusters of four desks around the room.
2. As students enter the classroom, they are randomly handed a number and asked to sit at the desk that corresponds with that number. (2 minutes)
3. When all the students are seated at their assigned table, the teacher hands out the sheets to each group. (1 minute)
4. Teacher explains directions: “On these sheets are hypothetical situations that could happen today in your school or community.  Each group must elect someone to be a recorder and another person to be the spokesperson.  For 5-7 minutes, you will discuss the scenario: what would you think if this really happened?  Is this a “just” thing to do?  How are ways people could react to the decision?  How far would be too far in voicing your opinions?  Should we let the decision stand?  The recorder should jot down the points people make and three ways the group feels that one could protest or respond.” (5 minutes)
5. During that time period, the teacher will wander around the room and simply observe the discussions taking place.  He/she will make sure that the discussions are civil and that person’s opinions are being respected, but the teacher should refrain from interjecting his/her own opinions.
6. Once this time period is up, the teacher will stand at the overhead.  Each group’s speaker will take a brief amount of time and say what their hypothetical situation was and what the group came up with.  The teacher will record each group’s three manners in which they could protest/respond. (10 minutes)
7. The teacher will then take a brief amount of time and review the results with the class.  Discussed will be what the similarities were with the groups, differences, common themes, etc.  (3 minutes)
8. The teacher will then play a brief video showing some of the more memorable protests in the recent memory.  Video will include clips from L.A. riots, Seattle WTO conference, Quebec WTO conference, G-8 summit, and Cincinnati riots.  (5 minutes)
9. The teacher will explain that, “This intro was a way to connect the present with the past.  The Vietnam War era was one of the first modern grand-scale protest periods, and it effected and still effects how the public perceives civil disobedience.  The late 1960’s and early 1970’s was a time of great societal unrest, and the class will examine that time period.
10. The rest of the class period will be lecture oriented.  A outline will be on the overhead and the teacher will chronologically go through the important domestic events and trends from 1965-72. Students will pick up a collection of speeches with a reading guide attached. (20 minutes) (lecture outline attached)

Assignment: Read three speeches, President Nixon’s “Silent Majority” speech from November 1969, Martin Luther King’s 1967 draft discrimination speech, and John Kerrey’s Veteran’s rights speech before Congress, April, 1971.  Students will be asked to consider how the rhetoric is aimed at persuasion and how the author frames their particular argument.  Students will also complete (handwritten) the attached reading guide.  This will be used to guide discussion on the next day.

DAY TWO:
Quote of the Day:
Chicago Mayor Richard Daley:
“Let’s get one thing straight.  The police are not here to create disorder.  They are here to preserve disorder.[sic]”

Objectives:
? Students will be able to understand the campus anti-war movements and the counter pro-war movement.
? Students will be able to identify the principal arguments of most sides of the struggle.

Materials:
? TV with VCR, copy of the film Born on the Fourth of July and a copy of the documentary The Vietnam War: Episode 11, Homefront.
? Copies of homework assignment scenario (described later)

Lesson:
1. The seats will be arranged in their normal format for this day.  Students will take out the three speeches they were assigned to read for the day.
2. The teacher will be at the board with three columns marked, one column for each speech.  The teacher goes column by column, asking the students to state the principal argument(s) for each side.  The Nixon column will probably include such things as the Domino Theory, the U.S. is too strong to give up, most of the country supports the war, etc.  MLK’s speech will probably include that blacks and the poor were disproportionately getting drafted, that the war is undermining all of the civil rights advances made earlier in the decade, passive resistance is a just course of action, etc.  Kerrey’s column will include the mindlessness of the war, no directive and mission, the U.S. is losing badly, bright young people are dying for little reason, etc.  (12 minutes)
3. The teacher will then discuss these three viewpoints and what they say about the mood of the country. (6-8 minutes)
4. The remainder of the class period will focus on college campuses and the 1968 Democratic Convention.
5. Two video clips will be shown.  A six minute clip from the PBS Vietnam War Series (Episode 11, The Homefront).  The six minutes chronicles the campus uprisings across the country in the late ‘60’s and their resurgence following the Cambodia invasion in 1970.  Particular emphasis is on the Kent State and Jackson State shootings, and the Cal-Berkeley demonstrations.  Lastly, a clip from the movie Born on the Fourth of July will be shown.  This brief clip takes place during the demonstrations during the Chicago Convention and shows the violent police tactics.  (10 minutes)
6. An open class discussion will follow.  The basis of the discussion will be:
a) how far should protesting go?, and
b) how far (if at all) can the government go to control the protesting?
What I’d like the students to probe is how inherent of a right is protesting, and can governments use force as a reaction.  I am assuming that most students will naturally lean towards the side of the students and the protestors.  As a teacher, I will try to play devil’s advocate to a certain degree in order for students to really probe their feelings.  Some questions I might ask would be, “Are protestors merely protesting if they are violating laws?” and  “Do the police have a right to keep the peace?”  This is planned on being a very open discussion with no right or wrong answers.  The goal is to have students truly think about how they would have acted if they lived in that era, and what they would do today if a similar situation arose. (15 minutes)
* Depending on how the lesson during the day goes, this discussion might be cut short.  Appropriate time has been allotted for the next day.

Assignment:
1) The student must pretend that they are a college student living in 1968.  A demonstration that was protesting the war on campus grounds was dispersed by police.  The demonstrators were causing damage to public property, threatening school administrators and police, and trying to take control of a school building.  Tear gas and Billy clubs were used on the students, and about a dozen protestors sustained minor injuries.  Write a letter to the editor either defending the students in their demonstration or supporting the police for breaking up the rally.  Back up your argument in a 1-2 page essay.

DAY THREE:
Quote of the Day:
President Richard Nixon:
“It’s the responsibility of the media to look at the president with a microscope, but they go too far when they use a proctoscope.”

Objectives:
? Students will be able to understand how the media affected the public’s perception of the war.

Materials:
? Photocopies of 6/27/69 issue of Life magazine and 1971 N.Y Times Pentagon Papers Issue.
? Song lyrics to Sgt. Barry Sadler’s Ballad of the Green Berets, Joe McDonald’s I Feel Like I’m Fixin’ to Die, and Crosby, Stills, Nash, and Young’s Ohio.

Lesson:
1) Continue of the discussion from the previous day.  This could provide closure from the discussion and also serve to rehash the students on what was addressed on Day 2.  This could also segue into any comments the class might have on the papers they wrote the night before.  A straw poll could be conducted on which side of the issue the class predominantly fell.   “Everyone close your eyes.  If you sided with the police raise your hand.  If you defended the students raise your hand.  Any undecideds? (10 minutes).  Once the campus protest section is wrapped up, the students can pass up their papers.
2)  The day’s lesson will begin with a brief lecture on the media involvement in the Vietnam War.  That war, unlike any previous one, was able to visually broadcast footage from the battlefields.  The nightly news contained war clips, and every Thursday night on network television, a weekly body count was aired.  The modern era of television affected how people visualized war.  An ongoing struggle between the media and the government persisted throughout the war.  The media claimed that the government was hiding important information from the public, and the government accused the media of being liberal and turning the people against the war.  But the fact remained that the public was able to see nightly images of war like no other time previous to it. (12 minutes)
3) The students will be handed two primary source journalism pieces: a copy of Life magazine’s famous cover from June, 1969, and the New York Times landmark Pentagon Papers issue.  Life magazine showed the pictures of every soldier killed in that week of combat, and the Times issue ran highly classified information on the origins of the Vietnam War.  Students will have about five minutes to look at the issues. (Altogether, 7-8 minutes)
4) A discussion will then take place.  How can the pictures of the soldiers be viewed as provocative?  How do you feel these images attempted to make the reader feel about the war?  Does the military need to disclose all information about internal matters?  Is the public better off with this information?
The teacher will then go to the overhead and make two columns: the military’s interest and the public’s interest.  The class will then go through and state why each side felt that way, and what interests the public and military may have had during that time period. (10 minutes)
5) Teacher (in transition): “Just as the media was scrutinized for shaping public opinion, so to was popular music.  The highest selling song in 1966 was The Ballad of the Green Berets.  But anti-war anthems became emblems for the time period, as well.  These songs were intended not only to express the public’s sentiments, but also to shape it as well.”
6)  Before the class ends the teacher will hand the students the overnight assignment and a copy of song lyrics for the next day’s lessons.  Day 4 will be devoted to song anthems and how music was instrumental to the protest movement. (10 minutes)

Assignment:
? Students are to consider how bias is a part of media today.  They are to do one of the following: read the newspaper, watch the nightly news, or read a contemporary issues magazine (Time, Newsweek, etc.)  They will find one piece, story, or picture that they think contains a bias.  They will briefly (one page or less) write what the slant is and what the author, broadcaster, or photographer is trying to convince the reader of.
? Read the song lyrics.  Students should consider what message the songwriter is trying to convey and how the lyrics attempt to influence the reader/listener’s views on American involvement in Vietnam.

Outline to Day 1 lecture:
I. Views of Presidents in 1964.
a. Legacy of LBJ and JFK
II. “Protest” leads to “Resistance”
a. 1967 Pentagon demonstration
b. Businesses turn against war
III. Election of ‘68
a. MLK, RFK shootings
b. Democratic candidates and the Chicago turmoil
IV. Nixon
a. “Secret Plan”
b. Joustings with Media
c. Moratorium-Cambodia escalation.
V. College shootings

Sources used:
The Vietnam Experience: A Nation Divide
Campus Wars, by Kenneth Heineman
The Vietnam War and American Culture, edited by Rick Berg and John Rowe
Marching Nowhere, by Ken Hurwitz
PBS The Vietnam War, The Homefront
http://www.ashbrook.org/library/

Lesson #6
Homosexuality in the United States

1.  Where this fits in the California Framework for History/Social Studies:

This unit fits into the following two sections:
11.10 Students analyze the development of federal civil rights and voting rights.
11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
Although the Gay Rights Movement is not specifically included in the Framework, students are supposed to be considering “ . . . the change in the ethnic composition of American society; the movement toward equal rights for racial minorities and women . . . An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. Students consider the major social problems of our time and trace their causes in historical events. They learn that the United States has served as a model for other nations and that the rights and freedoms we enjoy are not accidents, but the results of a defined set of political principles that are not always basic to citizens of other countries. Students understand that our rights under the U.S. Constitution are a precious inheritance that depends on an educated citizenry for their preservation and protection.”  -from the introduction to the Framework.
It is clear that studying the history of homosexuality in the United States addresses issues of rights and freedoms, the tension between the individual and the state, equal rights, and counts as a “major social problem”.
2.  My Audience:
One of my major problems in thinking about this lesson was whether or not 11th graders are mature enough to talk about the issue of sodomy.  When I have addressed issues of homosexuality before with students, we focused only on love and rights, not sex.  Therefore, this unit was created with a very mature class in mind that didn’t have a problem understanding that sex, while it is inherently part of homosexuality, is not a laughing matter.  As far as demographics go, this lesson was designed less for groups of people and more for a type of person—a mature one.  This class would probably be a high achieving class.
 

3.  Reference List:

Video:
The Times of Harvey Milk, from the Palo Alto Public Library

On-line resources:
historychannel.com, search under Homosexuality.  Chronicles the history of how homosexuality has been understood and dealt with since the 1600’s.

glinn.com:  Gay Events in History:  Historic Archive Gay Lesbian Bisexual History Research.

I also looked at about 40 other websites to find information for this lesson.

Book:
Out for Good : The Struggle to Build a Gay Rights Movement in America
by Dudley Clendinen and Adam Nagourney

And one more resource to deal with how to address the topic with students:  I used this to think about norms needed in the classroom to have this type of discussion.
Inclusive Curriculum:  The Silent Minority Comes to the Classroom, by GLESN LA (The Gay, Lesbian and Straight Education Network of Los Angeles)

Date: 3/1/02
Class:  US History period 3

Theme:  Homosexuality in the United States

Relevant Prior Knowledge:  Students have just completed a unit on the Civil Rights Movement.  Additionally, one of the main foci of the class has been the prevalence of and resistance to social injustice in the United States, and how societal conceptions of “rights” and who should have those rights shift over time.

Unit Question:  How and why have societal norms and laws about homosexuality in the United States changed over time?

Unit Objectives:
? Students will be able to identify key events and figures in the history of homosexuality in the United States
? Students will be able to articulate how and why societal norms about homosexuality are subjective and change over time.

Daily Objective:
? Students will be able to articulate the shift from the conception of homosexuality from a sin to a medical condition to a condition that makes one dangerous to society

Materials Needed:
-5 copies each of the following documents:
? 3 state constitution sodomy laws (representing origins of homosexuality as as sin in the religious context),
? 2 medical records from the late 1800’s  (the AMA’s definition of homosexuality and one other) and
? excerpts from Congressional Record vol. 96, part 4.
-6 copies of the groupwork worksheet, attached
-28 copies of the Stonewall newspaper articles

Sequence:
Activity Time
Journal Write:  (written on board) A young man named Julio was killed in New York City because he was gay.  After his death, his former partner said, “The gay community in Queens reached its limit with Julio’s death, and said, ‘No more.  No one has to like us, but, by the same token, no one has the right to do us bodily harm or deny us our civil rights”.  What do you think about this quote?  How are civil rights and rights for gay people related? 8 minutes
Unit Intro:  Explain we will be continuing to study our theme of civil rights, but will now investigate a group of people who have long been denied civil rights in the United States and around the world, yet often do not get addressed in school:  gay, lesbian and bisexual people.  This is a very sensitive topic, and has been for a long time, as we will be learning about.  Before we continue with this unit, I want to review our class norms, and talk about which ones we especially need to keep in mind as we study this topic.  (discuss which class norms pertain:  hopefully mutual respect, what a “safe space” in our classroom means, etc.) 5 minutes
Definitions:  Define homosexuality as “a person who is romantically interested in or involved with someone of the same gender or sex.” 2 minutes
Group Work:  Divide into 6 groups.  Examine the following documents:  3 state constitution sodomy laws (representing origins of homosexuality as as sin in the religious context), 2 medical records from the late 1800’s  (the AMA’s definition of homosexuality and one other) and excerpts from Congressional Record vol. 96, part 4.  Answer the following questions:
? What does your document say about homosexuality?  After brainstorming ideas to answer this question, please narrow down your response to one overarching sentence.
? What words does your document use to describe homosexuality? 25 minutes

Share-out:  Each group will say the name of their document, the year it was written (it is on the document), one sentence about what the document says about homosexuality and 1-5 words the document uses to describe homosexuality.  On the board, I will create a timeline as students present, placing the social conception of homosexuality next to the year the document was produced. (idea is that the conception of homosexuality shifts from a sin to a medical condition to a condition that makes one dangerous to society (ie scapegoating in WWII) 5 minutes
Questions?  Comments?  Explain homework. 5 minutes

Homework:
? Read news article about the Stonewall Riots.  Take notes on the actions and reactions that took place that night.

Date: 3/2/02
Class:  US History period 3

Theme:  Homosexuality in the United States

Unit Question:  How and why have societal norms and laws about homosexuality in the United States changed over time?

Unit Objectives:
? Students will be able to identify key events and figures in the history of homosexuality in the United States
? Students will be able to articulate how societal norms about homosexuality are subjective and change over time.

Daily Objective:
? Students will be able to explain the shifts that took place in the 1950’s and how those shifts manifested in the Stonewall Riots.

Materials Needed:
-Video:  Outrage ’69
-VCR and TV
-28 copies of the homework packet

Sequence:
Activity Time
Journal Write:  What thoughts did you have about the unit we started yesterday?  What feelings were evoked for you? 5 minutes
Interactive Lecture:  Today we are going to examine the major shift in the history of the Gay Rights Movement that took place between WWII and 1977.  What effects do we know WWII had on social norms in the US? (Women leaving the home, troops exposed to cities/world, etc.)  The same theme of changing social norms affected the course of history for gay people, too:
? People no longer wanted to be “in the closet”
? WWII meant rural gays exposed to cities, other gay people
? First gay rights organizations were founded:
1. Mattachine Society of LA
2. The Daughters of Bilitis in SF
Social norms were changing.  Then, in the summer of 1969, something unexpected happened in NYC . . . what was it?  What “went wrong” at Stonewall?  Why didn’t the crackdown take place the way the police assumed it would?  (include connections to the Civil Rights Movement, WWII)
Stonewall is considered to be the birth of the Gay Rights Movement.  For about 7 years, many strides were made concerning gay rights in America.  20 minutes
Video:  Outrage ’69:  the section that details post-Stonewall organization and the formation of the Gay Liberation Front.  Students will take notes on what they see, what they hear, and what they feel (this is our regular video watching format). 10 minutes
Discussion:  According to the video, what is the atmosphere of America regarding gay rights in 1975?  Share words and images you saw from the video.  What do we know about the “social pendulum” as it relates to civil rights?  What has a tendency to happen after major social gains are made by minority or disenfranchised groups in America?  (backlash occurs—we studied this in the Civil Rights and Women’s Rights movements).
In class tomorrow we will examine the backlash against the Gay Rights Movement that begins in 1977 and then move through history to the more recent debate over gays in the military.  10 minutes
Questions?  Comments?  Explain homework. Your homework tonight is to read two differing views on the issues of gays in the military.  Use the worksheet to help you understand the arguments the two authors are making. 5 minutes

Homework:
? Read two opposing views on “Don’t Ask, Don’t Tell” policy in the military.

Date: 3/3/02
Class:  US History period 3

Theme:  Homosexuality in the United States

Class Essential Question:

Unit Question:  How and why have societal norms and laws about homosexuality in the United States changed over time?

Unit Objectives:
? Students will be able to identify key events and figures in the history of homosexuality in the United States
? Students will be able to articulate how societal norms about homosexuality are subjective and change over time.

Daily Objectives:
? Students will be able to identify major modern (past 30 years) gay rights proponents and opponents
? Students will be able to articulate the modern debate between gay rights proponents and opponents, especially concerning the military and sodomy laws.

Materials:
-Cards with quotes:  28 cards, 2 copies each of the following:
1. Mini-bios of :  Jerry Falwell, Anita Bryant, Harvey Milk, Jesse Helms and Dick Cheney (10 cards)
2. Descriptions of the Briggs Initiative and Bowers v. Hardwick (4 cards)
3. Quotes from all of the above (14 cards)
-Video:  Philadelphia
-TV and VCR
-28 Homework sheets

Sequence:
Activity Time
Journal Write:  "I have come to believe over and over again that what is most important to me must be spoken, made verbal and shared, even at the risk of having it bruised or misunderstood." –Audre Lorde
What does Audre Lorde mean by this quote?  What connections can you make between this quote and your life?  What connections can you make between this quote and the unit we are studying? 10 minutes
Matching Game:  Pass out cards with quotes.  Students match quotes to cards with a name or document and brief description on them.  Included will be:  Jerry Falwell, Anita Bryant, Harvey Milk, the Briggs Initiative, Bowers v. Hardwick, Jesse Helms and Dick Cheney.  They don’t have to know anything about these things/people, they just have to make educated guesses about what a logical connection would be between what someone believes and what they would say.  The cards would be sort of obvious.  The main goal here is to make students aware of the various situations and personalities contributing to the debate of homosexuality in the 1970’s and 1980’s.
When they are finished, pairs read the matches out loud to the class (they are short and won’t take a long time). 15 minutes
Discussion:  “Don’t Ask, Don’t Tell”.
? What points do the authors make?
? Where in history can we see the roots of their arguments?
? Which argument do you agree with?  Why? 20 minutes
Video:  Watch clip from Philadelphia. 5 minutes

Homework:  (Handout includes the descriptions from the matching game).  Pick two of the people we have studied in this unit and write a 5-minute dialogue between the two of them –OR- Write a one-page paper about how social conceptions of homosexuality have shifted over time in America.  (This homework and effort shown in class are the assessment pieces.)

Lesson #7
Japanese Internment

California Framework:
11.7 Students analyze America’s participation in World War II.

5. Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. US) and the restriction on German and Italian resident aliens;  …

Essential Questions of American History
How do American society and its economic and political systems develop, sustain themselves, and evolve over the course of history?
How does American society move from a religious foundation to a foundation based upon science and secularism?
*How does the role of government evolve over time?
*How do definitions of democracy, equality, and effective governance evolve?
*Do these ideals apply to every individual?
*How do these ideals both reflect and alter American society, politics, and economy; effectively the ‘American Consciousness’?
*How do the experiences of individuals and groups shape and mold the American Consciousness?
How does the role of the United States in world affairs evolve over time?

Text:
Davidson, James et al. Nations of Nations Vol. 1 and II  4th Edition. Boston: McGraw Hill, 2001.

Sources for 3-day lesson plan: Japanese Internment during WWII

Primary Source
The Constitution of the United States

Secondary Source
Unrau, Harlan D., The Evacuation and Relocation of Person of Japanese Ancestry During World
War II: A Historic Study of the Manzanar War Relocation Center.  2 vols. National Park Service: United States Department of the Interior, 1996.

Internet Source
http://www.geocities.com/Athens/8420/main.html
http://www.caselaw.lp.findlaw.com
 

Non-Print Source
Pearl Harbor. Dir. Michael Bay. Perf. Ben Afflick, Kate Beckinsale, Cuba Gooding Jr., and Josh Harrnett.  Touchstone Pictures, 2001.

Objectives:

Content specific
? Students will explore the myth and reality of equality, democracy, and civil liberties as experienced by Japanese Americans during WWII.
Considering:
- Race
- National security
- Time of war
? Students will explore the role of government in particular the executive branch and the judicial branch during WWII.

Skill specific
? Student will learn how to use photographs as texts
? Students will learn and practice analyzing primary source documents
? Students will practice discussion skills/informal debate techniques

Historiography specific
? Students will consider the importance of context when determining whether or not the United States government was justified in relocating Japanese-Americans during WWII.

Class Demographics:
This is a lesson for an 11th grade mainstream U.S. history course.  The class is ethnically diverse and split evenly between girls and boys.  There are 30 students in the class.  Students sit in five groups of six in a circle or oval shape.

Assumptions:
Students have read chapter 25 in the Davidson text.  Chapter 25 provides basic background information about WWII.  We studied in class: causes of WWII, America’s isolationist/internationalist debate, support of allied forces, America’s role as a negotiator and mediator, the Holocaust, and America’s entrance into WWII.
 Underlining Concepts:
  Nationalism
  Internationalism
  Emerging world powers
  Role of each branch of government during times of war

The Constitution has served as the guiding document for my U.S. history course.  Students are familiar with discussing the inconsistencies between what is written and what is followed.

Students have also studied court cases in previous lessons resulting in a familiarity with using court cases as evidence.

Students are familiar with group-work protocol.

Homework for Day 1:
Review chapter 25
Outline the main ideas
* Since this class is a Monday class, I want students to review the material discussed during the previous week.
* By this point in the year we have discussed what outline should look like.
Main ideas/details and support
Questions

Unit Question:

Are all individuals living in the United States guaranteed the same rights and liberties by the Constitution?

Day 1: What do we fear?

1. Review America’s stance before 1941(5-10 min)
 What was America’s role in WWII before 1941?
  * Diplomatic ties
  * Business ties
 Were we neutral?  Why or why not?
  * Who did we favor and why?

2. Watch video clip
The bombing of Pearl Harbor from the movie Pearl Harbor. (10 min)

3.  Discuss American’s position after the bombing of Pearl Harbor: (20 min)
 What are your reactions to the bombing of Pearl Harbor?
 How do you think we (the nation) should respond?  Why?
 What was the national response to the bombing of Pearl Harbor?
* Since students have already read about the internment of Japanese-Americans, they will be able to site it in conversation
Explain how Pearl Harbor united the nation? (If students need leading I will expand the question- In terms of a reason to enter WWII and in providing for Americans a clear adversary.)

4.  National Response to Bombing: Looking for Evidence (15 min)
 Activity: Group work

? Each table is given a primary source documents that responds to the bombing (they are short readings some are statements)
   General DeWitt (F)
   Justice Earl Warren (F)
   Japanese American Citizen League (A)
   Gov. of Hawaii (A)
   FDR (F)
   Executive Order 9066 (F)

? Reading the documents
Each member of the group will read one document.  The group is responsible for discussing the following questions:

Identify the dilemma presented in your articles? Evidence?
* Students should be able to identify the following issues:
- National security
- Loyalty
- Racism
- Citizenship
Based on the readings, what are the arguments for/against Japanese Internment?  Evidence?
Based on your prior knowledge, what are possible arguments for/against? Evidence?

* Since we have always returned to the Constitution as the guiding framework for the course, my hope is that students will be able to use the Constitution to support their arguments.  Also, that students will uncover the inherent racism behind Japanese Internment.  I will walk around to each group to help guide their discussions.

 Roles for group discussion:

Recorder:  The recorder should record all answers given and all questions posed by the group.
Facilitator: It is the facilitator’s job to make sure that all members of the group contribute to the discussion.
That all questions are answered and all perspectives are considered.
 Timer:  It is the timer’s responsibility to keep the group on task.

5.  Homework
 Readings:
 Read in Manzanar, pp. 11-36 and outline main ideas, use skimming techniques

Day 2: How do we react to fear?

1.  Begin by reviewing/discussing the primary source documents (15 min)
 Use the board to record student/group answers
 Questions:
 What did your groups identify as the dilemma?
 * Be sure to address constitutional issues
 * Be sure to identify racism
 What are the arguments for/against the internment of Japanese Americans?

Matrix Chart: Japanese Internment

Dilemma For  Against

2.  Photo Gallery (15 min)
? Students are to walk around the room and look various photographs of Japanese-Americans.
? Student should respond in their notebooks to the following questions:
 What do you see?
 What is the context for the photograph?
  * Why was this photograph taken?
  * What is going on in the photograph?
  * What point is the photographer trying to make?
 What is your response to the photograph?
How do these photographs connect with the issues you discussed in your groups?

3.  Using the above questions, Discuss the photographs and their relevance to the dilemma identified in activity 1. (15 min)

5.  Homework
 Need to support his or her assigned side.
 Readings:
 Court cases: Korematsu and Hirabayshi (Handouts)

Day 3: Are we all equal?

1.  Discussion on the constitutionality of internment of Japanese-Americans (20 min)
? Go over the basic facts of each case (5 min)
Discussion (10 min)
? Was it constitutional for Congress to pass various restriction laws? Why or why not (evidence)?
? What were the underlying issues (evidence)?
? Were Hirabayshi and Korematsu justified in bringing their case to court?
? Do you think the verdicts were constitutional?  Why or why not (evidence)?

2.  Discussion/Debrief (15 min)
? As a class we will discuss the constitutionality of internment
? Informal Assessment:  What exactly does internment mean?
? What are the issues facing FDR in determining whether or not to relocate Japanese Americans?
? Why do FDR and Congress ultimately decide internment was the ‘right’ thing to do?
? Where in the constitution are rights and liberties mentioned?
? Where in the constitution is can you find justification for Congress’ and the President’s decision?
? What are other factors determine the actions of our government? (Context question)
? How do the governments reasons for entering WWII in conflict with the decision to intern Japanese-Americans?
* Concepts to cover in discussion
 Racism
 Equality
 Democracy
 Role of government
 War Propaganda (FDR’s Four freedoms)

3.  Homework: Reflection

Are all individuals living in the United States guaranteed the same rights and liberties by the Constitution?
? Begin outline in class
? Discussion of thesis statements

Lesson #8
Topic:
Origins of American Revolution

Unit Questions:
Was the American Revolution driven by ideology or interest?
· Using the Declaration of Independence and other articles

Objectives:
· Students will build on past knowledge of colonial history to place the American Revolution in its proper context (review).
· Students will be able to identify at least one ideological motivation and one interest driven motivation behind the American Revolution.
· Students will make and defend an argument regarding the origins of the Am. Revolution
· Students will use primary and secondary source documents to create and support their argument/position.
· Students will learn to use specific steps in interpreting primary source documents.
· Students will gain appreciation for the inherent uncertainty/ambiguity in history.

Overview:
This lesson takes place near the beginning of a high school US History course.  The juniors in the class have already studied, over the past few weeks, colonization of the colonies and the significant issues/events chronologically leading up to the Declaration of Independence (mercantilism, Stamp Act, etc).  Students were introduced to this question early on, so that they could begin to consider the implications of the forces leading up to the revolution.  As each new event was studied in class students had to determine which area of motivation each event’s reaction fit under (social, economic, political, philosophical, etc).  For example, was the outcry against “taxation without representation” really about taxation or representation (economic/self-interest or political/philosophical ideals?)  Therefore, at this point all students should have a comprehensive (but perhaps different) list of most of the major topics and events with corresponding motivations to draw upon.  The difference is that during this section of the unit, students must decide what one prevailing motivation they think was most significant to the colonists’ desire for a break from Britain.  The students know that the culmination of the unit on the founding of the nation will be a major project incorporating the Declaration of Independence, Articles of Confederation, Constitution and Bill of Rights, as well as other primary source documents and class readings.

This three-day lesson will attempt to prepare the students for a portion of their final assessment by asking them to consider the underlying motivations in the break with Britain.  Students will later be asked to come back to these causes and decide if they still ring true after examining arguments regarding the economic interpretations of the Constitution, for example.    Although the state standards demand only analysis of the “ideological origins of the American Revolution” students will seek to understand that there are more than just ideological considerations at stake for the colonists.

California State History/Social Studies Framework
11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.

2. Analyze the ideological origins of the American Revolution, the Founding Fathers’ philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.

Class Composition:
The class of 32 students is ethnically and racially heterogeneous.  A majority of the students come from a suburban middle class background and only a few are English Language Learners.  The class is a “regular” section of US history, but the students are aware that this teacher is very challenging and makes them think a lot.  Most of the students are not very comfortable with this yet, even though they are juniors in high school.

The school operates on regular seven period (55 min. classes) schedule.  This class is arranged in tables around the room.  There are about 4 students per table, assigned by the teacher in the first week of school.  Each member of the group has a number and a rotating role (1.time keeper, 2.recorder, 3.speaker, and4. other).  These groups are designed to complement strengths and weaknesses as well as personalities.  In an ideal classroom, these groups are perfect models of cooperative learning where each student learns from others and everyone works together to gain common understanding.

Unit Outline:
Day One:  Students will review major points of colonization, practice primary source interpretation techniques with the Declaration of Independence.

Day Two:  Students will review Declaration of Independence and brainstorm (based on previous work) social, ideological, political, and economic “causes” of the Revolution.  Students will then participate in a jigsaw discussion and whole group Q and A to prepare them for debate over the main question, based primarily on secondary source readings they should have done for homework.

Day Three:  Students will collaborate and practice briefly with other members of their position and prepare for debate over ideology or interest.

Throughout the lesson the teacher will reassure student complaints that this is too hard or that it is impossible to know the “right answer.”  Teacher will stress that almost every important question in history has many right answers depending upon who is asked, and the debate between historians is fierce.  The importance of what we are doing is to realize this fact and to comprehend the difficulty with dealing with the resulting uncertainty.  The goal is to get students to question for themselves the accuracy of any argument that supposedly only has one answer, especially in history.
 

Detailed Lesson Plan and Activities:

Day One:
Hook:  What does the Fourth of July holiday celebrate? Teacher will present famous Trumbull painting and ask students what it shows…not the signing of the Declaration many will assume. Teacher will collect student responses but not clarify rightness or wrongness, wait and see approach (3min).
· Students will begin work on interpreting the Declaration of Independence, which they were to have read for homework and answered a few key questions regarding the organization and major points of the document. The students will use their table assignment groups to briefly discuss their answers. (10-12min) Basic information teacher wants this activity to relate is the following simple structure for which the students will base further discussion:
·  Public document (Is it a public or private document?)
· 1st sentence declares purpose (Outline where purpose and justifications are found.)
· “Causes which impel them to the separation:”-most of the document
1. Theoretical and general justifications (King’s plot to deprive free people of their liberty)
2. List of specific grievances
· Colonial response (Where to signers actually declare independence?)
 
· Class will discuss (question based) what things students of history should do to interpret this and other primary source documents.  Teacher will lead the discussion based on her use of After the Fact, sharing its opinion of how documents should be approached when the appropriate suggestions are made from students (i.e. building off of what they say, or what problems they had with interpreting it) for the rest of the hour, see below.  Students will be asked to give examples of these approaches throughout the discussion. (25-30min).
1. Read first to understand surface content (done).
2. Establish context, asking what might have the document said but did not?
§ From examining first drafts, what was left out of final?
· Students will be given a short article by Joseph Ellis from Civilization, “Editing the Declaration,” to individually examine specific major deletions from earlier drafts of the Declaration as we talk about them and the implication that Thomas Jefferson did not write the Declaration alone.
· Class will also gain from this reading an understanding of the actual timeline of the Declaration. (Congress voted for independence on July 2 using June 7 proposal, declaration explaining the action signed by Hancock on July 4, declaration signed by most members of Congress on August 2).  Trumbull’s painting depicts the committee responsible for writing the explanation presenting the “Declaration of Independence” to the president of the Continental Congress, John Hancock.
·    Shift from “English rights” to natural rights from Stamp Act resolutions in 1765 (we studied briefly).   Colonists no longer working within framework of British citizenship.
1. Reconstruct world behind the words (change in language over time)
· Consider language passages of today and someone from Jefferson’s time trying to comprehend meaning, intent, consequences.
· Does “pursuit of happiness” mean the same thing today as it did in 1776?
1. Interpreted for the way it functions within as specific social situation
§ Audience (world opinion, King, Parliament, British people, colonists to persuade and as war propaganda, individual signers making stand)

· Together the class will try to decide if the Declaration of Independence supports an ideology or interest theory about the Revolution.  There will be no right or wrong answer here; attempt is to get students to put together information and practice making a position We will discuss how the document is held up in society to represent ideology (5-10min).
 
· Homework will be for students to read an article (4 different articles will be handed out by me in pre-designed groups for a jigsaw activity the following day).  Students will be informed of the importance of having an understanding of their article so that they can share it with others who have not read it.  Students will be familiar with this procedure and only need a short reminder that it means finding the main idea, a few summary points, and maybe a good quote or two.  No questions to answer, just be prepared know it well, OR have question to ask about it.  Readings will be assigned to students based on difficulty/sophistication level and length so that all students are challenged but able to succeed.
 
· Students should also respond to the following prompt in their journal for homework.
§ Agree or disagree: “The Declaration of Independence was nothing more or less than an elegant piece of propaganda.”
 
 Day Two:
· Hook:  Students will view part one and two of Schoolhouse Rocks as fun review of major Revolutionary events and the Declaration of Independence.  They will be asked to consider and record other events missing from the short cartoon “No More Kings:  the founding of America” and “Fireworks:  the Declaration of Independence” based on previous learning and our discussion yesterday.  (7-8min)
 
· Class will brainstorm, on board or overhead, what some possible motivations for declaring independence (not just those we discussed with the Declaration of Independence) were.  We will have talked about these throughout the unit and students should be able to offer examples freely.  If not, they should get out their organizers that include such a list of political, economic, social, philosophical possibilities.  Does each support an ideological or interest motivation?  Okay for class to disagree but each student should be making his/her own decisions (10min).
 
· Students will get in groups with students who read the same article to establish main idea, summary points, quotes, any questions or clarifications, etc.  They will also need to decide as a group if their article asserts a political, philosophical, economic, or social, motivation for declaring independence and how it supports an argument for either ideology or interest.  The teacher will eavesdrop on groups to make sure they are on the right track and not stuck, as well as answer questions the groups may have had about the articles.  (15min)
 
· The groups will disperse to groups with other article readers and to share conclusions about the article.  All students need to take notes because they know they will need to formulate their own viewpoint by the following day and be prepared to challenge other viewpoints with specific points.  Although they will not want to decide, I will stress they have to commit and that there is NO right or wrong as long as they can support it.  I will also be sure to let them know they can change this position before the big project at the end of the unit, so they are encouraged to take risks with their choice. (20min)
 
· Homework for students is to come up with their personal position and be ready to share it with examples and details.  Okay for students to talk to each other and get ideas, even to ask parents about opinions, but in the end, they will have to defend that position so they need to know it well.  The basic objectives for the following day’s discussion will be laid out so that students know how they will be assessed.
1. Participation
2. Ability to support argument
3. Ability to challenge other students’ positions respectfully
 
· Students are highly encouraged to talk to teacher after class if they are feeling lost or are having trouble deciding on a driving force.  Teacher will reassure and prompt students to make a stand.
 
 Day Three:  DEBATE
· Students will pair up with one person from their position and practice what they will say during the debate.  Not just ideology or interest but why and with what evidence to support.  Students will offer support and questions for partners so that everyone feels prepared, to some degree (5-7min).
 
· Debate between students who support ideology or interest.  Room will be arranged so that two sides are facing each other with large signs designating which side is which.  Students will be given two tokens to represent their contributions to the debate.  No one is allowed to talk more than twice until everyone has contributed.  Every student must talk once, either to back up what someone else has said or to make a new point.  Evidence is crucial and the opposing side is directed to ask for “proof.”  Only two students from one side may talk in a turn before the opposing side will need to challenge or offer own interpretation.  Since students will all be using same basic evidence there should be students who use the same piece of evidence to support both positions, and therefore, room for much debate.  Teacher will try not to interfere with debate unless absolutely necessary.  Students should talk to each other so teacher will sit in back of two sides (40 min).
 
· Teacher will not debrief today but ask students to respond individually to “exit questions” about the debate process and unit.  Teacher informs class that they will have more discussion the following day about the debate, but that overall it was… (something positive).
 
· Exit questions (5min).  Students will answer questions and hand in before leaving.  Teacher will go over/share some responses next day.
1. Give two possible reasons behind the ideological and interest driven argument.
2. What was your position?  How confident are you about this stance?  Do you want to change your mind after today?  What information/evidence would make your position stronger?
3. What was the most difficult part of preparing for and presenting this debate?
4. What grade do you think you deserve based on your participation, ability to support argument, and attempt to challenge other arguments, and other factors such as effort?

Basic Arguments for Ideology and Interest driven debate

Interest:  Underlying economic and social factors
Mercantilism, any form of indirect or direct taxation from mother country, class conflict at home (urban vs. rural interests, coastal vs. isolated countryside, wealthy interests vs. poor)… “revolution brewing from within,” clash of cultures (American vs. British), no more need for British protection.

Ideological:  Political and philosophical forces that shaped colonists call for separation and a new government
Deprivation of liberty, Parliament’s jurisdiction in America, dissent against English Constitution, definition of tyranny, freedom, and the many issues of 17th century political theorists (Lock, Rousseau, Hobbes, etc.)
 

Reference Sources
http://revolution.h-net.msu.edu/
http://www.pbs.org/ktca/liberty/index.html
http://lcweb2.loc.gov/ammem/ndlpedu/index.html
 American Memory-Library of Congress
Bailey, Thomas.  Probing America’s Past:  A Critical Examination of Major Myths and Misconceptions, vol. 1.  Lexington, MA:  D.C. Heath and Co., 1973
 The American Spirit:  United States History as Seen by Contemporaries, vol. 1.  Lexington, MA:  D.C. Heath and CO, 1978.
Bailyn, Bernard.  Ideological Origins of the American Revolution.  Cambridge:  Harvard University Press, 1967.
Countryman, Edward.  The American Revolution.  New York:  Hill and Wang, 1985.
 “The People’s American Revolution.”  British Association for American Studies, 1983.
Current, Richard, Harry Williams, Frank Freidel, and Alan Brinkley.  American History:  A Survey.  New York:  Alfred Knopp, 1987.
Where Historians Disagree:  The American Revolution
Davidson, James and Mark Lytle.  After the Fact:  The Art of Historical Detection.  New York:  McGraw-Hill, Inc, 1992.
Ellis, Joseph.  Founding Father:  the Revolutionary Generation.  New York:  Knopf, 2001.
“Editing the Declaration.”  Civilization.  July/August, 1995, (58-63).
Nash, Gary B.  The Urban Crucible:  The Northern Seaports and the Origins of the American Revolution.  Cambridge:  Harvard University Press, 1986.
Schoolhouse Rock, videotape, producer Tom Yohe,  Disney and Scholastic Rock, Inc., (30min.)
Woods, Randall and Willard Gatewood.  America Interpreted:  A Concise History with Readings, vol. 1.  New York:  Harcourt Brace, 1998.