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!
Tuesday, March 24, 2009
Thursday, March 12, 2009
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.
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.
Thursday, March 5, 2009
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,
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,
Friday, February 27, 2009
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!
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!
Friday, February 20, 2009
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
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
Monday, February 16, 2009
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
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
Thursday, February 5, 2009
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
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
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