Showing posts with label classwork. Show all posts
Showing posts with label classwork. Show all posts
Thursday, April 30, 2009
Classwork for Thursday 4/30/2009
Today was the day of the Junior-Senior picnic, so I decided not to teach any new material. Instead, we went to the library, and people who came to class had the opportunity to earn extra credit completing a scavenger hunt. This was a one-time offer. There is no chance to make this up.
Tuesday, April 28, 2009
Classwork for Tuesday 4/28/2009
Do Whatcha Know!
Yesterday, we learned about Emmett Till, whose death helped spur the modern civil rights movement.
If you were alive in 1955, what kind of actions would you take against Jim Crow laws, or to prevent other young men from being lynched? What do you think the consequences of your actions might be?
Intro to New Material
Read Dr. Martin Luther King's "Letter from a Birmingham Jail." (In class, we read only paragraphs 1, 3, 9, 10, 11 and 12, but feel free to read the whole letter; it's excellent).
Answer the following questions in complete sentences:
1. How did King respond to the charge that the protests in Birmingham were “unwise and untimely”? How would you respond? What rationale did King offer for his actions? Why did he think that the struggle against segregation could not be confined to courtrooms and polite negotiations?
2. King describes the challenges of explaining the brutality of segregation and violence to his six-year old daughter? How would you explain segregation and violence to a child? What would you want him or her to know?
3. Why did King think it was necessary to create “constructive nonviolent tension” in order to effect change? How can tension help to change people’s perspectives?
4. King wrote about the “degenerating sense of ‘nobodiness’” prevalent among blacks in America. What did he mean by the term ‘nobodiness’? How, according to the King’s letter, do indignities like name-calling rob blacks of their individuality and humanity? Can you think of other examples in which people are made to feel like “nobodies” because of the way they’re treated?
Guided and Independent Practice
Read any two of the sources found here, and answer the questions that follow.
Learning Log
1. Who were some of the main civil rights leaders, events and organizations that we learned about today? Describe at least three.
2. What goals did they have?
3. What tactics did they use to reach those goals?
Yesterday, we learned about Emmett Till, whose death helped spur the modern civil rights movement.
If you were alive in 1955, what kind of actions would you take against Jim Crow laws, or to prevent other young men from being lynched? What do you think the consequences of your actions might be?
Intro to New Material
Read Dr. Martin Luther King's "Letter from a Birmingham Jail." (In class, we read only paragraphs 1, 3, 9, 10, 11 and 12, but feel free to read the whole letter; it's excellent).
Answer the following questions in complete sentences:
1. How did King respond to the charge that the protests in Birmingham were “unwise and untimely”? How would you respond? What rationale did King offer for his actions? Why did he think that the struggle against segregation could not be confined to courtrooms and polite negotiations?
2. King describes the challenges of explaining the brutality of segregation and violence to his six-year old daughter? How would you explain segregation and violence to a child? What would you want him or her to know?
3. Why did King think it was necessary to create “constructive nonviolent tension” in order to effect change? How can tension help to change people’s perspectives?
4. King wrote about the “degenerating sense of ‘nobodiness’” prevalent among blacks in America. What did he mean by the term ‘nobodiness’? How, according to the King’s letter, do indignities like name-calling rob blacks of their individuality and humanity? Can you think of other examples in which people are made to feel like “nobodies” because of the way they’re treated?
Guided and Independent Practice
Read any two of the sources found here, and answer the questions that follow.
Learning Log
1. Who were some of the main civil rights leaders, events and organizations that we learned about today? Describe at least three.
2. What goals did they have?
3. What tactics did they use to reach those goals?
Thursday, April 23, 2009
Classwork for Thursday, 4/23/2009
Do Whatcha Know!
Label this map of southeast Asia and complete both questions.
Intro to New Material
In class, we watched a video about the causes, U.S. involvement in, and eventual end of the Vietnam War. As we watched, we defined the following terms:
Viet Cong
Gulf of Tonkin Resolution
Lyndon B. Johnson
Tet Offensive
Vietnamization
Learn more about the Vietnam War here.
Guided Practice
Independent Practice
Learning Log
1. Who fought against whom in the Vietnam War?
2. Why did the U.S. get involved?
3. Was the war popular with Americans? Why or why not?
4. How did the Vietnam War end?
Label this map of southeast Asia and complete both questions.
Intro to New Material
In class, we watched a video about the causes, U.S. involvement in, and eventual end of the Vietnam War. As we watched, we defined the following terms:
Viet Cong
Gulf of Tonkin Resolution
Lyndon B. Johnson
Tet Offensive
Vietnamization
Learn more about the Vietnam War here.
Guided Practice
Independent Practice
Learning Log
1. Who fought against whom in the Vietnam War?
2. Why did the U.S. get involved?
3. Was the war popular with Americans? Why or why not?
4. How did the Vietnam War end?
Wednesday, April 22, 2009
Classwork for Wednesday 4/22/2009
Do Whatcha Know!
In 1959, a young communist rebel named Fidel Castro led a revolution in Cuba, overthrowing the government and the dictator who ran the country. He immediately made the country communist, taking over U.S. businesses for the Cuban government and allying the country with the Soviet Union.
1. Why would this make Americans nervous? Explain your answer.
2. If you were the President, how would you deal this new issue?
Intro to New Material
we watched two short videos about the Bay of Pigs invasion and the Cuban Missile Crisis. Learn about each event by clicking on its name.
Guided Practice
Answer the following questions in complete sentences; avoid using the words "it," "they" and "he."
1. What was the Bay of Pigs invasion? Was it successful?
2. Explain the events of the Cuban missile crisis. How did it end?
3. What do these events have to do with the Cold War, if they’re in Cuba?
Independent Practice
President Kennedy had a huge decision to make about how to approach nuclear weapons in Cuba, and he didn't make the decision alone. Choose one of Kennedy's advisers at this wonderful Web site. Read his opinion carefully, then answer these two questions in one paragraph or more.
1. What options does this adviser suggest?
2. Which option does the adviser think is the best? Why?
Learning Log
1. List 3 different options for dealing with the Cuban Missile Crisis.
2. Explain the 2 most important facts that you learned about the Bay of Pigs invasion and the Cuban missile crisis.
3. Explain the 1 policy option that you think was the best option during the Cuban missile crisis and why.
In 1959, a young communist rebel named Fidel Castro led a revolution in Cuba, overthrowing the government and the dictator who ran the country. He immediately made the country communist, taking over U.S. businesses for the Cuban government and allying the country with the Soviet Union.
1. Why would this make Americans nervous? Explain your answer.
2. If you were the President, how would you deal this new issue?
Intro to New Material
we watched two short videos about the Bay of Pigs invasion and the Cuban Missile Crisis. Learn about each event by clicking on its name.
Guided Practice
Answer the following questions in complete sentences; avoid using the words "it," "they" and "he."
1. What was the Bay of Pigs invasion? Was it successful?
2. Explain the events of the Cuban missile crisis. How did it end?
3. What do these events have to do with the Cold War, if they’re in Cuba?
Independent Practice
President Kennedy had a huge decision to make about how to approach nuclear weapons in Cuba, and he didn't make the decision alone. Choose one of Kennedy's advisers at this wonderful Web site. Read his opinion carefully, then answer these two questions in one paragraph or more.
1. What options does this adviser suggest?
2. Which option does the adviser think is the best? Why?
Learning Log
1. List 3 different options for dealing with the Cuban Missile Crisis.
2. Explain the 2 most important facts that you learned about the Bay of Pigs invasion and the Cuban missile crisis.
3. Explain the 1 policy option that you think was the best option during the Cuban missile crisis and why.
Tuesday, April 21, 2009
Classwork for Tuesday, 4/21/2009
Do Whatcha Know!
Someone in this class stole my hard drive yesterday. Please write down any information you know about its whereabouts.
(This is a set-up for discussion. I accuse a student of taking it, and refuse to say who pointed the finger at them. I then accuse their closest classmate of being an accomplice.)
Discussion Questions: How did the accused person feel? How did the blind accusation make the rest of the class feel? Is this kind of justice OK? Why?
Review of Old Material
communism - a political/economic system in which the state controls the economy and a single party holds power, with the goal of creating a classless society
Red Scare - widespread fears of Communist influence on U.S. society and Communist infiltration of the U.S. government.
-This happens first during WWI, when communists and socialists are jailed for opposing the war
Intro to New Material
McCarthyism - a period of intense anti-Communism in the United States, primarily from 1948 to 1954
Joseph McCarthy, Senator from WI, 1947-57
-Claimed to have a list of Communist spies in federal gov’t
-"While I cannot take the time to name all the men in the State Department who have been named as members of the Communist Party and members of a spy ring, I have here in my hand a list of 205.“ -Wheeling Speech, 2/9/1950
House Un-American Activities Committee (HUAC)
-Used to uncover communist spies in gov’t
-“Are you now or have you ever been a member of the Communist Party?" Did find some real spies
-Alger Hiss, Julius Rosenberg
Most charges were bogus
-Ethel Rosenberg
-“Hollywood Ten” are blacklisted
Guided Practice
Answer the following questions about Joseph McCarthy's telegram to President Truman and Truman's response.
1. Summarize McCarthy’s telegram.
2. How does he speak to the President?
3. Summarize Truman’s reply.
4. How does he speak to McCarthy?
5. What inferences can you make about their relationship, based on this exchange?
Independent Practice
In class, we watched some of the film Good Night, and Good Luck.
As we watched, we took notes on how
A) the CBS newsroom
B) the American military
C) Senator Joe McCarthy
reacted to and were affected by fears of communism.
Learning Log: Homework
1. How were Americans’ freedoms affected by McCarthy’s charges?
2. Do you think that Senator McCarthy’s actions were justified? Explain.
3. Why do you think George Clooney would decide to make this film in 2005, at the height of the war in Iraq?
Someone in this class stole my hard drive yesterday. Please write down any information you know about its whereabouts.
(This is a set-up for discussion. I accuse a student of taking it, and refuse to say who pointed the finger at them. I then accuse their closest classmate of being an accomplice.)
Discussion Questions: How did the accused person feel? How did the blind accusation make the rest of the class feel? Is this kind of justice OK? Why?
Review of Old Material
communism - a political/economic system in which the state controls the economy and a single party holds power, with the goal of creating a classless society
Red Scare - widespread fears of Communist influence on U.S. society and Communist infiltration of the U.S. government.
-This happens first during WWI, when communists and socialists are jailed for opposing the war
Intro to New Material
McCarthyism - a period of intense anti-Communism in the United States, primarily from 1948 to 1954
Joseph McCarthy, Senator from WI, 1947-57
-Claimed to have a list of Communist spies in federal gov’t
-"While I cannot take the time to name all the men in the State Department who have been named as members of the Communist Party and members of a spy ring, I have here in my hand a list of 205.“ -Wheeling Speech, 2/9/1950
House Un-American Activities Committee (HUAC)
-Used to uncover communist spies in gov’t
-“Are you now or have you ever been a member of the Communist Party?" Did find some real spies
-Alger Hiss, Julius Rosenberg
Most charges were bogus
-Ethel Rosenberg
-“Hollywood Ten” are blacklisted
Guided Practice
Answer the following questions about Joseph McCarthy's telegram to President Truman and Truman's response.
1. Summarize McCarthy’s telegram.
2. How does he speak to the President?
3. Summarize Truman’s reply.
4. How does he speak to McCarthy?
5. What inferences can you make about their relationship, based on this exchange?
Independent Practice
In class, we watched some of the film Good Night, and Good Luck.
As we watched, we took notes on how
A) the CBS newsroom
B) the American military
C) Senator Joe McCarthy
reacted to and were affected by fears of communism.
Learning Log: Homework
1. How were Americans’ freedoms affected by McCarthy’s charges?
2. Do you think that Senator McCarthy’s actions were justified? Explain.
3. Why do you think George Clooney would decide to make this film in 2005, at the height of the war in Iraq?
Monday, April 20, 2009
Classwork for Monday 4/20/2009
Do Whatcha Know!
Who won World War II? Who lost? How? When? What do you think happened next?
Intro to New Material
Today, you’ll watch a short video on the Cold War and define the following terms.
Cold War
Iron Curtain
containment
domino effect
Truman Doctrine
Marshall Plan
Berlin Airlift
NATO
McCarthy hearings
Guided Practice
1. Name the two superpowers during the Cold War.
2. When did the Cold War begin?
3. What was the goal of the Marshall Plan?
4. Why did the U.S., France and Britain airlift supplies into Berlin?
5. Why was NATO formed?
6. What did nuclear weapons have to do with the Cold War?
Independent Practice
Open your textbook to page 608. Look at the chart labeled “U.S. Aims Versus Soviet Aims in Europe.” Use the chart, and what you learned in the video to answer this question in a paragraph or more:
Why did the Cold War begin?
Learning Log
How do you think the Cold War affected regular Americans? How do you think it affected countries other than the Soviet Union and the United States?
Who won World War II? Who lost? How? When? What do you think happened next?
Intro to New Material
Today, you’ll watch a short video on the Cold War and define the following terms.
Cold War
Iron Curtain
containment
domino effect
Truman Doctrine
Marshall Plan
Berlin Airlift
NATO
McCarthy hearings
Guided Practice
1. Name the two superpowers during the Cold War.
2. When did the Cold War begin?
3. What was the goal of the Marshall Plan?
4. Why did the U.S., France and Britain airlift supplies into Berlin?
5. Why was NATO formed?
6. What did nuclear weapons have to do with the Cold War?
Independent Practice
Open your textbook to page 608. Look at the chart labeled “U.S. Aims Versus Soviet Aims in Europe.” Use the chart, and what you learned in the video to answer this question in a paragraph or more:
Why did the Cold War begin?
Learning Log
How do you think the Cold War affected regular Americans? How do you think it affected countries other than the Soviet Union and the United States?
Thursday, March 26, 2009
Classwork for Thursday 3/26/2009 and Friday 3/27/2009
Second, fourth and fifth period completed this lesson plan on Thursday, March 26th; first period completed it on Friday, March 27th.
Do Whatcha Know!
Based on this video, how do you think World War II began? What do you think will happen next?
Why do you think this happened? What happened to Germany the last time we discussed them in class?
Intro to New Material
Take notes while you watch this film.
Guided Practice
Use your notes from the film to answer the following questions in complete sentences.
1. What did the Treaty of Versailles have to do with Hitler’s rise to power?
2. List two specific events that played a determining factor in the outbreak of World War II.
3. How did England and France respond to Germany’s invasion of Czechoslovakia?
4. Who are the Axis Powers? Who are the Allied Powers?
5. How did the United States help Great Britain before December 7,1941?
Independent Practice
Imagine you are President Roosevelt on December 8,1941. The U.S. has been in a state of isolation up until now, and now you must make a speech to the American citizens to rally support as you declare war on Japan.
Write this speech. What would you say to the American people? How would you convince them to support the war?
Learning Log
Describe the events leading up to the bombing of Pearl Harbor. Do you believe that any of these events could have been avoided? Give at least two specific examples to justify your claim.
Do Whatcha Know!
Based on this video, how do you think World War II began? What do you think will happen next?
Why do you think this happened? What happened to Germany the last time we discussed them in class?
Intro to New Material
Take notes while you watch this film.
Guided Practice
Use your notes from the film to answer the following questions in complete sentences.
1. What did the Treaty of Versailles have to do with Hitler’s rise to power?
2. List two specific events that played a determining factor in the outbreak of World War II.
3. How did England and France respond to Germany’s invasion of Czechoslovakia?
4. Who are the Axis Powers? Who are the Allied Powers?
5. How did the United States help Great Britain before December 7,1941?
Independent Practice
Imagine you are President Roosevelt on December 8,1941. The U.S. has been in a state of isolation up until now, and now you must make a speech to the American citizens to rally support as you declare war on Japan.
Write this speech. What would you say to the American people? How would you convince them to support the war?
Learning Log
Describe the events leading up to the bombing of Pearl Harbor. Do you believe that any of these events could have been avoided? Give at least two specific examples to justify your claim.
Monday, March 23, 2009
Classwork for Monday March 23, 2009
Do Whatcha Know!
Look again at the photographs on your desk.
What problems are these Americans facing?
What could realistically be done to solve these problems? Who should do it?
Intro to New Material
Skim through Chapter 15, Section 1 from page 504-508.
Use the following chart to organize your notes. Include FDR, CWA, FDIC, SEC, AAA, CCC, FERA, NIRA, NRA, TVA, HOLC, FHA
Abbreviation Full Name Impact
CWA Civil Works Administration Created 4 millions jobs building schools and roads
Guided Practice
Choose 5 of the “alphabet soup” New Deal programs created by FDR.
Draw an image of each in action, showing the purpose of each in your illustration.
Independent Practice
Think about our primary sources: The Autobiography of Malcolm X and the Depression era photos.
Which of these programs would have helped the Little family or your photo subjects? Be specific about their problems and how specific programs would have helped them.
Example: The homeless man looking for a job in the newspaper could have found work building dams for the Tennessee Valley Authority.
Learning Log
Do you think that FDR’s New Deal really helped Americans, did it go too far in spending government money, or did it not go far enough?
Explain your answer, taking care to mention who you think should have been responsible for solving the problems of individuals.
Look again at the photographs on your desk.
What problems are these Americans facing?
What could realistically be done to solve these problems? Who should do it?
Intro to New Material
Skim through Chapter 15, Section 1 from page 504-508.
Use the following chart to organize your notes. Include FDR, CWA, FDIC, SEC, AAA, CCC, FERA, NIRA, NRA, TVA, HOLC, FHA
Abbreviation Full Name Impact
CWA Civil Works Administration Created 4 millions jobs building schools and roads
Guided Practice
Choose 5 of the “alphabet soup” New Deal programs created by FDR.
Draw an image of each in action, showing the purpose of each in your illustration.
Independent Practice
Think about our primary sources: The Autobiography of Malcolm X and the Depression era photos.
Which of these programs would have helped the Little family or your photo subjects? Be specific about their problems and how specific programs would have helped them.
Example: The homeless man looking for a job in the newspaper could have found work building dams for the Tennessee Valley Authority.
Learning Log
Do you think that FDR’s New Deal really helped Americans, did it go too far in spending government money, or did it not go far enough?
Explain your answer, taking care to mention who you think should have been responsible for solving the problems of individuals.
Thursday, March 19, 2009
Classwork for Thursday March 19 & Friday March 20, 2009
Do Whatcha Know!
What people and objects do you see in this photo? When and where do you think it was taken? What is happening here?
Intro to New Material
Today, your table will look at photographs taken during the Great Depression to learn about how tough life could be. As you look at the images at your desk, jot down answers to these questions in complete sentences.
1. Title of Photograph
2. Name of Photographer
3. What is happening in this picture?
4A. If there are people in your photo:
a. How are these people dressed?
b. What can you infer from the expression on their faces and their posture?
4B. If there are no people in your photo:
a. Describe the condition of any man-made objects in the photo.
b. What seems to have led to these circumstances?
5. What problems or frustrations are suggested by this image?
6. What adaptations can you assume or infer people are making to these conditions?
7. What help seems to be needed here?
Independent Practice
Choose one person from the photographs your group examined. Pretend to be that person, and write a letter to you now, describing your life, and how you got to the place where you were in the photo.
Learning Log
What could be done to help the people and situations in these photographs? Who should be responsible for helping them? Why?
What people and objects do you see in this photo? When and where do you think it was taken? What is happening here?
Intro to New Material
Today, your table will look at photographs taken during the Great Depression to learn about how tough life could be. As you look at the images at your desk, jot down answers to these questions in complete sentences.
1. Title of Photograph
2. Name of Photographer
3. What is happening in this picture?
4A. If there are people in your photo:
a. How are these people dressed?
b. What can you infer from the expression on their faces and their posture?
4B. If there are no people in your photo:
a. Describe the condition of any man-made objects in the photo.
b. What seems to have led to these circumstances?
5. What problems or frustrations are suggested by this image?
6. What adaptations can you assume or infer people are making to these conditions?
7. What help seems to be needed here?
Independent Practice
Choose one person from the photographs your group examined. Pretend to be that person, and write a letter to you now, describing your life, and how you got to the place where you were in the photo.
Learning Log
What could be done to help the people and situations in these photographs? Who should be responsible for helping them? Why?
Wednesday, March 18, 2009
Classwork for Wednesday March 18, 2009
Do Whatcha Know!
Who is Malcolm X? What does he have to do with the Great Depression?
Intro to New Material
As a class, we’ll read the first 13 pages of Chapter 1 of The Autobiography of Malcolm X. As we read, jot down notes about his description of his Depression-era childhood.
Guided Practice
1. What historical ideas or figures in the reading do you recognize from previous classes?
2. How does Malcolm X talk about those ideas or figures?
3. Which of the four major causes of the Great Depression do you see present in the reading?
4. How does the Little family survive after Earl’s death?
Independent Practice
How accurate do you think Malcolm X’s depiction of his childhood is?
Do you think that the life of the Little family was a typical life during the Depression? Why?
Learning Log
What was life like during the Great Depression? What structures were in place to help people in financial trouble?
Who is Malcolm X? What does he have to do with the Great Depression?
Intro to New Material
As a class, we’ll read the first 13 pages of Chapter 1 of The Autobiography of Malcolm X. As we read, jot down notes about his description of his Depression-era childhood.
Guided Practice
1. What historical ideas or figures in the reading do you recognize from previous classes?
2. How does Malcolm X talk about those ideas or figures?
3. Which of the four major causes of the Great Depression do you see present in the reading?
4. How does the Little family survive after Earl’s death?
Independent Practice
How accurate do you think Malcolm X’s depiction of his childhood is?
Do you think that the life of the Little family was a typical life during the Depression? Why?
Learning Log
What was life like during the Great Depression? What structures were in place to help people in financial trouble?
Tuesday, March 17, 2009
Classwork for Tuesday March 17, 2009
Causes of the Great Depression
Do Whatcha Know!
What kind of event do you think the top cartoon describes? What clues can you find to help you?
What do the two men in the bottom cartoon represent? What do you think happened to make them so different?
Intro to New Material
Read Chapter 14, Section 1: “The Nation’s Sick Economy” from page 482 to 489 to learn about how and why the nation’s economy hit rock bottom in 1929.
Use these questions to help you take notes:
•What were some economic problems that Americans faced before the stock market crash?
•Why was Herbert Hoover elected President in 1928?
•What was Black Tuesday?
•What were some causes of the Great Depression?
•How did the stock market crash affect the nation? The world?
1. Economic problems before Depression
a. Decrease in demand, prices drop
b. Crop surpluses
c. Railroads go out of business
d. CREDIT! People living beyond means
2. Hoover elected President in 1928
a. Americans happy with Republicans, and he is one
b. Ran against Al Smith, a Catholic
3. Black Tuesday
a. October 29, 1929: stock market crashes
4. Causes of Great Depression
a. Easy credit is too available
b. Crop surplus
c. Industries have old equipment, can’t compete
d. Uneven distribution of wealth
5. Impact of stock market crash
a. Banks go bankrupt
b. People lose jobs
c. Businesses close
d. Hawley-Smoot Tariff Act: taxes imports from other countries
i. The rest of the world enters a depression, too
Guided Practice
Use this graphic organizer to show the causes and effects of the stock market crash of 1929.
Independent Practice
Pretend that today is October 29, 1929. Write a journal entry for that day, pretending to be one of the following people:
-an investor who has lost his life savings in the stock market collapse
-a wealthy investor who has lost a substantial amount in the collapse
-a stock broker
-a banker
-a news reporter witnessing business at the New York Stock Exchange
Learning Log
Why did the Great Depression happen? How do you think it will effect everyday people like you and me?
Do Whatcha Know!
What kind of event do you think the top cartoon describes? What clues can you find to help you?
What do the two men in the bottom cartoon represent? What do you think happened to make them so different?
Intro to New Material
Read Chapter 14, Section 1: “The Nation’s Sick Economy” from page 482 to 489 to learn about how and why the nation’s economy hit rock bottom in 1929.
Use these questions to help you take notes:
•What were some economic problems that Americans faced before the stock market crash?
•Why was Herbert Hoover elected President in 1928?
•What was Black Tuesday?
•What were some causes of the Great Depression?
•How did the stock market crash affect the nation? The world?
1. Economic problems before Depression
a. Decrease in demand, prices drop
b. Crop surpluses
c. Railroads go out of business
d. CREDIT! People living beyond means
2. Hoover elected President in 1928
a. Americans happy with Republicans, and he is one
b. Ran against Al Smith, a Catholic
3. Black Tuesday
a. October 29, 1929: stock market crashes
4. Causes of Great Depression
a. Easy credit is too available
b. Crop surplus
c. Industries have old equipment, can’t compete
d. Uneven distribution of wealth
5. Impact of stock market crash
a. Banks go bankrupt
b. People lose jobs
c. Businesses close
d. Hawley-Smoot Tariff Act: taxes imports from other countries
i. The rest of the world enters a depression, too
Guided Practice
Use this graphic organizer to show the causes and effects of the stock market crash of 1929.
Independent Practice
Pretend that today is October 29, 1929. Write a journal entry for that day, pretending to be one of the following people:
-an investor who has lost his life savings in the stock market collapse
-a wealthy investor who has lost a substantial amount in the collapse
-a stock broker
-a banker
-a news reporter witnessing business at the New York Stock Exchange
Learning Log
Why did the Great Depression happen? How do you think it will effect everyday people like you and me?
Monday, March 16, 2009
Classwork for Monday 3/16/2009
Today in class, we'll finish up Thursday and Friday's lesson plan on VIPs from the 1920s, and take our second benchmark exam.
I will treat students who score "Basic" and above with free pizza the Friday after test results come back. Why? Because I know that you know the information on the test, and I have no shame: I will bribe you with pizza to make sure you carefully read the directions, questions, and answer choices (you lovable little teenaged slacker people).
I will treat students who score "Basic" and above with free pizza the Friday after test results come back. Why? Because I know that you know the information on the test, and I have no shame: I will bribe you with pizza to make sure you carefully read the directions, questions, and answer choices (you lovable little teenaged slacker people).
Thursday, March 12, 2009
Classwork for Thursday 3/12/2009 and Friday 3/13/2009
Do Whatcha Know!
What are the characteristics of people who make a difference? Together, let’s try to come up with one for every letter of the alphabet.
Intro to New Material
Break up into pairs who will work together to learn about two people with differing points of view on important topics of the period.
Pairs are
Use your textbook, the Internet, and other information to research your person, making sure to investigate important issues, personal background and ideals, and point of view. You’ll complete the following graphic organizer that answers the following questions about your person:
Personal Background (give info source)
Issues/Ideas (give info source)
Point of View (give info source)
Significance
How successful was this person in getting across her/his ideas and point of view?
What characteristics of people who make a difference does this person exhibit?
Guided Practice
After completing the research, you and your partner will work together (using the information in your chart) to
1. Create a Venn diagram comparing your people
2. Write short monologues that you’ll use in our Independent Practice.
Each of you will become one of the people studied, and the monologue you write expresses the point of view of that person and shares important information about issues during the 1920s.
Independent Practice
Time for Happy Hour! But, it’s a 1920s business happy hour, so leave the ‘Tron at home.
After the research portion of the lesson is complete, you’ll participate in a “VIP room mixer” where you become the person you researched. Instead of performing for the class, you’ll mingle with classmates as if attending a party. You’ll introduce “yourselves” to others in attendance, share important information, and discuss issues of the while staying “in character.”
As you mingle, use the Notes Matrix to take notes.
Learning Log
1. Who were the two most interesting people you learned about today?
2. What kind of impact did they have?
3. What characteristics of people who make a difference did they exhibit?
What are the characteristics of people who make a difference? Together, let’s try to come up with one for every letter of the alphabet.
Intro to New Material
Break up into pairs who will work together to learn about two people with differing points of view on important topics of the period.
Pairs are
-Emily Post/Margaret Sanger (feminism)
-W.E.B. DuBois/Marcus Garvey (black leadership)
-T.S. Eliot/Langston Hughes (literature)
-Henry Ford/Eugene V. Debs (business)
-William Jennings Bryan/Clarence Darrow (religion and science)
-J. Edgar Hoover/Sacco and Vanzetti (politics)
-Charles Lindbergh/Al Capone (“heroes”)
Use your textbook, the Internet, and other information to research your person, making sure to investigate important issues, personal background and ideals, and point of view. You’ll complete the following graphic organizer that answers the following questions about your person:
Personal Background (give info source)
Issues/Ideas (give info source)
Point of View (give info source)
Significance
How successful was this person in getting across her/his ideas and point of view?
What characteristics of people who make a difference does this person exhibit?
Guided Practice
After completing the research, you and your partner will work together (using the information in your chart) to
1. Create a Venn diagram comparing your people
2. Write short monologues that you’ll use in our Independent Practice.
Each of you will become one of the people studied, and the monologue you write expresses the point of view of that person and shares important information about issues during the 1920s.
Independent Practice
Time for Happy Hour! But, it’s a 1920s business happy hour, so leave the ‘Tron at home.
After the research portion of the lesson is complete, you’ll participate in a “VIP room mixer” where you become the person you researched. Instead of performing for the class, you’ll mingle with classmates as if attending a party. You’ll introduce “yourselves” to others in attendance, share important information, and discuss issues of the while staying “in character.”
As you mingle, use the Notes Matrix to take notes.
Learning Log
1. Who were the two most interesting people you learned about today?
2. What kind of impact did they have?
3. What characteristics of people who make a difference did they exhibit?
Tuesday, March 10, 2009
Classwork for Tuesday 3/10/2009
Do Whatcha Know!
In November 1918, Germany, Austria-Hungary and the Ottoman Empire surrendered to the Allies. The Great War had lasted four years, and involved more than 30 nations. Twenty six millions people were killed; 10 million were homeless. $350 billion of damage had been done.
1. Who do you think should pay for the damage?
When Woodrow Wilson met with “the Big Four” – the leaders of France, Britain and Italy, plus Wilson – called for “a peace without victors,” that treated the losers fairly.
2. Think about why each nation got involved in the war and how it affected them. How do you think the rest of the Big Four felt about that? Why?
Intro to New Material
Students will work together and use pages 417-421 of their textbooks to complete a graphic organizer showing the following:
Wilson’s 14 Points
Provisions:
Weaknesses:
Opposition – who? why?
League of Nations
Provisions:
Weaknesses:
Opposition – who? why?
Treaty of Versailles
Provisions:
Weaknesses:
Opposition – who? why?
Guided Practice
Use the double-bubble graphic organizer to compare and contrast characteristics of the Treaty of Versailles and the Fourteen Points. Similarities go in the two boxes in the center; differences go in the three boxes on the right and left.
Independent Practice
If you were a member of Congress in 1919, which plan for peace would you most likely vote for?
A. Give two good reasons for why you’d vote for that one.
B. Give two good reasons for why you’d vote against the other.
Learning Log
What was the effect of the Treaty of Versailles’ war-guilt clause on Germany?
How do you think this will affect Germany’s future?
In November 1918, Germany, Austria-Hungary and the Ottoman Empire surrendered to the Allies. The Great War had lasted four years, and involved more than 30 nations. Twenty six millions people were killed; 10 million were homeless. $350 billion of damage had been done.
1. Who do you think should pay for the damage?
When Woodrow Wilson met with “the Big Four” – the leaders of France, Britain and Italy, plus Wilson – called for “a peace without victors,” that treated the losers fairly.
2. Think about why each nation got involved in the war and how it affected them. How do you think the rest of the Big Four felt about that? Why?
Intro to New Material
Students will work together and use pages 417-421 of their textbooks to complete a graphic organizer showing the following:
Wilson’s 14 Points
Provisions:
Weaknesses:
Opposition – who? why?
League of Nations
Provisions:
Weaknesses:
Opposition – who? why?
Treaty of Versailles
Provisions:
Weaknesses:
Opposition – who? why?
Guided Practice
Use the double-bubble graphic organizer to compare and contrast characteristics of the Treaty of Versailles and the Fourteen Points. Similarities go in the two boxes in the center; differences go in the three boxes on the right and left.
Independent Practice
If you were a member of Congress in 1919, which plan for peace would you most likely vote for?
A. Give two good reasons for why you’d vote for that one.
B. Give two good reasons for why you’d vote against the other.
Learning Log
What was the effect of the Treaty of Versailles’ war-guilt clause on Germany?
How do you think this will affect Germany’s future?
Monday, March 9, 2009
Classwork for Monday 3/9/2009
Do Whatcha Know!
From its start in 1914, most Americans opposed U.S. involvement in World War I; even though they thought Germany was a bully, it just wasn’t their problem. But in 1916, Germany announced that it would begin to sink any ships entering the water around Britain, its enemy. Four American ships (and others carrying Americans, like the Lusitania) were sunk. Germany also sent a telegram to Mexico, called the Zimmerman note. This note asked for a German-Mexican alliance, and promised that if the U.S. entered the war, Germany would help Mexico get back Texas, New Mexico and Arizona.
1. What do you think the United States will do?
2. What do you think should happen next?
Intro to New Material
• Together, students who support the war will read the sections “American Military Mobilization” and “American Success in Combat” from page 402 to page 406. They will answer the following questions in their own words as they read:
1. How did the U.S. raise an army for WWI?
2. What four steps did the U.S. government take to quickly build a navy?
3. How did the U.S. help the Allies win?
• Together, students who oppose the war will read the sections “Selling the War” and “Attacks on Civil Liberties” from page 411 to page 414. They will answer the following questions in their own words as they read:
1. How did the U.S. government finance the war?
2. What methods did the Committee of Public Information use to make the war more popular?
3. What was the original purpose of the Espionage and Sedition Act?
Guided Practice
• Students who support the war will summarize problems Americans faced as they prepared for and participated in WWI.
• Students who oppose the war will summarize the ways the U.S. got Americans to support the war.
Independent Practice
Students will return to their assigned seats, and teach their classmates what they learned in small groups. Students will take notes on what their classmates teach them, which will serve as evidence of the exchange of ideas.
Learning Log
Draw a cartoon showing
1. Why the U.S. got involved in World War I
2. How the U.S. fared in World War I
3. How the U.S. dealt with anti-war protesters
From its start in 1914, most Americans opposed U.S. involvement in World War I; even though they thought Germany was a bully, it just wasn’t their problem. But in 1916, Germany announced that it would begin to sink any ships entering the water around Britain, its enemy. Four American ships (and others carrying Americans, like the Lusitania) were sunk. Germany also sent a telegram to Mexico, called the Zimmerman note. This note asked for a German-Mexican alliance, and promised that if the U.S. entered the war, Germany would help Mexico get back Texas, New Mexico and Arizona.
1. What do you think the United States will do?
2. What do you think should happen next?
Intro to New Material
• Together, students who support the war will read the sections “American Military Mobilization” and “American Success in Combat” from page 402 to page 406. They will answer the following questions in their own words as they read:
1. How did the U.S. raise an army for WWI?
2. What four steps did the U.S. government take to quickly build a navy?
3. How did the U.S. help the Allies win?
• Together, students who oppose the war will read the sections “Selling the War” and “Attacks on Civil Liberties” from page 411 to page 414. They will answer the following questions in their own words as they read:
1. How did the U.S. government finance the war?
2. What methods did the Committee of Public Information use to make the war more popular?
3. What was the original purpose of the Espionage and Sedition Act?
Guided Practice
• Students who support the war will summarize problems Americans faced as they prepared for and participated in WWI.
• Students who oppose the war will summarize the ways the U.S. got Americans to support the war.
Independent Practice
Students will return to their assigned seats, and teach their classmates what they learned in small groups. Students will take notes on what their classmates teach them, which will serve as evidence of the exchange of ideas.
Learning Log
Draw a cartoon showing
1. Why the U.S. got involved in World War I
2. How the U.S. fared in World War I
3. How the U.S. dealt with anti-war protesters
Friday, March 6, 2009
Classwork for Friday 3/6/2009
Battles of World War I
Do Whatcha Know!
What do you think caused devastation like this? What kind of impact do you think it had on the people walking in the photo?
Intro to New Material
By 1916, the war is deadlocked
-Fighting takes place along borders of Germany
--Eastern Front: German-Russian border
--Western Front: German-Belgian and German-French borders
Three of the bloodiest battles in history are on Western Front
-Battle of Verdun (France)
--Germany vs. France, Feb-Dec 1916
-Battle of the Somme (France)
--England & France vs. Germany, July-Nov 1916
-3rd Battle of Ypres (Belgium)
--England & France & colonies vs. Germany, June-Sep 1917
Create a chart with 4 columns and 9 rows. In the first column will go prompts for details about each battle:
* where the battle occurred,
* who was involved,
* when it occurred,
* what led to its occurrence,
* battle conditions, such as the weather.
* how many casualties,
* types of weapons used,
* the end result of the war (who "won" the battle and its effect on everything around it, including civilians).
In the second, third, and fourth columns, you will fill in this information about the Battle of Verdun, the Battle of the Somme, and the Third Battle of Ypres.
Guided Practice
Use your notes to fill in the first three rows of your chart: where the battle occurred, who was involved, and when it occurred.
Independent Practice
Conduct Internet research to complete the rest of the chart. Use the PBS Great War site to help you begin.
Learning Log
By 1917, who was winning the Great War? What was the cost of this victory? What do you think will happen next?
Do Whatcha Know!
What do you think caused devastation like this? What kind of impact do you think it had on the people walking in the photo?
Intro to New Material
By 1916, the war is deadlocked
-Fighting takes place along borders of Germany
--Eastern Front: German-Russian border
--Western Front: German-Belgian and German-French borders
Three of the bloodiest battles in history are on Western Front
-Battle of Verdun (France)
--Germany vs. France, Feb-Dec 1916
-Battle of the Somme (France)
--England & France vs. Germany, July-Nov 1916
-3rd Battle of Ypres (Belgium)
--England & France & colonies vs. Germany, June-Sep 1917
Create a chart with 4 columns and 9 rows. In the first column will go prompts for details about each battle:
* where the battle occurred,
* who was involved,
* when it occurred,
* what led to its occurrence,
* battle conditions, such as the weather.
* how many casualties,
* types of weapons used,
* the end result of the war (who "won" the battle and its effect on everything around it, including civilians).
In the second, third, and fourth columns, you will fill in this information about the Battle of Verdun, the Battle of the Somme, and the Third Battle of Ypres.
Guided Practice
Use your notes to fill in the first three rows of your chart: where the battle occurred, who was involved, and when it occurred.
Independent Practice
Conduct Internet research to complete the rest of the chart. Use the PBS Great War site to help you begin.
Learning Log
By 1917, who was winning the Great War? What was the cost of this victory? What do you think will happen next?
Wednesday, February 18, 2009
Classwork for Wednesday 2/18/2009
African-Americans and Progressivism
Do Whatcha Know!
You are an African American born into slavery in 1845. When you are in your twenties, the U.S. Congress ratifies the Thirteenth, Fourteenth, and Fifteenth Amendments. Still, you know that even though the laws have changed, the hearts and minds of certain European Americans in your community have not changed.
During your monthly visit to the nearest town, you pick up two pamphlets. You have difficulty reading them because you were not allowed to learn to read before the Thirteenth Amendment.
So, you visit the minister of your community’s church and he reads the pamphlets to you. The minister asks for your views on the information in the pamphlets. What do you tell him?
Intro to New Material
You’ll read the pamphlets by DuBois and Washington to find out their opinions.
Guided Practice
In pairs, one of you will adopt the persona of Booker T. Washington and the other will adopt the persona of W.E.B DuBois, both responding to the phrase, “We, the people”. Together, we’ll go through the Talking Heads Activity Sheet.
Independent Practice
Based on your completed Talking Heads Activity Sheet, you will role-play Booker T. Washington and W.E.B DuBois and interview each other.
Next, we’ll discuss pro and con views of each man’s position as a class.
Learning Log
Re-think the dilemma posed earlier and write your response to the “minister.” Your response must:
• Summarize each man’s position.
• Defend one of the positions with supporting examples from the pamphlets.
Do Whatcha Know!
You are an African American born into slavery in 1845. When you are in your twenties, the U.S. Congress ratifies the Thirteenth, Fourteenth, and Fifteenth Amendments. Still, you know that even though the laws have changed, the hearts and minds of certain European Americans in your community have not changed.
During your monthly visit to the nearest town, you pick up two pamphlets. You have difficulty reading them because you were not allowed to learn to read before the Thirteenth Amendment.
So, you visit the minister of your community’s church and he reads the pamphlets to you. The minister asks for your views on the information in the pamphlets. What do you tell him?
Intro to New Material
You’ll read the pamphlets by DuBois and Washington to find out their opinions.
Guided Practice
In pairs, one of you will adopt the persona of Booker T. Washington and the other will adopt the persona of W.E.B DuBois, both responding to the phrase, “We, the people”. Together, we’ll go through the Talking Heads Activity Sheet.
Independent Practice
Based on your completed Talking Heads Activity Sheet, you will role-play Booker T. Washington and W.E.B DuBois and interview each other.
Next, we’ll discuss pro and con views of each man’s position as a class.
Learning Log
Re-think the dilemma posed earlier and write your response to the “minister.” Your response must:
• Summarize each man’s position.
• Defend one of the positions with supporting examples from the pamphlets.
Tuesday, February 17, 2009
Classwork for Tuesday 2/17/2009
Do Whatcha Know!
What do you know about Theodore Roosevelt? Do you think he's a progressive? Why or why not?
We spent the rest of the class watching the film, "The Indomitable Teddy Roosevelt," answering these questions during viewing.
1. Describe TR’s childhood.
2. How does Roosevelt get involved in politics?
3. How did his first wife Alice die? How does TR respond?
4. Who is Edith?
5. Why does TR quit as Assistant Secretary of the Navy?
6. Who are the Rough Riders? What is the name of their famous battle?
7. Why does Thomas Platt pressure Roosevelt into running for Vice President?
8. How does TR initially feel about being Vice President?
9. How did Roosevelt become President?
10. How does TR feel about:
a. Racial discrimination?
b. Child labor?
c. Trusts?
d. Environmental conservation?
11. Why did a reporter say, “A nervous person has no business being around the White House these days?”
12. Why was the teddy bear named after Theodore Roosevelt?
13. Why does Roosevelt win the Nobel Peace Prize?
14. Why does Roosevelt send the U.S. Navy on a worldwide training mission?
15. Who does TR choose to follow him as President? Why?
What do you know about Theodore Roosevelt? Do you think he's a progressive? Why or why not?
We spent the rest of the class watching the film, "The Indomitable Teddy Roosevelt," answering these questions during viewing.
1. Describe TR’s childhood.
2. How does Roosevelt get involved in politics?
3. How did his first wife Alice die? How does TR respond?
4. Who is Edith?
5. Why does TR quit as Assistant Secretary of the Navy?
6. Who are the Rough Riders? What is the name of their famous battle?
7. Why does Thomas Platt pressure Roosevelt into running for Vice President?
8. How does TR initially feel about being Vice President?
9. How did Roosevelt become President?
10. How does TR feel about:
a. Racial discrimination?
b. Child labor?
c. Trusts?
d. Environmental conservation?
11. Why did a reporter say, “A nervous person has no business being around the White House these days?”
12. Why was the teddy bear named after Theodore Roosevelt?
13. Why does Roosevelt win the Nobel Peace Prize?
14. Why does Roosevelt send the U.S. Navy on a worldwide training mission?
15. Who does TR choose to follow him as President? Why?
Monday, February 16, 2009
Classwork for Monday 2/16/2009
Do Whatcha Know!
Read “One American’s Story” at the top of page 330. Pretend you live in 1912. What’s your reaction to Camella Teoli’s story? What do you think should be done to improve working conditions?
Intro to New Material
Progressive movement - an early 20th century reform movement seeking to return control of the government to the people, restore economic opportunities,and correct injustices in America life
Four goals of progressives
1. Protect social welfare
2. Promote moral reform
-Prohibition - the banning on the manufacture, sale and possession of alcohol
3. Creating economic reform
4. Fostering efficiency
muckrakers - magazine journalists who exposed the corrupt side of business and politics in the early 1900s
Progressive victories
16th Amendment - allows national income tax
17th Amendment - lets people directly elect their U.S. senators, instead of representatives doing it
18th Amendment - bans the sale and use of alcoholic beverages
Guided Practice
Fill in the two graphic organizers with the correct answers.
Amendment Purpose
16th
17th
18th
Goal Example
social welfare
Moral reform
Economic reform
Efficiency
Independent Practice
Read “The Muckrakers” on pages 348-9. Complete SOAPS on two of the primary sources.
Learning Log
What were the goals of the progressives? How did they achieve some of their goals?
Read “One American’s Story” at the top of page 330. Pretend you live in 1912. What’s your reaction to Camella Teoli’s story? What do you think should be done to improve working conditions?
Intro to New Material
Progressive movement - an early 20th century reform movement seeking to return control of the government to the people, restore economic opportunities,and correct injustices in America life
Four goals of progressives
1. Protect social welfare
2. Promote moral reform
-Prohibition - the banning on the manufacture, sale and possession of alcohol
3. Creating economic reform
4. Fostering efficiency
muckrakers - magazine journalists who exposed the corrupt side of business and politics in the early 1900s
Progressive victories
16th Amendment - allows national income tax
17th Amendment - lets people directly elect their U.S. senators, instead of representatives doing it
18th Amendment - bans the sale and use of alcoholic beverages
Guided Practice
Fill in the two graphic organizers with the correct answers.
Amendment Purpose
16th
17th
18th
Goal Example
social welfare
Moral reform
Economic reform
Efficiency
Independent Practice
Read “The Muckrakers” on pages 348-9. Complete SOAPS on two of the primary sources.
Learning Log
What were the goals of the progressives? How did they achieve some of their goals?
Friday, February 13, 2009
Classwork for Friday 2/13/2009
Periods 1, 4 and 5 completed this classwork; period 2 took the benchmark exam.
DO WHATCHA KNOW!
What American presidents have we discussed so far? Describe them. Can you guess which president will come next? Do you think he’ll support American imperialism?
INTRO TO NEW MATERIAL
Together, we will read two sections of text – “China and the Open Door Policy” on pages 378-380 and “Teddy Roosevelt and the World” on pages 382-385.
Define and illustrate the following words: sphere of influence, Open Door policy, Boxer Rebellion, Roosevelt Corollary, dollar diplomacy
GUIDED PRACTICE
1. What sparked the Boxer Rebellion in 1900, and how was it crushed?
2. What three key beliefs about America’s industrialist capitalist economy were reflected in the Open Door Policy?
3. What conflict triggered the war between Russia and Japan?
4. Explain how President Theodore Roosevelt intervened in the Russo-Japanese War, Panama and Nicaragua.
INDEPENDENT PRACTICE
Look at the Geography Spotlight on pages 388-389. Use the map to answer the “Interact with History” questions at the bottom of page 389.
LEARNING LOG
How did the U.S. get involved in Asia and Latin America? Why?
DO WHATCHA KNOW!
What American presidents have we discussed so far? Describe them. Can you guess which president will come next? Do you think he’ll support American imperialism?
INTRO TO NEW MATERIAL
Together, we will read two sections of text – “China and the Open Door Policy” on pages 378-380 and “Teddy Roosevelt and the World” on pages 382-385.
Define and illustrate the following words: sphere of influence, Open Door policy, Boxer Rebellion, Roosevelt Corollary, dollar diplomacy
GUIDED PRACTICE
1. What sparked the Boxer Rebellion in 1900, and how was it crushed?
2. What three key beliefs about America’s industrialist capitalist economy were reflected in the Open Door Policy?
3. What conflict triggered the war between Russia and Japan?
4. Explain how President Theodore Roosevelt intervened in the Russo-Japanese War, Panama and Nicaragua.
INDEPENDENT PRACTICE
Look at the Geography Spotlight on pages 388-389. Use the map to answer the “Interact with History” questions at the bottom of page 389.
LEARNING LOG
How did the U.S. get involved in Asia and Latin America? Why?
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