Jim Crow Laws reflection

Student Learning Objective- Students will evaluate specific Jim Crow Laws

Directions: Read the specific Jim Crow laws and write a 4-sentence minimum reflection evaluating a specific Jim Crow Law.  Suggestion- Write about the ones that are the most unfair.  Suggestion- Are there ones that anger you for a specific reason?  Are there ones that make no sense because of some specific detail? 

From the 1880s into the 1960s, a majority of American states enforced segregation through "Jim Crow" laws (so called after a black character in minstrel shows). From Delaware to California, and from North Dakota to Texas, many states (and cities, too) could impose legal punishments on people for consorting with members of another race. The most common types of laws forbade intermarriage and ordered business owners and public institutions to keep their black and white clientele separated.

Here is a sampling of laws from various states:
Nurses No person or corporation shall require any white female nurse to nurse in wards or rooms in hospitals, either public or private, in which negro men are placed. Alabama
Buses All passenger stations in this state operated by any motor transportation company shall have separate waiting rooms or space and separate ticket windows for the white and colored races. Alabama
Railroads The conductor of each passenger train is authorized and required to assign each passenger to the car or the division of the car, when it is divided by a partition, designated for the race to which such passenger belongs. Alabama
Restaurants It shall be unlawful to conduct a restaurant or other place for the serving of food in the city, at which white and colored people are served in the same room, unless such white and colored persons are effectually separated by a solid partition extending from the floor upward to a distance of seven feet or higher, and unless a separate entrance from the street is provided for each compartment. Alabama
Pool and Billiard Rooms It shall be unlawful for a negro and white person to play together or in company with each other at any game of pool or billiards. Alabama
Toilet Facilities, Male Every employer of white or negro males shall provide for such white or negro males reasonably accessible and separate toilet facilities. Alabama
Intermarriage The marriage of a person of Caucasian blood with a Negro, Mongolian, Malay, or Hindu shall be null and void. Arizona
Intermarriage All marriages between a white person and a negro, or between a white person and a person of negro descent to the fourth generation inclusive, are hereby forever prohibited. Florida
Cohabitation Any negro man and white woman, or any white man and negro woman, who are not married to each other, who shall habitually live in and occupy in the nighttime the same room shall each be punished by imprisonment not exceeding twelve (12) months, or by fine not exceeding five hundred ($500.00) dollars. Florida
Education The schools for white children and the schools for negro children shall be conducted separately. Florida
Juvenile Delinquents There shall be separate buildings, not nearer than one fourth mile to each other, one for white boys and one for negro boys. White boys and negro boys shall not, in any manner, be associated together or worked together. Florida
Mental Hospitals The Board of Control shall see that proper and distinct apartments are arranged for said patients, so that in no case shall Negroes and white persons be together. Georgia
Intermarriage It shall be unlawful for a white person to marry anyone except a white person. Any marriage in violation of this section shall be void. Georgia
Barbers No colored barber shall serve as a barber [to] white women or girls. Georgia
Burial The officer in charge shall not bury, or allow to be buried, any colored persons upon ground set apart or used for the burial of white persons. Georgia
Restaurants All persons licensed to conduct a restaurant, shall serve either white people exclusively or colored people exclusively and shall not sell to the two races within the same room or serve the two races anywhere under the same license. Georgia
Amateur Baseball It shall be unlawful for any amateur white baseball team to play baseball on any vacant lot or baseball diamond within two blocks of a playground devoted to the Negro race, and it shall be unlawful for any amateur colored baseball team to play baseball in any vacant lot or baseball diamond within two blocks of any playground devoted to the white race. Georgia
Parks It shall be unlawful for colored people to frequent any park owned or maintained by the city for the benefit, use and enjoyment of white persons...and unlawful for any white person to frequent any park owned or maintained by the city for the use and benefit of colored persons. Georgia
Wine and Beer All persons licensed to conduct the business of selling beer or wine...shall serve either white people exclusively or colored people exclusively and shall not sell to the two races within the same room at any time. Georgia
Reform Schools The children of white and colored races committed to the houses of reform shall be kept entirely separate from each other. Kentucky
Circus Tickets All circuses, shows, and tent exhibitions, to which the attendance of...more than one race is invited or expected to attend shall provide for the convenience of its patrons not less than two ticket offices with individual ticket sellers, and not less than two entrances to the said performance, with individual ticket takers and receivers, and in the case of outside or tent performances, the said ticket offices shall not be less than twenty-five (25) feet apart. Louisiana
Housing Any person...who shall rent any part of any such building to a negro person or a negro family when such building is already in whole or in part in occupancy by a white person or white family, or vice versa when the building is in occupancy by a negro person or negro family, shall be guilty of a misdemeanor and on conviction thereof shall be punished by a fine of not less than twenty-five ($25.00) nor more than one hundred ($100.00) dollars or be imprisoned not less than 10, or more than 60 days, or both such fine and imprisonment in the discretion of the court. Louisiana
The Blind The board of trustees shall...maintain a separate building...on separate ground for the admission, care, instruction, and support of all blind persons of the colored or black race. Louisiana
Intermarriage All marriages between a white person and a negro, or between a white person and a person of negro descent, to the third generation, inclusive, or between a white person and a member of the Malay race; or between the negro a nd a member of the Malay race; or between a person of Negro descent, to the third generation, inclusive, and a member of the Malay race, are forever prohibited, and shall be void. Maryland
Railroads All railroad companies and corporations, and all persons running or operating cars or coaches by steam on any railroad line or track in the State of Maryland, for the transportation of passengers, are hereby required to provide separate cars or coaches for the travel and transportation of the white and colored passengers. Maryland
Education Separate schools shall be maintained for the children of the white and colored races. Mississippi
Promotion of Equality Any person...who shall be guilty of printing, publishing or circulating printed, typewritten or written matter urging or presenting for public acceptance or general information, arguments or suggestions in favor of social equality or of intermarriage between whites and negroes, shall be guilty of a misdemeanor and subject to fine or not exceeding five hundred (500.00) dollars or imprisonment not exceeding six (6) months or both. Mississippi
Intermarriage The marriage of a white person with a negro or mulatto or person who shall have one-eighth or more of negro blood, shall be unlawful and void. Mississippi
Hospital Entrances There shall be maintained by the governing authorities of every hospital maintained by the state for treatment of white and colored patients separate entrances for white and colored patients and visitors, and such entrances shall be used by the race only for which they are prepared. Mississippi
Prisons The warden shall see that the white convicts shall have separate apartments for both eating and sleeping from the negro convicts. Mississippi
Education Separate free schools shall be established for the education of children of African descent; and it shall be unlawful for any colored child to attend any white school, or any white child to attend a colored school. Missouri
Intermarriage All marriages between...white persons and negroes or white persons and Mongolians...are prohibited and declared absolutely void...No person having one-eighth part or more of negro blood shall be permitted to marry any white person, nor shall any white person be permitted to marry any negro or person having one-eighth part or more of negro blood. Missouri
Education Separate rooms [shall] be provided for the teaching of pupils of African descent, and [when] said rooms are so provided, such pupils may not be admitted to the school rooms occupied and used by pupils of Caucasian or other descent. New Mexico
Textbooks Books shall not be interchangeable between the white and colored schools, but shall continue to be used by the race first using them. North Carolina
Libraries The state librarian is directed to fit up and maintain a separate place for the use of the colored people who may come to the library for the purpose of reading books or periodicals. North Carolina
Militia The white and colored militia shall be separately enrolled, and shall never be compelled to serve in the same organization.No organization of colored troops shall be permitted where white troops are available, and while white permitted to be organized, colored troops shall be under the command of white officers. North Carolina
Transportation The...Utilities Commission...is empowered and directed to require the establishment of separate waiting rooms at all stations for the white and colored races. North Carolina
Teaching Any instructor who shall teach in any school, college or institution where members of the white and colored race are received and enrolled as pupils for instruction shall be deemed guilty of a misdemeanor, and upon conviction thereof, shall be fined in any sum not less than ten dollars ($10.00) nor more than fifty dollars ($50.00) for each offense. Oklahoma
Fishing, Boating, and Bathing The [Conservation] Commission shall have the right to make segregation of the white and colored races as to the exercise of rights of fishing, boating and bathing. Oklahoma
Mining The baths and lockers for the negroes shall be separate from the white race, but may be in the same building. Oklahoma
Telephone Booths The Corporation Commission is hereby vested with power and authority to require telephone companies...to maintain separate booths for white and colored patrons when there is a demand for such separate booths. That the Corporation Commission shall determine the necessity for said separate booths only upon complaint of the people in the town and vicinity to be served after due hearing as now provided by law in other complaints filed with the Corporation Commission. Oklahoma
Lunch Counters No persons, firms, or corporations, who or which furnish meals to passengers at station restaurants or station eating houses, in times limited by common carriers of said passengers, shall furnish said meals to white and colored passengers in the same room, or at the same table, or at the same counter. South Carolina
Child Custody It shall be unlawful for any parent, relative, or other white person in this State, having the control or custody of any white child, by right of guardianship, natural or acquired, or otherwise, to dispose of, give or surrender such white child permanently into the custody, control, maintenance, or support, of a negro. South Carolina
Libraries Any white person of such county may use the county free library under the rules and regulations prescribed by the commissioners court and may be entitled to all the privileges thereof. Said court shall make proper provision for the negroes of said county to be served through a separate branch or branches of the county free library, which shall be administered by [a] custodian of the negro race under the supervision of the county librarian. Texas
Education [The County Board of Education] shall provide schools of two kinds; those for white children and those for colored children. Texas
Theaters Every person...operating...any public hall, theatre, opera house, motion picture show or any place of public entertainment or public assemblage which is attended by both white and colored persons, shall separate the white race and the colored race and shall set apart and designate...certain seats therein to be occupied by white persons and a portion thereof , or certain seats therein, to be occupied by colored persons. Virginia
Railroads The conductors or managers on all such railroads shall have power, and are hereby required, to assign to each white or colored passenger his or her respective car, coach or compartment. If the passenger fails to disclose his race, the conductor and managers, acting in good faith, shall be the sole judges of his race. Virginia

Intermarriage All marriages of white persons with Negroes, Mulattos, Mongolians, or Malaya hereafter contracted in the State of Wyoming are and shall be illegal and void. Wyoming

Nixon/Ford Essay CP1

Student learning Objective- Students will decide if Ford’s pardoning of Richard Nixon was justified (justice was served/correct) or unjustified based on the Nixon Resignation Speech, Ford's Pardoning Proclamation and at least one other source.

Directions:

Step 1- The class will read the Nixon Resignation Speech while listening to Richard Nixon's delivery of it 5/2.  Start to formulate a thesis- Was Ford justified in Pardoning Nixon based upon what Nixon said?  Make note of what you will use to prove your potential thesis from this source we examined today!  You could even start to write the first 2 paragraphs today!  Do not forget there is a blank document called "Nixon/Ford Essay" with your name on it.

Step 2- The class will read the Ford Pardoning Proclamation while listening to Gerald Ford's delivery of it 5/5.  Decide what your thesis is and write your thesis out and submit to the thesis spot on the Google classroom.  You can now start writing At least the first 3 paragraphs.  Was Ford justified in Pardoning Nixon based upon what he said in the Pardoning Proclamation?

Step 3- On 5/6, find at least one source of your choice that proves your thesis along with the Nixon and Ford speeches.  Create a preliminary works cited, which will eventually be after your essay.  Use mybib.com or whatever you like to use.  Make sure it is in MLA format.  Nixon Resignation Speech, Ford Pardoning Speech and a source of your choice are required.  Demonstration 5/6? Continue writing your essay in class!

Step 4- On 5/7, Mr. Cook will go over the grading rubric briefly.  Then, students have the whole class to write the essay.  Use the below organizational tool to help structure your writing.

Intro- background info (cite if not common knowledge), and thesis statement/claim

2nd paragraph- Use the Nixon Resignation Speech to prove your thesis and make any citations you need to.

3rd paragraph- Use the Ford Pardoning Proclamation to prove your thesis and make any citations you need to.

4th Paragraph- Use the source of your choice (unless it comes chronologically before the Nixon resignation speech, then it's in the 1st or 2nd paragraph) to prove your thesis and make any citations you need to.

Conclusion- Please do not be redundant here.

Works Cited (next new page)

Tips- Times New Roman 12, double spaced

Step 5- On 5/8, students will have class time to work on their essay after a chapter introduction.  Starting 5/8, you will be able to turn in your essay on turnitin.com. A score of zero is given for use of plagiarism or AI.  Don't do it.  Write it yourself.  If you need more time, try to get it in within a week of the due date (5/8) to avoid excessive late penalties.

Summative Assessment of Writing about Historical Texts

Writing prompt- Evaluate the extent to which President Gerald Ford was justified in pardoning former President Richard Nixon. Discuss the pardon in the context of the following: what led to Nixon’s resignation and why did Ford pardon Nixon? Use both documents provided and outside evidence from your studies to support and develop your position.

PRESIDENT NIXON'S RESIGNATION SPEECH

August 8, 1974

---

Good evening.

This is the 37th time I have spoken to you from this office, where so many decisions have been made that shaped the history of this Nation. Each time I have done so to discuss with you some matter that I believe affected the national interest.

In all the decisions I have made in my public life, I have always tried to do what was best for the Nation. Throughout the long and difficult period of Watergate, I have felt it was my duty to persevere, to make every possible effort to complete the term of office to which you elected me.

In the past few days, however, it has become evident to me that I no longer have a strong enough political base in the Congress to justify continuing that effort. As long as there was such a base, I felt strongly that it was necessary to see the constitutional process through to its conclusion, that to do otherwise would be unfaithful to the spirit of that deliberately difficult process and a dangerously destabilizing precedent for the future.

But with the disappearance of that base, I now believe that the constitutional purpose has been served, and there is no longer a need for the process to be prolonged.

I would have preferred to carry through to the finish whatever the personal agony it would have involved, and my family unanimously urged me to do so. But the interest of the Nation must always come before any personal considerations.

From the discussions I have had with Congressional and other leaders, I have concluded that because of the Watergate matter I might not have the support of the Congress that I would consider necessary to back the very difficult decisions and carry out the duties of this office in the way the interests of the Nation would require.

I have never been a quitter. To leave office before my term is completed is abhorrent to every instinct in my body. But as President, I must put the interest of America first. America needs a full-time President and a full-time Congress, particularly at this time with problems we face at home and abroad.

To continue to fight through the months ahead for my personal vindication would almost totally absorb the time and attention of both the President and the Congress in a period when our entire focus should be on the great issues of peace abroad and prosperity without inflation at home.

Therefore, I shall resign the Presidency effective at noon tomorrow. Vice President Ford will be sworn in as President at that hour in this office.

As I recall the high hopes for America with which we began this second term, I feel a great sadness that I will not be here in this office working on your behalf to achieve those hopes in the next 21/2 years. But in turning over direction of the Government to Vice President Ford, I know, as I told the Nation when I nominated him for that office 10 months ago, that the leadership of America will be in good hands.

In passing this office to the Vice President, I also do so with the profound sense of the weight of responsibility that will fall on his shoulders tomorrow and, therefore, of the understanding, the patience, the cooperation he will need from all Americans.

As he assumes that responsibility, he will deserve the help and the support of all of us. As we look to the future, the first essential is to begin healing the wounds of this Nation, to put the bitterness and divisions of the recent past behind us, and to rediscover those shared ideals that lie at the heart of our strength and unity as a great and as a free people.

By taking this action, I hope that I will have hastened the start of that process of healing which is so desperately needed in America.

I regret deeply any injuries that may have been done in the course of the events that led to this decision. I would say only that if some of my Judgments were wrong, and some were wrong, they were made in what I believed at the time to be the best interest of the Nation.

To those who have stood with me during these past difficult months, to my family, my friends, to many others who joined in supporting my cause because they believed it was right, I will be eternally grateful for your support.

And to those who have not felt able to give me your support, let me say I leave with no bitterness toward those who have opposed me, because all of us, in the final analysis, have been concerned with the good of the country, however our judgments might differ.

So, let us all now join together in affirming that common commitment and in helping our new President succeed for the benefit of all Americans.

I shall leave this office with regret at not completing my term, but with gratitude for the privilege of serving as your President for the past 51/2 years. These years have been a momentous time in the history of our Nation and the world. They have been a time of achievement in which we can all be proud, achievements that represent the shared efforts of the Administration, the Congress, and the people.

But the challenges ahead are equally great, and they, too, will require the support and the efforts of the Congress and the people working in cooperation with the new Administration.

We have ended America's longest war, but in the work of securing a lasting peace in the world, the goals ahead are even more far-reaching and more difficult. We must complete a structure of peace so that it will be said of this generation, our generation of Americans, by the people of all nations, not only that we ended one war but that we prevented future wars.

We have unlocked the doors that for a quarter of a century stood between the United States and the People's Republic of China.

We must now ensure that the one quarter of the world's people who live in the People's Republic of China will be and remain not our enemies but our friends.

In the Middle East, 100 million people in the Arab countries, many of whom have considered us their enemy for nearly 20 years, now look on us as their friends. We must continue to build on that friendship so that peace can settle at last over the Middle East and so that the cradle of civilization will not become its grave.

Together with the Soviet Union we have made the crucial breakthroughs that have begun the process of limiting nuclear arms. But we must set as our goal not just limiting but reducing and finally destroying these terrible weapons so that they cannot destroy civilization and so that the threat of nuclear war will no longer hang over the world and the people.

We have opened the new relation with the Soviet Union. We must continue to develop and expand that new relationship so that the two strongest nations of the world will live together in cooperation rather than confrontation.

Around the world, in Asia, in Africa, in Latin America, in the Middle East, there are millions of people who live in terrible poverty, even starvation. We must keep as our goal turning away from production for war and expanding production for peace so that people everywhere on this earth can at last look forward in their children's time, if not in our own time, to having the necessities for a decent life.

Here in America, we are fortunate that most of our people have not only the blessings of liberty but also the means to live full and good and, by the world's standards, even abundant lives. We must press on, however, toward a goal of not only more and better jobs but of full opportunity for every American and of what we are striving so hard right now to achieve, prosperity without inflation.

For more than a quarter of a century in public life I have shared in the turbulent history of this era. I have fought for what I believed in. I have tried to the best of my ability to discharge those duties and meet those responsibilities that were entrusted to me.

Sometimes I have succeeded and sometimes I have failed, but always I have taken heart from what Theodore Roosevelt once said about the man in the arena, "whose face is marred by dust and sweat and blood, who strives valiantly, who errs and comes short again and again because there is not effort without error and shortcoming, but who does actually strive to do the deed, who knows the great enthusiasms, the great devotions, who spends himself in a worthy cause, who at the best knows in the end the triumphs of high achievements and who at the worst, if he fails, at least fails while daring greatly."

I pledge to you tonight that as long as I have a breath of life in my body, I shall continue in that spirit. I shall continue to work for the great causes to which I have been dedicated throughout my years as a Congressman, a Senator, a Vice President, and President, the cause of peace not just for America but among all nations, prosperity, justice, and opportunity for all of our people.

There is one cause above all to which I have been devoted and to which I shall always be devoted for as long as I live.

When I first took the oath of office as President 51/2 years ago, I made this sacred commitment, to "consecrate my office, my energies, and all the wisdom I can summon to the cause of peace among nations."

I have done my very best in all the days since to be true to that pledge. As a result of these efforts, I am confident that the world is a safer place today, not only for the people of America but for the people of all nations, and that all of our children have a better chance than before of living in peace rather than dying in war.

This, more than anything, is what I hoped to achieve when I sought the Presidency. This, more than anything, is what I hope will be my legacy to you, to our country, as I leave the Presidency.

To have served in this office is to have felt a very personal sense of kinship with each and every American. In leaving it, I do so with this prayer:   May God's grace be with you in all the days ahead.

NOTE: The President spoke at 9: 01 p.m. in the Oval Office at the White House. The address was broadcast live on radio and television.

https://www.pbs.org/newshour/spc/character/links/nixon_speech.html

President Gerald Ford’s Pardon of Richard Nixon

Ladies and gentlemen:

I have come to a decision which I felt I should tell you and all of my fellow American citizens, as soon as I was certain in my own mind and in my own conscience that it is the right thing to do.

I have learned already in this office that the difficult decisions always come to this desk. I must admit that many of them do not look at all the same as the hypothetical questions that I have answered freely and perhaps too fast on previous occasions.

My customary policy is to try and get all the facts and to consider the opinions of my countrymen and to take counsel with my most valued friends. But these seldom agree, and in the end, the decision is mine. To procrastinate, to agonize, and to wait for a more favorable turn of events that may never come or more compelling external pressures that may as well be wrong as right, is itself a decision of sorts and a weak and potentially dangerous course for a President to follow.

I have promised to uphold the Constitution, to do what is right as God gives me to see the right, and to do the very best that I can for America.

I have asked your help and your prayers, not only when I became President but many times since. The Constitution is the supreme law of our land and it governs our actions as citizens. Only the laws of God, which govern our consciences, are superior to it.

As we are a nation under God, so I am sworn to uphold our laws with the help of God. And I have sought such guidance and searched my own conscience with special diligence to determine the right thing for me to do with respect to my predecessor in this place, Richard Nixon, and his loyal wife and family.

Theirs is an American tragedy in which we all have played a part. It could go on and on and on, or someone must write the end to it. I have concluded that only I can do that, and if I can, I must.

There are no historic or legal precedents to which I can turn in this matter, none that precisely fit the circumstances of a private citizen who has resigned the Presidency of the United States. But it is common knowledge that serious allegations and accusations hang like a sword over our former President's head, threatening his health as he tries to reshape his life, a great part of which was spent in the service of this country and by the mandate of its people.

After years of bitter controversy and divisive national debate, I have been advised, and I am compelled to conclude that many months and perhaps more years will have to pass before Richard Nixon could obtain a fair trial by jury in any jurisdiction of the United States under governing decisions of the Supreme Court.

I deeply believe in equal justice for all Americans, whatever their station or former station. The law, whether human or divine, is no respecter of persons; but the law is a respecter of reality.

The facts, as I see them, are that a former President of the United States, instead of enjoying equal treatment with any other citizen accused of violating the law, would be cruelly and excessively penalized either in preserving the presumption of his innocence or in obtaining a speedy determination of his guilt in order to repay a legal debt to society.

During this long period of delay and potential litigation, ugly passions would again be aroused. And our people would again be polarized in their opinions. And the credibility of our free institutions of government would again be challenged at home and abroad.

In the end, the courts might well hold that Richard Nixon had been denied due process, and the verdict of history would even be more inconclusive with respect to those charges arising out of the period of his Presidency, of which I am presently aware.

But it is not the ultimate fate of Richard Nixon that most concerns me, though surely it deeply troubles every decent and every compassionate person. My concern is the immediate future of this great country.

In this, I dare not depend upon my personal sympathy as a longtime friend of the former President, nor my professional judgment as a lawyer, and I do not.

As President, my primary concern must always be the greatest good of all the people of the United States whose servant I am. As a man, my first consideration is to be true to my own convictions and my own conscience.

My conscience tells me clearly and certainly that I cannot prolong the bad dreams that continue to reopen a chapter that is closed. My conscience tells me that only I, as President, have the constitutional power to firmly shut and seal this book. My conscience tells me it is my duty, not merely to proclaim domestic tranquility but to use every means that I have to insure it. I do believe that the buck stops here, that I cannot rely upon public opinion polls to tell me what is right. I do believe that right makes might and that if I am wrong, ten angels swearing I was right would make no difference. I do believe, with all my heart and mind and spirit, that I, not as President but as a humble servant of God, will receive justice without mercy if I fail to show mercy.

Finally, I feel that Richard Nixon and his loved ones have suffered enough and will continue to suffer, no matter what I do, no matter what we, as a great and good nation, can do together to make his goal of peace come true.

Now, therefore, I, Gerald R. Ford, President of the United States, pursuant to the pardon power conferred upon me by Article II, Section 2, of the Constitution, have granted and by these presents do grant a full, free, and absolute pardon unto Richard Nixon for all offenses against the United States which he, Richard Nixon, has committed or may have committed or taken part in during the period from July (January) 20, 1969, through August 9, 1974.

In witness whereof, I have hereunto set my hand this eighth day of September, in the year of our Lord nineteen hundred and seventy-four, and of the Independence of the United States of America the one hundred and ninety-ninth.

President Gerald R. Ford - September 8, 1974

http://www.historyplace.com/speeches/ford.htm

1960's and 1970's Test studying (Chapter 28, 30 and 32)

The 1960's and 1970's Test is Thursday, 5/1 during class time.  It is 100% notes and discussion based.  The notes and discussions are majorly based on the Americans Chapters 28 and 30 and 32.

C block #'s:

For the 15 multiple choice, choose the best answer!  If you need to, eliminate wrong answers to find the best answer!

For the 3 open response, respond to the task verb (explain or identify) write a logical response to the question using a specific historical example discussed in our class to prove you know.  Rubric provided on google classroom.

 There is also one essay where you will "make a claim concerning US involvement in the Vietnam War, use 3 specific examples to prove your argument, and explain using analysis and reasoning." Rubric provided on google classroom.

D block- Follow the same advice on question types as C block.  There are 18 multiple choice, 4 open response and one essay.  The essay is different but this will help you train!  The essay is based on our Chapter 28, 30 and 32 notes of course!

Cheating in any form is prohibited.  This test judges what you know on test day.  Test corrections will be completed after grading is complete, so no need to cheat or plagiarize anyway!  Also, the availability of test corrections should decrease the test anxiety!  Once the test is graded, Mr. Cook will "release the grade and comments", and you will be sent an email (from google forms which gives feedback on manually entered point deductions).  Mr. Cook will also tell the students that the email has been sent in class once they are all done.  To prepare for test corrections, at that point students should study the released test and see Mr. Cook at an appropriate time for studying help also as Multiple Choice questions do not offer feedback.  Test corrections are great because you put the question and answer together while explaining why it is the correct answer!  This makes it so you understand and remember it!  

Multiple choice and open response questions are based on notes but also on the course essential questions below! When studying on your own, try to come up with everything they know for each essential question pertaining to our recently studied 1960's and 1970's unit. 

US History II 10 Essential Questions (From syllabus)

1. How has the idea of The American Dream influenced the lives of Americans and how has its definition changed over time?

2. How have various groups attempted to Access Their Rights and how have they been Opposed?

3. How has Religion, Philosophy and Ideology affected the US?

4. How is Power acquired and what measures does it take to Protect Itself?

5. How does the drive to acquire Wealth influence America?

6. How have the Costs of War affected the development of America?

7. Where does the drive for Expansion come from and what is its impact on America and the rest of the world?

8. How have citizens affected the growth and change of Political Parties and Government?

9. How has the rise of Mass Media influenced and transformed Culture?

10.   How have advances in Technology impacted the development of the country and the American people?

    11.  How does Content Knowledge change or reinforce how you see your 

           values and decisions in your role as a citizen?

Early Cold War Test studying

The Early Cold War Test (1945-1960) is Tuesday, 4/1 during class.  This is not an April Fools joke.  Test day is the best day!   All Tests are 100% based on class notes and discussions.  The notes are based on the book "The Americans" Chapter 26 and 27 and other sources.  Text links given each day.

For the 20 multiple choice, choose the best answer!  If you need to, eliminate wrong answers to find the best answer!  For the 3 short answer/open responses, write a logical response to the question following the below rubric. For the Test essay, formulate your response following the below test essay rubric. Do not forget there are good examples to use from the multiple choice if you understand them!

Cheating in any form is prohibited.  This test judges what you know on test day.  Test corrections will be allowed after grading is complete, so no need to cheat or plagiarize anyway!  Also, the availability of test corrections should decrease the test anxiety!  Once the test is graded, Mr. Cook will "release the grade and comments", and you will be sent an email (from google forms which gives feedback on manually entered point deductions).  Mr. Cook will also tell the students that the email has been sent in class once they are all done.  To prepare for a potential test correction, at that point students should study the released test and see Mr. Cook at an appropriate time for studying help also as Multiple Choice questions do not offer feedback.  Multiple choice and open response questions are based on notes but also on the course essential questions below! When studying on your own, try to come up with everything they know for each essential question pertaining to our recently studied Early Cold War unit. 

Also study the learning objectives from all Ch 26-27 lessons.  The Open responses are based upon those!

The Essential Questions are below- How are they relevant to the current unit?

1. How has the idea of The American Dream influenced the lives of Americans and how has its definition changed over time?

2. How have various groups attempted to Access Their Rights and how have they been Opposed?

3. How has Religion, Philosophy and Ideology affected the US?

4. How is Power acquired and what measures does it take to Protect Itself?

5. How does the drive to acquire Wealth influence America?

6. How have the Costs of War affected the development of America?

7. Where does the drive for Expansion come from and what is its impact on America and the rest of the world?

8. How have citizens affected the growth and change of Political Parties and Government?

9. How has the rise of Mass Media influenced and transformed Culture?

10.   How have advances in Technology impacted the development of the country and the American people?

    11.  How does Content Knowledge change or reinforce how you see your 

           values and decisions in your role as a citizen?