August 14
-Bellwork: 1) Quick Introduction & Names
2) Clicker Quiz – American History Literacy Test
*http://www.readfaster.com/culturalliteracy/
test.asp?tid=319
-Syllabus & Procedures – on Angel
-Check out online version of textbook - www.learntci.com
1) Begin process of getting each student logged-in
*YOU WILL NEED MY EMAIL ADDRESS!!!
2) Navigate the book
-Profiles in History – Discussion Board Posts – Handout
*HOMEWORK–Include your profile of yourself - TOMORROW
Seating Chart
Front of Room
Chevy & Kayci
Victoria & Aaron
Jaden & Darcey
Bailey & Morgan
Dylan & Tamara
Shane & Ariel & Cody
August 15
-Objective: Each student will learn about the process of writing
history and discuss the reasons people study history.
-Bellwork: -Profiles in History – Personal Profile
*Response to 2 Peers by TOMORROW
***Profiles in History – Person of Choice must do majority of
major work during the years listed. – not birthday
-Learning history through each other.
1) Need 5 “feature students” volunteers
2) The Getting to Know You Game – Explain
*Handout
3) Account – next slide
-Homework: 1) Profiles in History - 2 Responses
2) Bring Notebook
Eyewitness Account
ON YOUR OWN - Write the answers to these
questions on the back of your game sheet. ONLY
INCLUDE INFORMATION THAT YOU ARE CERTAIN!
Who? (name, height, clothing, facial expression)
What?
Where? (location in the classroom)
When? (approximate time)
How?
Eyewitness Account – feature student
2. Ask “feature” students back to the room.
“Feature” students must listen to the eyewitness
accounts and come up with a more detailed
summary of what happened.
3. “Feature” students – be sure to ask clarifying
questions like “who, what, when, where, why,
how?”
4. “Feature” students must read their accounts
outloud.
August 16
-Objective: Each student will identify the facts AND determine the various
interpretations surrounding Nat Turners Rebellion.
-Bellwork:-Nat Turners Rebellion
1.READ the Handout “Nat Turners Rebellion.”
2. On a half sheet of paper, write the answer to the:
who, what, when, where, why, and how of the story.
-Analyzing images – 7 groups of 3
*Questions to Answer on NEXT SLIDE
-Analyzing Textual Sources – 3 groups of 6-7 students – SKIP A SLIDE
*Combine groups of 3 to groups of 6.
*Break from Home Groups into Expert Groups.
Homework: 1) Responses to Profiles - Monday
Analyzing Images – Questions to Discuss
Analyzing images – 7 groups of 3
1) How is this person and his actions displayed?
2) How are this person’s personality and
emotional state portrayed?
3) Why would artists produce such different
interpretations?
4) What contradiction regarding democracy and
freedom might Nat Turner’s actions symbolize?
5) Should this man, Nat Turner, be an American
hero?
August 19
-Objective: Each student will construct an historical argument regarding how
Nat Turner’s Rebellion should be memorialized.
-Bellwork: -Analyzing Images – Get back into these groups
*What do we know about sources of info AND how might that impact
the interpretation we develop of Turner as hero OR villain?
-Analyzing Textual Sources – Back into Expert Groups –Next Slide
*Review Document about Nat Turner’s Rebellion to start
-In-Class Discussion – skip a slide
-The impact of authorship – Resource Sheet 5 – on PDF
*SKIP 2 SLIDES
Homework: 1) Nat Turner’s Rebellion: A Historical Marker
Analyzing Sources – Steps
3 Groups of 6 or 7 – Expert Groups
*Number off in home group from 1 to 6. These
numbers will be your expert group.
*1 Source per student.
1. In expert groups, choose write down the key
information in the appropriate box on Resource
Sheet 4
2. Get back together with home group
a. explain your source
b. write down other’s info in the appropriate
box
3. Be prepared to share info in class
In-Class Discussion - Sources
1. As a southern slaveholder, how would you react
when you discovered the information about Nat
Turner’s rebellion?
2. What impact might Turner’s rebellion have on the
developing Abolitionist movement in the North?
3. Why, in 1831, would it be more likely for a
successful slave rebellion to occur in Virginia rather
than Alabama or Mississippi?
A Tool for Attacking the Sources
Having seen the background info on the sources, how
does the new information affect your thinking?
***Authorship must always be questioned.***
Commemorating a Radical Life?
Why would we commemorate an historical event
with a marker, sign, statue, or plaque?
“A principled, man of faith, organized and led a
rebellion against people that supported an activity
that was deemed immoral and a crime against God.
His leadership skills created a small band of followers
that took up arms and defended their beliefs.”
Would you commemorate this person?
August 20
-Objective: Each student will critically analyze a historical document
timeline presentation given by Mr. Lahm
-Bellwork: Pass in Nat Turner historical markers
*Discuss
-Review Discussion Board Posts from last week
1) Check strong & weak posts and responses
2) Begin work on discussion board post on Nat Turner
Homework: 1) Discussion Board Post - TOMORROW
August 21
-Objective: Each student will critically analyze a historical document
timeline presentation given by Mr. Lahm
-Bellwork: Discussion Board Posts – Nat Turner
1) Discuss
-Interpreting Historical Documents Timeline Project
1) Assign Topics – next slide(s)
2) Show “Research” in Tools of Google Drive
3) Assignment – (POST IN FOLDER ON GOOGLE DOCS)
a. Find 1 primary source writing & 1 primary source visual
b. Find 1 secondary source writing & 1 secondary source visual
-Work on Responses to Discussion Board Posts
Homework: 1) Responses by Tomorrow
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Topics for historical interpretation
Thomas Jefferson – Champion of Declaration or Slaveholder Hypocrite
Missouri Compromise – Helpful or hurtful toward slavery debate
Slavery – economic necessity or moral corruption
Civil War – the true reason for the Civil War
Reconstruction – failure or success
Transcontinental Railroad – giver or taker of life (Who benefitted the
most?)
Haymarket Affair – Who was guilty?
Carnegie, Rockefeller, etc. - Robber barrons or Great
industrialists/philanthropists?
World’s Fair Chicago – The greatest event in U.S. history to this time or
dangerous?
Sherman Anti-trust Act – True business changer or mirage in helping
end corrupt business
Ellis Island and Immigration – Fair procedure or hardship limiting
immigration
Chinese Exclusion Act – Racist or Necessary?
Spanish-American War – How did it actually start?
August 22
-Objective: Each student will critically analyze their historical
documents that they researched yesterday.
-Bellwork:-Grade Completion of 4 sources – have computers out
-Historical Document Presentation
1) Examine sources to be sure sources are appropriate
2) Go over Text/Context/Subtext – on next slide
3) Show example of text, context, and subtext w/ Nat Turner
*Use presentation
4) On same Google Doc as yesterday (below), write down
the text, context, and subtext of each source
Homework: 1) Text/Context/Subtext - TOMORROW
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?
August 23
-Objective: Each student will critically analyze their historical
documents that they researched yesterday.
-Bellwork:-Discussion Board Post Comments
-Historical Document Presentation
1) Examine sources to be sure sources are appropriate
2) Go over Text/Context/Subtext – on previous slide
3) Show example of text, context, and subtext w/ Nat Turner
*Use presentation
4) On Google Doc, write down the text, context, and subtext
of Declaration of Independence
*Discuss as class
Homework: 1) Text/Context/Subtext - MONDAY
August 26
-Objective: Each student will critically analyze their historical
documents that they researched yesterday.
-Bellwork:-Go over text/context/subtext of Declaration of
Independence
-Historical Document Presentation
1) Present my Keynote & Poster on Nat Turner
a. Have students grade my presentation w/ rubric
b. Issues that I see with my presentation
2) Show some presentations & posters from last year
-Assign students textbooks - online
Homework: 1) Profile in History – on discussion board - WEDNESDAY
August 27
-Objective: Each student will critically analyze their historical
documents that they researched yesterday.
-Bellwork:-Explore textbooks - online
-Historical Document Presentation
1) Assign dates for presentations – begin Friday, September
13
2) Create guided question – each student
*Discuss how to
3) Presentation on text/context/subtext for 1 primary source
& 1 secondary source – by FRIDAY
*Need: 1) Guided Question 2) images 3) source citations
Homework: 1) Profile in History – on discussion board – WED.
2) Text/Context/Subtext - Friday
August 28
-Objective: Each student will investigate the question: Have Americans lived up
to the ideals expressed in the Declaration of Independence?
-Bellwork: Pass out Notebook Handout
1) Complete the “Preview” section in your notebook.
2) Discuss
3) 5 Ideals of D.O.I. – next slide
-Declaration of Independence
*Read in pairs
*Discuss 4 parts of the D.O.I. – next slides
-Reading & Notes
1) Read Section 1 – Textbook
2) Complete Notebook entitled – “Section 1”
Homework: 1) Read “Section 2-7” in Textbook – p. 10-15 - TOMORROW
2) Profile in History – Responses – TOMORROW
3) Project References - FRIDAY
August 29
-Objective: Each student will investigate the question: Have Americans lived up
to the ideals expressed in the Declaration of Independence?
-Bellwork: Video: http://www.history.com/topics/declaration-ofindependence/videos#bet-you-didnt-know-independence-day
-Declaration of Independence
*Discuss 4 parts of the D.O.I. – next slides
-Reading & Notes
1) Read Section 1 – Textbook
2) Complete Notebook entitled – “Section 1”
3) Prepare Section 2-6 in notebook
Homework: 1) Read “Section 2-7” in Textbook – p. 10-15 - TOMORROW
2) Project References - FRIDAY
Five Ideals – D.O.I.
Equality:
The condition of
being equal.
Liberty:
Democracy:
The freedom to
think or act without
being limited by
unnecessary force.
A form of
government that
places power in the
hands of the people
Opportunity:
The promise that
people should have
the chance to attain
their hopes and
dreams.
Rights:
Basic conditions
guaranteed to
each person.
Declaration of Independence Notes
• Preamble
– Introduction to an official document
• Natural Rights
– Rights that belong to all people from birth, gov’t gets
power from consent of the governed.
• British Wrongs/Grievances
– Ways in which the British Parliament and King have
wronged Colonial Americans
– 27 grievances listed
• Independence
– Declare Independence from Britain and outline the Rights
you have as United States Citizens
Declaration of Independence - Notes
I.
D.O.I.
A. Five Man Committee
1. John Adams, Benjamin Franklin, Thomas Jefferson,
Robert Livingston, and Roger Sherman
2. Jefferson was main author drawing upon ideas of
John Locke – “…life, liberty, and property…”
B. Signing
1. 56 men signed the D.O.I. with Edmund Rutledge
being the youngest at 26.
2. On July 2, the Lee Resolution was passed formally
ending ties w/ Great Britain.
3. The D.O.I. was actually signed starting August 2,
1776. July 4 marks the approval of the final document
August 30
-Objective: Each student will critically analyze their
historical documents that they researched yesterday.
-Bellwork:-NONE
-Historical Document Presentation
1) Share your Google Doc. in your folder in U.S.
History – 11th
2) Present 1 primary & 1 secondary source
*In front of class
Homework: 1) NONE
September 3
-Objective: Each student will critically analyze their historical documents that
they researched.
-Bellwork:-NONE
-Historical Document Presentation
1) Share your Google Doc. in your folder in U.S. History – 11th
2) Present 1 primary & 1 secondary source
*In front of class
a. Task for each student/audience member – Google Document
*Each person creates Google Document SPREADSHEET – share with
entire class.
1. How does source answer guided question?
2. What would help you better understand each source?
3) Make additions to text/context/subtext
Homework: 1) Profile in History – Week #3
September 4
-Objective: Each student will read and analyze primary and secondary
sources to understand the meaning and significance of the five
founding ideals.
-Bellwork: Cut out & Paste “Notebook – Section 2-6” in Notebook.
1) Complete the Notebook portion – example next slide
-Activity: Analyzing primary and secondary sources
1) Use the handout to record key information – from placards
*Example/Sample – skip a slide
*Be sure to decide which of the 5 ideals the placard
supports and explain why.
*Spend at most 2 minutes at each placard & move on.
Homework: 1) 2 Responses to Peers – Profiles in History
2) References Project – Complete by Tomorrow
3) Notebook – Section 2-6 - TOMORROW
Notebook – Section 2-6 - Example
Ideal and excerpt from the
Declaration of Independence Definition
Influence of the Ideal in 1776
and Today
Equality:
“All men are created equal.”
1776: Colonists wanted to
avoid the inequality they
found in Europe.
Today: Equality of condition
is still not provided to all.
The ideal state in which all
people are treated the same
and valued equally.
Analyzing Placards – Primary &
Secondary Sources
Details observed on Placard B
1. colonists
3. gun smoke
2. Rifles
4. colonial square
One ideal this placard relates to is liberty because this image shows
Americans fighting and dying for freedom.
September 5
-Objective: write a five-paragraph essay analyzing how well Americans have lived up
to the ideals in the Declaration of Independence.
-Bellwork: 1) Have “Notebook – Section 2-6” on desk
*Quick discussion
-Activity: Analyzing primary and secondary sources
1) Use the handout to record key information – from placards
*Example/Sample – skip a slide
*Be sure to decide which of the 5 ideals the placard
supports and explain why.
*Spend at most 2 minutes at each placard & move on.
Homework: 1) Complete “Analyzing Primary & Secondary Sources” Activity
September 6
-Objective: Each student will critically analyze their
historical documents that they researched.
-Bellwork: NONE
-Work on Historical Document Presentations
*Check to see Google Document for due dates on
Presentations
Homework: 1) Historical Document Presentations
begin FRIDAY, SEPTEMBER 13
September 9
-Objective: Each student will write a five-paragraph essay analyzing how well Americans
have lived up to the ideals in the Declaration of Independence.
-Bellwork: Analyzing Sources (Continued from yesterday)
2) Each person should take 1 of the placards (fill in info you missed)
a. Place yourselves in order chronologically from earliest to most recent
b. Step forward if your placard represents
-liberty
-democracy -rights
-opportunity
-equality
c. Step forward if you placard represents
1. events or ideas that moved America toward ideals in the D.O.I.
2. events or ideas that moved America away from ideals in the D.O.I.
3. that Americans live up to the ideals set forth in the D.O.I.
4. that Americans do not live up to those ideals
3) 5-Paragraph Essay – Graphic Organizer Handout – Explain
Discuss Discussion Board Issues - PLAGARISM
Homework: 1) Graphic Organizer for 5-paragraph essay – due TOMORROW
2) Profiles in History - WEDNESDAY
3) 5 Paragraph Essay – due THURSDAY
September 10
-Objective: Each student will write a five-paragraph essay analyzing how well
Americans have lived up to the ideals in the Declaration of Independence.
-Bellwork: Talk about your Outline (5 paragraph essay) – with shoulder partner
-Writing the 5-Paragraph Essay – next slide
1. 5 minutes to write – Paragraph 1 – Introduction
*EXAMPLE – SKIP A SLIDE
2. 10 minutes to write – Paragraph 2 – Body #1 – from Placards A-R
3. 10 minutes to write – Paragraph 3 – Body #2 – from Placards A-R
4. 10 minutes to write – Paragraph 4 – Body #3 – from CURRENT EVENTS
5. 5 minutes to write – Paragraph 5 – Conclusion
Homework: 1) 5 Paragraph Essay – Paragraph 1, Paragraph 2, & Paragraph 3 TOMORROW
5 Paragraph Essay – D.O.I.
Have Americans lived up to the ideals expressed
in the Declaration of Independence?
This essay should include the following elements:
1. An introduction including:
a. a hook that creates interest in the topic of your essay
b. a thesis statement that clearly states your perspective on the essay question
2. Three body paragraphs
a. a topic sentence that clearly states one argument supporting your thesis statement
b. at least 2 pieces of evidence that support the topic sentence. For the first two
paragraphs, use evidence from the placards. For the third paragraph, use evidence from
current events or your own experience.
c. a 1 to 2 sentence explanation of how each piece of evidence supports the topic sentence
or thesis statement.
3. Conclusion
a. reworded version of your thesis statement
b. a brief summary of your main arguments
5 Paragraph Essay – D.O.I.
Have Americans lived up to the ideals expressed
in the Declaration of Independence?
This essay should include the following elements:
1.Hook
a. “”Life, Liberty, and the Pursuit of Happiness is a phrase that all
Americans should so live.
2.Thesis
a. However, are all Americans living in accordance with these ideals
established in the Declaration of Independence?
September 11, 2001 –
Remembering Patriot Day
-Objective: To reflect on September 11 as a date of great tragedy and shaping of current
American foreign policy.
-Bellwork: -”While America Slept: The True Story of 9/11.” – Read &
Discusshttp://abcnews.go.com/Blotter/ten-years-ago-today-countdown911/story?id=14191671#
-September 11, 2001 Live Home Video – Write down at least 5 thoughts, ideas, and/or
comments you have as you watch this video. – 9:30 to Finish of video.
http://www.youtube.com/watch?v=wNNTcHq5Tzk&feature=related
-Question: What is Patriot Day? – On Next Slide
Video, Music, & Writing Reflection – How were the 5 ideals in D.O.I. violated on Sept. 11?
1.“Do you remember 9/11?” Video – http://www.youtube.com/watch?v=XrwT61aQYA8
2.God Bless the USA - http://www.youtube.com/watch?v=B75c4Lre6dU
-”Taps” – As students leave remembering our fallen heroes. –
History on Slide #4 & #5. http://www.youtube.com/watch?v=38wx8C7VmB4
September 11, 2011 –
Remembering Patriot Day
-Objective: To reflect on September 11 as a date of great tragedy and shaping of
current American foreign policy.
-Bellwork: -CNN Student News
-Question: What is Patriot Day? – On Next Slide
“Do you remember 9/11?” Video –
http://www.youtube.com/watch?v=XrwT61aQYA8
-”Have You Forgotten” –song by Darryl Worley
-Patriot’s Pen - Write on this topic: What is a hero?
-God Bless the USA - http://www.youtube.com/watch?v=B75c4Lre6dU
-”Taps” – As students leave remembering our fallen heroes. –
History on Slide #4 & #5.
http://www.youtube.com/watch?v=38wx8C7VmB4
September 11
Remembering Patriot Day
-Objective: To reflect on September 11 as a date of great tragedy and shaping of current American foreign policy.
-Question: 1) CNN STUDENT NEWS – from Friday
2) What is Patriot Day? – On Next Slide
-“Silhouttes” – God Bless America http://www.youtube.com/watch?v=Sw0fT3M-CLs
*PLEASE TAKE THIS TIME TO REMEMBER THE HEROES WHO LOST THEIR LIVES AND THOSE WHO RISKED
THEIR LIVES.
-Create a Priority List -”When the World Stopped Turning” – Alan Jackson -http://www.youtube.com/watch?v=AW8puRqE4Sc
-“I Believe” http://www.youtube.com/watch?v=8oOW-1OwtCA&feature=related
1) List your top 5-10 priorities as the song is playing.
*Be specific with names if you write “family”
*Examine & briefly write why these are your priorities.
2) What have you done lately to make sure the main thing is the main thing?
3) Share lists in class
Remembering You
-”My Immortal” Evanescence http://www.youtube.com/watch?v=crhXbwiomqU
-“Amazing Grace”
1) Write what you want your legacy to be when someday in the far future your days on this earth end.
*What do you want people to remember about you?
-”Taps” – As students leave remembering our fallen heroes. –
History on Slide #55 & #56. http://www.youtube.com/watch?v=38wx8C7VmB4
September 10, 2010 –
Remembering Patriot Day
-Objective: To reflect on September 11 as a date of great tragedy and shaping of
current American foreign policy.
-Bellwork: -CNN Student News
-Question: What is Patriot Day? – On Next Slide
“Do you remember 9/11?” Video –
http://www.youtube.com/watch?v=XrwT61aQYA8
-”Have You Forgotten” –song by Darryl Worley
-Patriot’s Pen - Write on this topic: What is a hero?
-God Bless the USA - http://www.youtube.com/watch?v=B75c4Lre6dU
-”Taps” – As students leave remembering our fallen heroes. –
History on Slide #4 & #5.
http://www.youtube.com/watch?v=38wx8C7VmB4
Patriot Day – September 11, 2001
I. Patriot Day
A. Defined-occurs on September 11 of each year,
designated in memory of the 2,993 killed in the
September 11, 2001 attacks. Most Americans
refer to the day as "Nine-Eleven (9/11).
B. U.S. House of Representatives Joint Resolution
71 was approved by a vote of 407-0 on October
25, 2001. It requested that the President
designate September 11 of each year as "Patriot
Day." President George W. Bush signed the
resolution into law on December 18, 2001 (as
Public Law 107-89). It is a discretionary day of
remembrance.
Moment of Silence
On September 4, 2002, President Bush used his
authority created by the resolution and proclaimed
September 11, 2002 as Patriot Day.
On this day, the President directs that the American
flag be flown at half-staff at individual American
homes, at the White House, and on all U.S.
government buildings and establishments, home
and abroad. The President also asks Americans to
observe a moment of silence beginning at 8:46 A.M.
(Eastern Daylight Time), the time the first plane
struck the North Tower of the World Trade Center on
September 11, 2001.
“Taps”
I. Taps
A. This is a famous musical piece, sounded by the
U.S. military nightly to indicate that it is "lights
out", and also during flag ceremonies and
funerals, generally on bugle or trumpet.
“Taps”
–
A
History
The tune is actually a variation of an earlier bugle call known
as the Scott Tattoo which was used in the U.S. from 1835 until
1860 and was arranged in its present form by the Union Army
Brigadier General Daniel Butterfield, an American Civil War
general who commanded the 3rd Brigade of the 1st Division in
the V Army Corps of the Army of the Potomac while at
Harrison's Landing, Virginia, in July 1862 to replace a previous
French bugle call used to signal "lights out." Butterfield's
bugler, Oliver W. Norton, of Erie, Pennsylvania, was the first to
sound the new call. Within months, Taps was used by both
Union and Confederate forces.
A bugler sounds Taps during the funeral of former U.S.
Secretary of Defense Caspar W. Weinberger in Arlington
National Cemetery.
Taps concludes many military funerals conducted with honors
at Arlington National Cemetery, as well as hundreds of others
around the United States. The tune is also sounded at many
memorial services in Arlington's Memorial Amphitheater and
at gravesites throughout the cemetery.
September 12
-Objective: Each student will write a five-paragraph essay analyzing how well
Americans have lived up to the ideals in the Declaration of Independence.
-Bellwork: Talk about your Outline (5 paragraph essay) – with shoulder partner
*Finish writing Outline
-Writing the 5-Paragraph Essay – previous slide
1. 4 minutes to write – Paragraph 1 – Introduction
*EXAMPLE – SKIP A SLIDE
2. 8 minutes to write – Paragraph 2 – Body #1 – from Placards A-R
3. 8 minutes to write – Paragraph 3 – Body #2 – from Placards A-R
4. 5 minutes to write – Paragraph 4 – Body #3 – from CURRENT EVENTS
5. 4 minutes to write – Paragraph 5 – Conclusion
Homework: 1) Typed 5 Paragraph Essay – MONDAY
September 13
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) Show Completed Outlines & Essays – Mr. Lahm
-Historical Document Timeline Presentations
-Current Events - Newspapers
Homework: 1) Quiz MONDAY – Chapter 2 TCI
September 16
-Objective: Each student will investigate the guiding question: “Was the Civil War
inevitable?”
-Bellwork: -TCI Online Quiz – Unit 1 – Defining and Debating Americas Ideals
*When finished, grab Unit 2 – Chapter 9 Notebook
-Unit 2 – Chapter 9 – “A Dividing Nation”
1. Complete the Preview section – Notebook
*Discuss in class
2. Discuss question: “Was the Civil War inevitable?”
3. Read Section 1 – “Introduction” in Textbook
*Share the story” – DISCUSS
***HOMEWORK: Read AND complete Section 2 in Notebook - TOMORROW
Homework: 1) Read AND complete Section 2 in Notebook - TOMORROW
2) Profiles in History – Wednesday
September 17
-Objective: Each student will recognize and gain a further appreciation
for the Constitution of the United States of America.
-Bellwork: Discuss this question: “What does the Constitution mean to
you?”
-Constitution Day
1) CNN Student News
2) Go over history of the Constitution
3) Go to http://www.annenbergclassroom.org/page/all-videos
*Bill of Rights Video
4) Play Constitution Quiz Game – as a class
-Discussion Board
Homework: 1) Discussion Board - TOMORROW
September 18
-Objective: Each student will read and analyze primary sources related to a series of
events from 1850-1861 and decide whether they show a spirit of compromise or
conflict.
-Bellwork: 1) Clicker Quiz – Section 2 Notebook – YOU MAY USE YOUR NOTEBOOKS
-Spirit of Compromise or Conflict – Timeline Activity (Groups of 2)
1. TEACHER NOTE: Have timeline masking tape and primary docs ready to go
2. Handout: “Analyzing Primary Source Documents” – Model an example
3. Pass out Envelopes of 1st Set of Primary Docs.
*Students should use masking tape to place events on timeline.
*Discuss in Class
*Explain Notebook Assignment – model one in class
4. Repeat with Envelopes of 2nd Set of Primary Docs.
Homework: 1) Complete Section 3 Notebook
Conflict
Compromise
1850
1861
September 19
-Objective: Each student will read and analyze primary sources related to a series of
events from 1850-1861 and decide whether they show a spirit of compromise or
conflict.
-Bellwork: 1) Review Section 3 Notebook
2) Discuss question: “Was the Civil War inevitable?”
-Spirit of Compromise or Conflict – Timeline Activity (Groups of 2)
1. Pass out Envelopes of 2nd Set of Primary Docs. – Envelope B
*Students should use masking tape to place events on timeline.
*Discuss in Class
*Explain Notebook Assignment #4 – complete in class
2. Wrap up activity – questions on next slide
Homework: 1) Online TCI Quiz – Ch. 9 – TOMORROW
September 20
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: Ch. 9 Section 3 & 4 Quiz
-Historical Document Timeline Presentations – Week 2
-Go over essays
*Conclusions are key!!!
Homework: 1) NONE
Activity Wrap-Up –
Was the Civil War inevitable?
-What trend did your timeline reveal?
-Why were there fewer events that showed
compromise as time passed?
-According to this timeline, was the Civil War
inevitable?
September 23
-Objective: Each student will write an article for an 1861 European newspaper
describing conditions in the United States immediately after the battle of Fort Sumter.
-Bellwork: 1) Review question: “Was the Civil War inevitable?”
-Online TCI Quiz – Chapter 9 – on computer and paper
*Document-based questions – on paper
-Complete “Processing” portion of Notebook
*Write an article (in Notebook) describing conditions in the U.S. after Fort Sumter.
Homework: 1) Writing article – 1861 European Newspaper – Collect Notebooks
2) Profiles in History – Unit 2 – “The Civil War” – 2nd Post - Wednesday
3) Notebooks – Ch. 2 & 9 – Collect.
September 24
-Objective: Each student will investigate the question: “How did the Civil
War affect the United States and its people?”
-Bellwork: - “You make the call” – next slides
-”How did the Civil War affect the United States and its people?”
1) Notebook “Preview” Section
a. Show photographs of Civil War re-enactors & complete “Preview” section
b. Discuss & Go over 8 Key Terms – next slide
2) Read Section 1 in book and discuss a few questions – skip a slide
-Section 2 Notebook – Read & Complete in Class
1) “Anaconda Plan Begins to Squeeze the Confederacy”
2) “The Emancipation Proclamation Changes Union War Aims”
3) “Turning the Tide: Vicksburg & Gettysburg”
4) “Total War Forces the South to Surrender”
Homework: 1) Profile in History – Week 2 – The Civil War - TOMORROW
“You make the Call”
The story:
-You are Abraham Lincoln. You have taken office
on March 4, 1861 and every fort but two in the 7
states who seceded from the Union have come
under Confederate control. One of those forts still in
Union control is Fort Sumter in South Carolina. On
March 5, you receive word that Fort Sumter’s
commander Major Anderson must surrender or face
attack and his supplies of food and ammunition
would last six weeks at the most. What are you going
to do?
“You make the Call”
The choices:
1) You simply do nothing but send food.
2) You order the navy to shoot into Charleston
harbor to reinforce Fort Sumter.
3) You order the fort to be evacuated to save your
men.
*See next slide to see if your choice worked out.
“You make the Call”
The choices:
1) You simply do nothing but send food.
*This was the choice of Lincoln so as not to start
hostilities (war) with the South and so he did not show
the Confederacy to be a legitimate nation.
2) You order the navy to shoot into Charleston harbor to
reinforce Fort Sumter.
*You would be responsible for starting hostilities and
you prompt the slave states still in the Union to secede.
3) You order the fort to be evacuated to save your men.
*You have treated the Confederacy as though they are a
legitimate nation which would anger the Republican
party, weaken your administration, and endanger the
Union.
“You make the Call”
The story:
-You are Jefferson Davis. You are the President of
the newly formed Confederacy which includes 7
states with 4 more states on the edge of secession.
Lincoln has chosen to only send food to Fort Sumter.
You on the other hand have to show you are not
fearful of the North, but you have to be careful to
not show yourself as too radical so that the 4 states
considering secession will follow through. What do
you do?
“You make the Call”
The choices:
1) You simply do nothing.
2) You order an attack on Fort Sumter.
3) You order the remaining 4 states considering
secession to make a decision first so that you can
make your decision to attack Fort Sumter easier.
*See next slide to see if your choice worked out.
“You make the Call”
The choices:
1) You simply do nothing.
*If you do this, you would damage the image of the
Confederacy as a sovereign, independent nation.
2) You order an attack on Fort Sumter.
*You choose to attack with the realization that you are
choosing war. You defeat Fort Sumter, and 4 more states
who remained on the fence about secession will soon
secede – Virginia, Arkansas, Tennessee, North Carolina
3) You order the remaining 4 states considering secession to
make a decision first so that you can make your decision on
what to do next.
*This was not even really an option at the time. 
Key Content & Key Vocabulary
1.
2.
3.
4.
5.
6.
7.
8.
Anaconda Plan
Emancipation Proclamation
Gettysburg Address
Sherman’s March to the Sea
Draft riot
Copperhead
Bread riot
54th Massachusetts Regiment
1. naval blocade
2. emancipation
3. total war
4. habeas corpus
5. military draft
6. embargo
7. rifled musket
8. freedman
Chapter 10 Section 1 - Read
1. How did the Civil War affect the life of Wilmer
McLean?
2. What other groups of Americans were affected by
the Civil War?
3. In what ways might these groups have been
affected by the war?
September 25
-Objective: Each student will participate in an interactive dramatization
about a different group of people in the Civil War
-Bellwork: -Clicker Quiz – Section 2
-Civil War Interactive Dramatizations
1) Group students into groups of 3 (8 dramatizations)
2) Go over Handouts A-H (based on groups)
3) Explain the dramatizations & the expectations
-Finish Interactive Dramatizations TODAY
*Begin presentations TOMORROW
Homework: 1) Profile in History (RESPONSES) – Week 2 – The Civil War – TOMORROW
2) Interactive Dramatizations - MONDAY
September 26
-Objective: Each student will participate in an interactive dramatization
about a different group of people in the Civil War
-Bellwork: -Finish last portion of Section 2 Notebook
-Civil War Interactive Dramatizations
1) Group students into groups of 2 (6 dramatizations)
2) Go over Handouts A-H (based on groups)
3) Explain the dramatizations & the expectations
-Finish Interactive Dramatizations TODAY
*Begin presentations TOMORROW
Homework: 1) Notebook Section 2 – COMPLETED TOMORROW
2) Profile in History – Week 3 – The Civil War – WEDNESDAY
3) Interactive Dramatizations - TUESDAY
September 27
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) Collect Notebooks – Ch. 2 & 9
*Be sure handouts are in notebook
-Historical Document Timeline Presentations – Week 3
Homework: 1) NONE
September 30
-Objective: Each student will synthesize key content from the lesson and
primary sources to create interactive dramatizations.
-Bellwork: Ch. 10 Section 2 Quiz – Clickers
*May use notes
-Civil War Interactive Dramatizations – REHEARSE & PRESENT
1) Read Sections 3-6 on Notebook Handout - DISCUSS
2) A group presents their dramatization
3) Read the corresponding section for the information presented
4) Complete your notebook as described in Notebook Handout
Homework: 1) Finish Interactive Dramatizations – NOTEBOOK TOMORROW
2) Profile in History (RESPONSES) – Week 3 – The Civil War – TOMORROW
October 1
-Objective: Each student will analyze the effects of the government
shutdown on the United States
-Bellwork: Discussion
Why did the government shut down? (Video)
http://www.cnn.com/2013/10/01/politics/government-shutdown/index.html
How does Obamacare (Affordable Care Act) affect this shutdown?
What is government shutdown?
http://www.cnn.com/interactive/2013/09/politics/government-shutdown-impact/
What is the impact of the shutdown? (Video)
http://www.cnn.com/2013/09/23/politics/government-shutdown-daily-life/index.html
Homework: 1) Profiles in History – 3rd Post
October 2
-Objective: Each student will synthesize key content from the lesson and
primary sources to create interactive dramatizations.
-Bellwork: Discuss question: “How did the Civil War affect the United States and its
people?
-Civil War Interactive Dramatizations – REHEARSE & PRESENT
1) Read Sections 3-6 on Notebook Handout - DISCUSS
2) A group presents their dramatization
3) Read the corresponding section for the information presented
4) Complete your notebook as described in Notebook Handout
-Chapter 10 Test – The Civil War
1) Complete “Processing” in Notebook
*Turn in COMPLETED Notebook
Homework: 1) Profiles in History – 3rd Post
October 3
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
ASVAB TESTING
Homework: 1) NONE
October 4
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: -Chapter 10 Quiz – Civil War – TCI
1) Collect Notebooks – Ch. 10 – Civil War
2) When finished, look for Profile in History –
Reconstruction
*Clear with Mr. Lahm
-Historical Document Timeline Presentations – Week 4
Homework: 1) NONE
October 7
-Objective: Each student will identify key components both visual and
audio through a video: “America: The Story of Us – Civil War”
-Bellwork: -Chapter 10 Quiz – Civil War – TCI
1) Collect Notebooks – Ch. 10 – Civil War
2) When finished, look for Profile in History – Reconstruction
*Clear with Mr. Lahm
-Watch “America: The Story of Us – Civil War”
*Have students fill out handout “Civil War” as they watch
Homework: 1) Profile in History – Reconstruction – 1st Post
October 8
-Objective: Each student will investigate the question: How was the nation’s
commitment to its founding ideals tested during Reconstruction?
-Bellwork: -Finish “America: The Story of Us”
*Collect Handouts
Distribute Notebook – Ch. 11 – Reconstruction
1) Discuss political cartoons and their significance
2) Portray cartoon of Lincoln & Johnson at end of Civil War – TCI Ch. 11
*Presentation – Ch. 11 – TCI Online
*Answer “Preview” questions in your notebook.
3) Discuss parts of the cartoon
*labels that identify parts of the cartoon
*symbol
*caption
*voice or thought bubble
*important person
*exaggerated detail
Homework: 1) Profile in History– Week 1 – RECONSTRUCTION – TOM.
Political Cartoon
October 9
-Objective: Each student will analyze political cartoons and content from the textbook to
understand the important issues and events of the Reconstruction period
-Bellwork: Discuss question: How was the nation’s commitment to its founding ideals
tested during Reconstruction?
-Discuss Key Content Terms – on Notebook guide
*Next slide
-Read Section 1 & discuss these questions with your shoulder partner – TCI Presentation
1. In his 2nd inaugural address, what was Lincoln’s attitude regarding the end of the
Civil War?
2. What happened on April 14, 1865?
3. To whom did the task of Reconstruction fall?
-Analyzing Political Cartoons and Content
1. Go to TCI Presentation – Ch. 11 – Reconstruction
2. Complete Section 2 & 3 in Notebook – Cut out & paste on separate pages
Homework: 1) Profile in History– Week 1 – (RESPONSES) - TOMORROW.
Key Content Terms - Reconstruction
1. Thirteenth Amendment – Ch. 11 Section 2
*Abolished Slavery
2. Freedmen’s Bureau –------ Ch. 11 Section 2
*this assisted former slaves and poor whites living in the South
3. black codes –----------------- Ch. 11 Section 2
*laws passed to restrict the freedom & opportunities of Afr. Amer.
4. Radical Republicans –------ Ch. 11 Section 3
*wanted to reconstruct nation on basis of equality
5. Fourteenth Amendment – Ch. 11 Section 3
*all persons born or naturalized in U.S. are citizens and should be treated
equally
6. Fifteenth Amendment –--- Ch. 11 Section 4
*the rights of citizens (male) to vote should not be limited
7. Ku Klux Klan –---------------- Ch. 11 Section 5
*terror group against equality
8. Jim Crow laws –-------------- Ch. 11 Section 5
*laws that segregated blacks from whites
9. Plessy v. Ferguson –--------- Ch. 11 Section 5
*established a “separate but equal” doctrine in 1896.
October 10
-Objective: Each student will analyze political cartoons and content from
the textbook to understand the important issues and events of the
Reconstruction period
-Bellwork: Discuss question: How was the nation’s commitment to its
founding ideals tested during Reconstruction?
-Analyzing Political Cartoons and Content
1. Go to TCI Presentation – Ch. 11 – Reconstruction
2. Present PowerPoint - Complete Section 2-5 in Notebook
-Discuss the Cartoons
Homework: 1) Complete Section 2-5 in Notebook
October 11
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Historical Document Timeline Presentations – Week 5
Homework: 1) Notebook Section 2-5 COMPLETE
October 15
-Objective: Each student will annotate and create political cartoons to
evaluate the nation’s commitment to its founding ideals during
Reconstruction.
-Bellwork: Discuss question: How was the nation’s commitment to its
founding ideals tested during Reconstruction?
-Clicker Quiz – Ch. 11 Section 2-5 – Political Cartoons & Questions
-Complete the “Processing” Portion of Notebook
*BE SURE THE CARTOON COMMENTS ON THE NATION’S
COMMITMENT TO ITS FOUNDING IDEALS DURING RECONSTRUCTION
Homework: 1) Create the Political Cartoon
2) Ch. 11 – Reconstruction – Quiz TOMORROW
October 16
-Objective: Each student will annotate and create political cartoons to evaluate
the nation’s commitment to its founding ideals during Reconstruction.
-Bellwork: Discuss question: How was the nation’s commitment to its founding
ideals tested during Reconstruction?
-Share Political Cartoons – Nation’s Commitment to Ideals during Reconstruction
*Discuss and Share with Class
-Ch. 11 – Reconstruction – TCI Online Quiz
1) Read Section 4 & 5 - Discuss
2) Collect Notebook Ch. 11 – Reconstruction
-Choose a Profile in History – Ch. 13 - Innovation
Homework: 1) Profile in History– Week 9 – Innovation – TOMORROW
October 17
-Objective: Each student will reflect upon the idea of Manifest Destiny by analyzing an 1872
painting.
-Bellwork: Answer this question in your notebook:
*What is Manifest Destiny? – p. 281
-Manifest Destiny and John Gast painting from 1872.
1) Discuss: What do you need to create art?
2) Shoulder Partner: Take a look at the painting and list and explain 3 items on the
painting.
3) Volunteers: I want you to choose one item from the painting to explain using the
canvas. You have 10 seconds.
-Explain the Angel in the middle of the painting, the natives in the bottom left, the symbolism
of the land and direction, and what this painting is portraying.
-Begin video – “America – The Story of Us” – (Because 2:00 pm out on Friday)
Homework: 1) NONE
October 18
-Objective: Each student will identify key components both visual and
audio through a video: “America: The Story of Us – Civil War”
-Bellwork: NONE
-Watch “America: The Story of Us – Heartland”
Homework: 1) 3 Historical Docs Presentations TOMORROW
October 19
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Historical Document Timeline Presentations – Week 7
Homework: 1) NONE
October 22
-Objective: Each student will investigate the question: Was the rise of industry good for the
United States?
-Bellwork: NONE
-Notebook – Chapter 13 Handout
1) Discuss: What is the difference between an innovation and invention?
2) Answer this question in your notebook: What are the three most important
innovations in your lifetime & explain why?
*Discuss
3) Discuss these questions:
a. Greater impact – mp3 or phonograph
b. Greater impact – cell phone or telegraph
c. Greater impact – internet or electricity
4) Discuss this question: Was the rise of industry good for the United States?
-Discuss Key Content Terms – on Notebook guide
*Next slide
Homework: 1) Profile in History– Week 10 – Innovation – WEDNESDAY
Key Content Terms - Innovation
1. Bessemer process–----- Ch. 13 Section 2
*A new method for making steel which involved blowing air through molten
iron removing impurities. Far more cheaper and quicker than the past.
2. horizontal integration- Ch. 13 Section 4
*joining together as many firms from the same industry as possible
EX. – Standard Oil buying as many refineries to gain control of industry
3. vertical integration –-- Ch. 13 Section 4
*this involved taking control of each step in the production & distribution of
a product from acquiring raw materials, to manufacturing, packing, &
shipping.
EX. – Andrew Carnegie buying everything from coal mines to railroads to
dominate the industry.
4. laissez-faire –------------ Ch. 13 Section 4
*means “allow to do” thus gov’t should NOT interfere & let market alone
5. social Darwinism –----- Ch. 13 Section 4
*the best run businesses led by most capable people would survive/prosper
6. Sherman Antitrust act- Ch. 13 Section 4
*passed in 1890 to outlaw trusts, monopolies, & other business that
restricted trade –
EX. - U.S. v. E.C. Knight Co. – applied only to trade not manufacturing
October 23
-Objective: Each student will investigate the life of Thomas Edison and write a profile in history
response to remember his significant aspects.
-Bellwork: 1) Video: Mr. Lahm – the song? The invention? – next slide
a. song - http://www.youtube.com/watch?v=7RudxjzBMwg
b. invention - skip a slide
2) Video: Mr. Lahm in trouble?
-APA Style - (apastyle.org)
*References http://www.apastyle.org/learn/quick-guide-on-references.aspx
-Gale Database – skip 2 slides
1. Choose 5 sources from Gale & cite in APA on a Keynote.
*Should be sources for your upcoming presentation
-Thomas Edison – from Gale database – Students will need computers – directions skip 2 slides
1. Examples of APA citations (show in GALE) – skip 3 slides
2. Begin writing your discussion board post
Homework: 1) Profile in History– Week 10 – Innovation – WEDNESDAY
Nebraska Lyrics
Mr. Lahm’s Fight Song
Nebraska Lyrics (CONTINUED)
Nebraska
"Hail Varsity"
(Played after a touchdown)
Hail to the team!
The stadium rings as everyone sings
The Scarlet and Cream
Cheers for a victory echo our loyalty
So on mighty men!
The eyes of the land upon every
hand
Are looking at you
Fight on to victory
Hail to the men of Nebraska U!
"There is No Place Like Nebraska"
(Played after the PAT)
There is no place like Nebraska
Dear old Nebraska U
Where the girls are the fairest
The boys are the squarest
Of any old place that I knew
There is no place like Nebraska
Where they're all true blue
We'll all stick together in all kinds of
weather
For dear old Nebraska U.
The Invention – by Mr. Lahm
I have to share an idea I have for a great invention. This invention is
state of the art and will change life as we know it. My plan is to create a
device that will be able to send and transmit sound waves so that
people can communicate without having to use anything connected to a
power source or cable line. This device will be able to play music. It will
allow people to communicate without talking, and it will allow people to
actually communicate with people via voice. Even more impressive,
people will be able to view each other and events live using the internet
capabilities. Do not tell anyone about my invention because I do not
want anyone to steal my idea. Here is a picture of what my invention will
look like.
Gale CENGAGE Learning
1) Go to lyonsdecaturnortheast.org
1) Click on “Parent and Student Resources” Tab & then click “Online
Media Resources”
1) On next screen, click on “Gale CENGAGE Learning” tab
1) On next screen, go to very BOTTOM and click on link “Student
Resources in Context”
1) The password is: esu2
1) In the search box at top of page, type in your subject you are
researching
1) There should be a large amount of info available.
Citing in APA – using GALE
Examples of Citations:
Thomas Alva Edison. (2003). In DISCovering Biography. Detroit: Gale.
Retrieved from http://ic.galegroup.com:80/ic/suic/
ReferenceDetailsPage/ReferenceDetailsWindow
displayGroupName=Reference&disableHighlighting=false&search_withi
n_results=&prodId=SUIC&action=2&catId=&documentId=GALE%7CEJ21
02100545&userGroupName=frem03818&jsid=153f42d26f4746eae2b75
e1dcb51c374
Mitchell, B. (2010, December). Friedel, Robert. Edison's electric light:
the art of invention. CHOICE: Current Reviews for Academic Libraries,
48(4), 708. Retrieved from
http://ic.galegroup.com:80/ic/suic/AcademicJournalsDetailsPage/Acade
micJournalsDetailsWindow?displayGroupName=Journals&disableHighlig
hting=false&search_within_results=&prodId=SUIC&action=2&catId=&d
ocumentId=GALE%7CA249221968&userGroupName=frem03818&jsid=4
064b35fc1c0f42223bdeba802297738
October 24
-Objective: Each student will graph data and analyze images about industrialism in the United
States.
-Bellwork: Read Ch. 13 Sect. 1 & Discuss
1) What was Thomas Edison’s nickname?
2) What was Edison’s main issue in creating the light bulb? What finally happened?
3) Even more than the light bulb, what did Edison also complete?
-Notebook Ch. 13
1) Follow the directions on Notebook to cut & paste the graphs into your notebook
-Analyzing Charts and Graphs Activity
1. Groups of 2: Each group receives 1 set of “Innovation & Industry Cards”
*When finished with your card, bring it to the front & set it on stool
2. Analyze the data & photograph on the card & Graph the data
a. Be sure to use the appropriate graph in your notebook
b. Answer the 3 questions next to your completed graphs from textbook
c. When finished, show a teacher, get approval, and take next “Innovation &
Industry card”
Homework: 1) Profile in History– Week 10 – Innovation – RESPONSES
October 25
-Objective: Each student will graph data and analyze images about industrialism in the United
States.
-Bellwork: Finish Analyzing Charts and Graphs Activity
1. Groups of 2: Each group receives 1 set of “Innovation & Industry Cards”
*When finished with your card, bring it to the front & set it on stool
2. Analyze the data & photograph on the card & Graph the data
a. Be sure to use the appropriate graph in your notebook
b. Answer the 3 questions next to your completed graphs from textbook
c. When finished, show a teacher, get approval, and take next “Innovation &
Industry card”
-Discuss the question: Was the rise of industry good for the United States?
1. Was industrialism good for industrialists? For workers?
2. Was industrialism good for the economy? For the environment?
3. Overall, was the rise of industry good for America? Why or why not?
Homework: 1) NONE
October 29
-Objective: Each student will take on the role of an
industrialist to participate in an “interview” about the impact
of industrialism.
-Bellwork: NONE
-Notebook – Ch. 13 – Age of Innovation and Industry
1) Complete the “Processing” portion of notebook – in
notebook
-Profile in History – Week 11 – Ch. 14 – Labor – 1st Post
Homework: 1) “Processing” Part of Notebook – Ch. 13
October 30
-Objective: Each student will take on the role of an industrialist to
participate in an “interview” about the impact of industrialism.
-Bellwork: Clicker Quiz – Informal Assessment – Ch. 13
-Notebook – Ch. 13 – Age of Innovation and Industry
1) Review Ch. 13 Section 2-5 (Follow-along in textbook & notes)
2) Discuss the “Processing” portion of notebook – in notebook
Ch. 13 TCI Online Quiz
*Collect Notebook – when finished with quiz
-Profile in History – Week 11 – Ch. 14 – Labor – 1st Post (RESPONSES)
Homework: 1) Profile in History – Week 11 – (RESPONSES)
November 1
-Objective: Mr. Wantz will discuss ASVAB
-Bellwork: Collect Notebooks – Ch. 13
-Homework: 1) 3 Historical Docs. Presentations - Tomorrow
November 2
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Historical Document Timeline Presentations – Week 8
-Ch. 13 TCI Online Quiz
*Collect Notebook – when finished with quiz
Homework: 1) NONE
November 5
-Objective: Each student will reenact the rise of
industry and the harsh conditions involved in an
experiential activity.
-Bellwork: NONE
-Factory Conditions – Experiential Exercise
*Triangle Shirtwaist Factory
-Homework: NONE
November 6
-Objective: Each student will analyze the life and times of
some past Presidents.
-Bellwork: Big Business OR Government Regulation?
-President’s DVD – Grover Cleveland to Theodore Roosevelt
-Discussing the Election 2012
*History of Democrats and Republicans
-Homework: 1) Profile in History– Week 12 – Labor – 2nd Post – WEDNESDAY
November 7
-Objective: Each student will analyze the life and times of some past
Presidents.
-Bellwork: Video
1) Concession Speech
2) President’s Acceptance Speech
-Live Chat – Must answer this question in at least 6-8 sentences on
Pages
1) What must be done in next 4 years to improve America?
*Consider bipartisanship, economy, military, jobs,
immigration, school cost and loans, etc.
-Homework: Profile in History– Week 12 – Labor – 2nd Post – THURSDAY
November 8
-Objective: Each student will investigate the question: Was the rise of industry good for
American workers? (Last chapter was “Was the rise of industry good for the U.S.?”)
-Bellwork:1) Discuss Discussion Board – Profile in History – Week12 – Chapter 14 – 2nd Post
2) Story – Mr. Lahm’s Sport Dreams Crushed
-Notebook – Chapter 14 Handout
1) Answer the “Preview” portion in your notebook
*Describe a time when you were unhappy with certain conditions
-Discuss Key Content Terms – on Notebook guide
*Next slide
*Clicker Quiz – Vocabulary Ch. 14
Homework: 1) Profile in History– Week 12 – Labor – 2nd Post – WEDNESDAY
Key Content Terms - Innovation
1. working class –------------------------------- Ch. 14 Section 2
*people who work for wages in factories, mills, mines, and other businesses,
usually performing manual labor
2. child labor ------------------------------------ Ch. 14 Section 2
*the practice of using children as manual laborers.
3. American Federation of Labor (AFL) –-- Ch. 14 Section 3
*a national labor organization founded in 1886, that consisted mainly of
skilled workers and focused on higher wages and shorter workdays.
4. Haymarket Affair ---------------–------------ Ch. 14 Section 4
*Chicago police stormed a meeting of a group of anarchists in Chicago’s
Haymarket Square and fired into the crowd. 5 protestors and 7 police
died.
5. Homestead Strike ---------------------–----- Ch. 14 Section 4
*Ironworkers and steelworkers at the Carnegie Steel plant in Homestead,
Pennsylvania. The strikers took control of the town until Henry Frick brought
in nonunion workers to run the plant.
6. Pullman Strike -------------------------------- Ch. 14 Section 4
*Pullman Palace Car Company cut wages by 25%. Workers went on strike
until President Cleveland sent federal troops to Chicago.
November 9
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Historical Document Timeline Presentations – Week 11
-Clicker Quiz – Ch. 14 Vocabulary – Labor’s Response
-Video: “Ten Days that Shook America: Homestead Strike”
Homework: 1) NONE
November 13
-Objective: Each student will investigate the question: Was the rise of
industry good for American workers? (Last chapter was “Was the rise of
industry good for the U.S.?”)
-Bellwork: -Sarah presentation
*Consider & Discuss TCI PowerPoint Presentation – Rose Schneiderman
(Slide #7)
-Notebook Handout – Ch. 14 – Labor’s Response to Industry
1) Pass out Handout & have students put in Notebook
2) Read Sections 2-5 and fill out appropriate info in notebook
*Show Example – TCI PowerPoint Presentation – Slide #9
-Discuss & Review Notebook Ch. 14
Homework: 1) Profile in History– Week 13 – Labor – 3rd Post –
WEDNESDAY
November 15
-Objective: Each student will experience the benefits and
frustrations of forming labor unions.
-Bellwork: Clicker Quiz – Ch. 14
-”EVERYONE CAN WIN” Game – Use the TCI PowerPoint
Presentation (Slides #12-14)
1) Play the Game
2) Discuss questions on Slides #15-16
-”Processing” Portion of Notebook (Slide #17)
Homework: 1) “Processing” Portion – Ch. 14 – FRIDAY
2) Ch. 14 – TCI Online Quiz - TOMORROW
November 16
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Historical Document Timeline Presentations – Week 12
-Ch. 14 – TCI Quiz Online
*Review for Quiz first
Homework: 1) NONE
November 19
-Objective: Each student will experience the benefits and
frustrations of forming labor unions.
-Bellwork: TCI Online – Ch. 14 Quiz
Finish Video – “Homestead Strike”
-”The Jungle” Excerpt & Homework
Homework: 1) “The Jungle” Excerpt Homework
November 20
-Objective: Each student will experience the benefits and
frustrations of forming labor unions.
-Bellwork: -TCI Online Ch. 14 Quiz
-“The Jungle” Excerpt
*Read & Answer Questions
Homework: 1) “The Jungle” Excerpt Homework
November 21
-Objective: Each student will experience the benefits and
frustrations of forming labor unions.
-Bellwork: -TCI Online Ch. 14 Quiz
-“The Jungle” Excerpt
*Read & Answer Questions
Homework: 1) “The Jungle” Excerpt Homework
November 26
-Objective: Each student will investigate the question: Who were the progressives, and how did
they address the problems they saw?
-Bellwork:1) Discuss Discussion Board – Profile in History – Week14 – Chapter 17 – 1st Post
-Notebook – Chapter 17 Handout
1) Answer the “Preview” portion in your notebook – analyzing song lyrics
2) Ch. 17 TCI Presentation – Progressives Address Poor Working Conditions – photo
*Discuss Questions
-Discuss Key Content Terms – on Notebook guide
*Next slide
*Vocabulary Ch. 17
-Read Section 3 in Textbook & Complete Section 3 Notes in Notebook
Homework: 1) Profile in History– Week 14 – Progressives Response – Ch. 17 – WEDNESDAY
Key Content Terms - Innovation
1. Hull House –------------------------------Ch. 17 Section 1
*the first settlement house in Chicago, founded by Jane Addams
2. Social Gospel ---------------------------- Ch. 17 Section 2
*a religious movement of the late 1800s based on the idea that social
reform and Christianity go hand-in-hand.
3. National Child Labor Committee –-- Ch. 17 Section 3
*a progressive organization formed in 1904 to promote laws restricting or
banning child labor.
4. NAWSA ---------------–-------------------- Ch. 17 Section 4
*a group formed by leading suffragists in the late 1800s to organize the
women’s suffrage movement (National American Woman Suffrage
Assoc.)
5. Tuskogee Institute ---------------------– Ch. 17 Section 4
*a vocational college for African Americans in Alabama, founded by Booker
T. Washington
6. NAACP -------------------------------------- Ch. 17 Section 4
*a group formed in 1909 to fight through the courts to end segregation
and ensure that African American men could exercise voting rights
under the Fifteenth Amendment.
November 27
-Objective: Each student will investigate the question: Who were the progressives, and how did
they address the problems they saw?
-Bellwork: -Read Section 3 in textbook and complete Notebook Section 3
-Bringing the Progressive Era to Life
*TCI Presentation – Analyzing Visuals & questions
*Assign groups of 4 & pass out Student Handout
*Have students bring their person to life
*”Act-it-Out – Have TCI Presentation up with characters filling in and acting out
their character.
*Project “Progressives Tackle Problems in Gov’t and Politics” and discuss
questions
-Notebook – Chapter 17 Handout
1) Answer Section 4 in your notebook
2) Ch. 17 TCI Presentation – “Progressives Confront Social Problems” & Discuss
*Have students fill out Section 5 in Notebook
Homework: 1) Profile in History– Week 14 – Progressives Response – Ch. 17 – WEDNESDAY
November 28
-Objective: Each student will identify key components both visual and
audio through a video: “America: The Story of Us – Civil War”
-Bellwork: NONE
-Watch “America: The Story of Us – Cities”
Homework: 1) Profile in History– Week 13 – Labor – 3rd Post –
WEDNESDAY
November 29
-Objective: Each student will evaluate the impact of
progressive solutions on society.
-Bellwork:1) Finish “Video: America The Story of Us: Cities”
-Have students complete the Processing portion of Notebook
*Discuss steps
-Ch. 17 – TCI Online Quiz
1) Review Key Info (17.3 child labor, 17.4 – State gov’t,
17.5 – NAACP)
2) Collect Notebooks – after quiz
Homework: 1) Processing Portion of Notebook
November 30
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Historical Document Timeline Presentations – Week 13
Homework: 1) NONE
December 3
-Objective: Each student will investigate the question: Were U.S. interventions abroad between
1890 and 1917 motivated more by realism or idealism?
-Bellwork:1) Go over Ch. 17 Quiz – On Paper
2) Discuss Discussion Board – Profile in History – Week15 – Chapter 21 – 1st Post
-Notebook – Chapter 21 Handout
1) Answer the “Preview” portion in your notebook – U.S. interventions abroad
2) Ch. 21 TCI Presentation – U.S. Interventions Global - Map
*Discuss Questions
-Discuss Key Content Terms – on Notebook guide
*Next slide
*Vocabulary Ch. 21
-Read Section 1 & 2 in Textbook & Complete Section 2 Notes in Notebook
Homework: 1) Profile in History– Week 15 – Acquiring Global Power – Ch. 21 – WEDNESDAY
Key Content Terms – Global Power
1. Big Stick Policy –------------------------------Ch. 21 Section 2
*President Theodore Roosevelt’s strong-arm approach to foreign affairs,
emphasizing diplomacy backed by force.
2. Roosevelt Corollary ---------------------------- Ch. 21 Section 2
*President Theodore Roosevelt’s assertion that the U.S. could intervene to
preserve peace and order in Western Hemisphere & protect U.S.
interests
3. Dollar Diplomacy –-- Ch. 21 Section 2
*President William Howard Taft’s approach to foreign policy, focusing on
encouraging and protecting U.S. trade and investment in Latin America
and Asia.
4. Moral Diplomacy ---------------–-------------------- Ch. 21 Section 2
*President Woodrow Wilson’s approach to foreign policy, focusing on
promoting democratic ideals abroad.
5. Panama Canal ---------------------– Ch. 21 Section 3
*a waterway built by the U.S. through the isthmus of Panama to connect
the Atlantic and Pacific Ocean.
6. spheres of influence -------------------------------------- Ch. 21 Section 4
*areas in which a single nation controlled trading rights, as foreign powers
did in China during the 1890s.
7. Open Door Policy-------------------------------------- Ch. 21 Section 4
*U.S. policy issued in 1899 stating that foreign nations must allow free
trade in China.
December 4
-Objective: Each student will synthesize content form the lesson and primary
sources to create metaphors representing perspectives on U.S. foreign policy
between 1890 and 1917.
-Bellwork: Change seats – draw for them
Clicker Quiz – Vocab. & Notes Ch. 21
-Creating a Metaphor
1) Place students into groups of 2
*Materials - Notebook Handout & Student Handout A & B
2) Assign pairs a location – Panama, Mexico, Puerto Rico, Philippines,
Hawaii, OR China
3) Complete Notebook Handout – Steps 1 & 2 – rough draft of location
4) Completed Metaphors – Step 3 – Posters
Homework: 1) Profile in History– Week 15 – Acquiring Global Power – Ch. 21 –
WEDNESDAY
December 5
-Objective: Each student will identify key components both visual and
audio through a video: “Murder at the Fair”
-Bellwork: NONE
-Watch “10 Days that Unexpectedly Changed America – Murder at the
Fair”
*Student Handout – Video Follow-Along
Homework: 1) Profile in History– Week 13 – Labor – 3rd Post –
WEDNESDAY
December 6
-Objective: Each student will synthesize content form the
lesson and primary sources to create metaphors representing
perspectives on U.S. foreign policy between 1890 and 1917.
-Bellwork: Finish Video - “10 Days that Unexpectedly Changed
America – Murder at the Fair”
-Creating a Metaphor
1) Make sure Metaphor Poster is Completed
2) Ch. 21 – Notebook Section 3 & 4
*You may have to move to others completed posters to
help answer questions.
Homework: 1) NONE
December 7
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Historical Document Timeline Presentations – Week 14
-Finish Metaphor Posters
Homework: 1) Notebook Ch. 21 - TUESDAY
December 10
-Objective: Each student will synthesize content form the
lesson and primary sources to create metaphors representing
perspectives on U.S. foreign policy between 1890 and 1917.
-Bellwork: 1) Present Metaphors to class
-Complete the “Processing” Portion of Notebook – Ch. 21
-Ch. 21 – TCI Online Quiz
Homework: 1) Notebook Ch. 21 - TOMORROW
December 11
-Objective: Each student will simulate the alliances of Europe
that helped spark WWI.
-Bellwork: Ch. 21 Quiz
-Read Ch. 22 Sect. 1 in Textbook
-Alliance Game
1) Discuss
2) Break into Groups & hand out Information
3) Flag Creation/Treaty Organization (Show sample flags)
http://www.loeser.us/flags/wwi.html#central
-Homework: 1) Profile in History – Ch. 22 – WWI – 1st post
December 12
-Objective: Each student will investigate the question:
-Bellwork:
-Notebook – Chapter 22 Handout
1) Answer the “Preview” portion in your notebook – U.S. interventions abroad
2) Ch. 21 TCI Presentation – U.S. Interventions Global - Map
*Discuss Questions
-Discuss Key Content Terms – on Notebook guide
*Next slide
*Vocabulary Ch. 22
-Read Section 1 & 2 in Textbook & Complete Section 2 Notes in Notebook
Homework: 1) Profile in History– Week 15 – Acquiring Global Power – Ch. 21 – WEDNESDAY
Key Content Terms – Global Power
1. Big Stick Policy –------------------------------Ch. 21 Section 2
*President Theodore Roosevelt’s strong-arm approach to foreign affairs,
emphasizing diplomacy backed by force.
2. Roosevelt Corollary ---------------------------- Ch. 21 Section 2
*President Theodore Roosevelt’s assertion that the U.S. could intervene to
preserve peace and order in Western Hemisphere & protect U.S.
interests
3. Dollar Diplomacy –-- Ch. 21 Section 2
*President William Howard Taft’s approach to foreign policy, focusing on
encouraging and protecting U.S. trade and investment in Latin America
and Asia.
4. Moral Diplomacy ---------------–-------------------- Ch. 21 Section 2
*President Woodrow Wilson’s approach to foreign policy, focusing on
promoting democratic ideals abroad.
5. Panama Canal ---------------------– Ch. 21 Section 3
*a waterway built by the U.S. through the isthmus of Panama to connect
the Atlantic and Pacific Ocean.
6. spheres of influence -------------------------------------- Ch. 21 Section 4
*areas in which a single nation controlled trading rights, as foreign powers
did in China during the 1890s.
7. Open Door Policy-------------------------------------- Ch. 21 Section 4
*U.S. policy issued in 1899 stating that foreign nations must allow free
trade in China.
December 14
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Historical Document Timeline Presentations – Week 15
Homework: 1) NONE
December 17
-Objective: Each student will critically analyze a historical
document timeline presentation given by their peers
-Bellwork: 1) NONE
-Historical Document Timeline Presentations – Week 16
Homework: 1) NONE
December 18
-Objective: Each student will investigate the question: Was it in the national interest of the
United States to stay neutral or declare war in 1917?
-Bellwork: Review info from Alliance Game – Last Week
*Vote on best flag
-Notebook – Chapter 22 Handout
1) Answer the “Preview” portion in your notebook
2) Ch. 21 TCI Presentation – U.S. Interventions Global - Map
*Discuss Questions
-Discuss Key Content Terms – on Notebook guide
*Next slide
*Vocabulary Ch. 22
-Read Section 1 in Textbook & Answer Questions on TCI Presentation – Ch. 22
Homework: 1) “Processing” Portion of Notebook - Complete
Key Content Terms – Neutrality to War
1. Central Powers –-------------------------------------- Ch. 22 Section 2
*the WWI coalition which included Germany & AustriaHungary and later included Ottoman Empire and Bulgaria;
opposed Allied powers.
2. Allied Powers ------------------------------------------ Ch. 22 Section 2
*the WWI coalition headed by France, Britain, and Russia and
later included Portugal, Japan, and Italy; opposed the
Central powers.
3. U-Boat ---------------------------------------–---------- Ch. 22 Section 3
*a German submarine that was the first submarine employed
in warfare, initially used during WWI.
4. Lusitania ------------------–----------------------------- Ch. 22 Section 3
*an unarmed British ocean liner whose sinking by a German Uboat on May 7, 1915 influenced the U.S. decisions to enter
WWI.
Key Content Terms – Neutrality to War
5. unrestricted submarine warfare ---------------------– Ch. 22 Section 3
*a German military policy of staging submarine attacks on Allied and
neutral nations’ unarmed ocean liners w/o advanced warning.
6. Sussex pledge ---------------------------------------------- Ch. 22 Section 3
*German promise in 1916 to begin giving advance warning of
submarine attacks
on ocean liners and to spare the lives of
passengers and crews.
7. preparedness movement-------------------------------- Ch. 22 Section 3
*1915; before U.S. entry into WWI, a movement led by Pres. T.R.
that called on the government to increase U.S. military strength and
convince Americans of the need for U.S. involvement in the war.
8. Zimmermann note ---------------------------------------- Ch. 22 Section 4
*a coded telegram that German minister Arthur Zimmermann sent
to German
minister in Mexico proposing that if the U.S. entered
the war, Mexico and Germany should become allies; the U.S.
declared war on Germany 5 weeks later.
December 19
-Objective: Each student will investigate the question: Was it in the national
interest of the United States to stay neutral or declare war in 1917?
-Bellwork: Video – WWI – short clip
-Read Ch. 22 Section 2-4
*Complete the Reading Notes – on your own
*Discuss in class
-Complete the “Processing” portion of Notebook
1) Copy and complete the timeline in your notebook
2) After completing the timeline, write a paragraph that answers the
question: Was it in the national interest of the United States to stay
neutral or declare war in 1917?
*Be sure to include the information asked for on notebook
Homework: 1) Ch. 22 “Processing” Portion of Notebook - Complete
4 Causes of WWI – p. 579-580
1. a. Definition - Nationalism
b. Example –
2. a. Defininition - Imperialism
b. Example –
3. a. Definition - Militarism
b. Example –
4. a. Definition – Alliance System
b. Example –
December 5
-Objective: To understand how World War I began.
-Bellwork: The “Great War” in Europe ignited – next slide
*S.W.A.P. p. 580 – “An Assassination Leads to War”
-Discuss Map of Europe – Alliances
-Understanding the Balkan Peninsula – “the powder keg of Europe” – skip a
slide
-Divided Loyalties – Group Work – skip two slides
*Give about 3-5 minutes for groups to write answer
*Discuss
-Ch. 19 Sect. 1 Quiz on Angel
-Homework: 1) Ch. 19 Sect. 1 on Angel
How did the following help ignite the war in Europe?
Assasination
of Archduke
Ferdinand
Alliances
Militarism
Nationalism
Imperialism
December 9
-Objective: To understand trench warfare, and its strengths and
weaknesses.
-Bellwork: Trench Warfare – p. 582 – Answer these questions:
1) How far did the trenches stretch?
2) What were the 3 types of trenches?
3) Explain “no man’s land”
4) Was trench warfare effective?
-Trench Warfare – Simulation
-CNN Student News – if time
-Homework: NONE
August 23
-Objective: Each student will create a blog account AND they will construct
their first blog.
-Bellwork: 1) Set up Blog for each student
-Blogging – What to do?
1) Show example of my blog
2) TO INCLUDE:
a. Think about 1 or 2 things you want the audience to learn from your
blog.
b. Some kind of story or experience that captures the audience
attention.
c. An explanation of how your story or experience relates to other
people’s lives
d. Conclusion: How do you want your audience to respond? (Make
them feel a certain mood or have some kind of response)
Homework: 1) NONE