MID-INTERIM EXAMS

Hello Juniors, this week we will be working on our mid-interim state tests in room 218, Monday-Wednesday. Please be on time every day, to use as much as the time allotted for your assessment.

Mr. O

Lesson on Friday, January 27, 2017

Aim: How did Americans' disillusionment with World War I help shape U.S. foreign policy during the1920s?

Bell Ringer: Review “Washington Naval Conference” Think-Pair-Share

Objectives:

1. Students will examine the impact of United States foreign economic policy during the 1920s.

2. Students will describe efforts by the United States and other world powers to avoid future wars.

Agenda:

1.Bell Ringer (15 min) 

2.Brainpop: Harlem Reinassance - complete 'Primary Source' Activity – W.E.B. Du Bois's book of essays, The Souls of Black Folk, explored how segregation and racism had shaped the lives of African Americans. As you read the excerpt from the first chapter, think about the following questions.. (15 min) 

3. Activity: Have students work in small groups to complete the stimuli-driven history lab (Attachment H). After students have analyzed each source, and made the connection between the sources and the essential question, have students write their response to the essential question. Depending on the ability level of your students, you may have them write a paragraph or a full length essay. This writing assignment will enable you to check your students’ understanding of key concepts relevant to this benchmark. When assessing their writing, pay close attention to the following: 

o Level of comprehension 

o Use of sources as evidence

Home Learning: Complete all brainpop worksheets: due Monday, January 30^th.

www.brainpop.com

username: yonkers14

password: yonkers

Lesson on Thursday, January 26, 2017

Aim: How did Americans' disillusionment with World War I help shape U.S. foreign policy during the1920s?

Bell Ringer: Review "Washington Naval Package" activity from Tuesday.

Objectives:

1. Students will examine the impact of United States foreign economic policy during the 1920s.

2. Students will describe efforts by the United States and other world powers to avoid future wars.

Agenda:

1. Bell Ringer (10 min)

2. Critique previous History Lab / Tips for next History Lab (15 min) *Students who did not submit "History Lab WWI" will not be able to submit anymore assignments.

3. Brainpop: Jazz (5 min)

4. Complete "Venn Diagram" on Jazz and Blues (rest of class)

5. Work on History Lab "1920s"

Home Learning: Complete History Lab "1920s"

Sources 1-4 for 1920s History Lab

Lesson on Wednesday, January 25th, 2017

Aim: How did Americans' disillusionment with World War I help shape U.S. foreign policy during the1920s?

Bell Ringer: Place a star next to each section that is about topics we have already covered in class on your 1920s packet.

Objectives:

1. Students will examine the impact of United States foreign economic policy during the 1920s.

2. Students will describe efforts by the United States and other world powers to avoid future wars.

Agenda:

1. Bell Ringer (5 min)

2. Grade and review "Chapter 9: Prosperity, Depression, and War" (20 min)

3. WWI Pop Quiz II – Complete the quiz together, analyzing each question (15 min)

4. WWI Pop Quiz I retake (rest of class)

Home Learning: History Lab “1920s” – due Friday, January 27

Lesson on Tuesday, January 24th, 2017

Aim: How did Americans' disillusionment with World War I help shape U.S. foreign policy during the1920s?

Bell Ringer: Answer the questions at the bottom of B2, B3, B4, and B5

Objectives:

1. Students will examine the impact of United States foreign economic policy during the 1920s.

2. Students will describe efforts by the United States and other world powers to avoid future wars.

Agenda:

1. Bell Ringer (12 min)
2. Complete League of Nations discussion, reflecting on your responses on the handout, compare them to the ones listed:

Possible arguments:
Wilson would say:
• Lodge is nationalistic and small-minded.
• The U.S. needs to create global and international relations; must work together with other countries.
• We need to try to prevent future wars.
Lodge would say:
• Wilson is really naïve.
• The U.S. needs to take care of itself first.
• There is no way that other nations are going to look out for American interests.
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3. Activity - The Quest for Peace: A determination to prevent the outbreak of future wars led Americans to embrace international treaties for the limitation of armaments and for outlawing war. In this activity, students will consider two of the most famous of these agreements of the 1920s, the Five Power Treaty of 1922 and the Kellogg-Briand Pact of 1928.

o Divide the class into an even number of small groups. Assign half of the groups the following set of documents relating to the Five-Power Treaty signed at the Washington Naval Conference. Excerpts are available on the attached documents, titled, “The Quest for Peace – Part 1” (Attachment D).
§ Women's International League for Peace and Freedom, "Manifesto on Disarmament," October 1921
§ William E. Borah, "Disarmament," September 1921 § Conference on the Limitation of Armament, 1922
§ A Naval View of the Washington Treaties, April 1922, William Howard Gardiner o

Assign the remaining groups the following set of documents concerning the Kellogg-Briand Pact. The documents are available on the attached document, titled, “The Quest for Peace – Part 2” (Attachment E).

§ Robert Lansing, "The Fallacy of 'Outlaw War'," August 16, 1924 § William E. Borah, "Public Opinion Outlaws War," September 13, 1924
§ Kellogg-Briand Pact, 1928
§ Address by Edwin Borchard, "Renunciation of War," August 22, 1928
o Students are to pretend that they are presidential advisors who have been selected to review one these treaties to predict its potential effectiveness.
Students are to read the documents provided and write a briefing to the president detailing their findings. A form has been provided for this briefing report, and is available on the attached documents, titled, “Five Power Treaty Briefing” (Attachment F) that relates to the Five Power Treaty and “Kellogg Briand Pact Briefing” that relates to the Kellogg Briand Pact (Attachment G).


4. Once students have completed their briefing papers, which may be used as a graded assignment, reassemble students into their groups to discuss their conclusions. Students should come up with a list of positive and negative observations from their documents. To conclude, have a class discussion in which a master list of these positives and negatives is created. How effective do students think these measures would be in preventing the outbreak of future wars?



Home Learning: Complete "Chapter 9: Prosperity, Depression, and War"

Lesson on Friday, January 20th, 2017

Aim: How did Americans' disillusionment with World War I help shape U.S. foreign policy during the1920s? 

 Bell Ringer: Review Journal 47 – What were the economic effects of Germany after WWI?

Objectives:

1. Students will examine the impact of United States foreign economic policy during the 1920s.  

2. Students will describe efforts by the United States and other world powers to avoid future wars.

Agenda:

1. Bell Ringer (10 min) 

2. Finish Attachment B (10 min) 

3. Activity – SHEG Reading Like a Historian “League of Nations” Lesson: In this activity, students investigate why Congress rejected the League of Nations by comparing speeches delivered by Woodrow Wilson and Henry Cabot Lodge. Detailed instructions and excerpts of the speeches can be found here:  

http://sheg.stanford.edu/upload/V3LessonPlans/League%20of%20Nations%20Lesson% 20Plan.pdf  

  

Have students use the graphic organizer (Attachment C) to assist them in analyzing the speeches. (rest of class) 

 Mini-Lecture: End of WWI:  

• European Allies were furious with Germany after WWI and wanted a treaty that punished Germany and made them pay for the damage of the war.  

• President Wilson, instead, thought that the treaty should try to lay the groundwork to “end all wars;” for example, he didn’t think that the Allies should punish Germany too harshly or make a land-grab for German colonies.  

• Wilson drafted his plan, called the “Fourteen Points,” and brought it to Paris; the Fourteenth “point” was the establishment of a League of Nations—an international governing body that would try to resolve international differences and support democratic nations.  

• European nations rejected almost all of Wilson’s ideas, but they agreed to set up a League of Nations—this became part of the Treaty of Versailles.  

• But when Wilson returned to the U.S. and tried to get Congress to ratify the treaty, they refused, mostly because they opposed the League of Nations. Today, we’re going to try to figure out why many in Congress opposed the League of Nations. What are some possible reasons? Elicit student hypotheses and write on board. 

Possible arguments:  

Wilson would say:  

• Lodge is nationalistic and small-minded.  

• The U.S. needs to create global and international relations; must work together with other countries.  

• We need to try to prevent future wars. Lodge would say:  

• Wilson is really naïve.  

• The U.S. needs to take care of itself first.  

• There is no way that other nations are going to look out for American interests.

Home Learning: 1920s packet due on Wednesday, January 25, 2017

Lesson on Thursday, January 19, 2017

Aim: How did Americans' disillusionment with World War I help shape U.S. foreign policy during the1920s? 

Bell Ringer: Grade and review "The Car Becomes Part of American Life"

Objectives:

1. Students will examine the impact of United States foreign economic policy during the 1920s. 

2. Students will describe efforts by the United States and other world powers to avoid future wars.

Agenda:

1. Bell Ringer (10 min)

2. Complete Attachment B as assigned, pages 208-216 (10 min)

3. Journal 46 – How did the economic effects of WWI influence the economy of the 1920s?

4. YouTube:   (10 min)

5. Share assigned topics in Attachment B (rest of class)

6. Infrastructure 

Home Learning: Journal 47 – What were the economic effects of Germany after WWI? 

Lesson on Wednesday, January 18, 2017

1. Aim: How did Americans' disillusionment with World War I help shape U.S. foreign policy during the1920s? 

Bell Ringer: Discuss Journal 45

Objectives:

1. Students will examine the impact of United States foreign economic policy during the 1920s. 

2. Students will describe efforts by the United States and other world powers to avoid future wars.

Agenda:

1. Bell Ringer (10 min) 

2. Discuss WWI Pop Quiz (10 min) 

3. Complete WWI presentations (15 min) 

2. Complete the 1920s Politics and Economics note-taking guide (Attachment B) using the textbook (McGraw-Hill United States History & Geography pp. 208-216), online resources, or class notes as appropriate. Teachers may want to guide students through completing the notes, have students work in small groups or independently. (rest of class)

Home Learning: Handout "The Car Becomes Part of American Life" 

Lesson on Tuesday, January 17, 2017

Aim: How did Americans' disillusionment with World War I help shape U.S. foreign policy during the1920s?

Bell Ringer: Collect WWI History Lab and discuss WWI pop quiz.

Objectives:

1.     Students will examine the impact of United States foreign economic policy during the 1920s.

2.     Students will describe efforts by the United States and other world powers to avoid future wars.

Agenda:

1.Bell Ringer (10 min)

2.Have students present Treaty of Versailles Simulation and WWI research presentations and assess using attached rubric (Attachment C). (10/15 min)

3.Lesson Opening: Analyze the political cartoons using the Observe-Reflect-Question protocol (Attachment A). Make as many observations as possible in order to reflect and determine the meaning of the cartoon. Share your reflections and questions to preview and begin discussing some of the topics that relate to the benchmarks listed above (objectives). You should have questions about: League of Nations, American isolationism, Kellogg-Briand Pact, Calvin Coolidge’s pro-business policies, political corruption in the 1920s.

Home Learning: Journal 45 – Choose one of the political cartoons studied today, and investigate the meaning of your chosen political cartoon. Be ready to present your research to the class.

Lesson on Friday, January 13, 2017

Aim: How did the Treaty of Versailles attempt to achieve peace, and to what extent did it succeed?  

 Bell Ringer: Grade and review packet "The United States Enters"

Objectives:

1. Students will examine the provisions of the Treaty of Versailles and the failure of the United States to support the League of Nations.

Agenda:

1. Bell Ringer (10 min) 

2. WWI Pop Quiz (15 min) 

3. Have students present Treaty of Versailles Simulation and WWI research presentations and assess using attached rubric (Attachment C).

WWI HISTORY LABS DUE ON TUESDAY, JANUARY 17, 2017  *1st grade of the 3rd nine weeks. 

Lesson on Thursday, January 12, 2017

Aim: How did the Treaty of Versailles attempt to achieve peace, and to what extent did it succeed? 

 Bell Ringer: Packet "Propaganda"

Objectives:

1.       Students will identify significant individuals and their role in military and/or  political leadership during World War I. 

2.       Students will explain the dichotomy between the Fourteen Points and the Treaty of Versailles, which resulted in the failure of United States support for the League of Nations.

Agenda:

1.Bell Ringer (10 min) 

2.Grade and review "Trench Warfare" (10 min) 

3.History Lab Activity: Work in small groups to complete the stimuli-driven history lab (Attachment H). After you have analyzed each source, and made the connection between the sources and the essential question, write your response to the essential question. (rest of class)

Home Learning:

1.       Packet "The United States Enters" 

2.       Complete WWI Research Presentation

3.       WWI History Lab DUE: 1/17/2017

Lesson on Wednesday, January 11, 2017

Aim: How did the Treaty of Versailles attempt to achieve peace, and to what extent did it succeed?

Bell Ringer: Handout "Wilson Tries a Moralistic Foreign Policy" / Grade and collect WWI Propaganda Posters and packet “Battlefronts”

Objectives:
1. Students will examine the provisions of the Treaty of Versailles and the failure of the United States to support the League of Nations.

Agenda:

1. Bell Ringer (10 min)
2. Grade & review "The Battlefronts" (10 min)
3. Introduce and begin WWI research presentations and assess using attached rubric (Attachment C) (10 min)
4. Activity: Participate in a Treaty of Versailles Simulation (Attachment G). First, pass out a character sheet (Attachment G, page 1-4) to each student so that a third of the students receive Woodrow Wilson, a third receive Clemenceau, and a third David Lloyd George. Read over your character sheets to prepare to take on the role of that person in the simulation. Next, form groups of 3 (one Wilson, one Clemenceau, and one George per group). Tell them that they will be acting as “The Big Three” to discuss areas of concern and create their own Treaty of Versailles. Pass out the options chart and answer sheet (Attachment G, page 5-6) to each group and use the information on the options chart to fill in their answer sheet. Remind them
they must be “in character.” Finally, discuss the groups’ decisions and reasoning. (25 min)

Home Learning:
1. Packet "Trench Warfare"
2. Continue working on WWI Research Presentation

Lesson on Tuesday, January 10, 2017

Aims: What were the long term and immediate causes of U.S. involvement on the side of the Allies? To what extent did its involvement in World War I affect life in the United States?

Bell Ringer: Handout "The U.S. Enters World War I"

Objectives:

1.     Students will examine how the United States government prepared the nation for war with war measures (Selective Service Act, War Industries Board, war bonds, Espionage Act, Sedition Act, Committee of Public Information).

Agenda:

1.Bell Ringer (15 min)

2.Activity: Play the song “Over There” as an introduction to this activity (https://www.youtube.com/watch?v=B6hRDS3LvQQ). Project or photocopy lyrics to the song so that students may read along while the song plays, and briefly discuss (Attachment E). (10 min)

3.Stamp and review Journals 43 and 44 (5 min)

4.Share images of WWI propaganda posters (http://www.smithsonianmag.com/history/posters-sold-world-war-i-american-public-180952179/?no-ist) with students and use the Library of Congress Teacher’s Guide to Analyzing Primary Sources to promote student analysis and inquiry (Attachment F). (15 min)

5.Work in small groups to create your own propaganda poster based on one of the following: Selective Service Act, War Industries Board, war bonds, Espionage Act, Sedition Act, unrestricted submarine warfare, women in World War I. (rest of class)

Home Learning: Packet “The Battlefront”

Questions to analyze WWI propaganda:

1.What do you notice first?

2.What do you notice that you didn’t expect? 

3.What do you notice that you can’t explain?

4.What do you notice now that you didn’t notice earlier?

5.Where do you think this came from?

6.Why do you think somebody made this?

7.Who do you think was the audience for this item?

Lesson on Monday, January 9, 2017

Aim: What were the long term and immediate causes of U.S. involvement on the side of the Allies?

Bell Ringer: Review and collect video T-Chart. "WWI Documentary T-Chart"

Objectives:

1.     Students will examine causes, course, and consequences of United States involvement in World War I.

2.     Students will examine how the United States government prepared the nation for war with war measures (Selective Service Act, War Industries Board, etc.)

Agenda:

1.Bell Ringer (10 min)

2.WWI 7 Question Quiz (20 min)

3.Review Attachment D, pages 6-7 (10 min)

Home Learning: Journal 43 – In Wilson's 14 points, what sticks out the most to you? Explain. Journal 44 – Describe the Treaty of Versailles and how the US reacted to this treaty.