It's a girl!!!!

Follow- ups and photos to come on

http://www.thecolemanbuzz.blogspot.com/

Have a great summer.

School's almost out!

Hey everyone,
We can see the light at the end of the tunnel now. We are spending this week reviewing major events in US history, and next week testing, and then its SUMMER! I must use this opportunity to tell you all how special you have been to me. I will have many fond memories of our year together. Next year I will start a new chapter in my life. Mommy x 2! I am due to have a new little one in October. For this reason, I have chosen to take a year off. I will miss seeing you all, and definitely want to keep in touch. Feel free to follow my family blog www.thecolemanbuzz.blogspot.com to see what is up with my family. You can also follow me on twitter by typing angiecoleman in the search box. Please leave comments! I want to know how life is treating you.
Congratulations on a great year!
Sincerely,
Mrs. Coleman

A revamping of end of year schedule

Sorry ladies and gents,
it looks like the decades project will be a no go. Computer and library time is taken by AP testing :( . We will instead finish out the year with some fun activities. You are welcome to complete the decades project on your own or with a partner for bonus credit. The due date will be the same (5/26). This week's agenda is as follows.

Day 4 5/19
* Finish "A Long Walk Home"
*Journal: Describe how life was different before/after the Civil Rights Movement.
*Discuss Movie and Movement
* Watch Assassination of MLK video
* Complete Venn Diagram of MLK/ Malcolm X.

Day 5 5/21
* Journal : How did leaders like Malcolm X and Martin Luther King change America?
* Discuss the impact of the Civil Rights Movement on the country.
* Watch Title IX clip
* Complete Matrix on more recent civil rights movements in terms of other minorities.
* History Rocks (80's) if time

Civil Rights and Beyond

Well guys,
This seems like the end of an era. I can see the light at the end of the tunnel! We are finishing Civil Rights on Monday, and moving into the crazy eras of the 80's, 90's and 2000's and guess what...you are the teachers! Here is the end of the year schedule. Hooray! Summer is coming!
Monday 5/18 Long Walk Home Movie (finish 1-20 of civil rights page)
Tuesday 5/19 Begin Decades Project
Thursday 5/21 Groupwork continues
Tuesday 5/26 Presentations
Thursday 5/28 Review For Final
Monday 6/1 Finals Week!

Here is your decades project!
U.S. History
Decades Project – 100 points

Objective: For students to research various aspects of American culture and politics during their assigned decade. This is also an opportunity for students to work on research, communication and presentation skills.

Directions:
Students will work in groups of 4-5.
Each group member will select 5 aspects of their era (see topics below) to research
Each project should include information on the following:
A) Fashion/Clothing/Hairstyles (men and women)
B) Food
C) Music
D) Entertainment/Recreation/Leisure
E) Values (Culture, what was important, slang, etc.)
F) Politics
G) Economy
H) Inventions, technology

This project should provide the audience with an overall idea of what happened during that decade and what it would be like to live during that time period.
Different formats that may be used (but are not limited to): Video, display boards, actual artifacts, scrapbook, PowerPoint presentations, slide show, games, demonstrations, or a combination of these formats.
Presentations will be given on Tuesday 5/26 during class.

Project requirements:
Thorough information provided about the assigned decade
At least 3 different sources (in addition to the textbook) are used for researching the decade
All group members must partake in researching and putting the project together – it must be identified who was responsible for what

Step 1 - Research and Data (must use at least 3 sources)

1. Fashion
A) What type of clothing was popular during that time period?
B) Popular accessories?
C) Popular hairstyles?
D) Make sure to illustrate difference between Men and Women and also social classes

2. Music
A) What type music was popular during that time period?
B) What musicians were popular?
C) Try to find specific examples that could be listened to in class

3. Recreation/Leisure
A) What venue was used for entertainment? (movies, music, television, sports, etc)
B) Popular activities (dances, games)
C) Any popular movie stars, sports figures
D) Food - What was the American diet like? Popular restaurants and/or meal? Usually cook at home or dine out? (Bring samples)

4. Politics
A) Who were the presidents during the decade?
B) Any political scandals?
C) Any wars?

5. Economy
A) How was the economy at the time?
B) What was the unemployment rate?
C) Were there any shortages?
D) How was the tax rate?

6. Values/culture
A) What was important to the American people during that time period?
B) How did they view women? People of color?
C) Were there any movements or revolutions during that time period?
D) Were there any popular sayings or slang?

7. Inventions/Technology
A) Were there any important/influential inventions that came out of your decade?
B) How did the inventions impact the American people?


Step 2 - Project
Include visuals!
Be sure to include maps, graphs, photographs or other visuals to illustrate information about the time
The presentation should be a “lived experience” – try to be interactive
Have fun and be creative!

Decades Project

4 = Exemplary 3 = Very Good 2 = Satisfactory 1 = Needs Work


Self
Presentation Rubric
Teacher

__ × 8 = __
Content: Includes thorough information on all assigned topics of the decade. Information is clear and accurate.

__ × 8 = ___

___x 3 =___
Teamwork: All members of the group contributed to the product and kept each other working diligently

___x 3=___

__x4=___
Visual Aids: Visual aids are provided during the presentation. Aids clearly illustrated information. The poster/board is neat and organized in a clear and understandable way for the audience.

__× 4 = ___


__ × 6 = ___
Overall Presentation: Organized and fluent presentation, with use of visual aids, an attention getter, introduction and conclusion. Students present an engaging presentation that is easy to follow information.


__ × 6 = ___
Total: ____
Total points possible: 72
Total: ____

Self
Research
Teacher


___ x 4 = ___
__ ×4= ___
Thoroughness: Researched decade thoroughly. Answered all questions in each section.
___ ×4 = ___
Total: ____
Total points possible: 16
Total: ____


Total Points: _______/100 Grade: ___________
Have a great week!

Well gang,
It looks like the Vietnam Era stretched out a little longer than anticipated. It is such a pivotal and interesting time in our history, and I hated not doing it justice. We will spend this week finishing up the Cold War and looking at the policies and leaders involved in bring it's end.

Agenda Day 6
Outcome(s) I can:
· Describe the end of US involvement and the final outcome in Vietnam

Focus: Review Vietnam part 1- look at photographs
Focus: Three things learned about Vietnam from Webquest
Powerpoint Vietnam part 2/write protest song about war using information gathered
Listen to protest songs while creating or watch the History Rocks :The Seventies
Present songs (if time)
Agenda Day 7
Outcome: I can identify changes in the Communist world that ended the Cold War
Focus Protest Songs/ Legacy of Vietnam Review
Instruct Discovery learning: students will read excerpts about final events in Cold War and create news headlines for each event
Discuss end of Cold War.
Watch Presidents Video Nixon-Regan
Homework: Review Puzzle

Agenda Day 8: Groupwork: Creation of “We didn’t start the fire” replace words for ideas, people, and phrases from the Cold War and
Visual Representation of the Cold War

Perform songs
Have a great week!

Vietnam in one week!

Hello History lovers!
We are moving this week into one of my favorite areas of United States History: The Vietnam Conflict. This era forever transformed how Americans felt about politicians, Presidents, and the media. The levels of protest and challenge to the United States government were unprecedented as many fought to keep relatives out of a war they believed had no merit. Vietnam was just another block in the "wall of containment".


Unit: Cold War
Outcome(s) I can
· Explain the reasons for the origin and escalation of US involvement in Vietnam
· Summarize the social and political impacts of the Vietnam War at home and abroad
Agenda Day 6
Focus (No time)
Instruct: PowerPoint Vietnam conflict
1968 Video
Complete readings packet
Exit question: Describe how Vietnam changed the military, political, and social issues in the United States
Unit: Cold War
Agenda Day 7
Outcome(s) I can:
· Describe the end of US involvement and the final outcome in Vietnam

Focus: Review Vietnam part 1- look at photographs
Instruct: Vietnam part 2
Vietnam Web quest
Using readings provided, write protest song about war using information gathered
Listen to protest songs while creating or watch the History Rocks :The Seventies

Agenda Day 8
Present songs (if time)
End of Cold War

Cold War Days 3-5

Hello history lovers,
This week brings the dreaded state testing to LHS! I will be seeing most of you on Monday and Friday, and A4 will be with me all week. Congratulations! We will be covering the 50's and 60's this week. We look at the political fallout of life in the midst of the Cold War, but we also take a more lighthearted look at the culture, art, and music of the 50's. We will hopefully even have time to complete a space race class competition.

Unit: Cold War
Day: 3 Monday

Outcome(s): Students will understand the culture of the US in the 1950’s. Students
Lesson Activities/ Resources:
• Focus: TCI 1.3 McCarthy experiential exercise (or suburb cartoon)
• Review Cold War, HUAC, and McCarthyism
* Lecture/Discussion of 1950's
• Watch Fifties video (United Streaming or the Century)
• Exit Question: Explain how the US changed politically, socially, and economically in the 1950’s?

Unit: Cold War
Agenda 4/22 Testing: 4th block video
Unit: Cold War
Agenda Day 4 Friday
Students will be able to describe the new military policy of the Kennedy administration and how it fit into the Cold War Policy of Containment
Students will understand the competition between superpowers in the space race
Focus: Kennedy Presidents Video
Instruct: Discuss Kennedy Overview of campaign promises, obstacles
Use TCI 1.4 Handouts
Space Race: Students will separate into teams of two and “build a space shuttle”
Assessment: Answer debriefing questions about space race

Exit question: Were the Kennedy accomplishments during his short time in office creating a successful or failed approach to containment and foreign policy?

Unit: Cold War
Outcome(s) I can
• Explain the reasons for the origin and escalation of US involvement in Vietnam
• Summarize the social and political impacts of the Vietnam War at home and abroad
Agenda Day 5
• Focus (No time)
• Instruct: Powerpoint Vietnam conflict
• Complete packet/webquest
• Exit question: Describe how Vietnam changed the military, political, and social issues in the United States

The Cold War Begins

Hello gang,
I hope you had a safe and restful weekend. We have ended our run in World War II, the US arising not only as victors but true superpowers on the world stage. There will be some major "fallout" (no pun intended) from actions taken during the War. We will witness a former ally (USSR) becoming the United States worst enemy for a prolonged period (almost the rest of the century). The Cold War was not a true "war" in the sense that the two rivals never directly fought with one another. Rather it is more like a chess match where the two flex their muscles in terms of technology, political control of world regions, and weapons buildup. It was a terrifying time for many Americans as these rivals gained nuclear capabilities that, if used, would have devastating impacts for the entire world. Yikes!

Day 1 Agenda April 14 ---Cold War
Outcome(s):
By the end of class students will have a better understanding of the origins of the Cold War and the early events that influenced the Cold War era.

Lesson Activities/ Resources:
1)Focus: Small group activity: hand out definition sheet (such as socialism, etc.) Have students write one quote that summarizes the belief or philosophy

2) Origins of Cold War PowerPoint/discussion
3)Hand out TCI 1.2 Slide handouts. Students will read the handout and create a timeline of early events in the cold war. (May be done in groups and presented or individually as time allows)
For each event, do the following:
· Place the event in the appropriate location of the timeline with a label and date(s)
· Write a short paragraph or two to five bullets of important information about the event
· Draw a “thumbs up or thumbs down for the event to indicate whether you think the country or countries involved should be praised or condemned for their actions. Write a short justification statement to accompany each symbol
Example
I think the US should be praised for approving the Marshall Plan because many countries were
relieved from economic hardship and Western Europe was saved from communist aggression
_______1947_____________________________________________________________
*The plan provided 17 billion dollars to rebuild Western Europe after WWII
*The plan was designed to cement American ties to Western Europe. It was also intended to prevent the spread of communism
4)Review the roots of the Cold War


Daily Assessment:
Exit Question: Create a metaphor for the U.S. role in the early Cold War.
The role of the United States in the Cold War was like________________ because
*A police officer on campus * A referee at a basketball game
* A bully on the playground * A gunfighter in the Wild West
Explain why

Unit: Cold War
Day: 2

Outcome(s): By the end of class students will have a better understanding of the origins of the Cold War and the early events that influenced the Cold War era.
Explain how Communists came to power in China and how the US reacted
Summarize the events of the Korean War
Describe the efforts of Senator Joseph McCarthy to investigate alleged Communist influence in the United States
1) Focus: Answer skill builder questions 1 and 2 on page 604
2)Instruct/Assess: Review Timeline/ McCarthyism PowerPoint
3)Watch the Presidents video Truman-Eisenhower (or farther if time)
Exit Question: How did the fear of Communism at home and abroad guide American politics in the 1950’s?
Discuss 2 actions taken in response to the communist threat at home or abroad.
Have a great week!

Welcome back gang!
I hope your spring break was restful and you are recharged for a two month wind down of the school year. We are in the latter stages of World War II this week. We will be discussing the development and use of the atomic bomb, and the fall out of these events on future decades. Next week we begin discussing the Cold War.

Day: 6 Monday 4/6

Outcome(s):
Students will understand what the atomic bomb was and what its impact on foreign affairs was.
Students understand the rationale behind the American usage of the atomic bomb during World War II and whether or not it was “just.”

Lesson Activities/ Resources:
-Journal/Focus: Holocaust photograph
- React to the photograph and explain your reaction.
- PowerPoint: “Da’ Bomb”
-TCI 2.2- Assessing the Decision to Build and Use the Bomb
- Group activity and Discussion
-Exit Slip:
- Was the United States decision to drop the atomic bomb justified?

Daily Assessment:
-Journal/Focus
-TCI 2.2 and discussion
-Exit Slip

Day: 7 Wednesday 4/8

Outcome(s):
Students will know the major conferences and events that led to the end of World War II.
Students will know the results (winner and losers) of World War II.


Lesson Activities/ Resources:
-Focus/Journal: Rush’s “Manhattan Project”
-Students will listen to the song and read through the lyrics and discuss what they believe to be the meaning.
-PowerPoint: “Just War”
-Major Conferences Graphic Organizer
-Exit Slip:
-Was World War II a “just war?”

Daily Assessment:
-Focus/Journal
-Major Conferences graphic organizer
-Exit Slip

Day 8: Friday 4/10

Outcome(s):
· Students will know the major players, events and results of World War II.
· Students will understand how World War II affected not only the United States but the world.

Lesson Activities/Resources:
-Brief Review:
-Answer any last minute questions students may have before exam.
-Exam

Daily/Assessment:
-Exam

Two Week WWII Post

Hello history lovers,
We are firmly in the middle of our World War II unit. You have seen the buildup, our isolationism, the attack on Pearl Harbor, and our many civilian and military sacrifices made as war is declared on the Axis Powers. I have decided to post the remaining two weeks of agendas for this post. This will guide us not only through this week, but the week after spring break as well. Mr. Wiggins will be teaching the remainder of this unit, so if you have any questions, feel free to ask him about them.

Day: 4

Outcome(s):
· Students will understand the major battles and their importance in regards to the results of World War II.

Lesson Activities/ Resources:
-Focus/Journal: Interpreting Propaganda
- “Crack the Axis”: What was this poster promoting?
-“Human Sculpture” activity and discussion
-Exit Slip: Which battle was most important on the European and Pacific fronts and why?
Daily Assessment:
-Focus/Journal
-“Human Sculpture” activity
-Exit Slip

Day: 5

Outcome(s):
Students will understand the role that the Holocaust played during World War II.
Students will understand how events such as the Holocaust can occur.

Lesson Activities/ Resources:
-Journal/Focus: Bugs Bunny cartoon?
-Primo Levi reading: first-hand account from Auschwitz
-Video with accompanying worksheet: Oprah and Elie Wiesel
-Exit Slip:
-
Daily Assessment:
-Journal/Focus
-Video Worksheet
-Exit Slip



Day: 6

Outcome(s):
Students will understand what the atomic bomb was and what its impact on foreign affairs was.
Students understand the rationale behind the American usage of the atomic bomb during World War II and whether or not it was “just.”

Lesson Activities/ Resources:
-Journal/Focus: Holocaust photograph
- React to the photograph and explain your reaction.
- PowerPoint: “Da’ Bomb”
-TCI 2.2- Assessing the Decision to Build and Use the Bomb
- Group activity and Discussion
-Exit Slip:
- Was the United States decision to drop the atomic bomb justified?

Daily Assessment:
-Journal/Focus
-TCI 2.2 and discussion
-Exit Slip

Day: 7

Outcome(s):
Students will know the major conferences and events that led to the end of World War II.
Students will know the results (winner and losers) of World War II.


Lesson Activities/ Resources:
-Focus/Journal: Rush’s “Manhattan Project”
-Students will listen to the song and read through the lyrics and discuss what they believe to be the meaning.
-PowerPoint: “Just War”
-Major Conferences Graphic Organizer
-Exit Slip:
-Was World War II a “just war?”

Daily Assessment:
-Focus/Journal
-Major Conferences graphic organizer
-Exit Slip

Day 8:

Outcome(s):
· Students will know the major players, events and results of World War II.
· Students will understand how World War II affected not only the United States but the world.

Lesson Activities/Resources:
-Brief Review:
-Answer any last minute questions students may have before exam.
-Exam

Daily/Assessment:
-Exam
Have a wonderful and safe spring break!

World War II Begins!

Hey gang,
It looks like it is time to leave the doldrums of the Great Depression and start ramping up for the "Great War", World War II. This is a time which brings us the "Greatest Generation" (as Tom Brokaw likes to call them). Our country unites in terms of sacrifice (human and material) to defeat the evils of facist dictatorships and genocide. We will see the highs and lows of the human experience in this unit. The country and world will never be the same as a result of this war. I hope you enjoy learning about it and our discussions spur further research on your own time!
PS. Mr. Wiggins will be flying "solo" for this unit, so if you need anything, he is your "go to guy".
Have a great week!
Day: 1 Monday March 16

Outcome(s):
• Students will understand the rise of fascism and militarism in Europe and Japan and how this contributed to the start of the war
• Students will understand American isolationism.
• Students will be able to identify locations and countries involved in WWII.

Lesson Activities/Resources:
Opening: Ken Burns The War. Chapter One 5 minutes.
* Journal Question: Do you agree that WWII was a necessary war? What is the difference between a “just war” and a “necessary war”?
*Powerpoint: “The Americans” Section One: “World War Looms”
*Map Exercise (Homework if not finished during classtime)
*Exit Slip:
“History proves that dictatorships do not grow out of strong and successful governments, but out of weak and helpless ones. If by democratic methods people get a government strong enough to protect them from fear and starvation, their democracy succeeds; but if they do not, they grow impatient. Therefore, the only sure bulwark* of continuing liberty is a government strong enough to protect the interests of the people, and a people strong enough and well enough informed to maintain its sovereign control over its government.”
-Franklin Delano Roosevelt 1938
*Bulwark-Something serving as a defense or safeguard
“We have buried the putrid* corpse of liberty”

-Benito Mussolini 1934

*Putrid- Rotten
* Question: Explain how these two quotes express the difference in values and outlook between the Axis (Germany, Italy and Japan) and the Allies (U.S. and Britain). Why do these two groups have such different outlooks on government?

A4 Exit Slip
Exit Slip

It is 1941 and you look at a map indicating the amount of land controlled by the Axis powers as opposed to the amount of land controlled by the Allied powers. If you had to guess, as a person in 1941, who was going to win this war who would you guess? Why would you guess that side?

Day: 2 Wednesday, March 18
Outcome(s):
• Students will understand causes for the war in Europe and in the Pacific.
• Students will understand the U.S. hesitation and eventual reasons behind their involvement in the war.
• Students will know the major strategies implemented during the war.


Lesson Activities/ Resources:
*Focus/Journal: “Unexpected Guests” cartoon.
*Why does the caption read “Strange Bedfellows”?
*PowerPoint presentation: “The War Erupts”
*Graphic Organizer: “How did they get involved” worksheet
* Exit Slip:
- Was the United States justified in their decision to enter the war and what may have happened if the United States had decided to remain neutral?




Day: 3 Friday, March 20

Outcome(s):
• Students will understand how World War II transformed the way of life in the United States and reshaped its role in foreign affairs.

Lesson Activities/ Resources:
*Focus/Journal: “”Pearl Harbor” clip
*Pearl Harbor is considered the tipping point for U.S. entry into World War II. What if the bombing
of Pearl Harbor never occurred?
*Learning Center/Café Conversation on activities on the home front
*Exit Slip:
- Was America a good place to live during World War II? Give examples to defend your answer.

The Depression is Almost Over!

Hello again history lovers,
We are now seeing the light at the end of the tunnel after a long hard decade (the 1930's). Due to the ACT, most of you won't be seeing me until next Thursday (I can hear you cheering now...). 4th block will be treated with a movie about the period, known as Cinderella man. Also thanks to the ACT, we will not have time to complete a formal test over the Great Depression. In it's place, we will complete an open response question. Have a great week, and I will see most of you on Thursday!

Day 6 Agenda Tuesday, March 10
(A4 only)

New Deal ORQ (if not finished)
Cinderella Man

Day 7 Agenda Thursday, March 12

ORQ peer scoring
Review Puzzle
Study Guide (in place of formal test)
Review Game if time

Have a great weekend and good luck on the ACT!
See ya,

The Great Depression continues

Hello history lovers,

We are finding ourselves entrenched in despair as we wade our way through the Great Depression of the 1930's. We have seen the boom times of the Roaring Twenties collapse in October of 1929 and the effects were far reaching. One fourth of the country soon found itself unemployed. With no unemployment benefits, many are homeless and starving. Men left families and became hoboes riding the rails searching for work. A drought in the midwest combined with overfarming in the area ballooned into the Dust Bowl. Sending farmers west in search of work. We have studied the devastation and depression that settled over the country and the political result: a change in political leadership. This week we study FDR's "New Deal" program and its short and long term impacts on the US. Enjoy (as much as you can)!

Day 4 Agenda March 3

Agenda:
Objective: By the end of class, students will better understand the background, philosophy and policies of Franklin Delano Roosevelt in his attempt to bring the American economy out of the Great Depression with his “New Deal” programs.


Focus: Political cartoon interpretation
· Instruct; New Deal Power point
· Watch “The Presidents” video Franklin D. Roosevelt complete videoguide


Formative Assessment(s):
· Exit Slip: Describe FDR's New Deal philosophy of bringing the country out of the Great Depression.

Homework: 15.3-15.5 Due on next Tuesday

Day 5 Agenda: Thursday March 5

Objective: By the end of the block, students will become familiar with the various programs created within the “New Deal.” Students will also evaluate their effectiveness in solving problems contributing to the Great Depression


Focus: Using your book/notes, Draw a venn diagram and compare and contrast Hoover and FDR’s response to the Great Depression (there should be NO LESS than 6 items on the diagram)
Instruct: Review the Great Depression, Hoover, and FDR
· 12 stations TCI 4.3 New Deal Programs
· Assess
· Place on programs on spectrum
· New Deal Open Response Question


Formative Assessment(s):

Assess: Group Discussion discussing New Deal policies and the legacy of the New Deal
Exit Slip/ORQ Which one/two New Deal program(s) is/are the most important to Amercians today? Give evidence to defend your answer.

Have a great week!

Hello again, history lovers,
This has been a trying couple of weeks for us. With all of the technical problems of the past weeks, we finally finished Roaring Twenties presentations! Even though we were a day later than planned, I am so pleased with most of the products you presented! The skits were fantastic! I am so proud to see how seriously many of you treated your topic, and I think many of you truly enjoyed this project! Now our attention will to to a much more somber period in US History. The Great Depression is a time when Americans pay for many of the excesses of the Twenties in a manner in which they never dreamed. Due to speculation, buying on margin, and excessive credit being given to those who couldn't afford it, spending declines, jobs are lost, and at one point. 1/4 of our nation is unemployed! There are many parallels between this era and our current credit crisis in America and the world. Watch for similarities and differences as we wade the waters of recession and depression for the next two weeks.
See you Monday!

Agenda Day 1

Monday February 23

Outcome(s): By the end of class students will: summarize the problems threatening the economy in the late 1920’s and early 1930’s, the causes of the Great Depression

· Agenda: Focus Journal It is 1929. Your parents recently bought a profitable pizza place in downtown Lexington. In October of 1929, your world changed. A stock market crash sent shock waves through the nation. People are losing jobs and homes. Your family’s sales drop drastically as unemployment skyrockets. Your parents’ bills are the same but their profits are dwindling. What do you sacrifice to help your family’s business?
·
Instruct Lecture/Discussion 14.1 The Nation’s sick economy
Discuss concepts such as buying on margin/speculation, credit, recession, depression, depression “proof” jobs, Dow Jones, Black Tuesday, GNP

Formative Assessment(s):
· Assess Scarcity ORQ
· Exit Slip: Dirty 4 grading


Agenda Day 2 February 25

Outcome(s):
By the end of class students will understand problems facing the United States during the Great Depression and evaluate President Hoover’s early political responses to the economic situation

Agenda:
· Focus Journal Interpreting Political cartoons
“How did the stock market crash of 1929 affect this man? How does he represent the United States at this pivotal point in history?
· Instruct: Students read TCI Four Economic problems that influenced the Great Depression and choose the best of three options on how to solve the economic crisis

Formative Assessment(s):
· Assess: Students will discuss the ideas of conservative, liberal, and radical responses to the economy and will read about Hoover’s response
· Exit Slip: Explain where Hoover went wrong. Describe two response (or lack of response) that helped Americans sink into the “Great” Depression.

Agenda Day 3 February 27

Outcome(s):
By the end of class, students will become more familiar with the suffering of the average American during the Great Depression and better understand how the depression affected the US socially, politically, and economically.

Agenda:
· Focus: “Broke but not Broken” The Dust Bowl video
· Journal: 5 things I learned about the Dust Bowl
After watching video : Discuss how this weather event further exaggerated the United States’ economic problems during the Great Depression.
· Instruct: Discuss Dust Bowl/Suffering nationwide
· Assess: Students break into learning centers

Formative Assessment(s):

Debriefing of learning centers (discussion)
Collection and grading of the learning centers worksheet

· Debrief/ Exit Slip: Discuss one social, one political, and one economic way that life changed from the twenties to the thirties as a result of the Great Depression

Presentations first, but the Great Depression looms...

Hello history lovers,
I hope you had a great President's Day holiday! We begin the week with groups prepared to present their research projects on the Roaring Twenties. I look forward to some funny skits, songs, and poems as well as some informative PowerPoint presentations on flappers, gangsters, radio, movies, art, transportation, consumerism, and many other aspects that will enhance your fellow students understanding of the period. Here is the weekly agenda.

Day 6 February 17

* Final Preparations (15 minutes)

* Presentations Begin

* Student Note taking and Question and Answer Sessions

* Exit Slip/Debriefing
Homework: Roaring Twenties Review Puzzle

Day 1 February 19

Outcome(s): By the end of class students will: summarize the

problems threatening the economy in the late 1920’s and early

1930’s, the causes of the Great Depression.

· Focus Journal It is 1929. Your parents recently bought a

profitable pizza place in downtown Lexington. In October of

1929, your world changed. A stock market crash sent shock

waves through the nation. People are losing jobs and homes.

Your parents’ sales drop drastically as unemployment

skyrockets. Your parents’ bills are the same but their profits are

dwindling. What do you sacrifice to help your parents keep

their business and feed the family?

· Instruct Lecture/Discussion 14.1 The Nation’s sick economy

Discuss concepts such as buying on margin/speculation, credit,

recession, depression, depression “proof” jobs, Dow Jones,

Black Tuesday, GNP

Daily Assessment:

· Assess Answer Depression Card Sort questions-

graphing/evaluating exercise

· Homework Due in one week: 14.1-14.3 in Workbook

Hello history lovers,
This has definitely been a month for the history books (especially in the state of Kentucky). We elected our first African American President, and we had 4 accumulating snows in 8 days in the state of Kentucky! Over 750,000 people were without power at one point in this state, and many are just getting power back now! The ice storm really set us back in terms of getting the Twenties completed in a timely fashion. As a result, we are compressing the time it takes to cover this decade. I am really sorry that we won't be able to fully explore it, it is such a great era. laissez faire buisness practices, flappers, speakeasies, gangsters, Model T's, "Talkies", Louis Armstrong, Langston Hughes, Babe Ruth, the Scopes Trial, and much more were the news stories of the day. This week you get to research and present one aspect of the Roaring Twenties to your classmates. We are shooting for presenting on Friday/Monday, so make sure you are completely "ready to roll" by then. Have fun with this one, it is one of the more lighthearted eras we cover this semester!

Day 3 Monday February 9

Outcome(s):
Explain the policies and scandals involving Presidents Harding, Coolidge, and Hoover; Research major people, places, and events of the era.
- Review webquest and discuss standards found within
- Instruct: Watch Presidents video (approx. 30 minutes)
- Discuss video
- Introduce Research Project
- Begin research in groups

Day 4 Wednesday

February 11

- Identify women’s changing rights and attitudes, importance of sports and entertainment, clash of fundamentalism versus liberalism, the creation and impact of the automobile, Harlem Renaissance, consumerism etc.

Lesson Activities/ Resources:
- Reintroduce research assignment (question and answer period)
- Group research and powerpoint presentations (TCI project adapted)
- End of hour, groups provide preliminary research and slide outline for presentation

Day 5

February 13

- Identify women’s changing rights and attitudes, importance of sports and entertainment, clash of fundamentalism versus liberalism, the creation and impact of the automobile, Harlem Renaissance, consumerism etc.

Lesson Activities/ Resources:
- Finish group research project and present their powerpoint to the class (if time)
- Students must provide finished product to teacher before leaving

Daily Assessment:
- Powerpoint presentation

The Roaring Twenties

Hello everyone,
We have just finished World War I and the incredibly flawed Treaty of Versailles is in the books. Soldiers are now returning home to find that their jobs are being occupied by women and minorities. As a war weary nation, the US begins to change their political philosophy to isolationism and their economics to laissez faire capitalism. The period sees great advancement in the everyday lives of women, and a new respect and value placed upon contributions of African Americans (especially in the arts). "Buy now, pay later" also becomes a mantra of the Roaring Twenties.

This unit begins a period of me turning over the "podium" to my student teacher, Mr. Wiggins. He is excited to begin working with you all and I am confident you will give him the same respect that you have given me. This is a very fun time to study in history! We will be looking at music, art, fashion, sports, as well as politics and economics. We will also be completing our first technology aided research and presentation project. Whew! It should be an interesting couple of weeks.

The agenda is as follows:
Day 1: Monday 01/26/2008
Day 1 Tuesday February 3
Objectives: Students Will:
• Summarize the reaction in the US to the perceived threat of communism
• Analyze the causes and effects of the quota system in the US
* Identify the change in American politics and attitudes as a
consequence of World War I during the 1920’s.
Focus
- Journal: How do you feel after you return from a vacation? Describe. Things you do just after you return. Are you glad to get back to normal routines? Do you ever feel you need a “vacation from your vacation?”

- Power point over post-war issues in 1920’s America
- Video over 20’s
- Video quiz
- Informal discussion of video and power point
- Exit slip concerning change in the 1920’s

Day 2: Thursday February 5
- Journal (None Today)
- Politics and Economics in the 1920's lecture
-Webquest (Roaring Twenties)
click on http://staff.fcps.net/acoleman/twenties.html to begin.


Day 3: Monday February 9
- Journal
-Review web quest
- Watch presidents video
- Discuss video
- PowerPoint and discussion over Harlem Renaissance
- Homework: 13.1 questions 1-3, 13.2 (all), 13.3 (all) due in one week

The President of the United States

Hello gang,
I recently read a wonderful quote from the 44th President of the United States, Barak Obama.
As you read this quote, think about this and your contribution to our country and world. If we all followed this, the world would be a very different place.


CHANGE
Change will not come if we wait for some other
person or some other time. We are the ones we've
been waiting for. We are the change that we seek.
Barack Obama



Students, "Be the change".

Sincerely,
Mrs. Coleman

The War is Over!

Hey gang,
As of this week, we are ending the deadliest war the world has ever known up to this point in history, and turning our attention to the "Roaring Twenties". It is a time of freedom, fun, and isolationism. Women make huge advancements in this era politically and socially, and African American art, music and literature become known and appreciated more than ever before. Consumerism and credit begin to make a major appearance in the US, which will lead us to an economic crash only 9 years in the future (stay tuned). Here is the agenda for the week.


Day 6 Agenda January 20

Journal: Interpreting Political Cartoons

1)How does this cartoon showing Uncle Sam "All tied up" relate

to our discussion last Thursday about the Treaty of Versailles?

2)From whose perspective is this cartoon created?

3)Do you agree or disagree with this perspective? Defend your

answer.

Review Chapter 11.4 and fill in information in workbook.

Review Puzzle

Study Guide


Study for Test on Thursday!


Agenda Day 1

Shortened Test on World War I (No Open Response Essay)

Read Ch 12 section 1 and answer workbook questions on page 48 (parts A and B)

Have a great inauguration week. Don't miss

history being made this week!

World War I unit Days 4 and 5

Hey students,
We made it through the first week, now onward and upward. World War I is in full swing, the United States has entered the war, giving a boost to the Allies and halting the German advance toward Paris. This week you get to experience the war through primary sources, and learn about the end of the war and the flawed Treaty that was signed in its aftermath. This is a very important event in US history because the actions here set up the inevitability of World War II.


Agenda Day 4
Objectives students will experience WWI through a host of primary and secondary sources and:· Explain why the United States entered the war.· Describe how the US mobilized for war.· Students will identify the new weapons, battle strategies, and medical problems faced in World War I
Opening Activity: Correcting Open Responses
Grade Workbooks
Watch "Ace of Aces" video clip
Journal: List 5 things learned
Complete learning centers activity
World War I learning centers covering Trench Warfare, Music, Maps (before/after), photographs, letters, etc.


Agenda Day 5
Students will summarize Wilson's Fourteen Points and be able to describe the Treaty of Versailles and the consequences of the War and this Treaty.

* Day 5 Journal: In order to prevent another world war, which should be a priority at war's end?
1) Punish losers
2) Address issues that caused war
Defend your answer.
* Groupwork: Students will create the Treaty of Versailles from the perspectives of the United States and European leaders. Then they must work together to compromise and create a Treaty that satisfies all sides and present
* Hand out the Treaty of Versailles main points and the US rejection of the document. Students will answer questions over the two documents
* Debrief/Discuss the mistakes of the Treaty and possible consequences

*Note* Next class is a review. Be ready for a test next Thursday!