January 6
-Objective: Each student will analyze sources for the text,
context, subtext
-Bellwork: Introductions
-Analyzing Sources – Text, Context, Subtext
1) Groups of 2
2) Analyze sources - Individual
3) Groupwork
-Discuss & Show Examples
Homework: 1) Must have your guiding question TOMORROW
Primary Documents
Zimmerman Note – search “Zimmermann Note”
http://www.archives.gov/global-pages/largerimage.html?i=/education/lessons/zimmermann/images/deco
ded-messagel.jpg&c=/education/lessons/zimmermann/images/decodedmessage.caption.html
U.S. Declaration of War – World War I
*Handout
Key Parts to Include – All Sources
Text
 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?
January 7
-Objective: Each student will analyze sources for the text,
context, subtext
-Bellwork: Introductions
-Analyzing Sources – Text, Context, Subtext
1) Groups of 2
2) Analyze sources - Individual
3) Groupwork
-Discuss & Show Examples
Homework: 1) Must have 1 primary source analyzed MONDAY
January 8
-Objective: Each student will analyze sources for the text,
context, subtext
-Bellwork: Introductions
-Analyzing Sources – Text, Context, Subtext
1) Groups of 2
2) Analyze sources - Individual
3) Groupwork
-Discuss & Show Examples
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 Documents
a. Google for “Treaty of Versailles”
b. Go to Wikipedia site
c. 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 Sources
1. Assign students their topics
2. Each student must find a primary source for their topic
3. Source must be approved by Mr. Lahm
4. 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
January 13
-Objective: Each student will synthesize information to demonstrate
understanding of how new military technologies changed the course
and conduct of WWI.
-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 – Activity
1) Groups of 2
2) Learning About WWI Military Technologies – next slide
*Look at the different technologies of WWI
3) Follow directions to complete notebook
Homework: 1) Discussion Board – Ch. 22-23 - Wednesday
Steps for Learning about WWI Military Technologies
1. 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 Notes
a. 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.
January 14
-Objective: Each student will synthesize information to demonstrate
understanding of how new military technologies changed the course
and conduct of WWI.
-Bellwork: Discuss how military technology had changed during WWI.
-New Technology of WWI – Activity
1) Groups of 2
2) Finish Section 3 of notebook – analyzing WWI technology
3) 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
January 16
-Objective: Each student will synthesize information to demonstrate
understanding of how new military technologies changed the course
and conduct of WWI.
-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 Versailles
1) ”Long Live Wilson” – Photograph – Ask questions
2) Pass back Notebooks (collect at end of period for
grading)
*Complete the Preview section of Notebook
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 Versailles
1) ”Long Live Wilson” – Photograph – Ask questions
2) 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 Versailles
1. 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 & security
3. 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 Versailles
5. 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
January 24
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Historical Document Timeline Presentations – Week 21
-Ch. 25 Presentation – Treaty of Versailles
1) 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 State
2) Junior Law Cadet
***Discuss patriotism
Homework: 1) Discussion Board – Ch. 26 - Wednesday
January 28
-Objective: Each student will investigate the question: What effects did
postwar tensions have on America’s founding ideals?
-Bellwork: Work on completing essays Treaty of Versailles
-Ch. 26 Presentation – Postwar Tensions
*Chapter 26 Notebook “Preview”
-Vocabulary – Ch. 26 – next slide
-Chapter 26 Notebook – Read Section 2 “Emerging Economic Turmoil
*Complete Notes in Notebook
Homework: 1) Discussion Board – Ch. 26 - Wednesday
Key Content Terms – Postwar Tensions
1. 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 Tensions
5. 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.
January
30
-Objective: Each student will investigate the question: What effects did
postwar tensions have on America’s founding ideals?
-Bellwork: Finish Vocab. Chapter 26
*Clicker Quiz – Ch. 26 Vocabulary
-Visual Discover Activity – Sacco & Vanzetti
1) 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 Notebook
1) Read Section 3 “Rising Labor Tensions” – Visual A on Presentation
2) Read Section 4 “Red Scare” – Visual B on Presentation
3) 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 & Vanzetti
1) Project Sacco & Vanzetti Plead for Clemency – Visual D on Presentation
*Ask questions
-Clemency Hearing Activity – Determining the fate of Sacco & Vanzetti
1) Work with group to answer questions on role cards
2) Group 1 – Lowell Committee – move desks to front of room
3) Have each group send a person to front to testify for group
4) Visual 26E (once all presented) and play “Testimony of Vanzetti” audio
5) Present the historical verdict – in teacher notes
-Chapter 26 Notebook – Read Section 6 & complete notes
Homework: 1) Discussion Board – Ch. 26 - Wednesday
January 31
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Historical Document Timeline Presentations – Week 22
-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 & Vanzetti
1) Project Sacco & Vanzetti Plead for Clemency – Visual D on Presentation
*Ask questions
-Clemency Hearing Activity – Determining the fate of Sacco & Vanzetti
1) Work with group to answer questions on role cards
2) Group 1 – Lowell Committee – move desks to front of room
3) Have each group send a person to front to testify for group
4) Visual 26E (once all presented) and play “Testimony of Vanzetti” audio
5) Present the historical verdict – in teacher notes
-Chapter 26 Notebook – Read Section 6 & complete notes
-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 & Vanzetti
1) Project Sacco & Vanzetti Plead for Clemency – Visual D on Presentation
*Ask questions
-Clemency Hearing Activity – Determining the fate of Sacco & Vanzetti
1) Work with group to answer questions on role cards
2) Group 1 – Lowell Committee – move desks to front of room
3) Have each group send a person to front to testify for group
4) Visual 26E (once all presented) and play “Testimony of Vanzetti” audio
5) Present the historical verdict – in teacher notes
-Chapter 26 Notebook – Read Section 6 & complete notes
-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
February 7
-Objective: Each student will describe the social trends and innovations
that shaped popular culture during the 1920s.
-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
-Vocabulary – Ch. 28 – next slide
-Roaring 20s Celebrity Party
1) Chapter 28 Notebook – Handout
2) Each person will be assigned a biography & section of Ch. 28
3) 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)
Homework: 1) Discussion Board – Ch. 28 - Wednesday
Key Content Terms – Roaring 20s
1. 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 boom
3. 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 20s
5. 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.
February 11
-Objective: Each student will describe the social trends and innovations
that shaped popular culture during the 1920s.
-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 time
2) Read Chapter 28 - TCI
Homework: 1) Discussion Board
2) Chapter 28 Quiz - TOMORROW
February 12
-Objective: Each student will describe the social trends and innovations
that shaped popular culture during the 1920s.
-Bellwork: Look at question: What social trends and innovations shaped
popular culture during the 1920s?
-Roaring 20s Party
a. Tape person face to craft stick – be able to read info on back
b. 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
February 13
-Objective: Each student will describe the social trends and innovations
that shaped popular culture during the 1920s.
-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
-Vocabulary – Ch. 30 – next slide
-President’s DVD of 1920s (Wilson, Harding, Coolidge, Hoover)
Homework: 1) NONE
Key Content Terms – Great Depression
1. 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 well
3. overproduction----------------------------------------- Ch. 30 Section 3
*a situation in which more goods are being produced than
people can afford to buy.
Key Content Terms – Great Depression
4. 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! Game
1) Pass out Student Handout A – Yee Haw point calculation
2) Put students into groups of 2
3) Project Info Master on Overhead – Reveal new point totals after
each round.
Homework: 1) NONE
February 19
-Objective: Each student will experience a loss representative of the
stock market crash and make comparisons between history and the
classroom exercise.
-Bellwork: NONE
-County Gov’t Day
Homework: 1) Discussion Board – Week #25
2) Complete “Processing” – Quiz on Friday
February 20
-Objective: Each student will experience a loss representative of the
stock market crash and make comparisons between history and the
classroom exercise.
-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
-Historical Document Timeline Presentations – Week 25
-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”
Homework: 1) Discussion Board – Ch. 33 - Wednesday
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
-Vocabulary – Ch. 33 – next slide
-New Deal Murals
1) 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 Deal
1. 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 Depression
5. 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 oldage assistance and benefits, unemployment compensation,
and aid to needy mothers, children, and the blind
7.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 Murals
1) 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
3) 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 Murals
1) Finish murals
2) Have a public unveiling of the murals
3) Complete Section 2-5 Notebook
4) 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
-Historical Document Timeline Presentations – Week 25
-???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 Murals
1) Finish murals
2) Have a public unveiling of the murals
3) Complete Section 2-5 Notebook
4) 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 – Research
1) Youtube video http://www.youtube.com/watch?v=Mk37YSdx3ag
2) Pass out new topics
3) Begin guided research (*Using Wikipedia for good and not evil)
4) Find a primary source
Homework: 1) NONE
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
March 5
1. 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 WWII
1. 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 Depression
4. 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 2
4) Project Information Master (next slide) & explain that students can win more tokens
5) 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 2
1.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
Discussing Aggression & Appeasement
Discuss aggression and appeasement
*Write in Notebook
1) 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)
March 17
-Objective: Each student will experience examples of aggression and
appeasement and compare them w/ important events leading up to
WWII.
-MAPS Testing
March 18
-Objective: Each student will experience examples of aggression and
appeasement and compare them w/ important events leading up to
WWII.
-Bellwork: Discuss question: Could WWII have been prevented?
-Notebook Chapter 34
1) Complete Section 3-5 diagram in notebook
2) Read Section 3-5 in book and complete the diagram.
*Discuss
3) Processing portion of Notebook
Homework: 1) Section 3-5 Notebook - MONDAY
March 19
-Objective: Each student will experience examples of aggression and
appeasement and compare them w/ important events leading up to
WWII.
-Bellwork: Discuss question: Could WWII have been prevented?
-Notebook Chapter 34
1) Discuss Chapter 34 – Section 3-5 Notebook
2) “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
March 21
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Historical Document Timeline Presentations – Week 28
-Vocabulary – Ch. 35 – next slides
Homework: 1) NONE
March 24
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 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
-Vocabulary – Ch. 35 – next slides
-Chapter 35 Notebook
1) 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 – WWII
1. 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 – WWII
5. 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.
March 26
-Objective: Each student will investigate the question: What kinds of
opportunities and hardships did the war create for Americans at home
and abroad?
-Bellwork: Video: Discovery Education – “World War 2 Begins”
-Chapter 35 Notebook
1) Complete Section 2 in Notebook – Discuss & Complete w/
shoulder partner
2) Read Section 3-8 and complete notebook
Homework: 1) Discussion Board Ch. 35-36 – WWII – 2nd Post
2) TCI Online Quiz – Chapter 35 - FRIDAY
March 27
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-John Baylor Test Prep – Session 8
Homework: 1) NONE
March 28
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: -Historical Document Timeline Presentations –
Week 29
-Discuss Notes Sections 2-8 Chapter 35
-Quiz – TCI Online Chapter 35
Homework: 1) NONE
March 31
-Objective: Each student will investigate the question: What kinds of
opportunities and hardships did the war create for Americans at home
and abroad?
-Bellwork: Video: Discovery Education (Still need to find)
-Finish Notebook Ch. 35
1) Discuss sections 3-8 of notebook – hardships
2) 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/alegacy-of-pride-and-pain/
Homework: 1) Discussion Board – about “Pain and Legacy of War”
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 Slides
1) Vocabulary Chapter 36
-Notebooks – Chapter 36 – Fighting WWII
1) 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 – WWII
1. 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 USSR
4. D-Day------------------------------------------------------- Ch. 36 Section 3
*June 6, 1944, the day that the Allied invasion of Germanoccupied France began.
Key Content Terms – WWII
5. 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
-John Baylor Test Prep – Session 10
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 WWII
1) Read Section 3 and complete notes on map
2) Show Video clip from: “Saving Private Ryan”
3) HOMEWORK - Read Section 4 & 5 and complete notes
*Discuss
Homework: 1) TCI Quiz – Ch. 36 – TOMORROW
2) 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 WWII
1) Read Section 3 and complete notes on map
2) 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
April 8
-Objective: Each student will evaluate U.S. military strategies
in WWII.
-Bellwork: Discuss Notebooks Chapter 36
-Complete “Processing” Portion of Notebook
-TCI Online Quiz – Chapter 36
*Review
*Take quiz
*Collect Notebooks
Homework: 1) NONE
April 9
-Objective: Each student will evaluate U.S. military strategies
in WWII.
-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 2
2) 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
April 11
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-John Baylor Test Prep – Session 12
Homework: 1) NONE
April 12
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Historical Document Timeline Presentations – Week 29
Homework: 1) NONE
April 15
Obj. – Students will analyze the Cold War by developing an events
timeline.
Bellwork: NONE
-Begin Discussion of Cold War Events Timeline Project
1) Assign each student to a topic & create poster – 20 min.
*Create a poster that shows the key info for assigned topic
2) 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 Board
2) Quiz tomorrow over Cold War
Cold War Events – Poster Project
14) Korean War (39:3) (beginning to
firing of MacArthur)
1) United Nations (37:2)
2) Nuremburg War Crimes Trials (37:3) 15) Korean War 39:3) (situation
3) GI Bill of Rights (37:4)
between North & South Korea)
4) Yalta Conference (38:2)
16) H-bomb & arms race (39:5)
5) Potsdam Conference (38:2)
17) brinksmanship, deterrance, and
6) containment (38:3)
Mutual Assured Destruction (39:5)
7) Iron Curtain (38:4)
18) House Un-American Committee
8) Truman Doctrine (38:4)
(40:2)
9) Marshall Plan (38:5)
19) McCarthyism (40:2)
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)
April 16
Obj. – Students will analyze the Cold War by developing an events
timeline.
Bellwork: U.S. Marines Band
-Begin Discussion of Cold War Events Timeline Project
1) Assign each student to a topic & create poster – 20 min.
*Create a poster that shows the key info for assigned topic
2) 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 Board
2) Quiz tomorrow over Cold War
April 17
Obj. – Students will analyze the Cold War by developing an
events timeline.
Bellwork: Finish answering questions around room
-Work on Discussion Board – if you finish early
-Homework – 1) Discussion Board
2) Cold War Quiz TOMORROW
April 18
Obj. – Students will analyze the Cold War by developing an
events timeline.
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 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
Sharing the Cold War/Civil Rights/Vietnam Story
*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!
April 23
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 Play
C) 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 24
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: -Study Habits Survey
-Historical Document Timeline Presentations – Week 30
-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
April 25
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Video: 10 Days That Unexpectedly Changed America:
“Freedom Summer”
Homework: 1) NONE
April 26
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Video: 10 Days That Unexpectedly Changed America:
“Freedom Summer”
Homework: 1) NONE
April 29
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 30
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 – Handout
http://www.nytimes.com/2009/05/24/magazine/24prom-t.html?pagewanted=all
-Homework – NONE
May 1
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 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 Slides
1) Vocabulary Chapter 44
-Notebook Chapter 44 – Handout
1) Groups of 3.
2) Section 2-7 Timeline
3) Discuss when finished
Homework: 1) Discussion Board Ch. 44 – Civil Rights – 1st Post
Key Content Terms – Civil Rights
1. 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 Rights
5. 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
-Historical Document Timeline Presentations – Week 32
-Play music from Civil Rights
Homework: 1) NONE
May 6
-Objective: Each student will investigate the question: How did civil
rights activists advance the ideals of liberty, equality, and opportunity
for African Americans?
-Bellwork: -Discuss Civil Rights
*Tete Presentation
-Notebook Chapter 44 – Handout
1) Groups of 3.
2) Section 2-7 Timeline
*Discuss when finished
3) Complete “Processing” Portion
4) Discuss when finished
Homework: 1) Notebook Complete
May 7
-Objective: Each student will investigate the question: How did civil
rights activists advance the ideals of liberty, equality, and opportunity
for African Americans?
-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
May 8
-Objective: Each student will investigate the question: How did civil
rights activists advance the ideals of liberty, equality, and opportunity
for African Americans?
-Bellwork: -Pass back Notebooks - graded
-Play some music from Vietnam Era (play throughout notebook)
-Notebook – Ch. 49 – Counterculture
1) Vocabulary – next slides
2) Complete Preview Section & Discuss
3) Complete Section 2 & 3 Notebook AND “Processing” TOMORROW
Homework: 1) Notebook Ch. 49:2-3 AND “Processing” TOMORROW
Key Content Terms – Counterculture – Ch. 49
1. 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. 49
5. 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.
May 9
-Objective: Each student will investigate the question: How did civil
rights activists advance the ideals of liberty, equality, and opportunity
for African Americans?
-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
Rubric
____/2
____/7
Vietnam Song Project
Song choice reflects the time period
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
Rubric
____/2
____/7
Vietnam Song Project
Song choice reflects the time period
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
May 10
-Objective: Each student will investigate the question: How did civil
rights activists advance the ideals of liberty, equality, and opportunity
for African Americans?
-Bellwork: -NONE
-Work on Vietnam Song Project Videos
Homework: 1) Historical Document Projects – MONDAY
2) Vietnam Song Project Videos - WEDNESDAY
May 13
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Historical Document Timeline Presentations – Week 33
-Work on Videos Project
Homework: 1) Vietnam Song Project Videos - WEDNESDAY
May 14
-Objective: Each student will investigate the question: How did civil
rights activists advance the ideals of liberty, equality, and opportunity
for African Americans?
-Bellwork: -NONE
-Work on Vietnam Song Project Videos
Homework: 1) Vietnam Song Project Videos - TOMORROW
May 15
-Objective: Each student will investigate the question: How did civil
rights activists advance the ideals of liberty, equality, and opportunity
for African Americans?
-Bellwork: -Be sure video is uploaded to YouTube and ready to
present
-Begin Presentations Today
*Draw from hat
Homework: 1) Vietnam Song Project Videos - TOMORROW
May 16
-Objective: Each student will investigate the question: How did civil
rights activists advance the ideals of liberty, equality, and opportunity
for African Americans?
-Bellwork: -Be sure video is uploaded to YouTube and ready to
present
-Begin Presentations Today
*Draw from hat
Homework: 1) Vietnam Song Project Videos - TOMORROW
May 17
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Historical Document Timeline Presentations – Week 34
-Present Vietnam Song Projects
Homework: 1) Vietnam Song Project Videos - WEDNESDAY
May 20
-Objective: Each student will investigate the question: How did civil
rights activists advance the ideals of liberty, equality, and opportunity
for African Americans?
-Bellwork: -Be sure video is uploaded to YouTube and ready to
present
-Begin Presentations Today
*Draw from hat
Homework: 1) Vietnam Song Project Videos - TOMORROW