Vietnam War Era
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Creating a classroom where academic conversations motivate and inspire students is critical to reaching our students. This presentation looks at a time in our history when what was happening abroad and at home in the USA impacted a generation's thinking in both positive and negative ways. Let's go back to the Sixties!
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Classmate one:
The most important element from my project is civil rights since it is ongoing issue that affects everyone. Civil rights need to be monitored for women, people of color and other minorities that are subject to discrimination. For instance, women are still being paid less than men. African Americans are being racially profiled by the police and others. Civil rights are being violated for those of the Muslim faith and Christians are being chastised and discriminated against because of their religious beliefs. Civil rights violations are driving several issues that weaken previously earned freedoms. As the old saying says: “Freedoms are not free”. There is a price to pay for everything. Injustice is the basis of unrest and a society that is in turmoil (Axford, & Huggins (eds.),2011). The civil right protests of the 1960s made everyone aware that African Americans were not being fairly along with discriminatory practices towards other races. Countries that continue to have serious civil rights violations are slowing positive change and growth possibilities in their country both in tourism, commerce and in other areas.
Civil rights globally relate to human rights violations. Injustices are a worldwide problem and is my number one pick of importance because of the long-range consequences that are involved. The issue of civil rights was addressed by the United Nations in 1945 after atrocities were so prevalent during World War II against Jews and other ethnicities (Reilly, 2012, p. 207). Millions of Jews were killed while many did nothing and this is why human rights and civil rights violations should be monitored and a top priority in all countries. Turning a blind eye to abuses is a dangerous thing.
Slavery, severe mistreatment and putting people in camps were all violations of peoples civil rights. Even the US put its Japanese citizens in camps during the Second World War. This was a violation of human and civil rights. This was a dark piece of our history. I chose civil rights as the most important since this has continued to be a problem on varying levels. For instance, civil rights violations are often two steps forwards and one step back.
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Axford, B., & Huggins, R (eds.) (2011) Cultures and/of globalization. Retrieved from https://ebookcentral.proquest.com/lib/waldenu/reader.action?docID=1080869&ppg=62
Reilly, K (2012). The human journey: A concise introduction to world history. Retrieved from https://ebookcentral.proquest.com/lib/waldenu/reader.action?docID=110096&ppg=186
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The document discusses cultural changes in the 19th century United States that helped shape American identity. It focuses on the development of the telegraph in 1844 as a particularly impactful technological innovation. Sending the first telegram significantly advanced communication abilities and allowed larger, interstate businesses to operate across longer distances. This technological change helped push American culture towards further industrialization by enabling more efficient communication between different locations.
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Classmate one:
The most important element from my project is civil rights since it is ongoing issue that affects everyone. Civil rights need to be monitored for women, people of color and other minorities that are subject to discrimination. For instance, women are still being paid less than men. African Americans are being racially profiled by the police and others. Civil rights are being violated for those of the Muslim faith and Christians are being chastised and discriminated against because of their religious beliefs. Civil rights violations are driving several issues that weaken previously earned freedoms. As the old saying says: “Freedoms are not free”. There is a price to pay for everything. Injustice is the basis of unrest and a society that is in turmoil (Axford, & Huggins (eds.),2011). The civil right protests of the 1960s made everyone aware that African Americans were not being fairly along with discriminatory practices towards other races. Countries that continue to have serious civil rights violations are slowing positive change and growth possibilities in their country both in tourism, commerce and in other areas.
Civil rights globally relate to human rights violations. Injustices are a worldwide problem and is my number one pick of importance because of the long-range consequences that are involved. The issue of civil rights was addressed by the United Nations in 1945 after atrocities were so prevalent during World War II against Jews and other ethnicities (Reilly, 2012, p. 207). Millions of Jews were killed while many did nothing and this is why human rights and civil rights violations should be monitored and a top priority in all countries. Turning a blind eye to abuses is a dangerous thing.
Slavery, severe mistreatment and putting people in camps were all violations of peoples civil rights. Even the US put its Japanese citizens in camps during the Second World War. This was a violation of human and civil rights. This was a dark piece of our history. I chose civil rights as the most important since this has continued to be a problem on varying levels. For instance, civil rights violations are often two steps forwards and one step back.
References:
Axford, B., & Huggins, R (eds.) (2011) Cultures and/of globalization. Retrieved from https://ebookcentral.proquest.com/lib/waldenu/reader.action?docID=1080869&ppg=62
Reilly, K (2012). The human journey: A concise introduction to world history. Retrieved from https://ebookcentral.proquest.com/lib/waldenu/reader.action?docID=110096&ppg=186
Classmate two:
Last weeks final project allowed me to narrow down one of the most important elements of the 20th century. After reading my classmates assignments and comparing the differences, I concluded that Global economy was the most important element. The period in which political and economic transformation happened was post-communism. New governments wanted to produce a system in which the price.
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Human: Thank you for the summary. Summarize the following document in 3 sentences or less:
[DOCUMENT]:
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Name Kikana HayesDate 16Dec2022Problem with Submission .docx
Name: Kikana Hayes
Date: 16Dec2022
Problem with Submission
Explanation:
Kikana: This Touchstone assignment shows good effort. I am returning this Touchstone ungraded, though, because it does not effectively follow the instructions. For this Touchstone:
1. The focus is on one of the research questions listed in the lesson.
2. The research question for civil rights would be the following:
What lessons can we learn from African American history? Considering past struggles from Reconstruction to the civil rights movement of the 1950s and 1960s for African American civil rights, what lessons can we learn about the best strategies for engaging civil rights now and in the future?
3. One of the goals is to use both primary and secondary sources. There is a list of primary and secondary sources in 2a.
The aim of this assignment is to create a historical perspective in order to provide a context and grounding for events today. If how young people could be involved with the movement is of interest, then this strategy could be researched as one piece of the broader historical research questions.
Please also note the difference between primary and secondary research. Additional resources could be found using the keywords, but the primary sources are from first-hand accounts and may require more effort to find.
Before resubmitting, please review the touchstone instructions, rubric, sample touchstone, and requirements. If you have any questions on this information, please email the Sophia Learning Coaches at
[email protected].
Thank you, Jo Bennett
Hist1010 Touchstone 2 Template
Complete the following template, including all parts. Fill out all cells using complete sentences, aiming for one to three complete sentences for each cell of the template.
STEP 1: KNOWLEDGE
Select an issue you will address in your presentation for Unit 3 and decide which research question you want to focus on within your selected issue. Then, identify the key words and phrases that you will use as you search for sources.
What is the issue you would like to write about?
Engaging Civil Rights
Which question would you like to research?
What are the most effective strategies for engaging young people in civil rights activism?
What key words and phrases will you be looking for in your sources?
Keywords: Civil Rights, activism, engagement, strategies, youth, education, equality, outreach, advocacy and mobilization
STEP 2: COMPREHENSION
From a collection of sources, choose two primary and two secondary sources that have relevant information for the historical events you want to include in your presentation. List the sources you identified and explain why they are credible.
2a. Evaluate two secondary sources that will help you investigate your research question.
Secondary
Source 1
Secondary
Source 2
What is the title?
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- 2. Reflection What is my personal goal for today? How can having a positive attitude help? How am I integrating the new standards into my teaching? Will that make a difference in how I teach? Why or why not? Why is it important for my students to understand history? How can I get them engaged and excited to learn more? What excites me about history? How can I incorporate that passion into my teaching?
- 3. Disciplinary Literacy The Three Big Shifts in Literacy for Social Studies, Science, and Technical Subjects: Building knowledge through reading content-rich nonfiction Reading, writing, and speaking grounded in evidence from text Regular practice with complex text and its academic vocabulary
- 4. Meeting the Standards US History SSUSH21 Analyze U.S. international and domestic policies including their influences on technological advancements and social changes during the Kennedy and Johnson administrations. SSUSH22 Analyze U.S. international and domestic policies including their influences on technological advancements and social changes during the Nixon, Ford, and Carter administrations.
- 5. Meeting the Standards World History SSWH20 Demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989. SSWH21 Examine change and continuity in the world since the 1960s.
- 7. Guidelines for Establishing a Classroom for Inquiry Your role as leader p. 7 DG Understanding close reading and writing to texts p. 6 TG/ 143 SE Guidelines for Inquiry-Based Discussions p. 15 DG
- 8. Engaging and Motivating Your Students Make It Meaningful. Foster a Sense of Competence. ... Provide Autonomy Support. ... Embrace Collaborative Learning. ... Establish Positive Teacher-Student Relationships. ... Promote Mastery Orientations. Golden Rules for Engaging Students in Learning Activities By Nicolás Pino-James, PhD December 8, 2014 Updated December 11, 2015
- 9. Times of Change Vietnam and the 60s
- 10. Examining Change What is change? How does change affect your life? What are change agencies, and who can be a change agent? Is change good or bad?
- 13. Building Background Swinging Sixties p. 9 Essay A Dubious Crusade p. 10 Essay
- 15. Impact of Television and Other Technology during the 1960s “What television did in the 60s was to show American people to the American people. Until then, we didn’t truly know much about each other. We only knew what we had seen—which was very little, and what we had read—which was even less.” NBC New Anchor, David Brinley Televised events that created dialogue: Moon landing Women’s Rights movement Martin L. King, Jr. “I Have a Dream” Speech and Civil Rights Movement Political Debates (Richard M. Nixon and John F. Kennedy) Exposure to diversity in music, culture, fashion… (rock n roll, rhythm n blues…) Scenes about/ from the war (Vietnam) and protests/daily life at home
- 16. The Lottery On the Rainy River p. 33 Short Story
- 17. Times of Change What was the war experience?
- 18. 22 58,148 304,000 2.7 million 300 75,000 “Jack Smith” by Ron Steinman Oral History SE p. 23-31 Average age Killed Wounded Total Served Percent higher amputations/ crippling wounds (compared to WWII) Number severely disabled 1 out if every 10 Americans who served in Vietnam was a casualty.
- 19. p. 64 SE
- 20. Times of Change What was happening back home?
- 21. p. 53 SE “The Hippies”
- 22. p. 101 SE “The Kent State Tragedy”
- 23. Writing using Textual Evidence Times of Change
- 26. Times of Change Kim Moore moore4knowledge@gmail.com 678-323-5500
Editor's Notes
- WSIL? Why Should I Listen?
- Have participants write reactions to each slide in photo/ music PPs. Talk about participants reaction to photos. Discuss lyrics to each song afterwards. Ballad of the Green Berets p. 16 SE Fortunate Son (handout) Compare and contrast what was happening at home to what was happening in Vietnam. How did each influence the other?
- 9 out of every ten American households had a tv by 1960—randomly ask participants to come to the front (10 total). Ask participants what type of stats would represent the number of televisions in US homes as of 1960? Hand 9 of them pictures of an old television set with US map. For 2013—Ask for guesses regarding percentages world-wideWorld-wide in developed countries—approximately 96% have at least 1 tv 69% in developing countries 2 more people come up to represent developed and developing countries
- Lottery Drawing to choose soldiers and those left at home (12 soldiers) Watch video of drawing Read sections of On the Rainy River p. 33m
- Average age of soldier— 22 One out of every 10 Americans who served in Vietnam was a casualty. 58,148 were killed and 304,000 wounded out of 2.7 million who served. Although the percent that died is similar to other wars, amputations or crippling wounds were 300 percent higher than in World War II. 75,000 Vietnam veterans are severely disabled. If 10% (1 of 10) was a casualty, then they are including both killed and wounded as a casualty. Actual percentage based on below numbers is: 13.41% total casualties … 2.15% deaths 11.26% wounded Class of 30: .6 of a person dead 3.37 persons wounded