American Government is designed to meet the scope and sequence requirements of the single-semester American government course. This title includes innovative features designed to enhance student learning, including Insider Perspective features and a Get Connected Module that shows students how they can get engaged in the political process. The book provides an important opportunity for students to learn the core concepts of American government and understand how those concepts apply to their lives and the world around them. American Government includes updated information on the 2016 presidential election.Senior Contributing AuthorsGlen Krutz (Content Lead), University of OklahomaSylvie Waskiewicz, PhD (Lead Editor)

The most important part of this packet is Section VII, which contains roughly 50 documents—mostly drawn from primary sources—about the Cold War and Red Scare in Washington state. The other sections of this packet seek to place the documents in historical perspective and to offer some suggestions for how to use the documents in the classroom.

UC Berkeley's Harry Kreisler welcomes Natan Sharansky, a minister in the Israeli government and a leading figure in the human rights movement in the Soviet Union during the last stages of the Cold War. They discuss how he survived imprisonment in the Gulag, the role of human rights in bringing on the demise of communism, and the implications of the global human rights struggle for the search for peace in the Middle East. (51 min)

Host Harry Kreisler is joined by historian and former Politburo member Alexander Yakovlev who reflects on his role in the transformation of the Soviet Union and the fall of communism. (56 min)

This collection uses primary sources to explore Arthur Miller's The Crucible. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

At the end of a six-year armed conflict called the Cuban Revolution, Fidel Castro’s 26th of July Movement ousted Cuban President Fulgencio Batista on January 1, 1959, and ushered in a new government. Within months, as Castro began to implement policies and align with the communist Soviet Union, hundreds of thousands fled Cuba for the United States. Most were educated members of the upper and middle classes. Many of these immigrants, termed “exiles” and “refugees,” believed their stay in the United States was temporary because Castro’s government would be short-lived. As Castro’s regime persisted, they realized their flight could be permanent. Pushed out by the consequences of the Revolution, the influx of refugees swelled the Cuban population of the United States from 79,000 in 1960 to 439,000 by 1970. Cubans settled across the country, with the most significant community in Miami, Florida, followed by Union City, New Jersey.

In this Module, Students will learn the basis and differences between Social Economic Systems. They wil be to argues their point of view and whatsmore, give an essay opinion about the topic.Throught differents activities and material, student should create constructs of the topic and stablish a new knowledge. It is important to clarify any doubt before starting the activities.Ask your professor about any gap you may find in the way.

The post-Renaissance world saw the nation-state mature and confront the issue of how to control the lives of its citizens. Two models of political organization, democratic and authoritarian, gradually developed. During the twentieth century, as some nations granted individuals and groups more and more rights, ideology and modern technology enabled authoritarian governments to gain ever more control, until community interest dominated the individual and totalitarianism was born. Although Nazi Germany and the Soviet Union have passed into history and there are cracks in the total control of the People's Republic of China, North Korea still retains all of the characteristics of totalitarianism. Still technically at war with the United Nations Forces, it poses a threat to the world at large with its developing nuclear program. At the same time it continues to threaten its perceived enemies. Very few foreigners have been able to visit and record life in the Democratic People's Republic of Korea (the official name of North Korea), and the nation remains largely unknown to outsiders. This lesson will begin with an introductory activity that draws on students' prior knowledge to discuss, 'How does a society create social and political order?' After brainstorming the characteristics of totalitarianism, the class will be divided into groups to locate historical examples and create a Document Based Question to share with their classmates. Students will next examine excerpts from the WIDE ANGLE film 'A State of Mind' (2003) to see how the characteristics of totalitarian societies still operate today in North Korea. As a culminating activity, students will analyze editorials on North Korea's nuclear program from newspapers around the world, formulate their own opinions, and write a Letter to the Editor of their local newspaper.

In the decades following the Second World War, a cluster of extraordinary French thinkers were widely translated and read in American universities. Their works were soon labeled as “French Theory.” Why would sharing the same nationality make authors such as Lacan, Cixous, Derrida, Foucault or Debord, ambassadors of a specifically “French” theory? The course will explore the maze of transatlantic intellectual debates since 1945 and the heyday of French existentialism. We will study the debates on communism, decolonization, neo‐liberalism, gender, youth culture and mass media. This course is taught in English.

This kit analyzes Newsweek coverage of the Vietnam War, Gulf War and the War in Afghanistan. Students will learn core information about the wars in Vietnam, the Persian Gulf, and Afghanistan, how media influences public opinion of current events, and how to ask key media literacy questions and identify bias in the news.

Since the mid-l970s, economic reforms have transformed China from one of the most egalitarian societies into one of the most unequal in the world. Wide disparities currently exist between the income levels of a relatively few rich and middle-class Chinese and their fellow citizens who number in the hundreds of millions. This "wealth gap" is particularly acute when one compares the incomes of urban and rural residents, between Chinese living in the interior of the country and those living in the rapidly developing cities on China's eastern coast.The causes of the growing income gap include previous governmental policies that favored city dwellers over farmers, the uneven regional patterns of foreign investment, and the massive outflow of displaced farmers to China's already overcrowded cities in pursuit of manufacturing jobs.Recently, the Chinese government, in recognition of the potential for social instability, and in the face of growing unrest amongst China's poor, has made the elimination of economic and social inequalities a top priority. Plans are in motion to build a more "harmonious society" through the delivery of improved educational and health services to those who appear to have been left behind in China's rush to modernize its economy.This lesson, using clips from the WIDE ANGLE film "To Have and Have Not" (2002), can be used after a lesson on the Communist Revolution and Mao's rule. A basic knowledge of China's geography, of the tenets of Chinese Communism, and of Mao's efforts to redirect the course of China's future by means of the Cultural Revolution, is required for the successful completion of the lesson.

This video is 3 minutes long and will enforce the understanding of the role government plays in a command economy. This video will enforce the standards EPF. 1 (e)

This course uses readings and discussions to focus on a series of short-term events that shed light on American politics, culture, and social organization. It emphasizes finding ways to make sense of these complicated, highly traumatic events, and on using them to understand larger processes of change in American history. The class also gives students experience with primary documentation research through a term paper assignment.

On behalf of the Council on Foreign Relations (CFR), take this quiz to test your knowledge of North Korea, including its nuclear buildup, the Kim dynasty, and more.

his kit helps decode the messages of political posters created by Soviet regimes from Lenin and Stalin through Brezhnev and Gorbachev. Teachers lead students through the interactive process of applying their historical knowledge to the analysis of these documents using background and additional information and carefully selected probe questions. Students will learn core information and vocabulary about the history of the USSR, political and historical perspectives as communicated through visual media, visual literacy and media literacy skills, especially the ability to identify bias in art and propaganda.

This course explores the political and historical evolution of the Soviet state and society from the 1917 Revolution to the present. It covers the creation of a revolutionary regime, causes and nature of the Stalin revolution, post-Stalinist efforts to achieve political and social reform, and causes of the Soviet collapse. It also examines current developments in Russia in light of Soviet history.

Drawn from Wheelan's 2019 work published by Norton, this reading provides a brief and engaging introduction to economics for high school students and beyond.See bottom half of document for Spanish version.