I did not realize how much I had added until I noticed when I used my student account to make sure that the test worked. For example, I had not visually caught on that your current textbook did not cover TARPís details that had been in the last 2 textbooks the Department chose. My apologies.
These material I added during Unit 3 in response to the questions by the on-campus class. I also typed the snapshots (1-page comparisons of a 30-year period on the same issues):
∑ National debt
Age cohorts Ė something key to understand the
changes we are experiencing as an age group is dominant during a specific
An easy example: when baby boomers are young in the 1950s, polio is the big danger; when baby boomers are adults in the 1980s, AIDS is.
∑ Foreign policy in the same countries
∑ Domestic policy on the same issues
1. Study Guide with more details, including on 4 questions related to interconnected changes:
Savings and Loan Disaster
This link lets you see the interconnections visually: http://www.cjbibus.com/1980s_reform_disasters_savings_and_loan_exampleREV.pdf ††
FYI: I will develop for future classes a similar visual on TARP as I have on the disaster above.
Part of a useful understanding of history is realizing that sometimes people do not realize they are causing big changes with what seem to be small separate actions but that have interconnected results.
2. Snapshots of how things changed over time:
Part of a useful understanding of history is realizing how much life has changed in this short period. In the buzz, students misunderstand what caused what.
3. The visual provided about national debt and age cohorts as they reveal change over time. It is provided with a quiz, but it may help you with the top rows of the Snapshots above. http://www.cjbibus.com/1302_Concepts_about_Generations_Debt_Change_Over_Time.htm