Tuesday, February 28, 2017

Aim: How did domestic and foreign political actions contribute to the causes, course and consequences of World War II?

Bell Ringer: Stamp and review 11-3

Objectives:

1. Students will describe the United States' response in the early years of World War II (Neutrality Acts, Cash and Carry, Lend Lease Act)

2. Students will explain the impact of World War II on domestic government policy.

Agenda:

1. Bell Ringer (10 min)
2. Complete the note-taking guide (Attachment D, pp. 1-3) using your textbook (McGraw-Hill United States History & Geography pp. 266-275)
3. Decide which of the long-term causes of WWII in Europe was most responsible for causing the war (using chart on p. 2 of the notetaking guide). Hold a class vote to narrow down the causes to the top two. Have students participate in “mini-debates” to argue over the main cause. Instructions for conducting “mini-debates:”

o Divide the class into 3 groups – group A will argue on behalf of one cause; group B will argue on behalf of the other cause; 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. Have group C create a list of questions that they could 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?

*Remind History Lab students to be on time tomorrow!


Home Learning:

YouTube video: https://www.youtube.com/watch?v=e0lYMqmDqUQ  

Journal 58 – List the leftover problems from WWI that caused WWII.

Lesson on Monday, February 27, 2017

Aim: How did domestic and foreign political actions contribute to the causes, course and consequences of World War II?

Bell Ringer: EOC review pages 9-10

Objectives:

1. Students will describe the United States' response in the early years of World War II (Neutrality Acts, Cash and Carry, Lend Lease Act)

2. Students will explain the impact of World War II on domestic government policy.

Agenda:

1. Bell Ringer (10 min)

2. Lesson Quiz 11-1 and 11-2 (p. 147 in workbook) (15 min)

3. Complete the note-taking guide (Attachment D, pp. 1-3) using your textbook (McGraw-Hill United States History & Geography pp. 266-275)

Home Learning: Lesson Quiz 11-3 / use the images below. (Sorry about the first two images, I was unable to put them in the upright position)

New Deal History Lab Sources

Source 1 – Poster promoting “Made in America”

 Source 2 – Political cartoon by Joseph L. Parrish in 1937 Chicago Tribune

Source 3 – Political

cartoon entitled “What

a Man!” by Nelson

Harding

Source 4 – Political

Cartoon “Planned

Economy or Planned

Destruction?”

DUE: MONDAY, FEBRUARY 27, 2017

Lesson on Friday, February 24, 2017

Aim: How did domestic and foreign political actions contribute to the causes, course and consequences of World War II?

Bell Ringer: Journal 57 – What do you know about World War II?

Trivia:
3. The Constitution of the U.S. was written on this year.
4. President Thomas Jefferson (3) purchased the Louisiana Territory on this year.

Objectives:

1. Students will describe the United States' response in the early years of World War II (Neutrality Acts, Cash and Carry, Lend Lease Act)

2. Students will explain the impact of World War II on domestic government policy.

Agenda:

1. Bell Ringer (10 min)

2. Introduce the topic of World War II by showing the slideshow of images found at http://time.com/3638649/world-war-ii-photos-we-remember/  or by projecting the Introduction stimulus document (Attachment A). Ask students to choose the image that stands out the most to them and explain their reaction. (10 min)

3. Brainstorm and discuss what you may already know about World War II by using a graphic organizer (Attachment B). Use chart paper to create a large one as a class after getting input from individual students. Re-visit throughout the unit to add to the chart. (10 min)

4. Assign pairs or small groups of students one of the “Keys” to Learning (Attachment C), then have them create a concept map to represent the information in their assigned paragraph.

Home Learning: US History EOC Review Guide Pages 9-10 and Concept Map on your assigned paragraph of the WWII "Keys" handout. 

Lesson on Thursday, February 23, 2017

Aim: How did the New Deal attempt to end the Great Depression??

Bell Ringer: Grade & review "FDR Brings a New Deal"

Trivia:

1. The first permanent English settlement in North America, founded in 1607.

2. The date the Declaration of Independence signed.

Objectives:

1. Students will examine causes, course, and consequences of the Great Depression and the New Deal. Also Assessed Benchmarks · 2.

2. Students will evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing, and marketing practices.1.

Agenda:
1. Bell Ringer (10 min)
2. Great Depression / New Deal Exam (rest of class)



NO HW: U.S. HISTORY EOC REVIEW GUIDE PAGES 4-8

Lesson on Wednesday, February 22, 2017

Aim: How did the New Deal attempt to end the Great Depression??

Bell Ringer: Grade & review "FDR Brings a New Deal"

Objectives:

1. Students will examine causes, course, and consequences of the Great Depression and the New Deal. Also Assessed Benchmarks · 2.

2. Students will evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing, and marketing practices.1.

Agenda:
1. Bell Ringer (10 min)
2. Great Depression / New Deal Exam (rest of class)


NO HW (unless you have to complete the History Lab)

Lesson on Tuesday, February 21, 2017

Aim: How did the New Deal attempt to end the Great Depression??

Bell Ringer: Grade & review: Packet "The Great Depression, 1929-1940"

Objectives:

1. Students will examine causes, course, and consequences of the Great Depression and the New Deal. Also Assessed Benchmarks ·

2. Students will evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing, and marketing practices.1.

Agenda:

1. Bell Ringer (15 min)

2. Brainpop: Great Depression / Complete 'Activity' section (10 min)

3. New Deal Checking Your Understanding Quiz (15 min)

Home Learning: Worksheet: FDR Brings a New Deal / Critics Attack FDR Policies

WWI Study Guide:

1. Remember to bring your "The Great Depression, 1929-1940" packet because you will be able to use page 218 as a source. 

2. Look up the "Bank Holiday of 1933" -> has to do with FDR closing all banks. 

3. Know the purpose of the "Wagner Act" or "National Labor Relations Act" (they're the same thing) -> on google or on your packet page 218.

4. Analyze the following political cartoon, it will be on the test tomorrow:

Based on this cartoon, economic recovery would require

         (1) fewer regulations by the federal government

         (2) increased taxes on the working class

         (3) more money in the hands of lower-income families

         (4) protective tariffs on foreign goods

5. Read the following poem and answer the questions below the poem. The poem and the questions will be on the test. 

Brother, Can You Spare a Dime?

They used to tell me I was building a dream

And so I followed the mob.

When there was earth to plow or guns to bear,

I was always there, right on the job.

They used to tell me I was building a dream

With peace and glory ahead —

Why should I be standing in line, just waiting for bread?

Once I built a railroad, I made it run,

Made it race against time.

Once I built a railroad, now it’s done —

Brother, can you spare a dime? . . .

Once in khaki suits, gee, we looked swell

Full of that Yankee Doodle-de-dum.

Half a million boots went slogging through hell,

And I was the kid with the drum. . . .

—    E. Y. Harburg and J. Gorney, 1932

1.    Which statement most accurately expresses the main idea of this song?

         (1) Railroad workers were often overpaid.

         (2) The average wage in 1930 was 10 cents an hour.

         (3) Soldiers never have difficulty finding jobs when they return from war.

         (4) Hard times threaten economic opportunity.

2.    Which program was created to deal with the problem identified in this song?

         (1) Interstate Commerce Commission (ICC)

         (2) Works Progress Administration (WPA)

         (3) Federal Trade Commission (FTC)

         (4) Federal Deposit Insurance Corporation (FDIC)

Lesson on Friday, February 17, 2017

Aim: What were the long term and immediate causes of the Great Depression?

Bell Ringer: Stamp and review Journal 56. Describe a New Deal program.

Objectives:

1. Students will examine causes, course, and consequences of the Great Depression and the New Deal. Also Assessed Benchmarks ·

2. Students will evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing, and marketing practices.

Agenda:

1. Bell Ringer (10 min)

2. Complete the note-taking guide (Attachment D, pp. 3-5) using your textbooks (McGraw-Hill United States History & Geography pp. 248-261) (15 min)

3. Have students create a poster to promote one of the New Deal programs (Attachment F).

Home Learning: Packet "The Great Depression, 1929-1940" / Quiz on Tuesday

Complete your New Deal Program Advertisement, due WEDNESDAY!!! 

DUE NEXT WEEK:

1. PACKET (with main ideas of each paragraph highlighted, annotations, and questions answered) (1 classwork grade)

2. TUESDAY: QUIZ

3. WEDNESDAY: GREAT DEPRESSION / NEW DEAL EXAM. Also, New Deal Advertisements and Concept Maps due for the Gallery Walk. 

Lesson on Wednesday and Thursday, February 15 and 16, 2017

Aim: What were the long term and immediate causes of the Great Depression?

Bell Ringer: Review and stamp Journal 55.

Objectives:

1. Students will examine causes, course, and consequences of the Great Depression and the New Deal. Also Assessed Benchmarks ·

2. Students will evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing, and marketing practices.

Agenda:

1. Bell Ringer (10 min)

2. Complete your Great Depression Causes Concept Map (15 min)

3.  Complete the note-taking guide (Attachment D, pp. 1-3) using textbooks (McGraw-Hill United States History & Geography pp. 232-243), online resources, or class notes as appropriate. (rest of class)

Home Learning: Journal 56 – Choose two of the New Deal programs described in YouTube video: https://www.youtube.com/watch?v=-cfjfaNyCC8 

Lesson on Tuesday, February 14, 2017

Aim: What were the long term and immediate causes of the Great Depression?

Bell Ringer: Review and stamp journal 54 and worksheet then watch the YouTube video: https://www.youtube.com/watch?v=m5rUXuaYUe0 

Objectives:

1. Students will examine causes, course, and consequences of the Great Depression and the New Deal. Also Assessed Benchmarks ·

2. Students will evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing, and marketing practices.

Agenda:

1. Bell Ringer (15 min) 

2. Activity: Assign small groups of students to become experts in one of the major causes of the Great Depression. Groups may be divided using sections of Chapter 9, Lesson 1 in McGraw-Hill United States History & Geography, pp. 232-236:  

o The Long Bull Market  

o The Great Crash  

o Banks Begin to Close  

o The Uneven Distribution of Income  

o The Loss of Export Sales  

o Mistakes by the Federal Reserve  

Have each group create a concept map to visually represent the information in their section.  

3. Finally, share concept maps either orally or through a “gallery walk” activity. To close the activity, ask students to consider which cause of the Great Depression had the biggest impact, and explain their reasoning. (rest of class)

Home Learning: Journal 55 – Describe a cause of the Great Depression (not the one that you're an expert on)

Lesson on Monday, February 13, 2017

Aim: What were the long term and immediate causes of the Great Depression?

Bell Ringer: Lesson Opening: Introduce students to the topic of the Great Depression by showing the famous image of migrant farm families by Dorothea Lange, and asking to think about what the picture tells them about the Great Depression era (Attachment A). Brainstorm what you already know about the Great Depression and New Deal.

Objectives:

1. Students will examine causes, course, and consequences of the Great Depression and the New Deal. Also Assessed Benchmarks ·

2. Students will evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing, and marketing practices.1.

Agenda:

1. Bell Ringer (10/15 min)

2. Brainpop: Causes of the Great Depression. Complete: Vocabulary (10 min)

3. Read the “Keys” to Learning about the Great Depression and New Deal (Attachment B). For each main point summarize in 10 words or less and create a visual or symbol to represent each point. See example (Attachment C), complete the summary and visual for remaining points in pairs or small groups. Share and discuss main point summaries and clarify (rest of class)

Home Learning: Journal 54 – What were the causes of the Great Depression? Worksheet: "The Great Depression"

Lesson on Friday, February 10, 2017

Aim: To what extent did social conditions in the United States change during the 1920s? For women? For African American? For ethnic minorities?

Bell Ringer: Collect “Sacco & Vanzetti Political Cartoon/Editorial”

Objectives:

1. Students will explain the causes of the public reaction (Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare

2. Students examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women.

Agenda:

1. Bell Ringer (15 min)

2. File papers / hold all History Labs to compare and contrast.

3. Complete "1920s Culture" History Lab as a class. Have students fill out their own Lab sheet as the teacher completes it on the screen.

HOME LEARNING: 

1. Brainpop: Great Depression Causes / Complete the “Graded Quiz” and email it to: misteroliveros@gmail.com

Brainpop username: Yonkers14

Brainpop password: Yonkers

2. Complete your "Great Migration 1920s" History Lab. Below are the sources:

Source 1 – “To the North” Political Cartoon

Source 2 – Jacob Lawrence painting

Source 3 – Photographic image of black family arriving in Chicago from the South

Source 4 – Photographic image showing after-effects of Chicago race riots of 1919.

In class, we evaluated our own History Labs (all of them). Write down the questions below, leave space between the questions, and come to class ready to evaluate your own history labs which are put away in the cabinet in social studies class. 

HISTORY LAB SELF-EVALUATION QUESTIONS:

1.  As you reread your labs, what strikes you as the strengths of your writing?

2. What revisions would you make to strengthen your labs?

3. Which lab do you find the most challenging? Why?

4. What kinds of feedback on your writing have you received from instructors?

Lesson on Thursday, February 9, 2017

Aim: To what extent did social conditions in the United States change during the 1920s? For women? For African American? For ethnic minorities?

Bell Ringer: Review and collect political cartoon/written editorial. Did I say this was due Friday?

Objectives:

1. Students will explain the causes of the public reaction (Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare

2. Students will examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women.

Agenda:

1.     Bell Ringer (10 min)

2.     Activity: Show the video clip of 1928 movie Our Dancing Daughters (http://www.tcm.com/mediaroom/video/294234/Our-Dancing-Daughters-Movie-ClipOpen-Vicious.html) Observe the way that 1920s women are depicted in the clip. Work with a partner to read and categorize the opposing viewpoints about the 1920s “new woman” and the bobbed hairstyle (http://historymatters.gmu.edu/d/5117) in a T-chart (Attachment F).

3.     Debate the opposing sides. As an extension, assign students to read F. Scott Fitzgerald’s short story “Bernice Bobs Her Hair” (http://public.wsu.edu/~campbelld/engl494/bernicebobs.pdf).

Home Learning: Complete political cartoon/editorial.

Lesson on Wednesday, February 8, 2017

Aim: To what extent did social conditions in the United States change during the 1920s? For women? For African American? For ethnic minorities?

Bell Ringer: Review Journal 53 and complete any unfinished Attachment B segments.

Objectives:

1.     Students will explain the causes of the public reaction (Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare

2.     Students will examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women.

Agenda:

1.  Bell Ringer  (10 min)

2.  Activity: First, play the Woody Guthrie song “Two Good Men” for students to listen and write down any words they hear that seem important (https://www.youtube.com/watch?v=dNKg54bvObQ).   

3.  Briefly discuss the song and student reactions (Woody Guthrie, an iconic American folk singer, wrote a whole collection of songs about Sacco and Vanzetti). Next, divide the class into small groups. (10  min) 

4.  Read and discuss the background on Sacco & Vanzetti (Attachment C). Give each group a primary source document related to the 1920s Red Scare and/or the Sacco & Vanzetti case (Attachment D), and analyze your source using the Library of Congress graphic organizer (Attachment E). Have groups report out about the meaning and significance of their source. (rest of class)

Home Learning: Create your own political cartoon or written editorial to express your opinion on the 1920s Red Scare. Your opinion must be backed by interpretation of the political cartoons and readings given in class. Due Friday!