Unit 1 Assessment

Directions
1. Place these 5 events in chronological order:

a. Louisiana (and other Southern states) passes “black codes”
b. Kansas-Nebraska Act passed
c. Battle of Gettysburg
d. 15th Amendment ratified
e. South Carolina secedes from the Union

2. Describe each event, explaining its importance.
3. Explain the opinion of one person who experienced each event.
4. Give your opinion of each event and its importance.

Scoring
5 events X 4 parts = 20 points per event
Your score out of 20 X 5 = 100 possible points

How to Work with Primary Sources

A lot of you have had trouble making SOAPS work with the photographs in this unit. Answer the following questions about each photo instead.

ANALYZING PHOTOGRAPHS

Observation
Describe exactly what you see in the photo.
What people and objects are shown?
How are they arranged?
What is the physical setting?
What other details can you see?

Knowledge
Summarize what you already know about the situation and time period shown, and the people and objects that appear.

Interpretation
Say what you conclude from what you see.
What's going on in the picture?
Who are the people and what are they doing?
What might be the function of the objects?
What can we conclude about the time period?

Further Research
What questions has the photo raised? What are some sources you can use to find answers?


Still having trouble with SOAPS? Maybe this will help.

Who is the Speaker? (what do we know of the speaker strictly form the document, what do we know from the metadata, what do we know from further research?)

What is the Occasion? (Time period, historical significance, other contemporary events)

Who is the Audience? (Who was the document designed for in its time?)

What is the Purpose of the document? (What did the document do or achieve? Was that its intended purpose?)

What is the Subject of the document? (what is the basic story?)

SOAPbox: What are your thoughts, impressions, opinions and questions about this primary source?

Contact Info for Today's Speakers

Kathy Saloy
Vice President, Manager, Capital One Bank
kathy.saloy@capitalonebank.com

Lt. Osa Igbinosun
Naval Aviator, U.S. Navy
osazonamen.igbinosun@navy.mil
spacecrab9@aim.com

James Perry
Civil Rights Attorney, Greater New Orleans Fair Action Housing Center
http://www.jamesperry2010.com
*Mr. Perry recommended the book Freakonomics, by Stephen Dubner and Steven Levitt.

Unit 1 Vocabulary & Sources

UNIT 1: SLAVERY, CIVIL WAR AND RECONSTRUCTION
January 22-30

BIG IDEAS
Although the enslavement of Africans had taken place in the United States for centuries, by the 1850s slavery had become and economic, legal and moral issue that deeply divided America.

This division became more than ideological in 1860, when anti-slavery candidate Abraham Lincoln was elected President, and one by one, Southern states began to secede from the Union.

In 1861, the Civil War began. In this four year conflict, the North fought to keep the South part of the United States, and the South fought for states’ rights to make their own decisions – specifically about slavery.

The decade after the Civil War was known as Reconstruction, and was marked by attempts to reunify the divided nation and disagreements over the fact of newly freed slaves.

VOCABULARY
Kansas-Nebraska Act
Lincoln-Douglas debates
Union
the Confederate States of America
Emancipation Proclamation
Thirteenth Amendment
Fourteenth Amendment
Fifteenth Amendment
Radical Reconstruction
Battle of Gettysburg
Sherman’s March to the Sea
Fugitive Slave Act
abolition(ist)
secede

PEOPLE
Frederick Douglass
John Brown
Stephen Douglas
Abraham Lincoln
Andrew Johnson
Charles Sumner
Thaddeus Stevens
Ulysses S. Grant
William T. Sherman
Jefferson Davis
Robert E. Lee

UNIT ASSESSMENT
The Unit 1 Assessment will be an open-notebook, open-source performance assessment. It will take place on Friday, January 30, 2009.

PRIMARY & SECONDARY SOURCES (20 points each)
You will read/examine nine of the following primary and secondary sources, and complete a SOAPS with SOAPbox for each. If the document has an asterisk* next to it, answer these questions instead of a SOAPS.

o Senator Robert Toombs Compares Secession with the American Revolution, 1860
o “A Note on the Emancipation Proclamation,” Southern Illustrated News, 1862
o The Emancipation Proclamation, 1863
o James Henry Gooding, an African American Soldier, Pleads for Equal Treatment, 1863
o Tally Simpson, a Confederate Soldier, Recounts the Battle of Gettysburg, 1863
o Gettysburg, Pa. Dead Confederate soldiers in the "slaughter pen" at the foot of Little Round Top, 1863*
o Gettysburg, Pa. Dead Confederate soldiers in "the devil's den," 1863*
o Report on a Bread Riot in Savannah, Georgia, 1864
o Gen. Joseph Wheeler’s Letter to His Men, 1864
o Abraham Lincoln’s 2nd Inaugural Address, 1865
o The Thirteenth Amendment to the U.S. Constitution, 1865
o Richmond, Va. Ruined buildings in the burned district, 1865*
o Washington, D.C. President Lincoln's funeral procession on Pennsylvania Avenue, 1865*
o Washington, D.C. Maimed soldiers and others before office of U.S. Christian Commission, 1865*
o Louisiana Black Codes Reinstate Provisions of the Era, 1865
o President Andrew Johnson Denounces Changes in His Program of Reconstruction, 1867 (read paragraphs 16-18)
o Congressman Thaddeus Stevens Demands a Radical Reconstruction, 1867
o “First Black Vote,” Harper’s Weekly, 1867*
o Letter from Calhoun, Georgia Citizens, 1867
o Elizabeth Cady Stanton Questions Abolitionist Support for Female Suffrage, 1868
o The Fourteenth Amendment to the U.S. Constitution, 1868
o Henry McNeal Turner, “On the Eligibility of Colored Members to Seats in the Georgia Legislature,” 1868
o The Fifteenth Amendment to the U.S. Constitution, 1870
o Armed White Man's Leaguer and Ku Klux Klan Member Shake Hands a cowed African American Family, 1874*
o Slave Narrative of Lee Guidon, 1936-1938
o The Birth of a Nation, 1915 (this is the actual film!)
o Glory, 1989 (If you watch Glory, answer complete this worksheet instead of a SOAPS)

Yay, Play!

Relevancy Of Tolerance Explored At NOCCA With

The Laramie Project



Understanding the passing of time cannot erase the tragedy that occurred in Laramie, Wyoming, the Drama Division of New Orleans Center for Creative Arts invites the public to an evening of reflection with the student production of The Laramie Project, February 5-7, 7 PM, Nims Blackbox Theatre.

Directed by NOCCA Drama Artist-Teacher Silas Cooper, the production will explore the change in attitude concerning hate crimes in the last decade, not only in Laramie but also throughout our region and the United States as a whole.

“The production has been structured to emphasize professional theatre standards for the students, including casting, rehearsal and design processes similar to an Equity Regional Theatre,” stated Cooper. “All of the students involved: the cast, assistant directors, stage manager and dramaturg (student researcher) have been challenged to consider this project as an opportunity to examine not only the tragic events of the play, but also as a way of examining our own campus culture and surrounding community for the need to foster tolerance and to celebrate diversity.”

What's Happening in Gaza?

A lot of people are really worried about the Palestinian children who live in Gaza. Many of them have seen horrible things happen to their homes and relatives, and even though the fighting has temporarily stopped, the children are likely in need of serious help.

Read more here.

What Happened After the Civil War?

That's what we'll be talking about in class for the next three days. But if you're interested in looking at more than just the primary sources I've chosen for class, here's a great place to start.

Classwork for Monday 1/26/2009

Do Whatcha Know!
In 1860, Northerners and Southerners disagreed about how the nation should be run, especially when it came to slavery. Do you think Southerners should have been allowed to have slaves? Do you think Northerners should have minded their own business? If you were the President, how would you have settled the conflict?

Intro to New Material
Students will read a timeline of the Civil War.

Guided Practice
Students will use markers to create a map key and on a map, label which states joined the Confederacy and which states stayed in the Union.

Independent Practice
1. Why did the Civil War begin?
2. What were some of the major battles fought during the Civil War? Who won each battle?
3. Why was the Battle of Antietam an important turning point in the war?
4. Why did President Lincoln issue the Emancipation Proclamation?
5. In your own words, summarize the events of 1865.

Learning Log
If you were the President, how would you have handled the disagreement over slavery? What problems still existed at the end of the war? How would you fix them, and how would you treat the South at the end of the war?

Student Questions about Slavery

On Thursday, I asked each of my classes what they would like to know about slavery. While I unfortunately can't teach you everything about slavery like many of you asked, I can answer your questions that won't be addressed in class.

Here were your questions. The answers will appear beneath them as soon as I find them.
Why did slavery begin?
How did slavery begin?
Why did slavery last so long?
What did slaveowners think about slavery?
What did slaves do in their free time? Did they have free time?
When did the first slave ships arrive in North America? When did the first slave ships arrive in the United States?
Why were blacks made slaves, as opposed to another race?
Were Hispanic people slaves?

Check back for answers. Like I said, I'll post them as soon as I can find them for you.

Obama's First Air Strikes

U.S. missile strikes killed at least 20 people in Pakistan this afternoon. The missiles struck suspected terrorists believed to be hiding in the area.

These are the first U.S. missile strikes to take place since Barack Obama's inauguration.

Read more here.

Classwork for Friday 1/23/2009

Today in class, we just finished up work from yesterday, with two new additions: one new primary source, and an addition to the SOAPS activity.

SOAPS and the SOAPbox
In addition to your SOAPS for each primary source, I want you to add a SOAPbox to your work. Underneath the SOAPS, draw a box. In this box, you'll write your thoughts, opinions and questions about what you've read.

PRIMARY SOURCE
Read the Emancipation Proclamation and complete a SOAPS, with SOAPbox on it. If you don't get to do this by Monday, don't sweat it; this will be an assigned primary source for next week.


Have a wonderful weekend, ladies and gentlemen. I love you. Be good.

Slavery Still Exists

So believe it or not, slavery didn't end when Abraham Lincoln issued the Emancipation Proclamation in 1863. Maybe in most of the United States, but not in the rest of the world. In fact, is still exists today, in different forms.

Learn more at freetheslaves.net.

Classwork for Thursday 1/22/2009

DO WHATCHA KNOW!
What do you know about American slavery and the time before the Civil War (pre-1860)? How do you feel about it ("bad" is not an option)? What do you wish you knew?

INTRO TO NEW MATERIAL
Copy the SOAPS outline into your notes, and take notes on the information found at the links Differences between North and South before 1860 and Sectionalism.

SOAPS
S Speaker: Who is writing/speaking?
O Occasion: When/where is she or he writing/speaking?
A Audience: To whom is she or he writing/speaking?
P Purpose: Why is she or he writing/speaking? (This is what s/he says about the subject)
S Subject: About what is she or he writing/speaking?

GUIDED PRACTICE
As a class, we read paragraphs 1, 2, 4 and 13 of Frederick Douglass' speech "The Meaning of July Fourth for the Negro." As a class, we also completed a SOAPS about the speech. The example is below:

S Speaker: Frederick Douglass, an African American abolitionist and former slave
O Occasion: Independence Day, July 4, 1852 in Rochester, NY
A Audience: A crowd of African American and white onlookers, likely abolitionists
P Purpose: Douglass believes that it's hypocritical for Americans to celebrate Independence Day when African American slaves don't have their freedom. He says that for slaves, the fourth of July is a slap in the face.
S Subject: American slavery

INDEPENDENT PRACTICE
1. Read John Brown's address to the court with your table, and complete a SOAPS together.
2. On your own, read excerpts of the Lincoln-Douglas debates between Abraham Lincoln and Stephen Douglas as they ran for one of Illinois' seats in the U.S. Senate. Complete a SOAPS on each speech.

LEARNING LOG
What were the differences between the North and South before the Civil War?
How did Frederick Douglass, John Brown, Abraham Lincoln and Stephen Douglas feel about those differences?

Who's to Blame?

More than 1,000 Palestinians living in Gaza have been killed by Israeli air attacks, and more than 4,700 have been injured. The world is debating who is to blame - Hamas leaders in Gaza who continue to fire rockets into southern Israel, or Israel, who continues air strikes against an unevenly armed opponent?

Read more here.

Look at an interactive map of the conflict and its death toll here.

Classwork for Wednesday 1/14/2009

DO WHATCHA KNOW!
1. Define basic
2. Why do you come to school? Why don’t you come to school?

INTRO TO NEW MATERIAL
Syllabus & Procedural Introduction
“What do we do here?” "We do what we have to do so we can do what we want to do."
Five part lesson plan
The Little Rock 9
Approaching Basic is not enough

GUIDED PRACTICE
What the Little Rock Nine have to do with you? Why do they still matter today?

INDEPENDENT PRACTICE
Write a 10 line poem -OR- draw five illustrations that explain the five class rules.

LEARNING LOG
Who am I? Where am I going? How am I going to get there?

U.S. History syllabus

U.S. HISTORY
MS.JOLLY
ROOM 206
ms.tkjolly@gmail.com
tierra.jolly@rsdla.net

“We didn’t land on Plymouth Rock. Plymouth Rock landed on us.” –Malcolm X

This course is designed to do two things: 1) help you understand the events between 1865 and now that have made Americans of all backgrounds who we are; and 2) prepare you to pass the GEE and graduate.

REQUIRED MATERIALS
-One 1 ½” binder with a clear insert cover
-At least 100 pages of loose leaf paper to go inside your binder
-The Autobiography of Malcolm X, by Alex Haley
-Pens and pencils

GRADE VALUES & POLICIES
Monday: Opening (4 points)
Notes (4 points)
Guided Practice (4 points)
Independent Practice (4 points)
Learning Log (4 points)

Tues-Thurs: 9 Primary Sources: Comprehension & Synthesis (20 points each)

Friday Unit Assessment (100 points)
UNIT TOTAL: 300 POINTS

Monday’s work will be scored with the 4-point GEE constructed response rubric, which is available for review on the classroom wall. All primary source assignments will receive a grade of 100% - if the work is complete and shows full mastery of the skill and content being assessed. If the work is incorrect, sloppy, or incomplete, no credit will be given until the work is re-submitted to show completion and full mastery, at which point you will receive full credit for your work. Friday’s unit assessments will vary in format; I give traditional tests with multiple choice and constructed response questions and performance assessments like cartoons, skits, and posters.

Extra credit will be given to students who complete more than the required 9 primary source evaluations. I reserve the right to assign extra, mandatory primary sources and alternate assessments to students who demonstrate the need for an accelerated program.

RULES
1. Arrive early and prepared.
2. Follow directions quickly.
3. Raise your hand for permission to speak.
4. Only say helpful things.
5. Keep your teacher happy.

POSITIVE CONSEQUENCES
As a class, you will spend the semester competing against me for points. If you beat me in points in a week, you will win a perk – 10 free minutes at the end of class, no homework, 5 extra credit points on a test, music in class for a week. The perk and when you receive it will be decided at the end of each Friday’s class.


NEGATIVE CONSEQUENCES
When you break a rule, you prevent the class from learning. Since you’re working against the team, you’re working for me. This means that I earn points when you act a fool. Give me 3 points in one class period, and we need to talk privately in the hallway. We will decide on a consequence for your in appropriate behavior, and then we will continue our regularly scheduled program of learning.

OTHER REALLY IMPORTANT STUFF
Lupe wasn’t lying when he said, “You can’t pass if you’re missing, G.” If you miss 8 or more days of my class this semester, you will fail the whole class. This is an RSD policy, so no exceptions. Plus, if you miss that many days, you’re probably not making up the work – which means you’re failing anyway.

I do not accept late work.

All lesson plans and primary sources will be available at http://msjolly.blogspot.com. If you miss school for any reason, you are expected to visit the site and complete the posted work by the assigned due date. You may submit work via email, to ms.tkjolly@gmail.com or tierra.jolly@rsdla.net.

I do not give bathroom passes. If you have a specific medical concern that requires you to use the restroom frequently, see me privately after class to discuss your needs.

If you have a question or concern about any part of this course, don’t be afraid to talk to me about it. I am available in person during third period, second lunch, and after school. Feel free to email me anytime. You and your guardian may also reach me by telephone between 7am and 9pm.


This is going to be a great semester. Let’s get started!

Study help?

If you're struggling with number 31 on the study guide, don't worry. This is a question that's designed to make you take things you know and draw connections.

How does the United States try to pressure other countries into doing what we want? Well, how do you try to get what you want? Speaking rationally? Fighting? Paying people off? Being sneaky about it? Governments do the same thing. There's just fancy, official-sounding words for when they do it.

Go to this page to read other students' answers to this question, and to see how they were scored. You can absolutely do this. But just like always, you need to actually think first.

Don't Quit

When things go wrong, as they sometimes will,
When the road you're trudging seems all up hill,
When the funds are low and the debts are high,
And you want to smile, but you have to sigh,
When care is pressing you down a bit,
Rest! if you must; but don't you quit.

Life is queer with its twists and turns,
As everyone of us sometimes learns,
And many a failure turns about
When he might have won had he stuck it out;
Don't give up, though the pace seems slow;
You might succeed with another blow.

Often the goal is nearer than
It seems to a faint and faltering man,
Often the struggler has given up
When he might have captured the victor's cup.
And he learned too late, when the night slipped down,
How close he was to the golden crown.

Success is failure turned inside out;
The silver tint of the clouds of doubt;
And you never can tell how close you are,
It may be near when it seems afar;
So stick to the fight when you're hardest hit;
It's when things seem worst that you mustn't quit.

Israel tells Gazans to brace for war escalation...

...but how do you take it up a notch from this?



Read more about the plan here.

College info (and a Gaza update)

Things in the Gaza Strip are now so bad that even the United Nations is trying to get out. Read more here.


COLLEGE
I know that a lot of you are seniors, and you’re starting to really freak out about next year and college. The bad news? You should be freaking out, because you were supposed to have started your college search and applications last year. The good news? You still have options. Use the following information to get next year in order today.



You can still register for the February 7th ACT until January 16th. You just have to pay a late fee. The next ACT test date is April 4th. You can register for that until February 27th; March 13th is the deadline for late registration. Go to actstudent.org to register online and find out more information.

Delgado Community College is a two-year college that’s a great choice for students who have fallen behind in the college admission process. You can go here for a year or two, boost up your GPA and save money before transferring to a four-year college. Delgado’s application deadline is July 15th. Learn about their application process here.

The University of New Orleans is a four-year university that’s funded with public tax dollars. It still costs money to attend, but way less than other colleges. The application for UNO isn’t due until July 1st, so you still have plenty of time to take the ACT, raise your score and GPA, and apply. Find out more here.

Tulane University is a pretty selective school, but if you’ve got above a 3.0, I’d recommend applying. The deadline for incoming freshmen applications is January 15th – that’s next Thursday. You can absolutely pull an application together in a week, if you don’t play around. Find out more about how to apply here.

ITT Tech has a campus in St. Rose. Find out information about their different degree and trade programs here.

One of you asked about ROTC programs. The Reserve Officers' Training Corps (ROTC) is a college-based, officer commissioning program. Basically, you take military classes as electives while you’re in college (majoring in whatever you want), and the military pays for your college and gives you a living stipend. When you finish school, you automatically become an officer, and then serve in the military as payback for your tuition. The Army, Air Force, Navy and Marines all have ROTC programs.

Former President Jimmy Carter on Gaza

An Unnecessary War
By Jimmy Carter
The Washington Post
Thursday, January 8, 2009; Page A15

I know from personal involvement that the devastating invasion of Gaza by Israel could easily have been avoided.



After visiting Sderot last April and seeing the serious psychological damage caused by the rockets that had fallen in that area, my wife, Rosalynn, and I declared their launching from Gaza to be inexcusable and an act of terrorism. Although casualties were rare (three deaths in seven years), the town was traumatized by the unpredictable explosions. About 3,000 residents had moved to other communities, and the streets, playgrounds and shopping centers were almost empty. Mayor Eli Moyal assembled a group of citizens in his office to meet us and complained that the government of Israel was not stopping the rockets, either through diplomacy or military action.

Knowing that we would soon be seeing Hamas leaders from Gaza and also in Damascus, we promised to assess prospects for a cease-fire. From Egyptian intelligence chief Omar Suleiman, who was negotiating between the Israelis and Hamas, we learned that there was a fundamental difference between the two sides. Hamas wanted a comprehensive cease-fire in both the West Bank and Gaza, and the Israelis refused to discuss anything other than Gaza.

We knew that the 1.5 million inhabitants of Gaza were being starved, as the U.N. special rapporteur on the right to food had found that acute malnutrition in Gaza was on the same scale as in the poorest nations in the southern Sahara, with more than half of all Palestinian families eating only one meal a day.

Palestinian leaders from Gaza were noncommittal on all issues, claiming that rockets were the only way to respond to their imprisonment and to dramatize their humanitarian plight. The top Hamas leaders in Damascus, however, agreed to consider a cease-fire in Gaza only, provided Israel would not attack Gaza and would permit normal humanitarian supplies to be delivered to Palestinian citizens.

After extended discussions with those from Gaza, these Hamas leaders also agreed to accept any peace agreement that might be negotiated between the Israelis and Palestinian Authority President Mahmoud Abbas, who also heads the PLO, provided it was approved by a majority vote of Palestinians in a referendum or by an elected unity government.

Since we were only observers, and not negotiators, we relayed this information to the Egyptians, and they pursued the cease-fire proposal. After about a month, the Egyptians and Hamas informed us that all military action by both sides and all rocket firing would stop on June 19, for a period of six months, and that humanitarian supplies would be restored to the normal level that had existed before Israel's withdrawal in 2005 (about 700 trucks daily).

We were unable to confirm this in Jerusalem because of Israel's unwillingness to admit to any negotiations with Hamas, but rocket firing was soon stopped and there was an increase in supplies of food, water, medicine and fuel. Yet the increase was to an average of about 20 percent of normal levels. And this fragile truce was partially broken on Nov. 4, when Israel launched an attack in Gaza to destroy a defensive tunnel being dug by Hamas inside the wall that encloses Gaza.

On another visit to Syria in mid-December, I made an effort for the impending six-month deadline to be extended. It was clear that the preeminent issue was opening the crossings into Gaza. Representatives from the Carter Center visited Jerusalem, met with Israeli officials and asked if this was possible in exchange for a cessation of rocket fire. The Israeli government informally proposed that 15 percent of normal supplies might be possible if Hamas first stopped all rocket fire for 48 hours. This was unacceptable to Hamas, and hostilities erupted.

After 12 days of "combat," the Israeli Defense Forces reported that more than 1,000 targets were shelled or bombed. During that time, Israel rejected international efforts to obtain a cease-fire, with full support from Washington. Seventeen mosques, the American International School, many private homes and much of the basic infrastructure of the small but heavily populated area have been destroyed. This includes the systems that provide water, electricity and sanitation. Heavy civilian casualties are being reported by courageous medical volunteers from many nations, as the fortunate ones operate on the wounded by light from diesel-powered generators.

The hope is that when further hostilities are no longer productive, Israel, Hamas and the United States will accept another cease-fire, at which time the rockets will again stop and an adequate level of humanitarian supplies will be permitted to the surviving Palestinians, with the publicized agreement monitored by the international community. The next possible step: a permanent and comprehensive peace.

The writer was president from 1977 to 1981. He founded the Carter Center, a nongovernmental organization advancing peace and health worldwide, in 1982.

Remember the upside down bus? (and other news)

Hey guys!

Remember my friends Daniel and Casey, who came to school with their upside down bus to talk about putting an organic farm on the White House lawn? Some of you have been asking about them. Well, they made the front page of the Washington Post. And you met them. Very cool.

Second, Israel stopped bombing Gaza for three hours this morning, to allow aid shipments to go through. You can read about that here.

Third, if you need another copy of the final exam study guide because you lost yours or messed it up, you're going to have to print it out yourself. Email me at ms.tkjolly@gmail.com and I'll reply with the study guide attached as a file. Don't forget - 5th period's exam is Friday, 1st and 2nd periods' exams are Monday, and 4th period's exam is Tuesday.

Fourth, a 6 year old kid in Virginia wanted to go to school so badly that he stole his parents' car to get there after missing the bus. I'm not saying you should steal a car to get to school, but little dude is making you look bad.

Finally, I love watching you all get excited about current events and learning. Your faces light up, and it really makes me happy to be your teacher. Keep it up.

Cheers,
Ms. Jolly

Extra Credit Project

Go see the movie Milk, starring Sean Penn and James Franco. Show me your ticket stub (or just watch it on bootleg, you bums), and have a short conversation with me about the film and what it says about civil rights. This is worth 40 extra credit points.

Unit 7 Extra Credit Project

This extra credit activity is related to the people, places, events, and equipment of the Spanish-American War, World War I, World War II, the Korean War, and the Vietnam War.

You will design, research, and produce a Modern American War ABCs book designed for an elementary school-level student. This book is worth 200 points.

• You are assuming the role of a teacher.
• Your book should be at least 26 pages long (one page per letter) and must be illustrated with student-created art. This can include drawings, sketches, collages, and paintings. Example: A is for Allies, B is for Battleship…
• Each page must contain simple explanatory text (it may be rhyming text). You must use your own words.
• The book should be bound with cardstock or other material, with an illustrated cover.
• A list of possible vocabulary words follows. You may want to conduct research to choose your own vocabulary words.

If you cheat in any way – using another person's words or images as your own – you will receive a zero for this project. Incomplete books without all 26 letters represented will not be accepted.

Your project must be submitted on or before 4:15pm Tuesday, January 13.



Possible Vocabulary Words for The ABCs of Modern American War

Allies, Auschwitz
Bombardment, beaches, Britain, battleship, Blitzkrieg
Churchill, courage, Canadians, camaraderie, Coral Sea
D-Day, Dunkirk, Doolittle, de Gaulle
Eisenhower, El Alamein
Foxhole, fortification, flame-thrower, Free French
Germans, G.I., Guadalcanal, Guam
Higgins boat, hedgehog, hedgerow, home front, helmet, Halsey, Hiroshima
Invasion, incoming, Iwo Jima, island hopping, Italy
Juno Beach, jump zone, June 6th, jeep
Kriegsmarine, K-ration, kamikaze
Landing craft, Luftwaffe, land mine, lend-lease, Leyte, Los Alamos, London
Medic, minesweeper, Manhattan Project, Midway, Moscow
Normandy, Navy, New Orleans, Nagasaki, North Africa, Nuremberg Trials
Overlord, Omaha, OSS, Okinawa
Paratrooper, Panzer, Paris, Patton, Pearl Harbor
Quisling, Quebec Conference, queasy, quiet, quick
Rommel, radar, Roosevelt, Rangers, rationing, Resistance
Submarine, Stalin, Second Front
Teamwork, tank, Tojo, Tokyo, Truman
Utah Beach, U-boat, uniform, USO
Victory, V-1 rocket, V-mail
World War II, Wake Island, WAC, WAVES, war bonds
X-ray, XX Committee, X-craft
Yalta Conference, Yank, Yamamoto
Zero, Operation Zeppelin, Zhukov

These are only suggestions. You may research your own words.

Classwork for Monday 1/5/2009

Current Events: Israel Attacks the Gaza Strip

Students will be able to:
Identify Israel and the Gaza Strip on a world map
Identify the key factors in the Middle East crisis
Identify and explain multiple points of view in a historical event
Support or oppose Israeli attacks on the Gaza Strip

DO WHATCHA KNOW!
What has happened in the news since we last met in December? What do you know about Israel and Palestine? Where and when did you learn this information?

INTRO TO NEW MATERIAL
Students will read the NewsHour article “Israel Strikes Hamas Targets in Gaza.” Before reading, students will create questions based on the article’s title and section headers. While reading, students will take notes by answering their own questions.

GUIDED PRACTICE
1. What is happening in Israel and Gaza?
2. How many Palestinians have died and how many Israelis?
3. What is Hamas?
4. What was the U.S. response to the attacks?
5. What happened when Israel was declared a state in 1948?
6. What did Israel agree to in the Oslo accords?
7. How did Hamas come to power in Gaza?

INDEPENDENT PRACTICE
Point of View worksheet: Identify four different points of view from the article in the four boxes below. Point of view could be directly stated in the article (through a quotation) or you could figure out a possible point of view based on information in the article. At the bottom of this sheet, summarize two of the four points of view in more detail.

LEARNING LOG
1. Summarize the current events in Israel and Gaza and their causes.
2. Do you agree or disagree with Israel’s actions in Gaza? Why?
3. How does this relate to the real world around you? What connections can you make between this and other events/issues in your life or in history?

Open Studio Day at NOCCA

Open Studio Day, Saturday, January 17, 10 AM

Middle and high school students and parents are encouraged to visit New Orleans Center for Creative Arts (NOCCA, 2800 Chartres Street, New Orleans-70117) as the Center opens its doors to the community on Saturday, January 17, 10 AM-noon with a coordinated Open Studio Day.

At Open Studio Day, families will see first hand our artist-teachers’ studios and classrooms. Application and audition information tables will be throughout the building as guests can learn more about NOCCA directly from faculty and students. This is the first step for students who are considering applying and auditioning to NOCCA. No RSVP is required!

Creative Writing, Dance, Media Arts: Filmmaking & Audio Production, Classical Instrumental Music, Jazz, Vocal, Drama, Musical Theatre, Theatre Design and Visual Arts are offered at NOCCA to high school students during ½ day, afterschool, Saturday and summer attendance options. A special Culinary Arts intensive program is also offered to high school students during the summer. Middle school students are encouraged to apply for NOCCA’s prep programs and summer middle school session.

NOCCA is tuition free. Please visit www.nocca.com or call 504.940.2787 for more information.