Pō’akahi, 15 Kēkēmapa 14

Final-Exams-Graphic1U.S History Final Essay
—Go over Final Essay Fall 2014
—Class work time
—One to one meeting with Mrs. Pico-Lilio to check on progress
—Final essay shared with Mrs. Pico-Lilio via Google Docs by tomorrow 12/16/14 2:45 pm!
—No late submissions will be accepted due to amount of class time given to work on essay!

Homework:  Signed Progress Reports due tomorrow; Final Essay submission via Google Docs due tomorrow 12/16/14 by 2:45 pm!

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Pō’alima, 12 Kēkēmapa 14

Final-Exams-Graphic1U.S History Final Essay
—Go over Final Essay Fall 2014
—Class work time
—One to one meeting with Mrs. Pico-Lilio to check on progress
—Final essay shared with Mrs. Pico-Lilio via Google Docs by Tuesday 12/16/14 2:45 pm!
—No late submissions will be accepted due to amount of class time given to work on essay!

Homework:  Final Essay submission via Google Docs due Tuesday 12/16/14 by 2:45 pm!

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Pō’alua, 16 Kēkēmapa 14

Final-Exams-Graphic1U.S History Final Essay
—Go over Final Essay Fall 2014
—Class work time
—Final essay shared with Mrs. Pico-Lilio via Google Docs by today 12/16/14 2:45 pm!
—No late submissions will be accepted due to amount of class time given to work on essay!

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Pō’ahā, 11 Kēkēmapa 14

Final-Exams-Graphic1U.S History Final Essay
—Go over Final Essay Fall 2014
—Class work time
—One to one meeting with Mrs. Pico-Lilio to check on progress
—Final essay shared with Mrs. Pico-Lilio via Google Docs by Tuesday 12/16/14 2:45 pm!
—No late submissions will be accepted due to amount of class time given to work on essay!

Homework:  Current event #14 due tomorrow-topics of focus are war or protest; Final Essay submission via Google Docs due Tuesday 12/16/14 by 2:45 pm!

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Pō’akolu, 10 Kēkēmapa 14

vietnam-memorial

The Vietnam War (1954-1975)

Intro: Overview, Attendance, Agenda, Enduring Understanding, Review Essential Question, Objectives, Standards, Homework

Enduring Understanding:  Countries are affected by their relationship with each other.

Essential Questions:
—How does military conflict divide people within cultures?
—Should citizens support the government during wartime?

Objections:  Students will know…
how the United States became involved in Vietnamʻs conflict with France.
—how the United States increased its influence in the conflict during the Kennedy and Johnson administrations.
—why the United States military could not quickly defeat the Vietnamese forces.
—the problems that the Vietnam War caused at home.
—why 1968 was such an important year during this era.
—the steps President Nixon took to end the conflict in Vietnam.
—the important impact the Vietnam War had on American culture and politics.

Standards:
—Culture (#6, #9)
—Time, Continuity, & Change (#2, #5, #8)
—People, Places, and Environments (#1, #2)
—Individual, Groups, and Institutions (#5)
—Power, Authority, & Governance (#5)
—Science, Technology, and Society (#2)
—Global Connections (#4)

The Vietnam War:  The War Winds Down
—Reading Chapter 26 Lesson 3
—Go over reading
—Complete Interpreting Architecture Handout-Vietnam

Homework:  Reflection Assignment-1/2 page; MLA format focus on Do you think the war in Vietnam was worth the costs?  Why or why not?-due tomorrow; Current event #14 due Friday-topics of focus are war or protest.

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Pō’alua, 09 Kēkēmapa 14

article-0-001E942700000258-684_634x398

The Vietnam War (1954-1975)

Intro: Overview, Attendance, Agenda, Enduring Understanding, Review Essential Question, Objectives, Standards, Homework

Enduring Understanding:  Countries are affected by their relationship with each other.

Essential Questions:
—How does military conflict divide people within cultures?
—Should citizens support the government during wartime?

Objections:  Students will know…
how the United States became involved in Vietnamʻs conflict with France.
—how the United States increased its influence in the conflict during the Kennedy and Johnson administrations.
—why the United States military could not quickly defeat the Vietnamese forces.
—the problems that the Vietnam War caused at home.
—why 1968 was such an important year during this era.
—the steps President Nixon took to end the conflict in Vietnam.
—the important impact the Vietnam War had on American culture and politics.

Standards:
—Culture (#6, #9)
—Time, Continuity, & Change (#2, #5, #8)
—People, Places, and Environments (#1, #2)
—Individual, Groups, and Institutions (#5)
—Power, Authority, & Governance (#5)
—Science, Technology, and Society (#2)
—Global Connections (#4)

The Vietnam War:  Vietnam Divides the Nation
—Whole class reading Chapter 26 Lesson 2
—Go over reading
—Complete The Silent Majority-Vietnam War Handout

Homework:  Current event #14 due Friday-topics of focus are war or protest.

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Pō’akahi, 08 Kēkēmapa 14

article-0-001E942700000258-684_634x398

The Vietnam War (1954-1975)

Intro: Overview, Attendance, Agenda, Enduring Understanding, Review Essential Question, Objectives, Standards, Homework

Enduring Understanding:  Countries are affected by their relationship with each other.

Essential Questions:
—How does military conflict divide people within cultures?
—Should citizens support the government during wartime?

Objections:  Students will know…
how the United States became involved in Vietnamʻs conflict with France.
—how the United States increased its influence in the conflict during the Kennedy and Johnson administrations.
—why the United States military could not quickly defeat the Vietnamese forces.
—the problems that the Vietnam War caused at home.
—why 1968 was such an important year during this era.
—the steps President Nixon took to end the conflict in Vietnam.
—the important impact the Vietnam War had on American culture and politics.

Standards:
—Culture (#6, #9)
—Time, Continuity, & Change (#2, #5, #8)
—People, Places, and Environments (#1, #2)
—Individual, Groups, and Institutions (#5)
—Power, Authority, & Governance (#5)
—Science, Technology, and Society (#2)
—Global Connections (#4)

The Vietnam War:  Going to War in Vietnam
—Whole class reading Chapter 26 Lesson 1
—Class discussion on the following:

1)  Why might Presidents Truman and Eisenhower have been so concerned about the influence of communism in Southeast Asia?
2)  Why might the Vietnamese have respected Ho Chi Minh?
3)  Why conflicts might U.S. leaders have faced in deciding to support the French?
4)  Which president do you think contributed more to the rising conflict in Vietnam:  Kennedy or Johnson?  Why?
5)  Why were guerrilla tactics so damaging?
6)  How did U.S. forces attempt to respond to guerrilla tactics?
—Complete VW Lesson 1 Political Cartoon Handout

Homework:  2 paragraph reflection on the following questions…1)  what were the pros of committing to the conflict in Vietnam?  2)  what were the cons of committing to the conflict in Vietnam?;  Current event #14 due Friday-topics of focus are war or protest.

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Pō’alima, 05 Kēkēmapa 14

USAH023-HThe Vietnam War (1954-1975)

Intro: Overview, Attendance, Agenda, Enduring Understanding, Review Essential Question, Objectives, Standards

Enduring Understanding:  Countries are affected by their relationship with each other.

Essential Questions:
—How does military conflict divide people within cultures?
—Should citizens support the government during wartime?

Objections:  Students will know…
how the United States became involved in Vietnamʻs conflict with France.
—how the United States increased its influence in the conflict during the Kennedy and Johnson administrations.
—why the United States military could not quickly defeat the Vietnamese forces.
—the problems that the Vietnam War caused at home.
—why 1968 was such an important year during this era.
—the steps President Nixon took to end the conflict in Vietnam.
—the important impact the Vietnam War had on American culture and politics.

Standards:
—Culture (#6, #9)
—Time, Continuity, & Change (#2, #5, #8)
—People, Places, and Environments (#1, #2)
—Individual, Groups, and Institutions (#5)
—Power, Authority, & Governance (#5)
—Science, Technology, and Society (#2)
—Global Connections (#4)

The Vietnam War
—Go over and complete VW_A Brief History_Handout (3)
—View video Ordinary Americans
—Complete and go over VW_Who’s Who_Handout (3)

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Pō’ahā, 04 Kēkēmapa 14

8633974824618ef8adcd402394048e4c.1000x758x1Civil Rights Movement (1954-1968)

Intro: Overview, Attendance, Agenda, Enduring Understanding, Review Essential Question, Objectives, Standards, Homework

Enduring Understanding:  The struggle for individual rights and equality often shapes a societyʻs politics.

Essential Questions:
—Why do yo think the civil rights movement made gains in postwar America?
—What motivates a society to make changes?

Objections:  Students will know…
reasons for non violent, passive resistance and how it helped to challenge segregation and racism.
—why the Civil Rights Act of 1964 and the Voting Rights Act of 1965 were considered turning points in the civil rights movement.
—that even thought political gains were achieved during this time. many African Americans still faced economic inequality.

Standards:
—Time, Continuity, & Change (#7)
—People, Places, and Environments (#7)
—Individual, Groups, and Institutions (#2, #3, #4, #7, #8)
—Power, Authority, & Governance (#1, #2, #5)
—Civil Ideals & Practices (#1)

Book Gallery Walk

The Civil Rights Movement:  New Issues Facing African Americans
—Chapter 25 Lesson 3 reading
—Class discussion
—Complete p. 589 #ʻs 1-5

Homework: Current Event Worksheet #13 focusing on rights, equality, discrimination, racism, etc due tomorrow.

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Pō’akolu, 03 Kēkēmapa 14

8633974824618ef8adcd402394048e4c.1000x758x1Civil Rights Movement (1954-1968)

Intro: Overview, Attendance, Agenda, Enduring Understanding, Review Essential Question, Objectives, Standards, Homework

Enduring Understanding:  The struggle for individual rights and equality often shapes a societyʻs politics.

Essential Questions:
—Why do yo think the civil rights movement made gains in postwar America?
—What motivates a society to make changes?

Objections:  Students will know…
reasons for non violent, passive resistance and how it helped to challenge segregation and racism.
—why the Civil Rights Act of 1964 and the Voting Rights Act of 1965 were considered turning points in the civil rights movement.
—that even thought political gains were achieved during this time. many African Americans still faced economic inequality.

Standards:
—Time, Continuity, & Change (#7)
—People, Places, and Environments (#7)
—Individual, Groups, and Institutions (#2, #3, #4, #7, #8)
—Power, Authority, & Governance (#1, #2, #5)
—Civil Ideals & Practices (#1)

Tanka Covers & Introduction:  Voting

The Civil Rights Movement:  Challenging Segregation
—Watch Dr. Kingʻs I Have A Dream Speech
—Go over and complete I Have A Dream Handout
—Reading Chapter 25 Lesson 2
—Class discussion
—Complete reflection assignment in paragraph form
1) If you had been a civil rights activist in 1963, how would you have felt about the movement’s chances of success?
2)  What do you think remains to be done to ensure equality in our society?

Homework: Finish reflection assignment (see above for questions)…due tomorrow; Current Event Worksheet #13 focusing on rights, equality, discrimination, racism, etc due Friday.

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