American History Dinner Party Assignment

Name:                                                                         Period:                                                 Date:
 

American History
Dinner Party Assignment
Due for Wednesday, May 9th

 
 
In his 1630 sermon, John Winthrop urged new colonists to make the Massachusetts Bay Colony a “city upon a hill,” and a model of charity and unity for the world to see. Following World War II, the United States was a world superpower, with nuclear capabilities, engaged in Cold War, an arms race, a space race, and many “hot” conflicts (both covert and overt) around the world. On January 9, 1961 President-Elect John F. Kennedy again used this phrase to focus on the great responsibilities that Massachusetts, and America as a whole, would face in the years to come.
 
For an assessment of the post World War II era through the early 1970s, our class will host a dinner party. Each of you will be assigned an important person who impacted the time period. Over dinner (or in our case breakfast), you will discuss major issues impacting that time period and try to come up with solutions.
 
To prepare for this event, you will need to complete research and write a 3-5 page, properly cited paper, answering the following questions: Who is your individual and what was their role in American society and history? How did the person feel about major American foreign policy and domestic policy issues? And, To what extent did your individual contribute to the American ideal of a “City Upon a Hill?”
 
 
You must remain in character throughout the dinner party and argue only from your assigned person’s perspective.
 

  1. Background on the person, their role in society and history, and their opinions on important issues impacting this time period

 

  1. Foreign Policy
    1. Fighting the Cold War
    2. America’s role as “Leader of the Free World,” “Policeman,” “International Peacekeeper”

 

  1. Domestic Policy
  2. Civil Rights (African Americans, Chicanos/Hispanics/Latinos, Women, the disabled, Asian

Americans, immigrants)

  1. What role should the government have in the US economy?
  2. What role should the government have in people’s everyday lives?

 
*You should reference at least (2) major Supreme Court cases in your discussion of domestic policy.
 
 
Optional Extra Credit (5 points for both)

    1. Dress up as your person (see me first, outfit must have prior approval)
    2. Bring in a dish for the class based on your individual or an idea from the era. For example, a Ruth Bader Gins-burger (all necessary utensils must be included)

 
 
 
Name:
 
Assigned individual:
 

Category 4 (10-8 points) 3 (7-5 points) 2 (5-4 points) 1 (3 and less points)
Research:
 
Accuracy of facts for assigned individual
 
(Content of individual evaluation — who is this person and what role do they play in American society/history)
Figure is well-researched.
All supportive facts are reported accurately.
 
Figure is  well-researched. Almost all supportive facts are reported accurately. Assigned figure lacks quality research.
 
Most supportive facts are reported accurately.
 
NO facts are reported OR most are inaccurately reported.
Research:
 
Accuracy of facts and argument
 
(Content of argument — TWE does this person reflect America as a “City upon a hill?”)
Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.
 
Argument is well supported and well argued.
Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.
 
Argument is moderately well supported and well argued.
Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.
 
Argument is satisfactory, but lacks support and quality argument.
Supporting details and information are typically unclear or not related to the topic.
 
Argument is poorly support and/ or poorly argued.
Research:
 
Accuracy of facts and argument
 
(Content of argument: domestic policy issues — including 2 Supreme Court cases)
Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.
 
Argument is well supported and well argued.
Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.
 
Argument is moderately well supported and well argued.
Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.
 
Argument is satisfactory, but lacks support and quality argument.
Supporting details and information are typically unclear or not related to the topic.
 
Argument is poorly support and/ or poorly argued.
Research:
 
Accuracy of facts and argument
 
(Content of argument — foreign policy issues)
Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.
 
Argument is well supported and well argued.
Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported.
 
Argument is moderately well supported and well argued.
Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported.
 
Argument is satisfactory, but lacks support and quality argument.
Supporting details and information are typically unclear or not related to the topic.
 
Argument is poorly support and/ or poorly argued.
Presentation
 
(of research materials for the individual, including internal citations, and works cited)
*Avoid overuse of secondary sources, complete quality research*
Work is creative and reflects high levels of critical thinking, analysis, and learning. Group members work cooperatively and share responsibilities evenly. Materials used are of high quality. Work is creative and reflects adequate levels of critical thinking and analysis. Group members work moderately well together and mostly share responsibilities evenly. Materials used are satisfactory. Work is of average quality and critical thinking and analyses are unbalanced. Group members generally do not work together and/or do not share responsibilities evenly.  Materials used are of moderate to low quality. Work is missing, late, or reflects little to no creative effort or higher level thinking.
 
Poor working habits.
 
No presentation materials provided.
 
Use of
Class Time
(group work on the day of the assignment)
Class time used efficiently and appropriately to research the era and create interesting, well written, stories; extra effort or involvement beyond class. Class time used mostly effectively to research the era and create coherent stories. Class time and resources used to do work for other classes and/or chat with friends. Class time used to disrupt others. Class resources are not or inappropriately used.

 
Grade:                         /60
 
Comments:
 
 
 
 
Individuals to choose from:
 

Eleanor Roosevelt Harry S. Truman George Kennan Dwight D. Eisenhower Douglas MacArthur Joseph McCarthy (HUAC) Richard Nixon (pre-1970)
Gloria Steinem Earl Warren Rachel Carson Thurgood Marshall Barry Goldwater Robert (Bob) McNamara Ruth Bader Ginsburg (pre-1979)
Harvey Milk Robert Moses (Highway system) Bob Moses Lyndon Baines Johnson Henry Wallace Ralph Nader Daniel Patrick Moynihan
Walter Cronkite Henry Kissinger Jackie Robinson Eugene McCarthy Adlai Stevenson Pat Brown Bob Dylan
Martin Luther King Jr. Phyllis Schlafly William F. Buckley Ronald Reagan (pre-1972) Malcolm X Bobby Kennedy (RFK) Nelson A. Rockefeller
John F. Kennedy Dolores Huerta John Foster Dulles Abbie Hoffman Betty Friedan Cesar Chavez Tom Hayden (Students for a Democratic Society, or SDC)

 

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