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
Friday, April 24, 2009
Monday, April 20, 2009
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
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
Monday, April 13, 2009
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!
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!
Monday, April 6, 2009
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
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
Tuesday, March 24, 2009
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!
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!
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,
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