Final Exam Review Sheet 2023-2024!

When students are done all steps of the Civics Project, they need to start studying for the final exam!

Monday, June 10- Last day of the 4th quarter.  Last chance for makeup work, but most importantly, study for the final exam!

Final exam schedule

Tuesday, June 11

A- 8:00 AM-9:30 AM

B- 10:00 AM- 11:30 AM

C- 12:30 PM-2:00 PM

Wednesday, June 12

D- 8:00 AM-9:30 AM

E- 10:00 AM- 11:30 AM

Thursday, June 13

F- 8:00 AM-9:30 AM

G- 10:00 AM- 11:30 AM

General information- Students should get to class nice and early with a charged chromebook.  Admin only can admit late students.  Students must stay the entire time.

The Final exam is WWII-Present.  Study the following:

• WWII Test (Ch 24-25)
• Early Cold War Test (Ch 26-27)
• 1960's-1970's Test (CH 28, 30 and 32)
• Civil Rights Test (Ch 29 and 31)
• Notes for 1980's, 1990's and 2000's (Ch 33 and 34)

Those tests can be reviewed on Google classroom.  Also, the results were released to students via email. 

65 Multiple Choice questions (worth 65 points total) and 7 Open Response questions (worth 35 points total) are based on the course essential questions (below) and student learning objectives from lessons!  For multiple choice questions, choose the best answer!  For Open Response questions, make sure you can answer the question with specific examples thus demonstrating knowledge of things we learned!  Pay attention to the task verb and follow the given rubric.  There are many answers to these questions and sometimes you need to show knowledge of just one thing relevant to the question!

SEI/E block only- Map section will include US states and countries that the US interacted with 1940's-Present.

1. Course Essential Questions!  Answers must be 1940's-present on the final exam!

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

   
   

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

   
   

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

   
   

   4. Where does the drive for Westward Expansion / Imperialism / Interventionism come from and what is its impact on America and the rest of the world?

   
   

   5. How has the rise and fall of the Industry / Labor and the Labor Movement shaped the American work environment and Economy?

   
   

   6. How have the Political Parties established and transformed their platforms to adapt to changing values in society to appeal to the masses?

   
   

   7. How have advances in Technologies/Transportation impacted the Economy, Landscape and Migration of the American people?
   8. How is Power acquired and what measures does it take to Protect Itself?
   9. How have the cost and spoils of war affected the development of America?
   10. How has the idea of the American Dream influenced the lives of Americans and how does it evolve over time?
   11. How does [the content] change or reinforce how you see your values and decisions in your role in society (Civic identity)

33.4

Student learning objective- Students will connect what they learn in this section to their knowledge of the current world.

Film clips
- 1989- Tienanmen Square
What happened?
Why is it important?
What is (are) the connection(s) to today?

- 1989- Fall of the Berlin Wall
What happened?
Why is it important?
What is (are) the connection(s) to today?

- 1991- Persian Gulf War
What happened?
Why is it important?
What is (are) the connection(s) to today?

- 1991- USSR breaks into 15 non-Communist nations
Why is it important?
What is (are) the connection(s) to today?

33.4

Mikhail Gorbachev
Glasnost
Perestroika
1989-1991- Satellites declare independence 
1991- USSR collapses 
CIS
Tiananmen Square (film clip questions answered)
Sandinistas
Contras
Panama
Iran-Contra Scandal
Persian Gulf War 
Operation Desert Storm
Norman Schwarzkopf

33.3

Chapter 33, Section 3

Student learning objective- Students will make a connection between something they learned today in class and their lives in the present day!

III. _________________ Concerns in 1980's
A. Health, Education and _________________ in Crisis
1, Health Issues
a. ____________ epidemic
2. Abortion
3. Drug Abuse
4. Education
5. The Urban Crisis
B. The Equal Rights Struggle
1. Political Losses and Gains
2. Inequality
a. pay equity
C. The Fight for Rights Continues
1. African Americans
a. The Rev. Jesse Jackson ran for Democrat Presidential Nomination in 1984 and 1988
2. Gains for Latinos
a. Largest Minority Group in US
b.  Bilingual Education Act of 1968
3. Native Americans Speak Out
4. An Expanding Asian American Population
5. The _________________ Rights Movement Advances
a.  By the year 1993, only seven states and 110 communities had outlawed gay discrimination
b. MA was the first state to legalize gay marriage
c. LGBT+ rights is a big 21st Century movement compared to 20th Century where it did not have the popularity or traction

Film clips-
1992- The LA riots

What happened to Rodney King?

What caused the riots?

Why is this important?

How is this related to today?

1998- Clinton's impeachment

What happened?

Why is this important?

How is this related to today?

Studying for the Civil Rights, Feminism and Counterculture Test!

The Civil rights, Feminism and Counterculture Test is Tuesday, 5/7 during class time.  The class will do makeup work and study during class time Friday, 5/3, and will have time to do that after the Civil Rights Interview informal presentations 5/6, and then take the test while the info is fresh in your mind!  It is 100% notes and discussion based.  The notes and discussions are majorly based on the Americans Chapters 29 and 31.

There are 19 multiple choice questions worth 76 points.  For multiple choice, choose the best answer!  If you need to, eliminate wrong answers to find the best answer!  There are 3 short answer/open response worth 14 points total.  For open response, write a logical response to the question using a specific historical example discussed in our class to prove you know.  Make sure you respond to the task verb used in the question, like identify or explain.  There is one short essay worth 10 points- Make a claim about the Civil Rights movement, and use three examples and analysis and reasoning to prove your claim.  The rubrics used for short answer questions and test short essays are attached to Google classroom where you found this study post and also attached to the test question it corresponds with.  See me for help prior to the test if you need help with any of this.

Cheating in any form is prohibited.  This test judges what you know on test day.  Retakes will be allowed after grading is complete, so no need to cheat or plagiarize anyway!  Also, the availability of retakes 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 retake, 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.  Contact Mr. Cook at a later time when ready for a retake.  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 Civil Rights, Feminism and Counterculture unit. 

US History II 10 Essential Questions (From syllabus)

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

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

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

4. Where does the drive for Westward Expansion / Imperialism / Interventionism come from and what is its impact on America and the rest of the world?

5. How has the rise and fall of the Industry / Labor and the Labor Movement shaped the American work environment and Economy?

6. How have the Political Parties established and transformed their platforms to adapt to changing values in society to appeal to the masses?

7. How have advances in Technologies/Transportation impacted the Economy, Landscape and Migration of the American people?
8. How is Power acquired and what measures does it take to Protect Itself?
9. How have the cost and spoils of war affected the development of America?
10. How has the idea of the American Dream influenced the lives of Americans and how does it evolve over time?
11. How does [the content] change or reinforce how you see your values and decisions in your role in society (Civic identity)

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

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

The 1960's and 1970's Test is Tuesday, 4/9 during class time.  The class will do a short review and then do makeup work and study during class time Monday, 4/8, and then take the test while the info is fresh in your mind!  It is 100% notes and discussion based.  The notes and discussions are majorly based on the Americans Chapters 28 and 30 and 32.

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.

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 and retakes 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 retake, 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.  Contact Mr. Cook at a later time when ready for a retake.  Test corrections are even better 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 have various groups attempted to Access Their Rights and how have they been Opposed?

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

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

4. Where does the drive for Westward Expansion / Imperialism / Interventionism come from and what is its impact on America and the rest of the world?

5. How has the rise and fall of the Industry / Labor and the Labor Movement shaped the American work environment and Economy?

6. How have the Political Parties established and transformed their platforms to adapt to changing values in society to appeal to the masses?

7. How have advances in Technologies/Transportation impacted the Economy, Landscape and Migration of the American people?
8. How is Power acquired and what measures does it take to Protect Itself?
9. How have the cost and spoils of war affected the development of America?
10. How has the idea of the American Dream influenced the lives of Americans and how does it evolve over time?
11. How does [the content] change or reinforce how you see your values and decisions in your role in society (Civic identity)

The Right Stuff Film assignment!

Student Learning Objective-  While watching the film 3/26 and 3/27 and also after class discussion, students will identify facts by listing them and by writing down important quotes and what they mean (also identifying facts)

After class discussion on 3/28, turn in your facts and quotes notes on google classroom.  Make sure facts and quote explanations are in your own words.  Plagiarism detection software is used and plagiarism results in a score of zero.

The assignment is very simple.  While you watch, record facts and quotes from the film.  Facts should be things that happened (usually historical or political).  Quotes that we record are spoken words that are so insightful that indicate facts, but are so interesting or powerful that we do not paraphrase.  Record the quote and then next to it, explain what it means or why it is important.  Here is how I would do it.

FACTS                                                                              QUOTES

"For What it's worth" reflection

“For What its worth” by Buffalo Springfield

Directions: Listen to the song, read the lyrics and discuss.  

Student learning objective- Students will evaluate the Vietnam War protest movements.

There’s something happening here
What it is ain’t exactly clear
There’s a man with a gun over there
Telling me I got to beware
I think it’s time we stop, children, what’s that sound
Everybody look what’s going down
There’s battle lines being drawn
Nobody’s right if everybody’s wrong
Young people speaking their minds
Getting so much resistance from behind
I think it’s time we stop, hey, what’s that sound
Everybody look what’s going down
What a field-day for the heat
A thousand people in the street
Singing songs and carrying signs
Mostly say, hooray for our side
It’s time we stop, hey, what’s that sound
Everybody look what’s going down
Paranoia strikes deep
Into your life it will creep
It starts when you’re always afraid
You step out of line, the man come and take you away
We better stop, hey, what’s that sound
Everybody look what’s going down
Stop, hey, what’s that sound
Everybody look what’s going down
Stop, now, what’s that sound
Everybody look what’s going down
Stop, children, what’s that sound
Everybody look what’s going down

Student learning objective- Students will evaluate the Vietnam War protest movements.

What is said in the song that helps evaluate the Vietnam War protest movement?

"Uncommon Valor" Reflection

Disclaimer- There is offensive content in this song.  We are not accepting opinions or perspectives by listening to it or viewing the video.  Even the artist recognizes a change in belief and attitude based on a soldier's experience in the Vietnam War.  You can see this change in the second person's story.  These were common perspectives, so we are hearing them and learning from them.

Student learning objective: Students will analyze the battle in the Vietnam War!

Uncommon Valor by Jedi Mind Tricks

[Verse 1 - Vinnie Paz]
Yeah..

I don't know why I'm over here this job is evil
They send me here to Vietnam to kill innocent people
My mother wrote me said the President he doesn't care
We trying to leave the footprints of America here
They say we're trying to stop Chinese expansion
But I ain't seen no Chinese since we landed
Sent my whole entire unit thinking we can win
Against the Viet-Cong guerillas there in Gia Dinh
I didn't sign up to kill women or any children
For every enemy soldier, we killing six civilians
Yeah, and that ain't right to me
I ain't got enough of * fight in me
It frightens me and I just want to see my son and moms
But over here they dropping seven million tons of bombs
I spend my days dodging all these booby traps and mines
And at night, praying to God that I get back alive
And I'm forced to sit back and wonder
Why I was a part of 'Operation Rolling Thunder'
In a fox hole with nine months left here
Jungle like the * harbinger of death here

[Interlude]
(soldier speaking)
I don't want to be here. I'm scared, I just want to go home.
(officer speaking)
You *kidding me? Don't be a *. Don't you love your country?
(soldier speaking)
I like being here. I'm ready.

[Verse 2 - R.A. The Rugged Man]
True story...
Call me Thorburn, John H. Staff Sergeant, Marksman
Skilling, killing, illing
I'm able and willing
Kill a village elephant, rapin' and pillage your village
Illegitimate killers, US Military guerillas
This ain't no real war, Vietnam *
World War II, that's a war, this is just a military conflict
Soothing, drug-abusing, Vietnamese women screwing
Sex, gambling and boozin', all the *is amusing
* and guns, this is every man's dream
I don't want to go home, where I'm just a ordinary human being
Special OP, Huey chopper gun ship, run *
Gook run when the mini-gun spit, won't miss, kill *
Spit four-thousand bullets a minute
Victor Charlie, hit trigger, hit it
I'm in it to win it, get it
The lieutenant hinted the villain, I've ended up killing
I did it, cripple, did it, pictures I painted is vivid, live it
A wizard with weapons, a secret mission we about to begin it
Government funded, behind enemy lines bullets is spraying
It's heating up, a hundred degrees
The enemies the North-Vietnamese, *please
Ain't no sweat, I'm told be at ease.
Until I see the pilot got hit, and we about to hit some trees
till the rotor broke, crash land, American man
Cambodia, right in the enemy hand
Take a swig of the whiskey to calm us
Them yellow men wearing black pajamas
They want to harm us
They all up on us
Bang, bang, bullet hit my chest, feel no pain
To my left, the captain caught a bullet right in his brain
Body parts flying, loss of limbs, explosions
Bad intentions, I see my best friend's intestins
Pray to the one above, It's raining and I'm covered in mud
I think I'm dying, I feel dizzy, I'm losing blood
I see my childhood, I'm back in the arms of my mother
I see my whole life, I see Christ, I see bright lights
I see Israelites, Muslims and Christians at peace, no fights
Blacks, Whites, Asians, people of all types
I must have died, then I woke up, surprised I'm alive
I'm in a hospital bed, they rescued me, I survived
I escaped the war, came back
But ain't escape Agent Orange, two of my kids born handicapped
Spastic, quadriplegia, micro cephalic
Cerebral palsy, cortical blindness, name it they had it
My son died he ain't live, but I still try to think positive
Cause in life, God take, God give

Student learning objective: Students will analyze the battle in the Vietnam War!

Directions: What facts and perspectives about the Vietnam War were revealed by the song?

“Vietnam Talkin’ Blues” Reflection

Student Learning Objective- Students analyze (examine methodically) battle in the Vietnam War.

“Vietnam Talkin’ Blues”

Written by John R Cash.
( Song of Cash Music/Bughouse.)
From "A Man In Black", 1971, Columbia Records.

One mornin' at breakfast, I said to my wife,
We been everywhere once and some places twice,
As I had another helping of country ham,
She said "We ain't never been to Vietnam,
"And there's a bunch of our boys over there."
So we went to the Orient: Saigon.

Well we got a big welcome when we drove in,
Through the gates of a place that they call Long Vinh.
We checked in and everything got kinda quiet,
But a soldier boy said: "Just wait 'til tonight,
"Things get noisy. Things start happenin'.
"Big bad firecrackers."

Well that night we did about four shows for the boys,
And they were livin' it up with a whole lot of noise.
We did our last song for the night,
And we crawled into bed for some peace and quiet,
But things weren't peaceful. And things weren't quiet.
Things were scary.

Well for a few minutes June never said one word,
And I thought at first that she hadn't heard.
Then a shell exploded not two miles away,
She sat up in bed and I heard her say: "What was that?"
I said: "That was a shell, or a bomb."
She said: "I'm scared." I said "Me too."

Well all night long that noise kept on,
And the sound would chill you right to the bone.
The bullets and the bombs, and the mortar shells,
Shook our bed every time one fell,
And it never let up; it was gonna get worse,
Before it got any better.

Well when the sun came up, the noise died down,
We got a few minutes sleep, an' we were sleepin' sound,
When a soldier knocked on our door and said:
"Last night they brought in seven dead, and 14 wounded."
And would we come down to the base hospital, and see the boys.
"Yes!"

So we went to the hospital ward by day,
And every night we were singin' away.
Then the shells and the bombs was goin' again.
And the helicopters brought in the wounded men.
Night after night; day after day.
Comin' and a goin'.

So we sadly sang for them our last song,
And reluctantly we said: "So long."
We did our best to let 'em know that we care,
For every last one of 'em that's over there.
Whether we belong over there or not.
Somebody over here love's 'em, and needs 'em

Well now that's about all that there is to tell,
About that little trip into livin' hell.
And if I ever go back over there any more,
I hope there's none of our boys there for me to sing for;
I hope that war is over with,
And they all come back home,
To stay.

In peace.

Analysis- What lyrics from the song revealed important facts about the war in Vietnam?

Early Cold War Test studying

The Early Cold War Test (1945-1960) is Wednesday, 3/13 during class.  The class will have a chance to study during class time Tuesday, 3/12, and then take the test while the info is fresh in your mind! 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.  Retakes will be allowed after grading is complete, so no need to cheat or plagiarize anyway!  Also, the availability of retakes 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 retake, 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.  Contact Mr. Cook at a later time when ready for a retake.  He will have to send you one via email.  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 have various groups attempted to Access Their Rights and how have they been Opposed?

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

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

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

5. How has the rise and fall of the Industry / Labor and the Labor Movement shaped the American work environment and Economy?

6. How have the Political Parties established and transformed their platforms to adapt to changing values in society to appeal to the masses and how have citizens affected the growth and change of political parties and government?

7. How have advances in Technology impacted the development of the country and the American people?
8. How is Power acquired and what measures does it take to Protect Itself?
9. How have the cost and spoils of war affected the development of America?
10. How has the idea of the American Dream influenced the lives of Americans and how does it evolve over time?
11. How does [the content] change or reinforce how you see your values and decisions in your role in society (Civic identity)