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!