august 14 -bellwork: 1) quick introduction & names 2) clicker quiz – american history literacy...

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

http://www.learntci.com/

Seating Chart

Chevy & Kayci Victoria & Aaron

Jaden & Darcey

Shane & Ariel & Cody

Dylan & TamaraBailey & Morgan

Front of Room

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” volunteers2) The Getting to Know You Game – Explain

*Handout3) Account – next slide

-Homework: 1) Profiles in History - 2 Responses 2) Bring Notebook

Eyewitness AccountON 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 student2. 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 Rebellion1.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 31) 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 – Steps3 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 groupa. explain your sourceb. write down other’s info in the appropriate

box3. Be prepared to share info in class

In-Class Discussion - Sources1. 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 SourcesHaving 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 week1) Check strong & weak posts and responses2) 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 Project1) Assign Topics – next slide(s)2) Show “Research” in Tools of Google Drive3) Assignment – (POST IN FOLDER ON GOOGLE DOCS)

a. Find 1 primary source writing & 1 primary source visualb. Find 1 secondary source writing & 1 secondary source visual

-Work on Responses to Discussion Board Posts

Homework: 1) Responses by Tomorrow

Topics for historical interpretation1. Thomas Jefferson – Champion of Declaration or Slaveholder Hypocrite2. Missouri Compromise – Helpful or hurtful toward slavery debate3. Slavery – economic necessity or moral corruption4. Civil War – the true reason for the Civil War5. Reconstruction – failure or success6. Transcontinental Railroad – giver or taker of life (Who benefitted the

most?)7. Haymarket Affair – Who was guilty?8. Carnegie, Rockefeller, etc. - Robber barrons or Great

industrialists/philanthropists?9. World’s Fair Chicago – The greatest event in U.S. history to this time or

dangerous?10. Sherman Anti-trust Act – True business changer or mirage in helping

end corrupt business11. Ellis Island and Immigration – Fair procedure or hardship limiting

immigration12. Chinese Exclusion Act – Racist or Necessary?13. 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 Presentation1) Examine sources to be sure sources are appropriate2) Go over Text/Context/Subtext – on next slide3) Show example of text, context, and subtext w/ Nat Turner

*Use presentation4) 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 SourcesText What is visible/readable, i.e., what information is provided by the source? Context What was going on during the time period? What background information do you have that helps explain the information found in the source? Subtext What is between the lines? Ask questions about the following: Author: Who created the source, and what do we know about that person? Audience: For whom was the source created? Reason: Why was this source produced when it was?


-Bellwork:-Discussion Board Post Comments

-Historical Document Presentation1) Examine sources to be sure sources are appropriate2) Go over Text/Context/Subtext – on previous slide3) Show example of text, context, and subtext w/ Nat Turner

*Use presentation4) On Google Doc, write down the text, context, and subtext of Declaration of Independence

*Discuss as class

Homework: 1) Text/Context/Subtext - MONDAY


-Bellwork:-Go over text/context/subtext of Declaration of Independence

-Historical Document Presentation1) Present my Keynote & Poster on Nat Turner

a. Have students grade my presentation w/ rubricb. 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


-Bellwork:-Explore textbooks - online

-Historical Document Presentation1) Assign dates for presentations – begin Friday, September

132) Create guided question – each student

*Discuss how to3) 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 Handout1) Complete the “Preview” section in your notebook.2) Discuss3) 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 & Notes1) Read Section 1 – Textbook2) Complete Notebook entitled – “Section 1”

Homework: 1) Read “Section 2-7” in Textbook – p. 10-15 - TOMORROW 2) Profile in History – Responses – TOMORROW3) 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-of-independence/videos#bet-you-didnt-know-independence-day

-Declaration of Independence*Discuss 4 parts of the D.O.I. – next slides

-Reading & Notes1) Read Section 1 – Textbook2) 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

http://www.history.com/topics/declaration-of-independence/videos#bet-you-didnt-know-independence-day



Five Ideals – D.O.I.

Equality:The condition of being equal.

Opportunity:The promise that people should have the chance to attain their hopes and dreams.

Democracy:A form of government that places power in the hands of the people

Liberty:The freedom to think or act without being limited by unnecessary force.

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 - NotesI. D.O.I.

A. Five Man Committee1. John Adams, Benjamin Franklin, Thomas

Jefferson, Robert Livingston, and Roger Sherman2. 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


-Bellwork:-NONE

-Historical Document Presentation1) Share your Google Doc. in your folder in U.S.

History – 11th2) 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 Presentation1) Share your Google Doc. in your folder in U.S. History – 11th2) Present 1 primary & 1 secondary source

*In front of classa. 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 sources1) 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

Influence of the Ideal in 1776 and TodayDefinition

Equality: “All men are created equal.”

The ideal state in which all people are treated the same and valued equally.

1776: Colonists wanted to avoid the inequality they found in Europe. Today: Equality of condition is still not provided to all.

Analyzing Placards – Primary & Secondary Sources

Details observed on Placard B1. 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 sources1) 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 recentb. 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


-Bellwork: Talk about your Outline (5 paragraph essay) – with shoulder partner

-Writing the 5-Paragraph Essay – next slide1. 5 minutes to write – Paragraph 1 – Introduction

*EXAMPLE – SKIP A SLIDE2. 10 minutes to write – Paragraph 2 – Body #1 – from Placards A-R 3. 10 minutes to write – Paragraph 3 – Body #2 – from Placards A-R4. 10 minutes to write – Paragraph 4 – Body #3 – from CURRENT EVENTS5. 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 essayb. a thesis statement that clearly states your perspective on the essay question

2.Three body paragraphsa. a topic sentence that clearly states one argument supporting your thesis statementb. 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.Conclusiona. reworded version of your thesis statementb. 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-countdown-911/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=XrwT61aQYA82.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

http://abcnews.go.com/Blotter/ten-years-ago-today-countdown-911/story?id=14191671



http://www.youtube.com/watch?v=wNNTcHq5Tzk&feature=related



http://www.youtube.com/watch?v=XrwT61aQYA8

http://www.youtube.com/watch?v=XrwT61aQYA8

http://www.youtube.com/watch?v=B75c4Lre6dU

http://www.youtube.com/watch?v=38wx8C7VmB4



-Bellwork: -CNN Student News


“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 11Remembering Patriot Day


-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



-Bellwork: -CNN Student News


“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, 2001I. 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 HistoryThe 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.


-Bellwork: Talk about your Outline (5 paragraph essay) – with shoulder partner*Finish writing Outline

-Writing the 5-Paragraph Essay – previous slide1. 4 minutes to write – Paragraph 1 – Introduction

*EXAMPLE – SKIP A SLIDE2. 8 minutes to write – Paragraph 2 – Body #1 – from Placards A-R 3. 8 minutes to write – Paragraph 3 – Body #2 – from Placards A-R4. 5 minutes to write – Paragraph 4 – Body #3 – from CURRENT EVENTS5. 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 class2. 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 News2) Go over history of the Constitution3) Go to http://www.annenbergclassroom.org/page/all-videos

*Bill of Rights Video4) 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 go2. Handout: “Analyzing Primary Source Documents” – Model an example3. 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 Compromise1850

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


-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” sectionb. 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 Class1) “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.


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?


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.


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 Vocabulary1. Anaconda Plan 1. naval blocade2. Emancipation Proclamation 2. emancipation3. Gettysburg Address 3. total war4. Sherman’s March to the Sea 4. habeas corpus5. Draft riot 5. military draft6. Copperhead 6. embargo7. Bread riot 7. rifled musket8. 54th Massachusetts Regiment 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 Dramatizations1) 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 – TOMORROW2) 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 Dramatizations1) 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 TOMORROW2) Profile in History – Week 3 – The Civil War – WEDNESDAY3) Interactive Dramatizations - TUESDAY


-Bellwork: 1) Collect Notebooks – Ch. 2 & 9*Be sure handouts are in notebook


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 & PRESENT1) Read Sections 3-6 on Notebook Handout - DISCUSS2) A group presents their dramatization3) Read the corresponding section for the information presented 4) Complete your notebook as described in Notebook Handout

Homework: 1) Finish Interactive Dramatizations – NOTEBOOK TOMORROW2) 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 & PRESENT1) Read Sections 3-6 on Notebook Handout - DISCUSS2) A group presents their dramatization3) Read the corresponding section for the information presented 4) Complete your notebook as described in Notebook Handout

-Chapter 10 Test – The Civil War1) 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


-Bellwork: -Chapter 10 Quiz – Civil War – TCI1) Collect Notebooks – Ch. 10 – Civil War2) When finished, look for Profile in History –

Reconstruction*Clear with Mr. Lahm


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 – TCI1) Collect Notebooks – Ch. 10 – Civil War2) 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 – Reconstruction1) Discuss political cartoons and their significance2) 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 Presentation1. 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 Content1. Go to TCI Presentation – Ch. 11 – Reconstruction2. Complete Section 2 & 3 in Notebook – Cut out & paste on separate pages

Homework: 1) Profile in History– Week 1 – (RESPONSES) - TOMORROW.

Key Content Terms - Reconstruction1. Thirteenth Amendment – Ch. 11 Section 2

*Abolished Slavery2. Freedmen’s Bureau –------ Ch. 11 Section 2

*this assisted former slaves and poor whites living in the South3. 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 equality5. 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


-Analyzing Political Cartoons and Content1. Go to TCI Presentation – Ch. 11 – Reconstruction2. Present PowerPoint - Complete Section 2-5 in Notebook

-Discuss the Cartoons

Homework: 1) Complete Section 2-5 in Notebook


-Bellwork: 1) NONE


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.


-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.


-Share Political Cartoons – Nation’s Commitment to Ideals during Reconstruction.

*Discuss and Share with Class

-Ch. 11 – Reconstruction – TCI Online Quiz1) Read Section 4 & 5 - Discuss2) 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


-Bellwork: 1) NONE


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 Handout1) 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 phonographb. Greater impact – cell phone or telegraphc. 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 - Innovation1. 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 slides1. 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 slides1. 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

Mr. Lahm’s Fight SongNebraska Lyrics

Nebraska"Hail Varsity"(Played after a touchdown)

Hail to the team!The stadium rings as everyone singsThe Scarlet and CreamCheers for a victory echo our loyaltySo on mighty men!The eyes of the land upon every handAre looking at youFight on to victoryHail to the men of Nebraska U!

"There is No Place Like Nebraska"(Played after the PAT)

Nebraska Lyrics (CONTINUED)

There is no place like NebraskaDear old Nebraska UWhere the girls are the fairestThe boys are the squarestOf any old place that I knewThere is no place like NebraskaWhere they're all true blueWe'll all stick together in all kinds of weatherFor dear old Nebraska U.

The Invention – by Mr. LahmI 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 Learning1) 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 GALEExamples 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_within_results=&prodId=SUIC&action=2&catId=&documentId=GALE%7CEJ2102100545&userGroupName=frem03818&jsid=153f42d26f4746eae2b75e1dcb51c374

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/AcademicJournalsDetailsWindow?displayGroupName=Journals&disableHighlighting=false&search_within_results=&prodId=SUIC&action=2&catId=&documentId=GALE%7CA249221968&userGroupName=frem03818&jsid=4064b35fc1c0f42223bdeba802297738

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. 131) Follow the directions on Notebook to cut & paste the graphs into your notebook

-Analyzing Charts and Graphs Activity1. 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 stool2. Analyze the data & photograph on the card & Graph the data

a. Be sure to use the appropriate graph in your notebookb. Answer the 3 questions next to your completed graphs from textbookc. 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 Activity1. 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 stool2. Analyze the data & photograph on the card & Graph the data

a. Be sure to use the appropriate graph in your notebookb. Answer the 3 questions next to your completed graphs from textbookc. 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 Industry1) 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 Industry1) 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


-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: Video1) 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 Handout1) 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 - Innovation1. 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.


-Bellwork: 1) NONE


-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 Industry1) Pass out Handout & have students put in Notebook2) 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 Game2) Discuss questions on Slides #15-16

-”Processing” Portion of Notebook (Slide #17)

Homework: 1) “Processing” Portion – Ch. 14 – FRIDAY2) Ch. 14 – TCI Online Quiz - TOMORROW


-Bellwork: 1) NONE


-Ch. 14 – TCI Quiz Online*Review for Quiz first

Homework: 1) NONE


-Bellwork: TCI Online – Ch. 14 Quiz

Finish Video – “Homestead Strike”

-”The Jungle” Excerpt & Homework

Homework: 1) “The Jungle” Excerpt Homework


-Bellwork: -TCI Online Ch. 14 Quiz

-“The Jungle” Excerpt*Read & Answer Questions


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 Handout1) Answer the “Preview” portion in your notebook – analyzing song lyrics2) 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 - Innovation1. Hull House –------------------------------Ch. 17 Section 1

*the first settlement house in Chicago, founded by Jane Addams2. 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 Handout1) Answer Section 4 in your notebook2) 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”


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 Quiz1) 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


-Bellwork: 1) NONE


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 Paper2) Discuss Discussion Board – Profile in History – Week15 – Chapter 21 – 1st Post

-Notebook – Chapter 21 Handout1) Answer the “Preview” portion in your notebook – U.S. interventions abroad2) Ch. 21 TCI Presentation – U.S. Interventions Global - Map

*Discuss Questions


-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 Power1. 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 & B2) Assign pairs a location – Panama, Mexico, Puerto Rico, Philippines,

Hawaii, OR China3) Complete Notebook Handout – Steps 1 & 2 – rough draft of location4) Completed Metaphors – Step 3 – Posters


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



-Bellwork: Finish Video - “10 Days that Unexpectedly Changed America – Murder at the Fair”

-Creating a Metaphor 1) Make sure Metaphor Poster is Completed2) 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


-Finish Metaphor Posters

Homework: 1) Notebook Ch. 21 - TUESDAY


-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 Game1) Discuss2) Break into Groups & hand out Information3) 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 Handout1) Answer the “Preview” portion in your notebook – U.S. interventions abroad2) Ch. 21 TCI Presentation – U.S. Interventions Global - Map

*Discuss Questions


-Read Section 1 & 2 in Textbook & Complete Section 2 Notes in Notebook


Key Content Terms – Global Power1. 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.


-Bellwork: 1) NONE


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 Handout1) Answer the “Preview” portion in your notebook 2) Ch. 21 TCI Presentation – U.S. Interventions Global - Map

*Discuss Questions


-Read Section 1 in Textbook & Answer Questions on TCI Presentation – Ch. 22

Homework: 1) “Processing” Portion of Notebook - Complete

Key Content Terms – Neutrality to War1. Central Powers –-------------------------------------- Ch. 22 Section 2

*the WWI coalition which included Germany & Austria-Hungary 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 U-boat on May 7, 1915 influenced the U.S. decisions to

enter WWI.

Key Content Terms – Neutrality to War5. 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 Notebook1) Copy and complete the timeline in your notebook2) 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

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?

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 blog2) 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 livesd. Conclusion: How do you want your audience to respond? (Make them feel a certain mood or have some kind of response)

Homework: 1) NONE

august 14 -bellwork: 1) quick introduction & names 2) clicker quiz – american history literacy...

Documents

slide homework

notebook slide

expert groups

handout nat turners

nat turners actions

home groups

analyzing images

feature students volunteers