HELLO, happy holidays! I apologize about the late post; here is the WWI documentary for your T-Chart due on January 9th.

Lesson on Thursday, December 22, 2016

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

Bell Ringer: Sit in your groups (A, B, or C) to come up with the best statements to back your arguments (A,B) or best questions to ask debate members (C).

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)

Agenda:

1.Bell Ringer (15 min)

2.Complete Debate (rest of class)

3.Submit your 3 statements/questions

Home Learning:

1. Complete the note-taking guide (Attachment D, pages 6-7) using their textbook (McGraw-Hill United States History & Geography pp. 197-199)

2. Read pages 197-199 in the McGraw-Hill textbook United States History & Geography. During reading, generate your own questions for each section. On Monday 1/9/2017 we will exchange questions in order to answer each other’s questions. This will be counted as a quiz grade!

3. Watch this WWI documentary on a T-Chart list topics covered in our class on the left, and topics not covered in our class on the right.

Lesson on Wednesday, December 21, 2016

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

Bell Ringer: Have students complete the note-taking guide (Attachment D, pages 4-5) using their textbook (McGraw-Hill United States History & Geography pp. 189-197) (15 min)

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)

Agenda:

1.               Bell Ringer 

2.               Have students participate in “mini-debates” to argue the question “Should the United States stay neutral in World War I?” 

o As a class, read the “Analyzing Primary Sources” sidebar on p. 187. Discuss with students the arguments on both sides of the debate over whether the United States should have stayed neutral in WWI. 

o Next, divide the class into 3 groups – group A will argue the PRO side; group B will argue the CON side; and group C will be judges. Instruct groups A and B to work together to brainstorm a list of possible arguments they could use to win the debate over US neutrality in WWI for their side. Have group C create a list of questions that they can use as judges to stimulate debate. 

o Match one student from group A with one student from group B and one student from group C until everyone is paired up in a triad made up of a student from each of the three groups. Each of these triads will have their own mini debate, meaning that there will be 5-10 debates going on around the classroom at the same time. 

o Finally, after 5-10 minutes of debate, ask each judge to share their verdict—Who won the debate? Why?

Home Learning:

“Analyzing Primary Sources” sidebar on p. 187 

Group A: Bring three statements that will back your argument.  

Group B: Bring three statements that will back your argument.  

Group C: Bring three questions that you will ask your debate members. 

Have your three questions or statements ready for tomorrow's debate.

Lesson on Monday, December 19, 2016

WORLD WAR I – Mr. Oliveros / Periods 1 and 5

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

Bell Ringer: Review Attachment D with a shoulder partner. 

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. 1. Bell Ringer (10 min) 

2. Assign pairs or triads of students to read one of the following sub sections from the McGraw Hill United States History & Geography 

3. textbook and create a concept map to present to the class based on their assigned section. For more information and samples of concept maps: http://www.schrockguide.net/conceptmapping.html  

A. Wartime Agencies (p. 189-190) 

B. Mobilizing the Workforce (p.190-1) 

C. Shaping Public Opinion (p.191) 

D. Volunteers and Conscripts (p.192-3)   

E. Women Join the Military (p. 193) 

F. Trench Warfare (p. 194-5) 

G. New Technology (p. 195) 

H. Winning the War at Sea & Russia Leaves the War (p. 196) 

I. Americans Enter Combat & The War Ends (p. 196-7)

4. Students must submit completed concept maps at the end of the period, no exceptions. 

NO HW! 

Lesson on Friday, December 16, 2016

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

Bell Ringer: Read pages 184-186 “World War I Begins” (10 min)

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.

Agenda:

1.Bell Ringer (10 min)

2.                        Have students read Chapter 7, Lesson 1 in McGraw-Hill United States History & Geography “The United States Enters World War I” and answer each Progress Check question as they read. Today only read "The United States Declares War"(10 min)

3.                        WWI Concept Map presentations (cont'd)(rest of class)

Home Learning: Complete the note-taking guide (Attachment D, pages 1-3) using their textbook (McGraw-Hill United States History & Geography pp. 184-188)

Lesson on Thursday, December 15, 2016

Aim: What were the causes of World War I? 

Bell Ringer: Journal 42 – What were the causes of WWI?

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

Agenda:

1.Bell Ringer (10 min)

2.WWI Concept Map presentations (30 min)

3.Read Chapter 7, Lesson 1 in McGraw-Hill United States History & Geography “The United States Enters World War I” and answer each Progress Check question as you read.

Home Learning: 

Period 1: #3 on the Agenda above. 

Period 5: Wilson's 14 points on Attachment D6. 

Lesson on Wednesday, December 14, 2016

Aim: What were the causes of World War I?

Bell Ringer: Analyze image in Attachment A / Brainstorm what we know about WWI.

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, war

Agenda:

1.     Bell Ringer (10 min)

2.     Brainpop: WWI (5 min)

3.     Analyze Attachment B (US in WWI Concept Map) Introduce key concepts, including causes of the war, reasons for US involvement, new forms of warfare, the home front, and the aftermath of the war including the Treaty of Versailles. (10 min)

4.     Assign students to research and present on a topic related to World War I, either working independently or with a partner (Attachment C). Some suggested topics:

o War technologies

o The role of women in WWI

o The African American experience during WWI

o The 1918 flu epidemic

o American propaganda during WWI

o Paris Peace Conference

o The Armenian Genocide (rest of class)

Home Learning: Complete WWI Concept Map / Prepare to present

Lesson on Tuesday, December 13, 2016

Aim: Why did the United States invade Cuba?  

Bell Ringer: Complete "Guiding Questions" for Documents A "Reconcentration Camps" and Document B "March of the Flag"

Objectives:

1.Students will explain the motives of the United States’ acquisition of the territories.  

2.Students will examine causes, course, and consequences of the Spanish-American War. 

Agenda:

1.Bell Ringer (10 min) 

2.Review "Guiding Questions" for Docs A and B (5 min) 

3.Review Journal 41 (5 min) 

4.History Lab "Imperialism"

NO HOMEWORK! 

Lesson on Monday, December 12, 2016

Aim: Why did the United States invade Cuba?

Bell Ringer: Review Attachment C5, C6.

Objectives:

1.     Students will explain the motives of the United States’ acquisition of the territories.

2.     Students will examine causes, course, and consequences of the Spanish-American War.

Agenda:

1.     Bell Ringer (10 min)

2.     Write inquiry question on board: Why did the U.S. invade Cuba? In June 1898, the U.S. sent troops into Cuba. Over the next few days, we are going to investigate why. I will play the following movie twice. Both times, listen for all the different possible reasons why the U.S. chose to invade Cuba. The first time, just listen.

3.     Show movie first time while students simply watch. Show movie again. This time when you watch it, take notes about anything that might help you answer the question: Why did the U.S. invade Cuba? (10 min)

4.     Elicit student hypotheses: Ask students to share some of the possible reasons the movie presents for why the U.S. invaded Cuba. List these on board. Ask students to generate additional reasons to add to the list. [Note to teacher: Keep this list of hypotheses in a format that is accessible to students (chart paper, overhead, student notebooks, etc.) You will refer to them throughout this instructional sequence]. By show of hands, elicit which hypotheses students favored. (5 min)

5.     Hand out Spanish American War Graphic Organizer. Show slide #2 from Maine Powerpoint. Ask students to fill in the Graphic Organizer for “Awake! United States.” Discussion question: Which hypothesis does this support? (Students should see that this document supports the hypothesis that the US went to war because of th e explosion of the Maine). (5 min)

6.     Hand out Spanish American War Documents A and B and Guiding Questions. Ask students to answer Guiding Questions for each document, and then to fill in the Graphic Organizer for these sources. (15 min)

7.     Discussion: Look back at the list of hypotheses on the board. Ask students: • How do these sources support or contest any of the hypotheses? • Are any hypotheses more convincing to you now? • Do you think the U.S. invaded Cuba for humanitarian reasons? Why or why not? • Should we add any new hypotheses? Change or eliminate any existing hypotheses? (rest of class)

Home Learning: Journal 41 – Explain how the Spanish-American War changed the United States.

Lesson on Friday, December 9, 2016

Aim: What motivations and justifications explain U.S. expansion between the Civil War and WWI?

Bell Ringer: Review Attachment C4

Objectives: 

1.SS.912.A.4.2 Explain the motives of the United States’ acquisition of the territories.  

2.SS.912.A.4.3 Examine causes, course, and consequences of the Spanish-American War. 

Agenda:

1.                       Bell Ringer (10 min) 

2.                       Read Imperialists pages 1-5 or Anti-Imperialists pages 6-10 of Attachment D (10 min) 

3.                       Imperialism Debate (20 min)

Home Learning:

1.       Complete Attachments C5, C6.  

2.       Journals 31-40 graded on Monday. 

Lesson on Thursday, December 8, 2016

­­­­Aim: What were the major factors that contributed to the United States' imperialistic movement? 

Bell Ringer: Grade and review “For/Against Imperialism” T-Chart (1Q grade) and map Activity “America Becomes a World Power” (1L grade)

Objectives:

1.Students will explain the motives of the United States’ acquisition of the territories.  

2.Students will examine causes, course, and consequences of the Spanish-American War.  

Agenda:

1.Bell Ringer (10 min)

2.Complete Attachment C (25 min)

3.Debate (rest of class)

Home Learning: Complete Attachment C4. Read your designated pages for the debate. 

Lesson on Wednesday, December 7, 2016

Aim: What were the major factors that contributed to the United States' imperialistic movement?

Bell Ringer: Grade Progressive Moments Attachment G.

Objectives:

1.Students will explain the motives of the United States’ acquisition of the territories.  

3.Students will examine causes, course, and consequences of the Spanish-American War. 

Agenda:

1.Bell Ringer (10 min) 

2.Complete Map Activity (10 min) 

3.Complete Concept Map presentations (15 min) 

4.Complete the US Imperialism note-taking guide (Attachment C) using textbook (McGraw-Hill United States History & Geography pp. 142-157). (rest of class) 

5.Divide class into two groups and assign reading for HW for tomorrow's debate. 

Home Learning: Read assigned areas of Attachment D and complete the questions on the map “America Becomes a World Power”

Lesson on Tuesday, December 6, 2016

Aim: What is Imperialism?

Bell Ringer: Take 15 minutes to complete your concept maps.

1.     Students will explain the motives of the United States’ acquisition of the territories.

2.     Students will examine causes, course, and consequences of the Spanish-American War.

Agenda:

1.Bell Ringer (15 min)

2.       Grade Vocabulary Review Attachment G 

3.       Continue on Imperialism:

o Post the key term mini-posters around the room and have students do a “gallery walk” to become familiar with each term. Give each pair two post-it notes to write questions about key terms as they walk around. They will stick their post-it with a question on the wall next to two of the terms that they have questions about. Some examples of appropriate questions: “Why is the policy called “Big Stick” policy?” or “What if the US and Spain had never fought a war?” 

o Finally, after students have had an opportunity to do the “gallery walk” and post their questions, have a class discussion using the student-generated questions to guide the discussion. Encourage students to answer each other’s questions and clarify when needed. 

4.Have students complete the US Imperialism note-taking guide (Attachment C) using their textbook (McGraw-Hill United States History & Geography pp. 142-157), 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.

Home Learning: Work on Attachment C. Use google. 

Lesson on Monday, December 5, 2016

Aim: What is Imperialism?

Bell Ringer: Journal 40 – Describe an empire.

Objectives:

1.     Students will explain the motives of the United States’ acquisition of the territories.

2.     Students will examine causes, course, and consequences of the Spanish-American War.

Agenda:

1.Bell Ringer (10 min)

2.Lesson Opening: Introduce students to the topic of US Imperialism by showing the American Empire, 1900 map (Attachment A). Ask students to locate American possessions as of 1900 using the map. Discuss how this map compares to today’s map. Ask students why they think the United States acquired these territories (military, economic, political, other reasons). (10 min)

3.Assign students to complete their own map identifying and labeling locations that played a key role in American imperialism during the late 19th-early 20th century time period (Attachment B). Locate and label the following: (15 min)

o United States o Mexico o Canada o Alaska o Russia o Pacific Ocean o Atlantic Ocean o Hawaii o Japan o China o The Philippines o Cuba o Puerto Rico o South America o Panama Canal o Midway Island o Wake Island o Guam o American Samoa o Australia

4.Vocabulary Activity: Assign pairs of students one of the content focus key terms from this unit (see Key Vocabulary above). Have them create a mini-poster for their key term. (rest of class) o First, have students fold a blank piece of paper to make 4 squares. In one square, have them write their key term in bold letters. In the other squares they must do the following: draw a picture or symbol representing the term; write a definition of the term in their own words; write a sentence using the term.

Big Stick, expansionism, imperialism, Open Door policy, Panama Canal, Philippines, Platt Amendment, Roosevelt Corollary, Spanish-American War, Teller Amendment, Treaty of Portsmouth (1905), yellow fever, yellow press/yellow journalism.

Home Learning: Complete Concept Map

Lesson on Friday, December 2, 2016

Today we completed The Progressive Movement Packet, "Document A Lincoln Steffens" and "Document B George Plunkit."

We also highlighted in the packet information that we saw/heard in the Progressive Movement documentary.