New Assignment:

NOTES FOR LGBT GROUP:

The assignment below has some steps that lead up to it:

With all that has been going on in politics this year, my U.S. History and Gov. students paid close attention to the presidential campaign and election all through the fall.  We began classes this past week by turning our attention to Washington again, discussing the transition, watching some of the confirmation hearings, and looking at the historical context of the idea of the first 100 days being a measure of a presidency.  (the timing of this worked well since we finished the fall term studying FDR and the New Deal).  As the assignment description alludes to, their next project will be to research one of the groups that has expressed significant reservations about their place in a Trump-led country and to report about what those concerns are. They are being instructed to look not only at possible federal action, but at the state and local levels as well.  For example, the fact that other states are considering legislation about the use of public bathrooms similar to North Carolina's that would negatively affect transgender individuals.  This assignment is a more in-depth, follow-up, to these conversations.

In the meantime, as we proceed forward with history, I will be using the WWII/War assignment and the Lavender Scare assignment.  At the end of our study of the Civil Rights Movement they will read an essay from the latest Harper's Magazine (February 2017): "The Number That No Man Could Number: Black America's civil war over gay rights" by Anthony Heilbut.

Any feedback on this assignment is welcome! 

U.S. History: Spring Term Project

Discrimination and America

This project takes a closer look at the issue of fear, prejudice, and discrimination in American society.  We’ve discussed the recent concerns of some groups of Americans that gains made toward greater equality and acceptance will be diminished, if not lost altogether, as the country shifts in leadership and focus.  “Make America Great Again,” for some, is not a promising slogan, especially with increasing incidents of racism and violence, state laws and other actions that seem intent on denying basic rights of African Americans, Hispanics, and members of the LBGT community, and campaign rhetoric that arguably has had the ongoing effect of encouraging overt racism, sexism, and prejudice against Muslims, immigrants and people with disabilities.     

Research:

For some of these same groups (see list below), plus Asian Americans, you will work in pairs and examine the historical basis (beginning with World War II) for their current concerns, the paths taken toward achieving greater equality, and the obstacles and opportunities encountered, particularly those linked to government action, or inaction.

Groups to be assigned:  

Asian Americans                                      Queer Americans (LGBT)

Women                                                    Hispanic Americans

Native Americans                                     People with Disabilities           

• ·      Before you and your partner begin to research the history of the group you are assigned, as a class we will study the impact of World War II on several of these groups, as well as the Civil Rights Movement.
• ·      You will pick up the independent part of this project with the 1960s as the civil rights movement expanded to include more Americans. “Following the example of African Americans, other groups – including women, Latinos, American Indians, and Asian Americans – fought for their rights. Disabled, gay, and older Americans began to organize for equal treatment too.”[1] 
• ·      Look at whether any of the activists who played a leading role in your group’s struggle to achieve equal treatment under the law and in society had connections to the Civil Rights Movement; continue researching the group’s actions, leaders, successes, and setbacks up to the current status and concerns with which we began this conversation. 

Create and Present:

• ·      You will create an annotated, interactive timeline that you will present to the class; several free on-line programs are available to do this.  I will send you the links to those programs – be sure to check your Kirby email;
• ·      Your timeline must include pictures as well as text; some programs also allow for a link to video;
• ·      Brief biographies of significant players in the movement should be included;
• ·      Length: Minimum of 25 dates; more may be included as needed or desired
• ·      Presentation dates: Wednesday, March 15, and if needed, Friday, March 17

Keep in Mind to Include or Consider:

• ·      All these groups, in some significant way, have relied on the Fourteenth Amendment to the U.S. Constitution.  “Many scholars and observers have argued that the ratification of the Fourteenth Amendment has been the single most important act in all of American politics.”[2]
• o   What is guaranteed by the Fourteenth Amendment
• o   How has it been used by your group?

• ·      Discrimination and prejudice – and its eradication - is related to many forces – personal, religious, cultural and political.  While the focus of this project is government action or inaction, do not ignore other related factors, especially those made better or worse due to government action.

• ·      Include numerous and accurate facts – use as many specific details as possible to support your general information and arguments/explanations presented as part of the timeline.

• ·      Make use of primary sources as much as possible.

• ·      A PRINTED COPY OF YOUR TIMELINE IS REQUIRED
• o   This can be in simple timeline form, as a list of dates.  It does not need to include the graphics that are part of the interactive timeline unless essential to understanding of one of the dates included
• o   You and your partner may turn in one, shared timeline – include both your names on it
• o   This is also due on Wednesday, March 15

• ·      A BIBLIOGRAPHY IS REQUIRED
• o   Please attach this to the printed copy of your timeline
• o   You and your partner may turn in one, shared bibliography
• o   Correct formatting is expected; Use the History Department Citation Guide

            [1] Diane Hart, History Alive: Pursuing American Ideals (Rancho Cordova, CA: Teachers Curriculum Institute, 2013) 523

            [2] College Entrance Examination Board, “Free-Response Questions: Question 3” in 2001 AP United States Government and Politics Examination, Advance Placement Program, 3

            [1] Diane Hart, History Alive: Pursuing American Ideals (Rancho Cordova, CA: Teachers Curriculum Institute, 2013) 523

            [2] 2001 AP Exam