Homework: Letter to Future History Students

Homework: Letter to Future History Students

(10 minutes)

Final Project: Create a History Project

Take something you have learned this semester and create an art project.  The project must cover one topic entirely -- for example, World War I, Civil Rights, the Industrial Revolution, Atomic Energy or Atomic Bomb, the Rise of Communism, Native Americans, the Holocaust, the Great Depression, the Transcontinental Railroad, etc.

Select any topic relating to this class that interests you.  Remember where we started and where we ended with the topic, and then cover the in-between.

• Painting
• Song / Parody
• Movie / Historical Fiction
• Comic Strips
• Board Game
• Video Game
• Drawing
• Children's Book
• Presentation Board / Collage
• Quilt or Sewing Projects
• Clothing / Costume
• Welding / Metal Work
• Woodworking
• Sculpture / Pottery
• Local History Documentary
• Diorama / Model
• Food: Decorate a cake, cupcakes, etc.
• Etc. -- If you have an idea, ask.

There are no size requirements, but effort is a huge part of this project.

Suggestions:  

• If you're going to do a board game, you might look through your closet for games that are missing pieces or hit the Goodwill store or yard sales and start with an actual game board.
• If you want to do a song, start with a Karaoke version of a song you like and make a parody using your topic.  (See example below)
• If you're going to do something like a drawing, it needs to be pretty comprehensive.  Don't throw together a 5 minute drawing and expect two weeks credit.
• Consider a project that is good enough to use as classroom decoration.  Extra credit if you let me keep your project for the classroom.  :)

Here's an example of a teacher doing a history "parody" used for teaching:

In this video, Megan Leach sings "Obama's Gone".  She made this near the end of the 2016 Presidential Election.  The poor music playback quality was my fault.

Supplemental Material: Chapter 18: The Civil Rights Movement

The Rise and Fall of Jim Crow:

A Historical Background of the 14th Amendment:

Amendment XIV: Section 1.

All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

Jim Crow Laws, Plessy v. Ferguson, and Separate But Equal:

Brown v. Board of Education:

Brown v. Board of Education:

The Clinton 12

The Clinton 12

Little Rock School Integration:

Emmitt Till:

Medgar Evers - Mini Bio

The Legacy of Medgar Evers:

Gov. Wallace Attempts to Block Integration:

Dr. King: Nonviolence is the Most Powerful Weapon

Woolworth Lunch Counter:

Fill the Jails: Rarely Seen Film Captures Martin Luther King on Success of 1963

I Have a Dream:

LBJ Signs Civil Rights Act of 1964:

Martin Luther King and Malcolm X Debate

Watts Riots News Reel:

1968 Summer Olympics, Black Power Salute:

The Death of Martin Luther King:

15.5: Effects of the War

Chapter 15 Lesson 5: Effects of the War

• Checkpoint (p.499): What goals did the Allies set for Eastern Europe at the Yalta Conference?
• Map Skills (p.500): #2 & 3
• Checkpoint (p.501): What impact did World War II have on the releative roles of the United States and Britain in the world?
• Analyze Cause and Effect (p.502): How did World War II contribute to the two effects listed above under Connections on Today?
• Checkpoint (p.502): What steps did the United States take to increase its role in the postwar world?
• Checkpoint (p.503): How did World War II foster support for civil rights?
• Section 5 Assessment (p.503): #3, 4, 5, 6

16.1: The Cold War Begins

Chapter 16: Section 1

• What Will Happen to Postwar Europe? (p.511): #1 & 2
• Checkpoint (p.512): How did the goals of U.S. and Soviet foreign policy differ after World War II?
• Checkpoint (p.512): What events caused President Truman to propose what became known as the Truman Doctrine?
• Map Skills (p.513): #1 & 2
• Marshall Plan Aids European Recovery (p.514): According to the pie chart, what portion of U.S. aid was devoted to reducing famine?
• Checkpoint (p.514): Why did George Kennan think that containment would work against Soviet expansion?
• Airlift Saves Blockaded Berlin (p.515): #1 & 2
• How did the United States and its allies apply the containment policy of Europe?
• Section 1 Assessment (p.516): #4, 5, 6
• Thinking Critically (p.517): #1 & 2

Crash Course U.S. History: The Cold War

History of the Berlin Wall

Berlin Before the War

Berlin After the War -- Dividing it Up The Truman Doctrine

15.4: The Holocaust

Chapter 15 Section 4: The Holocaust

• Vocabulary (Not Terms and People but the vocabulary in this section)
  
• NoteTaking (p.492): Chart
• Checkpoint (p.493): How did Hitler enforce Antisemitism as chancellor of Germany?
• Thinking Critically (p.494): #1 & 2
• Checkpoint (p.496): What actions did the Nazis take to carry out Hitler's "Final Solution"?
• NoteTaking (p.496): Chart
• CheckPoint (p.497): How did the U.S. government respond to the German campaign against European Jews?
• Section 4 Assessment (p.497): #2, 3, 4, 5, 6

Part II of this assignment TBA in class.

16.2: The Korean War

Chapter 16 Section 2: The Korean War

• NoteTaking (p.518): Problem/Solution Chart
• Checkpoint (p.519): Why were the communists able to win the Chinese Civil War?
• Map Skills (p.521): #2 & 3
• Checkpoint (p.522): How did President Truman react to the North Korean invasion of South Korea?
• You Decide (p522): #1, 2 & 3
• Checkpoint (p.523): What were the most important results of U.S. participation in the Korean War?
• Section 2 Assessment (p.523): #1, 2, 3, 4, 5, 6

Why did Korea Split?
The Korean War Crash Course U.S. History: The Cold War in Asia