january 6 -objective: each student will analyze sources for the text, context, subtext -bellwork:...

January 6-Objective: Each student will analyze sources for the text, context, subtext

-Bellwork: Introductions

-Analyzing Sources – Text, Context, Subtext1) Groups of 22) Analyze sources - Individual3) Groupwork

-Discuss & Show Examples

Homework: 1) Must have your guiding question - TOMORROW

Primary DocumentsZimmerman Note – search “Zimmermann Note”http://www.archives.gov/global-pages/larger-image.html?i=/education/lessons/zimmermann/images/decoded-message-l.jpg&c=/education/lessons/zimmermann/images/decoded-message.caption.html

U.S. Declaration of War – World War I*Handout

http://www.archives.gov/global-pages/larger-image.html?i=/education/lessons/zimmermann/images/decoded-message-l.jpg&c=/education/lessons/zimmermann/images/decoded-message.caption.html




Key Parts to Include – All SourcesText What is visible/readable, i.e., what information is provided by the source? Context What was going on during the time period? What background information do you have that helps explain the information found in the source? Subtext What is between the lines? Ask questions about the following: Author: Who created the source, and what do we know about that person? Audience: For whom was the source created?Reason: Why was this source produced when it was?Bias: Is this document biased or not? How do you know?





Homework: 1) Must have 1 primary source analyzed MONDAY

January 9-Objective: Each student will critically analyze their own topic in determining a primary source

-Bellwork: 1) Exploring Sites for Primary Documentsa. Google for “Treaty of Versailles”b. Go to Wikipedia sitec. Find primary source with something to do with Woodrow Wilson’s call for peace (HINT: _______ Points)d. Find “_____________________” at Library of Congress or

national archives

-Guided Practice in Primary & Secondary Sources1. Assign students their topics2. Each student must find a primary source for their topic3. Source must be approved by Mr. Lahm4. Once approved, you may work on Google presentation.

Homework: 1) 1st Primary Source - MONDAY

January 10-Objective: Each student will synthesize information to demonstrate understanding of how new military technologies changed the course and conduct of WWI.

-Bellwork: Take 10 minutes to concentrate on 1 key area of your topic that you want to focus.

*Share in class

-Work on Historical Interpretation Projects

Homework: 1) Text, Context, & Subtext for 1 primary source complete


-Bellwork: Based on what you have learned so far and on the picture on the screen, discuss how WWI was different from previous wars.

*Show TCI Presentation – Ch. 23 – picture

-Read & Complete Section 3 Notebook – Ch. 23

-New Technology of WWI – Activity1) Groups of 22) Learning About WWI Military Technologies – next slide

*Look at the different technologies of WWI3) Follow directions to complete notebook

Homework: 1) Discussion Board – Ch. 22-23 - Wednesday

Steps for Learning about WWI Military Technologies1. Read the primary source excerpt I give you. Discuss with your

partner what type of technology you think the excerpt describes.2. Locate the station that has a diagram of your technology. Check the

primary source document to make sure you located the proper one.3. Examine the diagram and info. Discuss these questions:

a. What adjectives would you use to describe this technology?b. What must it have been like for combatants to experience this technology in battle?c. Do you think this technology affected the number of battle casualities?

4. Complete your Reading Notesa. Sketch the technology next to its label on your map of Europe.b. Read the caption in which you predicted how this technology might have changed the war experience. Revise your caption & add

1 or more facts about the technology that support your caption.

5. Get a new primary source excerpt from the front of the room. Repeat steps #1-4.


-Bellwork: Discuss how military technology had changed during WWI.

-New Technology of WWI – Activity1) Groups of 22) Finish Section 3 of notebook – analyzing WWI technology3) Read the 9 primary excerpts & determine which technology each document is referring.

-Complete Section 4 - Notebook

-Video Excerpt: All Quiet on the Western Front – Trench Warfare

Homework: 1) Discussion Board – Ch. 22-23 - Wednesday

January 15-Objective: To understand trench warfare, and its strengths and weaknesses.

-Bellwork: Trench Warfare – Ch. 23 Sect. 3– Answer these questions:

1) Explain “no man’s land”2) What were conditions like in the trenches?3) What did mustard gas used in chemical warfare do to

people who were exposed?4) How did the tank end the stalemate in the trenches?

-Trench Warfare – Simulation

-Homework: NONE


-Bellwork: Discuss how military technology had changed during WWI.

-Discuss Ernest Hemingway and contributions to WWI*Complete the Processing Portion of Notebook

-Review for Ch. 23 Quiz – Reading Challenge on TCI

-Chapter 23 Quiz – TCI Online*Collect Notebooks – Ch. 23

Homework: 1) NONE

January 17-Objective: Each student will critically analyze a historical document timeline presentation given by their peers

-Bellwork: 1) NONE

-Historical Document Timeline Presentations – Week 20

-Ch. 25 Presentation – Treaty of Versailles1) ”Long Live Wilson” – Photograph – Ask questions2) Pass back Notebooks (collect at end of period for

grading)*Complete the Preview section of Notebook

Homework: 1) Collect Notebook Ch. 23

January 20-Objective: Each student will investigate the question: Should the United States have ratified or rejected the Treaty of Versailles?

-Bellwork: “I Have a Dream Speech” Martin Luther King Jr.

-Ch. 25 Presentation – Treaty of Versailles1) ”Long Live Wilson” – Photograph – Ask questions2) Pass back Notebooks (collect at end of period for grading)

*Complete the Preview section of Notebook

-Vocabulary – Ch. 25 – next slide

-Notebook Ch. 25 – Section 2 Notetaking

Homework: 1) Discussion Board – Ch. 25 - Wednesday

Key Content Terms – Treaty of Versailles1. Fourteen Points-------–------------------------------- Ch. 25 Section 2

*end of WWI, a 14-part plan for peace presented by Pres. Woodrow Wilson to Congress on Jan. 8, 1918.

2. League of Nations------------------------------------- Ch. 25 Section 2*international organization established by Allied powers at the

close of WWI to promote international peace & security3. Big Four--------------------------------------–---------- Ch. 25 Section 3

*at Paris Peace Conference, nickname for the leaders of the four largest victorious nations including Woodrow Wilson, David Lloyd George (Britain), Georges Clemenceau (French), Vittorio Orlando (Italy)

4. war-guilt clause -------–------------------------------- Ch. 25 Section 3*clause in Treaty of Versailles that held Germany responsible

for WWI & required them to make nearly impossible payments for losses of Allied forces.

Key Content Terms – Treaty of Versailles5. Treaty of Versailles--–------------------------------- Ch. 25 Section 3

*peace treaty signed by Allies and Germany on June 18, 1919 at the Paris peace conference at the Palace of Versailles in France. Included the covenant for League of Nations

6. reservationist------------------------------------------ Ch. 25 Section 4*end of WWI, one of Republican senators who agreed to

approve the Treaty of Versailles only if changes were made to document.7. irreconcilable------------------------------–---------- Ch. 25 Section 4

*end of WWI, one of 16 Republican senators who opposed Treaty of Versailles.8. internationalist -------–------------------------------- Ch. 25 Section 4

*end of WWI, one of Democratic senators who strongly supported Treaty of Versailles.

January 21-Objective: Each student will summarize info on Wilson’s Fourteen Points, the Treaty of Versailles, and the debate over Senate ratification of the treaty.

-Bellwork: -Treaty of Versailles – Video – Discovery Education

-Vocab. Chapter 25 – previous slide

Notebook Ch. 25 Section 2 Notetaking*Work on as a group

-Begin Notebook Ch. 25 – Section 3-5 Notetaking

Homework: 1) Discussion Board – Ch. 25 – Wednesday 2) Clicker Quiz – Ch. 25 – Notebook - TOMORROW

January 22-Objective: Each student will use historical evidence to justify support or opposition to Senate ratification of the Treaty of Versailles.

-Bellwork: Ch. 25 Section 3-5 Notebook*Do section 3 together in class (Section 4 & 5 in groups)

-5 Paragraph Essay: Should the United States have ratified or rejected the Treaty of Versailles?

*Pass out 5 Paragraph Essay Graphic Organizer *Complete

Homework: 1) Discussion Board – Ch. 25 – RESPONSES 2) Graphic Organizer - Complete

January 23-Objective: Each student will use historical evidence to justify support or opposition to Senate ratification of the Treaty of Versailles.

-Bellwork: Make sure graphic organizer complete – 5 paragraph essay

-5 Paragraph Essay: Should the United States have ratified or rejected the Treaty of Versailles?

*Type 5 paragraph essay

Homework: 1) Discussion Board – Ch. 25 – RESPONSES 2) 5 paragraph essay - Complete


-Bellwork: 1) NONE


-Ch. 25 Presentation – Treaty of Versailles1) Finish 5 Paragraph Essay

Homework: 1) 5 Paragraph Essay - MONDAY

January 27-Objective: Each student will investigate the question: What effects did postwar tensions have on America’s founding ideals?

-Bellwork: NONE

-VFW Legion – Rex Sears, Jim Marion, Jerry Ludwig 1) Boy’s and Girl’s State2) Junior Law Cadet***Discuss patriotism



-Bellwork: Work on completing essays Treaty of Versailles

-Ch. 26 Presentation – Postwar Tensions*Chapter 26 Notebook “Preview”


-Chapter 26 Notebook – Read Section 2 “Emerging Economic Turmoil*Complete Notes in Notebook


Key Content Terms – Postwar Tensions1. Sacco & Vanzetti Trial-------------------------------- Ch. 26 Section 1

*a trial from 1920-1927 in which Italian immigrants Nicola Sacco & Bartolomeo Vanzetti were convicted of robbing and murdering 2 men and sentenced to death. People felt it was about them being anarchists not guilty of murder.

2. Red Scare------------------------------------------------ Ch. 26 Section 4*1919-1920 a campaign launched by Mitchell Palmer and H. Edgar Hoover to arrest communists and other radicals who promoted the overthrow of U.S. gov’t.

3. Palmer Raids--------------------------------–---------- Ch. 26 Section 4*a series of unauthorized raids by J. Edgar Hoover on places of

suspected anarchists that resulted in the arrest of 6,000 w/o evidence against them.

4. quota system-----------–------------------------------- Ch. 26 Section 5*system that limited immigration to the U.S. by permitting no

more immigrants from a country than 3% of the number of that country’s residents living in U.S. in 1910.

Key Content Terms – Postwar Tensions5. American Civil Liberties Union--------------------- Ch. 26 Section 5

*an organization founded in 1920 to defend Americans’ rights and freedoms as given in the Constitution.

6. Back-to-Africa movement--------------------------- Ch. 26 Section 6*a movement led by Marcus Garvey during 1910s and 1920s

that promoted the return of blacks living all over the world.7. Anti-Defamation League (ADL)---------–---------- Ch. 26 Section 6

*an organization in 1913 to halt the attack on a person or group’s reputation of the Jewish people.


-Bellwork: Finish Vocab. Chapter 26*Clicker Quiz – Ch. 26 Vocabulary

-Visual Discover Activity – Sacco & Vanzetti1) Divide students into groups (7 groups)2) Determine the fate of Sacco & Vanzetti through images and readings

and participate in a clemency hearing to determine their guilt.3) Project Presentation “Labor Unrest” & ask questions

-Chapter 26 Notebook – Complete Notes in Notebook1) Read Section 3 “Rising Labor Tensions” – Visual A on Presentation2) Read Section 4 “Red Scare” – Visual B on Presentation3) Read Section 5 “U.S. Immigration” – Visual C on Presentation

Homework: 1) NONE

January 30-Objective: Each student will synthesize key content to assess the effects of postwar tensions on America’s founding ideals.

-Bellwork: Finish Ch. 26 Notebook – Yesterday

-Visual Discover Activity – Sacco & Vanzetti1) Project Sacco & Vanzetti Plead for Clemency – Visual D on Presentation

*Ask questions

-Clemency Hearing Activity – Determining the fate of Sacco & Vanzetti1) Work with group to answer questions on role cards2) Group 1 – Lowell Committee – move desks to front of room3) Have each group send a person to front to testify for group4) Visual 26E (once all presented) and play “Testimony of Vanzetti” audio5) Present the historical verdict – in teacher notes

-Chapter 26 Notebook – Read Section 6 & complete notes



-Bellwork: 1) NONE


-Ch. 26 – Processing *Turn in Notebooks when finished

Homework: 1) Quiz Monday – Ch. 26

February 3-Objective: Each student will synthesize key content to assess the effects of postwar tensions on America’s founding ideals.

-Bellwork: -Visual Discover Activity – Sacco & Vanzetti1) Project Sacco & Vanzetti Plead for Clemency – Visual D on Presentation

*Ask questions



-Historical Documents Presentation

Homework: 1) Section 6 Notes – Ch. 26 Quiz MONDAY

February 4-Objective: Each student will synthesize key content to assess the effects of postwar tensions on America’s founding ideals.

-Bellwork: -Visual Discover Activity – Sacco & Vanzetti1) Project Sacco & Vanzetti Plead for Clemency – Visual D on Presentation

*Ask questions



-Historical Documents Presentation

Homework: 1) Section 6 Notes – Ch. 26 Quiz MONDAY

February 5-Objective: Each student will describe the social trends and innovations that shaped popular culture during the 1920s.

-Bellwork: 11am-noon

-Freedom Summer Presentation - webcast*http://americanhistory.si.edu/nys *Streamed via Ustream

National Museum of American History

February 6-Objective: Each student will investigate the question: What social trends and innovations shaped popular culture during the 1920s?

-Bellwork: Complete Ch. 26 Notes

-Finish “Processing” – Ch. 26 – DISCUSS

-Finish corrections to Ch. 25 Essay

Homework: 1) Ch. 26 Quiz – TOMORROW 2) Corrections Ch. 25 Essay TOMORROW


-Bellwork:-Quiz – Ch. 26 – TCI Online*Collect Notebooks

-Historical Docs – Presentation

Homework: 1) NONE

February 10-Objective: Each student will investigate the question: What social trends and innovations shaped popular culture during the 1920s?

-Bellwork: Dance the Charleston (see YouTube videos)*Pass out Notebook Handout – Ch. 28


-Roaring 20s Celebrity Party1) Chapter 28 Notebook – Handout2) Each person will be assigned a biography & section of Ch. 283) Complete the reading notes for your celebrity

-Assign “Celebrity” to students – Roaring 20s – discussion board*Bring a prop or costume – for Roaring 20s party (HAVE STUDENTS BRING DRINKS)


Key Content Terms – Roaring 20s1. Charleston---------------------------------------------- Ch. 28 Section 1

*dance that originated as Af. Amer. dance in south and became popular in U.S. & Europe

2. Roaring Twenties-------------------------------------- Ch. 28 Section 1*nickname given to 1920s because of prosperity, technological

advances, and cultural boom3. League of Women Voters---------------–---------- Ch. 28 Section 5

*grassroots organization to influence gov’t and public policy by educating public about public issues.

4. equal rights amendment---------------------------- Ch. 28 Section 5*proposed but unratified Constitutional amendment introduced in 1923 by Alice Paul to guarantee rights to all Americans regardless of gender

Key Content Terms – Roaring 20s5. Jazz Age-------------------------------------------------- Ch. 28 Section 6

*era in which jazz became popular in U.S.6. Harlem Renaissance---------------------------------- Ch. 28 Section 7

*era of creativity among African Amer. writers, artists, and musicians who gathered in Harlem, NY in 1920s.7. Lost Generation----------------------------–---------- Ch. 28 Section 7

*group of young Americans – including E.E. Cummings, Ernest Hemingway, F. Scott Fitzgerald, John Dos Passos, and

Sherwood Anderson – who established themselves as postwar writers.


-Bellwork: Look at question: What social trends and innovations shaped popular culture during the 1920s?

-Vocab. Chapter 28 – previous slides

-Roaring 20s Celebrity Party – Play music during the “mingle”1) Once finished – discuss how trend affected the time2) Read Chapter 28 - TCI

Homework: 1) Discussion Board 2) Chapter 28 Quiz - TOMORROW


-Bellwork: Look at question: What social trends and innovations shaped popular culture during the 1920s?

-Roaring 20s Partya. Tape person face to craft stick – be able to read info on backb. Use fun facts to have or create prop for party.

-Chapter 28 Quiz*Collect Notebooks

-Discovery Education – Video – Speakeasies and Gangs of 1920s

Homework: 1) Discussion Board Responses


-Bellwork: NONE

-In class with Mr. Loftis – Distance Learning

Homework: 1) NONE

February 17-Objective: Each student will investigate the question: What caused the most severe economic crisis in American history?

-Bellwork: Quiz – Chapter 28

Video: Seabiscuit*Discuss


-President’s DVD of 1920s (Wilson, Harding, Coolidge, Hoover)

Homework: 1) NONE

Key Content Terms – Great Depression1. Black Tuesday------------------------------------------- Ch. 30 Section 1

*Oct. 29, 1929; it was the worst day of plunging stock market prices during the stock market crash that helped initiate the Great Depression.

2. buying on margin---------------------------–---------- Ch. 30 Section 2*buying stock by paying a percentage of a stock’s price and borrowing the rest of the money from a broker, allowing one

to make greater profits if the stock does well3. overproduction----------------------------------------- Ch. 30 Section 3

*a situation in which more goods are being produced than people can afford to buy.

Key Content Terms – Great Depression4. underconsumption------------------------------------ Ch. 30 Section 3

*a situation in which people are purchasing fewer goods that the economy is producing

5. Hawley-Smoot Tariff Act----------------------------- Ch. 30 Section 4*a law passed by Congress in 1930 to raise the tariffs on

imported goods in order to protect U.S. businesses and farmers.

February 18-Objective: Each student will experience a loss representative of the stock market crash and make comparisons between history and the classroom exercise.

-Bellwork: Predict the roll of the die. (+1 extra credit for correct answer)

-Yee Haw! Game1) Pass out Student Handout A – Yee Haw point calculation 2) Put students into groups of 23) Project Info Master on Overhead – Reveal new point totals after each round.

Homework: 1) NONE


-Bellwork: NONE

-County Gov’t Day

Homework: 1) Discussion Board – Week #25 2) Complete “Processing” – Quiz on Friday


-Bellwork: Show image “Reaction to the Stock Market” in TCI Presentation

*Discuss questions on slide – with person sitting beside you.*Discuss comparisons of Yee Haw game with actual Depression

-Notebook Section 3 & 4 – Read & complete notes*Read your textbook & complete the notes in your notebook

-Complete “Processing” Portion of Notebook

Homework: 1) Discussion Board – Week #25 2) Complete “Processing” – Quiz on Friday

February 21-Objective: Each student will critically analyze a historical document timeline presentation given by their peers

-Bellwork: 1) NONE


-Quiz – Ch. 30 – Great Depression*TCI Online

Homework: 1) NONE

February 24-Objective: Each student will investigate the question: How was WWI different from previous wars

-Video: “America: The Story of Us – Bust”


February 25-Objective: Each student will investigate the question: How did the expansion of government during the New Deal affect the nation?

-Bellwork: Video: Finish “Bust”

-Ch. 33 Introduction – TCI Presentation on Murals of New Deal


-New Deal Murals1) Assign groups of 4 to these topics

*First New Deal *Protests & Political Challenges*Second New Deal *Social & Political Impacts

2) Give each group a handout & Review the steps

Homework: 1) Discussion Board Ch. 33

Key Content Terms – New Deal1. National Industrial Recovery Act (NIRA)---------- Ch. 33 Section 2

*law passed in 1933 by Congress to increase production while boosting wages and prices; it created the Nat’l Recovery Administration

2. Agricultural Adjustment Administration (AAA)- Ch. 33 Section 2*federal agency created by Congress in 1933 to help reduce farmers’ crop production and restore the prices of their goods

to a reasonable level.3. Civilian Conservation Corps (CCC)------------------ Ch. 33 Section 2

*a work-relief program established in 1933 as part of the First Hundred Days of the New Deal. It provided work such as planting trees and working on conservation projects.

4. Works Progress Administration (WPA)----------- Ch. 33 Section 4*established in 1939 to provide work such as building bridges,

public buildings, and parks as well as art projects.

Key Content Terms – Great Depression5. Wagner Act---------------------------------------------- Ch. 33 Section 4

*also called Nat’l Labor Relations Act, law in 1935 to protect workers’ right to organize into unions

6. Social Security Act------------------------------------- Ch. 33 Section 4*law passed in 1935 to establish federal programs to offer old-age assistance and benefits, unemployment compensation,

and aid to needy mothers, children, and the blind7.Congress of Industrial Organizations--------------Ch. 33 Section 5

*a labor organization established in 1938 to organize workers by industry rather than by occupation or skill

8. New Deal Coalition------------------------------------ Ch. 33 Section 5*political partnership among various social and political groups in support of the New Deal, the Democratic Party, and FDR.

February 26-Objective: Each student will investigate the question: How did the expansion of government during the New Deal affect the nation?

-Bellwork: NONE

-New Deal Murals1) Assign groups of 4 to these topics

*First New Deal *Protests & Political Challenges*Second New Deal *Social & Political Impacts

2) Give each group a handout & Review the steps3) Complete Section 2-5 Notebook

Homework: 1) Discussion Board Ch. 33

February 27-Objective: Each student will interpret how the expansion of government during the 1930s affected Americans by creating panels for a mural on the New Deal.

-Bellwork: Discuss the question: How did the expansion of government during the New Deal affect the nation?

-New Deal Murals1) Finish murals2) Have a public unveiling of the murals3) Complete Section 2-5 Notebook4) Discuss Section 6 Notebook – writing analogies 5) “Processing” portion of murals

Homework: 1) Section 6 Notebook – analogy 2) “Processing” portion of murals

February 28-Objective: Each student will critically analyze a historical document timeline presentation given by their peers

-Bellwork: 1) NONE


-???Clicker Quiz – CREATE VOCAB. Quiz

Homework: 1) NONE

March 3-Objective: Each student will interpret how the expansion of government during the 1930s affected Americans by creating panels for a mural on the New Deal.

-Bellwork: Discuss the question: How did the expansion of government during the New Deal affect the nation?

-Drop Everything and Read – 11:00-11:15 am

-New Deal Murals1) Finish murals2) Have a public unveiling of the murals3) Complete Section 2-5 Notebook4) Discuss Section 6 Notebook – writing analogies 5) “Processing” portion of murals

Homework: 1) Section 6 Notebook – analogy 2) “Processing” portion of murals

March 4-Objective: Each student will interpret how the expansion of government during the 1930s affected Americans by creating panels for a mural on the New Deal.

-Bellwork: Review Chapter 33

-TCI Online Quiz – Chapter 33*Collect Notebooks

-Last Historical Document Presentation – Research1) Youtube video http://www.youtube.com/watch?v=Mk37YSdx3ag 2) Pass out new topics3) Begin guided research (*Using Wikipedia for good and not evil)4) Find a primary source

Homework: 1) NONE

http://www.youtube.com/watch?v=Mk37YSdx3ag

March 5-Objective: Each student will analyze the text, context, and subtext of historical topics in American history.

-Bellwork: Video: http://www.youtube.com/watch?v=cHTtpYYbhm0 *Primary v. Secondary Sources

-Last Historical Document Presentation – Research

Homework: 1) Primary Source completed

http://www.youtube.com/watch?v=cHTtpYYbhm0

March 51. March 21 – Korean War – involvement or isolation (Ch. 39:3)2. March 21 – McCarthy Era – communist scare (Ch. 40:2)3. March 28 – Brown v. Board of Education (Ch. 43:4)4. March 28 – Berlin Wall (Ch. 47:3)5. April 4 – JFK Assassination (Ch. 47:4)6. April 4 – Watergate Scandal (Ch. 53:4)7. April 25 – Fall of Berlin Wall (56:1)8. April 25 – Persian Gulf War (56:5)9. May 2 – No Child Left Behind (57:4)10. May 2 – Patriot Act (59:6)

March 10-Objective: Each student will investigate the question: Could WWII have been prevented?

-Bellwork: Pass back Notebooks & Collect Primary Sources

-Vocabulary – Ch. 34 – next slides

-Chapter 34 – Could WWII have been prevented?1) Read Section 1. Use the cartoon to explain what appeasement means.

*Make connections between reading and cartoon by thinking of historical names or labels they could place on cartoon.

EX. – figure on island labeled Prime Min. Neville Chamberlain. 2) Distribute Notebook Guide – Read Section 2 & Section 3 and complete Reading Notes.

Homework: 1) Discussion Board Ch. 34 – Origins of WWII

Key Content Terms – Origins of WWII1. Munich Pact--------------------------------------------- Ch. 34 Section 1

*1938 agreement in which Britain & France appeased Hitler by agreeing that Germany could annex the Sudatenland, a German-speaking region in Czechoslovakia.

2. Nazism---------------------------------------------------- Ch. 34 Section 2*a form of fascism that promoted the belief that Germans and

other Nordic peoples were superior to other races.3. Spanish Civil War--------------------------------------- Ch. 34 Section 3

*a civil war from 1936 to 1939 in which the Spanish military and its right-wing allies, known as the Nationalists, overthrew

Spain’s democratic republic.

Key Content Terms – Great Depression4. neutrality acts------------------------------------------- Ch. 34 Section 3

*legislation passed by Congress in 1936 & 1937 designed to keep the U.S. out of European conflicts, such as the Spanish Civil War

5. blitzkrieg-------------------------------------------------- Ch. 34 Section 4*”lightning war” the German military strategy during WWII of attacking w/o warning.

6. Lend-Lease Act------------------------------------------Ch. 34 Section 5*legislation passed by Congress in 1941 adopting a plan to lend arms to Britain.

March 11-Objective: Each student will experience examples of aggression and appeasement and compare them w/ important events leading up to WWII.

-Bellwork: Finish Section 2 Notes & Discuss & READ SECTION 3 in Chapter 34

-Partner Prize Competition *Phase 1

1) Group students into pairs (Groups of 2). 2) Pass out Game Tips Handout (Cut in half and make separate stacks)3) Play “Rock, Papers, Scissors” – Best of 3 (Winner gets Phase I Prize Token)

*Winners become Student A & select 3 prizes to keep & 1 to give away***Ask questions of both student A & B

*Phase 24) Project Information Master (next slide) & explain that students can win more tokens5) Student As must step outside classroom & discuss Student Handout B (top half) 6) Student Bs must step outside classroom & discuss Student Hanout B (bottom half) 7) Play Phase 2

Homework: 1) Discussion Board Ch. 34 – Origins of WWII

Directions for Phase 21.Take one prize token out of Phase 2 envelope

1.Negotiate with the other student for that prize token. You may only negotiate for that particular prize token. You may NOT negotiate for prize tokens once they are claimed.

1.Once the first negotiation is complete, take the second prize token out of the envelope and repeat steps 1 & 2

1.Take the third prize token out of envelope and repeat steps 1 & 2.

Discussing Aggression & AppeasementDiscuss aggression and appeasement

*Write in Notebook1) What emotions did you feel in Phase 2? (frustration, anger, excitement, etc.)2) Student B – What strategies did you use to get those 1st couple

tokens? Student A – Why were you willing to let Student B have those

tokens?3) What happened when you tried to negotiate for the last prize token? Why didn’t the negotiations work?4) Can you think of any period in history or any current event that is similar to what you have just experienced? EXPLAIN.5) Predict what kinds of actions countries such as Germany, Italy, and Japan historically took and what the reactions of countries like Britain & U.S. were? (ON BOARD)


-MAPS Testing


-Bellwork: Discuss question: Could WWII have been prevented?

-Notebook Chapter 341) Complete Section 3-5 diagram in notebook2) Read Section 3-5 in book and complete the diagram.

*Discuss 3) Processing portion of Notebook

Homework: 1) Section 3-5 Notebook - MONDAY


-Bellwork: Discuss question: Could WWII have been prevented?

-Notebook Chapter 341) Discuss Chapter 34 – Section 3-5 Notebook2) “Processing” portion of Notebook

-Quiz – TCI Online Quiz – Chapter 34*Collect Notebooks

Homework: 1) Discussion Board Ch. 35-36 – WWII*Assign profiles in history on Angel

March 20-Objective: Each student will critically analyze a historical document timeline presentation given by their peers

-Bellwork: 1) NONE

-John Baylor Test Prep – Session 6

Homework: 1) NONE


-Bellwork: 1) NONE



Homework: 1) NONE

Obj. – Students will evaluate the attack on Pearl Harbor through an interactive website.

-Bellwork: -Interactive Pearl Harbor Website*Pass out timeline Handout for students to fill out.

-Clicker Quiz – Pearl Harbor

-Work on Discussion Board – Chapter 35-36 – WWII – 1st Post

-Homework – 1) Discussion Board

March 24

March 25-Objective: Each student will investigate the question: What kinds of opportunities and hardships did the war create for Americans at home and abroad?

-Bellwork: Clicker Quiz – Pearl Harbor Interactive Timeline


-Chapter 35 Notebook1) Complete the “Preview” Section – “Examples of Rationing During WWII”2) Read Section 1 & 2 in Textbook

a. What were some of the wartime clothing regulations by gov’t?b. What other hardships do you think Americans had to endure?c. What opportunities do you think wartime conditions might have created for Americans?

3) Complete Section 2 in Notebook – Discuss & Complete w/ shoulder partner

Homework: 1) Discussion Board Ch. 35-36 – WWII

Key Content Terms – WWII1. War Production Board-------------------------------- Ch. 35 Section 2

*the federal agency set up to manage the conversion of industries to military production during WWII

2. Executive Order 9066--------------------------------- Ch. 35 Section 4*issued by FDR in 1942 allowing the internment camps to be set up to exclude current residents believed to be a threat to

security.3. Korematsu v. United States-------------------------- Ch. 35 Section 4

*1944 Supreme Court decision declaring that the gov’t had the right to keep Japanese Americans in internment camps.

4. Women’s Army Corps (WAC)------------------------- Ch. 36 Section 5*a women’s unit of the U.S. army established in 1942.

Key Content Terms – WWII5. Double V Campaign------------------------------------ Ch. 35 Section 6

*campaign in which black leaders called for all citizens to fight against racism by seeking a “double victory” – victory for democracy at home and abroad.

6. Tuskogee Airmen--------------------------------------- Ch. 35 Section 6*group of Army Air Corps pilots and support crews, established in 1941 as the first black combat unit.

7. War Refugee Board-------------------------------------Ch. 35 Section 7*agency created in 1944 that arranged for Jewish refugees to stay at centers in Italy and North Africa as well as former army camps in U.S.

8. Zoot Suit Riots-------------------------------------------Ch. 36 Section 8*racial clashes in LA in 1943 between mobs of sailors and

marines and Mexican American youths who wore zoot suits.


-Bellwork: Video: Discovery Education – “World War 2 Begins”

-Chapter 35 Notebook1) Complete Section 2 in Notebook – Discuss & Complete w/

shoulder partner2) Read Section 3-8 and complete notebook

Homework: 1) Discussion Board Ch. 35-36 – WWII – 2nd Post2) TCI Online Quiz – Chapter 35 - FRIDAY


-Bellwork: 1) NONE


Homework: 1) NONE


-Bellwork: -Historical Document Timeline Presentations – Week 29

-Discuss Notes Sections 2-8 Chapter 35

-Quiz – TCI Online Chapter 35

Homework: 1) NONE


-Bellwork: Video: Discovery Education (Still need to find)

-Finish Notebook Ch. 351) Discuss sections 3-8 of notebook – hardships2) Complete “Processing” in Notebook

-Chapter 35 Quiz – TCI

-”Pain & Legacy of War” – story of veterans of Iraq & Afghanistanhttp://www.washingtonpost.com/sf/national/2014/03/29/a-legacy-of-pride-and-pain/

Homework: 1) Discussion Board – about “Pain and Legacy of War”

http://www.washingtonpost.com/sf/national/2014/03/29/a-legacy-of-pride-and-pain/





April 1-Objective: Each student will consider the question “What military strategies did the U.S. & its allies pursue to defeat the Axis Powers?”

-Bellwork: Video “Enemy at the Gates”

-Chapter 36 Notebook – Next Slides1) Vocabulary Chapter 36

-Notebooks – Chapter 36 – Fighting WWII1) Consider question: What military strategies did the U.S. and its allies pursue to defeat the Axis powers in WWII?2) “Preview” – Choose your strategy and explain why.3) Cut out maps & tape in center of your notebooks

*Read Section 2*Complete Notes – Together in Class

Homework: 1) NONE

Key Content Terms – WWII1. Allies------------------------------------------------------- Ch. 36 Section 2

*the countries the fought against Axis powers in WWII (G.B., Soviet Union, France until 1942, Middle East, U.S. in 1942)

2. Axis Powers---------------------------------------------- Ch. 36 Section 2*the alliance between Germany, Italy, and Japan during WWII

3. Battle of Stalingrad------------------------------------ Ch. 36 Section 3*a key Soviet victory during WWII that ended Hitler’s effort to

conquer USSR4. D-Day------------------------------------------------------- Ch. 36 Section 3

*June 6, 1944, the day that the Allied invasion of German-occupied France began.

Key Content Terms – WWII5. Holocaust------------------------------------------------ Ch. 36 Section 3

*the systematic, state-sponsored persecution and murder of Jews and other minority groups by the Nazis.

6. Battle of Midway--------------------------------------- Ch. 36 Section 5*U.S. naval victory in the Pacific during WWII that stopped

Japanese expansion and forced Japan to focus on defense.7. Battle of Okinawa---------------------------------------Ch. 36 Section 5

*U.S. victory in WWII that positioned the Allies for an invasion into Japan.

8. Manhattan Project--------------------------------------Ch. 36 Section 5*the top-secret U.S. gov’t project that developed the atomic

bomb.

April 2-Objective: Each student will critically analyze a historical document timeline presentation given by their peers

-Bellwork: 1) NONE


Homework: 1) NONE

April 3-Objective: Each student will examine text and maps to understand the military strategies and events of WWII.

-Bellwork: Guided Question: What is Mr. Lahm going to do about those people who are copying and pasting their information on discussion boards?

*Go over what constitutes plagarism – EX. – rewriting exact sentences, etc.

Consider the question What military strategies did the U.S. and its allies pursue to defeat the Axis powers in WWII?

-Bellwork: NONE

-Notebooks – Chapter 36 – Fighting WWII1) Read Section 3 and complete notes on map2) Show Video clip from: “Saving Private Ryan”3) HOMEWORK - Read Section 4 & 5 and complete notes

*Discuss

Homework: 1) TCI Quiz – Ch. 36 – TOMORROW2) Corrected Discussion Boards - WEDNESDAY

April 4-Objective: Each student will evaluate U.S. military strategies in WWII.

-Bellwork: -Historical Document Timeline Presentations – Week 29

-Notebooks – Chapter 36 – Fighting WWII1) Read Section 3 and complete notes on map2) Show Video clip from: “Saving Private Ryan”3) HOMEWORK - Read Section 4 & 5 and complete notes

*Discuss

-Discuss Schedule and Homework for rest of week

Homework: 1) NONE

April 5-Objective: Each student will evaluate the Internment of the Japanese during WWII

-Bellwork: -Japanese Internment Questions on Angel

Homework: 1) NONE


-Bellwork: Discuss Notebooks Chapter 36

-Complete “Processing” Portion of Notebook

-TCI Online Quiz – Chapter 36*Review*Take quiz*Collect Notebooks

Homework: 1) NONE


-Bellwork: NONE

-No School – LDNE Track Meet

Homework: 1) NONE

April 10-Objective: Each student will evaluate primary document newspapers to find key elements of text, context, and subtext

-Bellwork: Preview Primary Documents & look at discussion board assignment on Angel.

-Stations – 1) Pair students in groups of 22) See Discussion Board #32 – on Angel to complete your tasks.

*EACH PERSON IS RESPONSIBLE FOR COMPLETING THE DISCUSSION BOARD.

Homework: 1) Discussion Board #32 - TOMORROW


-Bellwork: 1) NONE


Homework: 1) NONE

Obj. – Students will analyze the Cold War by developing an events timeline.

Bellwork: NONE

-Begin Discussion of Cold War Events Timeline Project1) Assign each student to a topic & create poster – 20 min.

*Create a poster that shows the key info for assigned topic2) Create Google Document – invite all students – 15 min.

*Students should create 3 questions on a Google Doc. that require a greater response than “yes” or “no”

3) Students will answer questions in notebook by travelling around room

*Be sure to label each section

-Homework – 1) Discussion Board2) Quiz tomorrow over Cold War

April 15

1) United Nations (37:2)2) Nuremburg War Crimes Trials (37:3)3) GI Bill of Rights (37:4)4) Yalta Conference (38:2)5) Potsdam Conference (38:2)6) containment (38:3)7) Iron Curtain (38:4)8) Truman Doctrine (38:4)9) Marshall Plan (38:5)10) Molotov Plan (38:5)11) Berlin Blockade (39:2)12) NATO v. Warsaw Pact (39:2)13) “Fall of China” to Communism (39:3)

Cold War Events – Poster Project

14) Korean War (39:3) (beginning to firing of MacArthur)15) Korean War 39:3) (situation between North & South Korea)16) H-bomb & arms race (39:5)17) brinksmanship, deterrance, and Mutual Assured Destruction (39:5)18) House Un-American Committee (40:2)19) McCarthyism (40:2)


Bellwork: U.S. Marines Band

-Begin Discussion of Cold War Events Timeline Project1) Assign each student to a topic & create poster – 20 min.

*Create a poster that shows the key info for assigned topic2) Create Google Document – invite all students – 15 min.

*Students should create 3 questions on a Google Doc. that require a greater response than “yes” or “no”

3) Students will answer questions in notebook by travelling around room

*Be sure to label each section

-Homework – 1) Discussion Board2) Quiz tomorrow over Cold War

April 16


Bellwork: Finish answering questions around room

-Work on Discussion Board – if you finish early

-Homework – 1) Discussion Board 2) Cold War Quiz TOMORROW

April 17


Bellwork: Finish answering questions around room

-Use Timeline for Cold War Events Quiz

-Cold War quiz – Cold War Events*Story Handout*Grade in Class

-Homework – 1) Discussion Board – Cold War

April 18

April 19-Objective: Each student will investigate the question: What important events took place during JFK’s Presidency?

-Bellwork: NONE

-Junior students decorating for prom

Homework: 1) Discussion Board – Cold War – 1st Post

April 22-Objective: Each student will investigate the question: What important events took place during JFK’s and LBJ’s Presidency?

-Bellwork: Grade quizzes from Thursday

-Sharing the Story – Google Documents – Ch. 47, 48, 50 1) I will invite all students to document

*Need everyone’s email address. (BE SURE IT WORKS ON GOOGLE DOCS)

2) Go over “Sharing the Story” project & topics – next slide

Homework: 1) Discussion Board – Cold War – 2nd Post

*The story of the Cold War, Civil Rights, and the Vietnam may really be understood in the presidencies of JFK (John F. Kennedy) and LBJ (Lyndon B. Johnson). Each of you will be responsible for summarizing a portion of the story. I will send you an invitation to a Google Document. Within this document, you will compare and contrast what each president did to extend or end these different eras. Be creative. Please use some pictures to illustrate the story.

*Each of you needs to complete at least 2 parts of the info. BE SURE TO PUT YOUR NAME BESIDE WHAT YOU COMPLETED!

Sharing the Cold War/Civil Rights/Vietnam Story

Obj. – Students will debate a recent issue that has been discussed by the school board

Bellwork: -Go over Cold War, Civil Rights, Vietnam Google Docs

-Issue: Requiring students to participate in A) AT LEAST 1 sport for 4 years B) AND at least 4 years of speech & debate OR 4 years of One-Act and Spring PlayC) AND at least 2 years of high school music

1) Show Eyes on the Prize Video “Emmitt Till” – HANDOUT*Do not show this on this screen.

-Homework – 1) Angel Quiz – Thursday – using Google Doc.

April 23


-Bellwork: -Study Habits Survey


-Cold War, Civil Rights, Vietnam Quiz – Angel (may use Google Doc)

-Video - ”Eyes on the Prize” – Fill out questions on Handout

Homework: 1) Discussion Board – Cold War – 2nd Post


-Bellwork: 1) NONE

-Video: 10 Days That Unexpectedly Changed America: “Freedom Summer”

Homework: 1) NONE

Obj. – Students will evaluate why the Civil Rights Movement was so valuable and important in American History.

Bellwork: -Discuss Video “Freedom Summer”

-Literacy Test – Civil Rights

-Historical Documents Presentations (from last week)

-”Preview” Notebook Handout*Discuss

-Homework – 1) Discussion Board – Civil Rights – 1st Post

April 29

Obj. – Students will evaluate why the Civil Rights Movement was so valuable and important in American History.

Bellwork: -Discretion in Thoughts, Words, and Jokes

-Analyzing “Strange Fruit” – Billie Holiday

-Photos of African American mistreatment*Handout

http://www.kodak.com/US/en/corp/features/moore/mooreIndex.shtml

-Black & White Prom Article – Handouthttp://www.nytimes.com/2009/05/24/magazine/24prom-t.html?pagewanted=all

-Homework – NONE

April 30

http://www.kodak.com/US/en/corp/features/moore/mooreIndex.shtml

http://www.nytimes.com/2009/05/24/magazine/24prom-t.html?pagewanted=all

Obj. – Students will analyze primary accounts of situations that occurred before the Civil Rights Movement.

Bellwork: Review “Preview” T or F

-Watch & Review “Eyes on the Prize” *Discuss

-”Behind the Veil” – website & handout*http://withoutsanctuary.org/main.html – photos of lynchings

-Clicker Quiz – “Eyes on the Prize” and “Behind the Veil”

-Homework – 1) Discussion Board – Civil Rights – 1st Post

May 1

May 2-Objective: Each student will investigate the question: How did civil rights activists advance the ideals of liberty, equality, and opportunity for African Americans?

-Bellwork: -Clicker Quiz – Eyes on the Prize

-Chapter 44 Notebook – Next Slides1) Vocabulary Chapter 44

-Notebook Chapter 44 – Handout1) Groups of 3. 2) Section 2-7 Timeline3) Discuss when finished

Homework: 1) Discussion Board Ch. 44 – Civil Rights – 1st Post

Key Content Terms – Civil Rights1. Montgomery Bus Boycott--------------------------- Ch. 44 Section 2

*a 1955 bus boycott that resulted in the integration of Montgomery, Alabama’s bus system

2. Southern Christian Leadership Conference------ Ch. 44 Section 2*organization formed by Martin Luther King Jr. and other civil

rights leaders in 1957 to use nonviolent resistance to achieve social and political goals.

3. Student Nonviolent Coordinating Committee-- Ch. 44 Section 3*civil rights organization formed in 1960 by college students, who organized sit-ins and other nonviolent protests.

4. Freedom Rides------------------------------------------ Ch. 44 Section 3*civil rights protests in which blacks and whites rode interstate

buses together in 1961 to test whether southern states were complying with the Supreme Court ruling against segregation on interstate transport.

Key Content Terms – Civil Rights5. March on Washington-------------------------------- Ch. 44 Section 3

*1963 protest in which more than 250,000 people demonstrated in the nation’s capital for “jobs and freedom” and the passage of civil rights legislation.

6. Civil Rights Act of 1964------------------------------- Ch. 44 Section 5*a landmark act that banned discrimination on the basis of

race, sex, religion, or national origin; the most important civil rights law since Reconstruction.7. Freedom Summer---------------------------------------Ch. 44 Section 5

*1964 campaign by CORE and SNCC to register black voters in Mississippi.

8. Voting Rights Act of 1965-----------------------------Ch. 44 Section 5*an act of Congress outlawing literacy tests and other tactics that had long been used to deny African Americans the right to vote.

May 3-Objective: Each student will critically analyze a historical document timeline presentation given by their peers

-Bellwork: 1) NONE


-Play music from Civil Rights

Homework: 1) NONE


-Bellwork: -Discuss Civil Rights

*Tete Presentation

-Notebook Chapter 44 – Handout1) Groups of 3. 2) Section 2-7 Timeline

*Discuss when finished3) Complete “Processing” Portion 4) Discuss when finished

Homework: 1) Notebook Complete 2) Clicker Quiz TOMORROW


-Bellwork: -Discuss Notebook & Processing Ch. 44

*Tete Presentation

-Clicker Quiz – Notebook Ch. 44*Collect Notebooks

-Show Vietnam Video – Preview & Counterculture

Homework: 1) No Discussion Board this week


-Bellwork: -Pass back Notebooks - graded

-Play some music from Vietnam Era (play throughout notebook)

-Notebook – Ch. 49 – Counterculture1) Vocabulary – next slides2) Complete Preview Section & Discuss3) Complete Section 2 & 3 Notebook AND “Processing” -

TOMORROW

Homework: 1) Notebook Ch. 49:2-3 AND “Processing” TOMORROW

Key Content Terms – Counterculture – Ch. 491. counterculture------------------------------------------ Ch. 49 Section 1

*group in society with ideas and behaviors very different from those of the larger mainstream culture.

2. New Left-------------------------------------------------- Ch. 49 Section 2*political movement formed by student activists in the 1960s

to promote traditional American ideals such as allowing all people to take an active role in government

3. Free Speech Movement------------------------------ Ch. 49 Section 2*student movement in 1964 @ U. of Cal. – Berkeley in protest

of a rule that banned political activities on campus and ban was eventually ended.

4. hippie----------------------------------------------------- Ch. 49 Section 2*1960s, a young person who took part in rebelling against the

social expectations of the older generation and supported love, peace, and freedom.

Key Content Terms – Counterculture – Ch. 495. the Establishment-------------------------------------- Ch. 49 Section 2

*term used by members of the counterculture to describe the people and institutions who controlled society.

6. sexual revolution--------------------------------------- Ch. 49 Section 3*shift in attitudes about sex and marriage that occurred during the 1960s as hippies espoused a more permissive outlook on sexual behavior than members of the mainstream.

7. Woodstock-----------------------------------------------Ch. 49 Section 3*3 day music festival in the summer of 1969 that was held at a farm in upstate New York, was attended by 400,000 people,

and helped popularize a new generation of rock performers.


-Bellwork: -Discuss “Processing” Portion of Notebook

-TCI Quiz Online – Ch. 49

*Collect Notebooks

-Vietnam Song Projects – Creating Song Videos

*Explain and Discuss Rubric – NEXT SLIDE

Homework: 1) Vietnam Song Projects - WEDNESDAY

Vietnam Song ProjectRubric____/2 Song choice reflects the time period____/7 Presentation brief but complete (Should take 3 min. or less)

*Includes a history of the song (when written, who performed it, etc.)*Explains the main idea and purpose of the song*Analyzes at least 2 key phrases by sharing the exact quotation of lyric(s) and what those words mean*Expresses opinion as to why this song was significant by using at

least 1 fact from history with an explanation (this might require some research)

____/16 Video____/3 Video should have title of song written as well as the

main purpose of the song either written or narrated.____/3 Video has key images from the time period of song w/

reference list of pictures____/3 Music is played throughout video with smooth transitions between pictures____/3 Pictures should be appropriate and fit the lyrics and mood of music ____/4 Lyrics placed on appropriate slides to follow music.

_____/25 TOTAL


-Bellwork: -NONE

-Work on Vietnam Song Project Videos

Homework: 1) Historical Document Projects – MONDAY 2) Vietnam Song Project Videos - WEDNESDAY


-Bellwork: 1) NONE


-Work on Videos Project

Homework: 1) Vietnam Song Project Videos - WEDNESDAY


-Bellwork: -NONE

-Work on Vietnam Song Project Videos

Homework: 1) Vietnam Song Project Videos - TOMORROW


-Bellwork: -Be sure video is uploaded to YouTube and ready to present

-Begin Presentations Today

*Draw from hat





*Draw from hat



-Bellwork: 1) NONE


-Present Vietnam Song Projects

Homework: 1) Vietnam Song Project Videos - WEDNESDAY




*Draw from hat
