Do Now: What is ‘the American Dream’?

1. Do Now: What is ‘the American Dream’? Come up with at least 5 points together on a spider diagram

2. Do Now: What is the ‘American Dream’? Come up with at least 5 points together on a spider diagram What is the ‘American Dream’? 1:29 1:57 1:56 1:55 1:54 1:53 1:52 1:51 1:50 1:49 1:48 1:47 1:46 1:45 1:58 1:43 1:44 1:31 1:32 1:33 1:35 1:36 1:34 1:38 1:39 1:40 1:41 1:37 1:30 1:00 1:42 1:27 1:28 1:26 1:25 1:24 1:23 1:22 1:21 1:20 1:19 1:18 1:17 1:16 1:15 1:14 1:59 1:12 1:13 2:00 1:01 1:02 1:04 1:05 1:03 1:07 1:08 1:09 1:10 1:11 1:06 0:51 0:48 0:49 0:50 0:52 0:58 0:54 0:55 0:56 0:57 End 0:53 0:47 0:40 0:45 0:43 0:42 0:41 0:39 0:38 0:37 0:36 0:35 0:34 0:33 0:31 0:32 0:46 0:44 0:13 0:14 0:30 0:19 0:16 0:17 0:18 0:20 0:26 0:22 0:23 0:24 0:25 0:27 0:21 0:15 0:09 0:12 0:11 0:10 0:08 0:07 0:06 0:05 0:04 0:03 0:02 0:28 0:01 0:29 0:59

3. ‘The American Dream’ = the ideal by which equality of opportunity is available to any American, allowing the highest aspirations and goals to be achieved. Define the words you could have used when describing the American Dream by matching the key words to the definitions. It’s meant to be difficult!

5. History A-Level: Searching for rights and freedoms in the twentieth century What is ‘the American Dream’? Learning Objectives: 1. To explain how concepts of freedom have changed over time world wide. 2. To understand the historical context of and define core American values: Liberty, freedom, rights, republicanism, wage labour, autonomy, laissez-faire, sovereignty. 3. To define ‘the American Dream’ as a concept. Paper 1: Breadth study with Interpretations USA 1917-1996 Paper 2: Depth Studies South Africa 1948-1994

6. The quest for rights and freedoms The twentieth century saw the expectations and aspirations of ordinary people increase tremendously. In particular, the experience of two world wars led people to question the political, social and economic environment around them. Alongside this, technological advancements and the development of mass communication provided the means to experience a better quality of life and to the rapid spread of political, social and cultural ideas. In some countries this would lead to communist-inspired revolution from below — as in Russia and China — although not necessarily ending in the equality and security originally envisaged. In others, existing political and social structures attempted to adapt to these desires. In the USA, and indeed in Britain, the quest for political, social and economic advancement saw reforms to existing structures. In those countries which had become subject to the rule of nineteenth-century European empires, people sought to overthrow political domination and discrimination, bringing an end to apartheid in South Africa. This A Level focuses on the experiences of people fighting for rights and freedoms in the USA and South Africa. Paper 1 and paper 2 are linked by the common theme of a search for rights, freedoms and greater equality during the twentieth century. In the USA, the quest for political, social and economic advancement mainly looked to reform existing structures. In South Africa, this quest led to more radical outcomes, bringing an end to the apartheid regime in South Africa.

7. How will I be assessed? Page 11 (Paper 1 Guide) Page 12 (Paper 2 Guide) Paper 1: • 2 hours 15 minutes • Section A – Second order analysis essay [20] choice of 2 • Section B – Second order analysis thematic essay [20] choice of 2 • Section C – Evaluation of historical interpretations essay [20] no choice Paper 2: • 1 hour 30 minutes • Section A – Source evaluation and analysis essay [20] no choice • Section B – Second order analysis essay [20] choice of 2

8. The option is divided into the following four themes which require you to have an overview of political, social and economic change and aspects of cultural change across the time period. You need to have knowledge of these themes and be able to analyse and evaluate cause, consequence, key features and change and make comparisons over and within the period studied in dealing with factors which brought about change. Theme 1: The changing political environment, 1917–80 Theme 2: The quest for civil rights, 1917–80 Theme 3: Society and culture in change, 1917–80 Theme 4: The changing quality of life, 1917–80 Historical interpretations: What impact did the Reagan presidency (1981–89) have on the USA in the years 1981–96?

9. What is expected of me in Y12? • An organised folder with clearly marked sections. • Read, read and then read some more • A proactive attitude to independent study. • Be fully PREPARED for and ACTIVELY PARTICIPATE in lessons • Meet deadlines • 1. Read for a purpose– you don’t need to read every word. You are skimming and scanning for the information you need to answer the question/fill in the chart etc. You could try: • Top and tail - most paragraphs start and end with statements; if you’re an expert on the examples and the topic (and you’re just after the author’s opinion). • Skim and scan for the key details you need. • 2. Take notes actively – make sure you are processing the information by writing it down as a: • Flow chart • Spider diagram • Comparison grid… • Simple bullet points are not very effective. • 3. Highlighting without taking notes = colouring in. • 4. Highlighting a whole paragraph is meaningless – look for specific words/phrases. • 5. Use your working time effectively. • You cannot watch TV at the same time – it won’t go in. You are multi-failing. • Be time-efficient and don’t waste time on things you DON’T need to do How to study at A Level

10. What support will I receive from my teachers? • Organised, engaging and challenging lessons Your teacher will lead lessons and will always make the objectives of the lesson and the tasks set accessible for all students. They will ensure you understand key concepts and know key factual information. They will teach you the skills you need to achieve your potential in history. • Regular assessment and feedback Your teacher will mark your work regularly and provide you with constructive feedback which will help you develop effective examination techniques. • Resources to support your independent study e.g. The Course guide – mark schemes, practise questions, checklists, content, exemplars, reading lists right from the word go! As well as this course guide, you can access: www.laureatehistory.co.uk • Lesson-by-lesson resources (if you’re unsure of something in the lesson and you want to spend more time on it at home) • Assessment resources - Past paper questions, mark schemes and exemplar essays • Additional reading suggestions • Revision guides, resources and tools. • Individual support Your teacher is always available outside lesson time to give you support with any aspects of the course you are finding difficult. You must make an appointment to see them and they will always be willing to help. • High expectations Your teacher will always have high expectations for you to help you work towards your target grade.

11. Prince George • Task: Order the following people into the correct order of power. Who is most powerful? • Nicola Mendelsohn • British Army(90,000) • Zoella • Theresa May • Boris Johnson • Queen Elizabeth II • Local Member of Parliament • Darren Sugg • Population of England (64 million) • Simon Cowell

12. If this is the answer, what’s the question? 1649 & 1789

13. In 1649 England tried and executed King Charles I, after two bloody civil wars between 1642-49. He and Parliament had argued over sovereignty (supreme power). No one had challenged the monarch’s power like this before, but ideas were beginning to change. Charles I did not win this argument… He was found to be guilty of treason and executed on 30th January 1649. Oliver Cromwell supposedly laughed when signing his death warrant out of shock. He is the only king of England to have ever been executed!

14. In 1789 France was an absolute monarchy where the King had the right to make all major decisions. He lived in fabulous luxury in his palace at Versailles. Louis XVI was tried by his own government, found to be guilty of treason and executed on 21st January 1793. He is the only king of France to have ever been executed!

15. During the Renaissance and the Age of Enlightenment, people in Europe started to question different aspects of life – the influence of the Church, the power of a monarch….It spread throughout Europe and North America throughout the 1700s. This period is sometimes referred to as the Age of Reason.

16. Church • Task two: Use the information sheets and the words at the bottom of your sheet to fill in the gaps, summarising the arguments some philosophers and their ideas (there are lots more)

17. Church power cruel equal government ordinary democracy freedoms slavery violence trust overthrow

18. So how does this link to America ….. American settlers were asking the same questions…. • Task three: Skimming and scanning techniques • Read the information sheet about the American Revolution, highlight and/or label the following: • How many colonies rebelled against British rule? • What were they specifically rebelling against, in terms of British rule? • How did the aims of the 13 colonies change during the war? • Who wrote the Declaration of Independence? • What was it’s key message and what words did it use to explain this? • Was the American Dream for all? • Challenge: • How did we approach this reading? What were the challenges? How did we make it easier for ourselves?

19. Eye spy…. What does this suggest the American Dream from 1800?

20. American Progress by John Gast

21. Transportation of supplies to the West. America shown as an angelic woman floating from East to West Railroad shows development of technology. Physical barriers to be crossed. Buffalo and other animals shown to be fleeing. Placing telegraph wire as she progresses to establish a connection These people will make contact with the Natives. Natives shown to be fleeing. Agriculture or farming is also moving West. Whole families are moving West. Travellers seeking new opportunities.

22. It is our Manifest Destiny to overspread and to possess the whole of the continent which providence has given us for the development of the great experiment of liberty.John O’Sullivan, The Morning Post, 1845 • Manifest Destiny - The Western Frontier and Westward Expansion

23. The approximate number of emigrants heading West during the summer of 1850… 55,000 Number of people who emigrated West 1843 1845 1849 1850 “The Great Emigration”

24. What was Manifest Destiny? • After the War of Independence, Americans need to secure their independence by expanding its frontier Westward. • 80 years after the US declared independence from Britain they had become the owners of what we now know to be the USA. • Americans felt that it was their God given right to settle the entire American Continent with White Americans. They believed their system of government was the most advanced system in the world. • This is the idea of ‘Manifest Destiny’ and is linked quite strongly to the ‘American dream.’ The Americans saw themselves as civilised and wanted to settle across the whole of America and civilise the Native Americans. • Most Americans were settled on the East coast in places like New York and Washington. People were encouraged by the government to ‘go West’. The journey was treacherous and the land often unfertile; the more they struggled and achieved, the more they believed that it was their destiny to settle the USA.

25. In 1780, 2.7 million people lived in the original 13 states…By 1830, 12 million people lived in 24 states. The average family had 5 children!

26. Task: The Western frontier Read the hand out and answer the following questions in order. What could you do to speed it up? How and why exactly did people come to believe in ‘the American Dream’? Who made up the majority of ‘the American people’? What divisions and differences between the North, South and West? What two words would you use to describe America’s economic structure? Challenge: What are the flaws in ‘the American Dream’ so far then? 1:46 1:47 1:48 1:49 1:50 1:51 1:52 1:53 1:54 1:55 1:56 1:28 1:45 1:44 1:57 1:42 1:43 1:30 1:31 1:32 1:34 1:35 1:33 1:37 1:38 1:39 1:41 1:36 1:29 1:00 1:40 1:26 1:27 1:25 1:24 1:23 1:22 1:21 1:20 1:19 1:18 1:17 1:16 1:15 1:14 1:13 1:58 1:11 1:12 1:59 2:00 1:01 1:03 1:04 1:02 1:06 1:07 1:08 1:09 1:10 1:05 0:50 0:47 0:48 0:49 0:51 0:57 0:53 0:54 0:55 0:56 0:59 0:52 0:46 0:39 0:44 0:42 0:41 0:40 0:38 0:37 0:36 0:35 0:34 0:33 0:32 0:30 0:31 0:45 0:43 0:12 0:13 0:29 0:18 0:15 0:16 0:17 0:19 0:25 0:21 0:22 0:23 0:24 0:26 0:20 0:14 0:08 0:11 0:10 0:09 0:07 0:06 0:05 0:04 0:03 0:02 0:01 0:27 End 0:28 0:58

27. Now go back you your spider diagram from the start of the lesson. What can you add? What is the ‘American Dream’? 1:31 1:59 1:58 1:57 1:56 1:55 1:54 1:53 1:52 1:51 1:50 1:49 1:48 1:47 2:00 1:45 1:46 1:33 1:34 1:35 1:37 1:38 1:36 1:40 1:41 1:42 1:43 1:39 1:32 1:01 1:44 1:29 1:30 1:27 1:26 1:25 1:24 1:23 1:22 1:21 1:20 1:19 1:18 1:17 1:16 1:15 1:28 1:13 1:14 1:00 1:02 1:03 1:05 1:06 1:04 1:08 1:09 1:10 1:11 1:12 1:07 0:52 0:49 0:50 0:51 0:53 0:59 0:55 0:56 0:57 0:58 0:01 0:54 0:48 0:41 0:46 0:44 0:43 0:42 0:40 0:39 0:38 0:37 0:36 0:35 0:34 0:32 0:33 0:47 0:45 0:14 0:15 0:31 0:20 0:17 0:18 0:19 0:21 0:27 0:23 0:24 0:25 0:26 0:28 0:22 0:16 0:10 0:13 0:12 0:11 0:09 0:08 0:07 0:06 0:05 0:04 0:03 0:29 0:02 0:30 End

28. In some US states which still use the death penalty, Black Americans who kill whites are statistically 4 times more likely to be executed than White Americans convicted of killing blacks. • To make sense of problems, you need to consider: • Changing political environments • Civil Rights movements • Society and culture • Economic changes and the quality of life

29. Currently, the richest 1% hold about 38% of all privately held wealth in the United States. The bottom 90% holds 73% of all debt. According to The New York Times, the richest 1 percent in the United States now own more wealth than the bottom 90 percent.

31. One sentence…. What is the ‘American Dream’? 1:31 1:59 1:58 1:57 1:56 1:55 1:54 1:53 1:52 1:51 1:50 1:49 1:48 1:47 2:00 1:45 1:46 1:33 1:34 1:35 1:37 1:38 1:36 1:40 1:41 1:42 1:43 1:39 1:32 1:01 1:44 1:29 1:30 1:27 1:26 1:25 1:24 1:23 1:22 1:21 1:20 1:19 1:18 1:17 1:16 1:15 1:28 1:13 1:14 1:00 1:02 1:03 1:05 1:06 1:04 1:08 1:09 1:10 1:11 1:12 1:07 0:52 0:49 0:50 0:51 0:53 0:59 0:55 0:56 0:57 0:58 0:01 0:54 0:48 0:41 0:46 0:44 0:43 0:42 0:40 0:39 0:38 0:37 0:36 0:35 0:34 0:32 0:33 0:47 0:45 0:14 0:15 0:31 0:20 0:17 0:18 0:19 0:21 0:27 0:23 0:24 0:25 0:26 0:28 0:22 0:16 0:10 0:13 0:12 0:11 0:09 0:08 0:07 0:06 0:05 0:04 0:03 0:29 0:02 0:30 End

32. Homework: Next Tuesday TASK ONE: (verbal answers) Read the first page of the A3 textbook handout ‘The American Dream’. Make sure that you can answer the following: • What does ‘the American Dream’ mean to Americans? • Why was ‘the American’ dream not a reality? Where were there contradictions? • What aspects of American History (or events) will we need to study to appreciate the changing visions and realities of the American Dream? TASK TWO: Read Foner’s introduction. (written answers) • What do the majority of Americans value over ‘equality’? What is the difference? • Why are there so many different definitions of ‘freedom’ in US history? • What political freedoms do Americans believe in? • What do Americans believe are the social conditions for freedom? Why are these linked to political discussions of freedom? • What is the inherent contradiction of the statement that ‘liberty is an entitlement of all humanity’. • Why is the title of the book ironic? Challenge: Read Chapter 1! Summarise the chapter in no more than two sentences.

33. Challenge for Darcy and Alfie

34. ‘The American Dream’ = the ideal by which equality of opportunity is available to any American, allowing the highest aspirations and goals to be achieved.

35. USA Bingo! Chose 8 answers to write on your bingo grid. I will read the questions only. You will not be allowed to look at the Q&A grid during the game! There will be one question to which the answer is the 9th square.