2018-2019 Later American Studies - Plans
*** Dates in the past are what we did those days. Dates in the future are what we have planned, and the plans may change. ***
FIRST SEMESTER
August 22 [half day]
Slide show about me so students know who they're dealing with.
Assignment: Remind 101
August 23
Pre-tests
Sign up for Google Classroom classes
Distribute textbooks
August 24
Review material from previous social studies classes using this slideshow and handout.
FIRST SEMESTER
August 22 [half day]
Slide show about me so students know who they're dealing with.
Assignment: Remind 101
August 23
Pre-tests
Sign up for Google Classroom classes
Distribute textbooks
August 24
Review material from previous social studies classes using this slideshow and handout.
- In connection to manifest destiny, we also talked about the this painting and the way it glamorizes it.
- We also talked about Columbia as a personification for the US and where else we've seen that name (or that figure)
- Washington, District of Columbia
- Columbia Records
- Columbia Pictures (especially the logo)
- CBS
- We also talked about Columbia as a personification for the US and where else we've seen that name (or that figure)
- a year (or an approximate year)
- names of people or places
- associated terms
- why it mattered (how it affected the US)
August 27
Learning Target: 6.1.1:
- Analyze the factors that enabled the United States to become a major industrial power.
- For centuries to years, subtract 1, then multiply by 100
- 19th century
- 19-1 =18
- times 100 = the 1800's
- 19th century
- And for years to centuries, the easiest way is to add 1 to the first 2 digits of the year (unless it is a year that ends in 00).
- 1860
- 18+1 = 19, so the 19th century
- 1860
- Read and take notes on p.66-68 (as a class)
- We talked about the "gospel of wealth" and how it is still around today, as seen in this article (check out Zuckerberg, Buffet, and Gates)
August 28
Learning Target: 6.1.2:
- Evaluate the different responses of labor to industrial change.
- Read and take notes on p.68-72 (as a class)
August 29
Learning Target: 6.1.3:
- Analyze changing urban and rural landscape by examining different perspectives about immigrant experiences.
- Read and take notes on p.73-75 (as a class)
August 30
Learning Target: 6.1.3:
- Analyze changing urban and rural landscape by examining different perspectives about immigrant experiences.
- Read and take notes on p.76-79 (as a class)
- worksheet: Reading a Chart (due today if possible, Tuesday if necessary)
- Family Interview (due Wednesday, Sept. 5)
August 31 (no school)
September 03 (no school)
September 04 (super hot at school)
Learning Target: 6.1.2:
- Evaluate the different responses of labor to industrial change including southern and western farmers’ reactions (e.g. sharecropping).
- Read and take notes on p. 80-84 (individually or in small groups)
- Complete response sheet.
September 05 (super hot at school; took class to library)
Learning Target: 6.1.3:
- Analyze the changing urban and rural landscape by examining resulting tensions among and within groups (segregation, discrimination, etc.)
- Read and take notes on p. 80-84 (individually or in small groups)
- Complete chapter 3 study guide.
September 06
Learning Target: 6.1.2:
- Evaluate the different responses of labor to industrial change including southern and western farmers’ reactions (e.g. sharecropping).
- We used this slideshow to discuss section 3 ("The South and the West Transformed")
- The KKK: their origin as well has how they're still around today.
- (There was even a US Senator during the students' lifetime who had been a member of the KKK.)
- The Dawes Act and the assimilation of Native Americans (positives / negatives)
September 07
Learning Target: 6.1.2:
- Evaluate the different responses of labor to industrial change the growth of populism and the populist movement.
- I discussed a strategy that helped me study effectively in college.
- I paid attention and took decent notes in class. I also asked questions if I didn't understand something.
- The first time reading through my notes, I put a check mark by things I knew and that I wouldn't forget before he test.
- The next time reading through my notes, I would skip over the items that had check marks by them, saving me time and helping me focus on the things I didn't know well enough yet.
- As I kept reading my notes, I would add check marks to items that I didn't need to reinforce any longer.
- Applied over the course of a week or more, this method was much more effective than cramming the night before a test.
- We used this slideshow to discuss section 4 ("Issues of the Gilded Age")
Assignment: none, but students were advised to study a little each day over the weekend.
September 10
Time to study notes (see Sept. 07 for a recommended strategy).
Class discussion of the short-answer questions from the study guide.
Assignment: study guide due tomorrow / be ready for test.
September 11
TEST: Ch. 3: The Development of Industrial America (1870-1914)
Handout: LAS Movie Permission Slip
September 12
Learning Target: 6.3.2
- Analyze the causes, consequences, and limitations of Progressive reform in new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts)
- It is the role of the government to ensure the health and welfare of all citizens.
- It is the role of private organizations and charities to ensure the health and welfare of all citizens.
- It is the role of both government and private organizations to ensure the health and welfare of all citizens.
- socialists , who would largely agree with #1
- libertarians, who would mostly agree with #2
- and how #3 seems to be a popular opinion these days, although there is a wide difference of opinion in what percentage of responsibility lies with the government or with private organizations -- or even the individual.
Ch. 4: The Progressive Era (1890-1920)
Read p. 100-103
- Five Things: Take basic notes on your reading by looking for five things worth talking about (questions, things you notice that seem important, or things that are connected to either previous content or to our world today).
- We'll use this to assist our class discussion and note taking tomorrow.
September 13
Learning Target: 6.3.2
- Analyze the causes, consequences, and limitations of Progressive reform in new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts)
Ch. 4: The Progressive Era (1890-1920)
Discuss p. 100-103
- Progressivism, the difference between Progressives and Populists, muckrakers, The Jungle.
September 14
Learning Target: 6.3.2
- Analyze the causes, consequences, and limitations of Progressive reform in new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts)
We read the section in the book about The Jungle (p. 108) and talked about how it inspired people to back reforms of the meatpacking industry.
Since there is a hurricane hitting the US right now, we also read the two middle paragraphs on p. 106 about the Galveston, TX, hurricane.
- We compared the number of casualties with those of 9/11, and we talked about how the Progressives came up with reforms that would make local governments more efficient and less corrupt as well as making utilities (electricity, gas, water) cheaper for their citizens.
September 17
Learning Target: 6.3.3
- Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders and the eventual ratification of the 19th Amendment
Read p. 109-114 and complete that section of the Ch. 4 Study Guide
September 18
First, we watched a clip about the process for amending the Constitution.
Watch Iron Jawed Angels (IMDB link / Wikipedia link) and complete the active-viewing guide.
- Got to 00:33:24
September 19
Watch Iron Jawed Angels and complete the active-viewing guide.
- Got to 01:17:45
September 20
Finish watching Iron Jawed Angels and complete the active-viewing guide.
September 21 (no class due to Homecoming assembly)
September 24
Learning Target: 6.3.2
- Analyze the steps minorities took to combat social problems and discrimination by class discussion.
- Evaluate Roosevelt’s Square Deal and what he thought the government should do for citizens by discussing its goals and results.
Ch. 4: The Progressive Era (1890-1920)
Read p.116-120 and complete section 3 of the Ch. 4 Study Guide
Read p.121-122 and start section 4 of the Ch. 4 Study Guide
September 25
Learning Target: 6.3.2
- Analyze the steps minorities took to combat social problems and discrimination by class discussion.
- Evaluate Roosevelt’s Square Deal and what he thought the government should do for citizens by discussing its goals and results.
Ch. 4: The Progressive Era (1890-1920)
Read p.123-127 and complete section 4 of the Ch. 4 Study Guide
Review our answers to sections 1-3 on the study guide.
September 26
Learning Target: 3.5.9
- analyze various forms of political communication (e.g. political cartoons)
We spent a little time analyzing political cartoons from the Progressive Era.
Then we read p.128-131 and complete section 5 of the Ch. 4 Study Guide
- We discussed the short answer questions as well as the matching, so we went over everything on the study guide in the last two days.
September 27
TEST: Ch. 4: The Progressive Era (1890-1920)
September 28 (had a sub)
Learning Target: 6.2.1
- Growth of U.S. as a global power
Read Ch. 5, section 1 (p.138-143) and complete this reading guide.
October 01
Learning Target: 6.2.1
- analyze the role the Spanish American War, the Philippine Revolution, the Panama Canal, the Open Door Policy, and the Roosevelt Corollary played in expanding America’s global influence and redefining its foreign policy.
Read p.144-146 and start filling out this reading guide.
October 02
Learning Target: P1.4
- Communicate clearly and coherently in writing, speaking, and visually expressing ideas pertaining to social science topics, acknowledging audience and purpose.
We discussed the article as we read it, preparing to respond using the following prompt:
As you read the passage, consider how the author uses
- evidence, such as facts or examples, to support claims.
- reasoning to develop ideas and to connect claims and evidence.
- stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.
October 03
Learning Target: P1.4
- Communicate clearly and coherently in writing, speaking, and visually expressing ideas pertaining to social science topics, acknowledging audience and purpose.
Start typing using the chromebooks. We'll have these in the room today and tomorrow.
October 04
Learning Target: 9.3.1 Compose a persuasive essay on a public policy issue, and justify the position with a reasoned argument based upon historical antecedents and precedents, and core democratic values or constitutional principles.
SIP #1: Time to type the essay (due Friday at midnight).
October 05
Learning Target: 9.3.1 Compose a persuasive essay on a public policy issue, and justify the position with a reasoned argument based upon historical antecedents and precedents, and core democratic values or constitutional principles.
SIP #1: Time to type the essay (due tonight at midnight).
October 08 (class disrupted and shortened due to a fire drill)
Learning Target: 6.2.1
- Identify the causes and effects of the Spanish-American War by watching a video and answering questions.
- Turn in your answers for extra credit.
October 09 (too hot in my room, so we worked in the library)
Learning Target: 6.2.1
- analyze the role the Spanish American War, the Philippine Revolution, the Panama Canal, the Open Door Policy, and the Roosevelt Corollary played in expanding America’s global influence and redefining its foreign policy.
Finish reading p.144-146 and start filling out this reading guide.
When done, turn that in and get started on the Ch. 5 study guide.
- Try to get through sections 1-2 today.
October 10
Learning Target: 6.2.1
- analyze the role the Philippine Revolution played in expanding America’s global influence and redefining its foreign policy.
Read p.151-155 and fill out this reading guide.
When done, turn that in and continue on the Ch. 5 study guide.
October 11
Learning Target: 6.2.1
- analyze the role the Panama Canal played in expanding America’s global influence and redefining its foreign policy.
Finish reading Ch. 5, section 3 (p.151-155) and fill out this reading guide.
When done, turn that in and start on Ch. 5, section 4 (p. 156-163) this reading guide.
- We also compared the Panama Canal to the Suez Canal (same goal of shortening transport, just different continents involved)
- And we watched a video clip about how the Panama Canal actually works.
October 12
Learning Target: 6.2.1
- explain how the United States extended its influence in Asia by analyzing a map.
- describe what actions the US took to achieve its goals in Latin America by analyzing graphics and visuals.
Finish reading Ch. 5, section 4 (p. 156-163) and finish this reading guide.
- When done, turn that in and continue on the Ch. 5 study guide.
October 15 (no school)
October 16
Learning Target: 6.2.1
- describe what actions the US took to achieve its goals in Latin America
Watch a video about the Panama Canal.
Be ready for the test tomorrow.
October 17
TEST: Ch. 5: An Emerging World Power (1890-1917)
October 18
- Storyfest
October 19
Learning Target: 6.2.2
- Identify what caused World War I and why the United States entered the war by reading and completing w.s. (next week)
- Understand the impact of WWI fighting style by watching a movie clip and responding to a poem (also next week)
Today we had time for a few video clips about World War I.
- We watched a scene from the movie War Horse (track 21: "No Man's Land") that accurately depicts trench warfare.
- We watched a clip that shows the basics of World War I, including some maps.
- We watched a short clip that shows the new technology used in World War I (machine guns, tanks, planes, gas)
- After that, we spent some time analyzing the details of this map as we talked about entangling alliances and trenches along the Western Front.
October 22 (first day of the second quarter)
Learning Target: 6.2.2
- Understand the impact of WWI fighting style by watching a movie clip and responding to a poem.
"Dulce et Decorum Est" by Wilfred Owen:
- The inspiration for and the translation of the title.
- We examined all of the negative terms in the first stanza
- including but not limited to old, beggars, under, coughing hags, cursed, sludge, haunting, trudge, lost, limped, blood-shod, lame, blind, drunk, fatigue, deaf)
- The gas attack is described in vivid detail.
- And it still (as of the writing) haunts the speaker in his sleep.
- We examined the If / Then nature of the last part.
- If you could see what we saw (this man's dead face)
- and If you could hear what we heard (blood gargling in the man's lungs whenever the wagon hits a bump)
- Then you'd stop lying to children about how great it is to die for one's country.
- We talked about what makes this such a famous anti-war poem.
- More info. about this poem is available here.
October 23
Learning Target: 6.2.2
- Identify what caused World War I.
Start Ch. 6, section 1 (p. 170-172) and start this reading guide.
Time to work on the poem assignment from yesterday.
October 24
Learning Target: 6.2.2
- Identify what caused World War I.
Continue reading Ch. 6, section 1 (p. 171-175) and continue filling out this reading guide.
October 25
Learning Target: 6.2.2
- Identify what caused World War I.
Finish reading Ch. 6, section 1 (p. 176-179) and continue filling out this reading guide.
October 26
Learning Target: 6.2.3
- Analyze the domestic impact of World War I.
Begin reading Ch. 6, section 2 (p. 180-182).
- After that, we spent some time analyzing World War I propaganda (both US and German)
October 29
Learning Target: 6.2.3
- Analyze the domestic impact of World War I.
Finish reading Ch. 6, section 2 (p. 182-187) - we skimmed a couple of the paragraphs in order to save time.
Begin reading Ch. 6, section 3 (p. 189-192)
Ch. 6 test on Friday
October 30
Learning Target: 6.2.3-4
- Explain how American involvement affected the end of World War I and its peace settlements
Finish reading Ch. 6, section 3 (p. 193-197) and start filling out the Ch. 6 study guide.
Ch. 6 test on Friday
October 31
Learning Target: 6.2.3
- Analyze the domestic impact of World War I.
Read Ch. 6, section 4 (p. 199-203) and continue filling out the Ch. 6 study guide.
Ch. 6 test on Friday
November 01
Learning Target: 6.2.4
- Describe the political, economic, and social effects World War I had on the U.S.
Slides: President Wilson's goal for "peace without victory" and opposition to his ideas.
Finish filling out the Ch. 6 study guide.
Discuss the three short-answer questions:
- Students need to prepare for all three questions. We will determine the one they answer randomly at the start of the test.
- We discussed between 7-10 details per question. They will be required to write about a minimum of 5 details for the question selected.
November 02 (half day)
TEST: Ch. 6: World War I and Beyond (1914-1920)
November 05
Learning Target: 7.1.1
- Present how the United States experienced both economic growth and social change in the decade after World War I.
Read and take notes on section 1 (p.212-217)
November 06
Learning Target: 7.1.1
- Present how the United States experienced both economic growth and social change in the decade after World War I.
Read and take notes on section 2 (p.218-222)
November 07
Learning Target: 7.1.1
- Present how the United States experienced both economic growth and social change in the decade after World War I.
Read and take notes on section 3 (p.223-230)
November 08 (had a sub)
Learning Target: 7.1.1
- Present how the United States experienced both economic growth and social change in the decade after World War I.
Read and take notes on sections 4-5 (p.231-246)
November 09 (had a sub)
Learning Target: 7.1.1
- Present how the United States experienced both economic growth and social change in the decade after World War I.
Review the chapter using a packet that contains summaries and questions from each section.
November 12 (had a sub)
Work on SIP #2 using Chromebooks.
November 13 (had a sub)
Work on SIP #2 using Chromebooks.
November 14
Learning Target: 7.1.1
- Present how the United States experienced both economic growth and social change in the decade after World War I.
November 15
Learning Target: 7.1.1
- Present how the United States experienced both economic growth and social change in the decade after World War I.
November 16
Learning Target: 7.1.1
- Present how the United States experienced both economic growth and social change in the decade after World War I.
Presentations.
Peer evaluations (which can be turned in between now and Thanksgiving break)
November 19
Vocabulary Pre-Test
Start Q2 vocabulary notes
November 20
TEST: Ch. 7: The Twenties (1919-1929)
=== Thanksgiving Break ===
November 26 (snow day)
November 27
Learning Target: 7.1.2
- Identify the weaknesses in the economy of the 1920s.
Handout Ch. 8 study guide.
Read Ch. 8 Sec. 1 p. 254-257.
- Go over the infographic on p. 256.
- Complete worksheet over “How to Read a Chart” (due tomorrow).
November 28
Learning Target: 7.1.2
- Identify the weaknesses in the economy of the 1920s.
- p. 255-260 Section 1 reading guide
- Students had a lot of questions about how items (especially shares of stock) can lose value, especially how it could happen so fast.
- We discussed how an item's value (or even the value of someone's labor) is determined by how much someone else is willing to pay for it
November 29
Learning Target: 7.1.2
- Identify the weaknesses in the economy of the 1920s.
- p. 261-269 Section 2 reading guide
November 30
Learning Target: 7.1.2
- Identify the weaknesses in the economy of the 1920s.
- p. 272-276 Section 3 reading guide
December 03
Learning Target: 7.1.2
- Identify the weaknesses in the economy of the 1920s.
Ch. 8: "The Great Depression 1928-1932"
- Complete chapter review (including short answer questions) and study for the test.
December 04
TEST: Ch. 8: "The Great Depression 1928-1932"
December 05
Learning Target: 7.1.3
- Recognize how the New Deal attempted to address the problems of the Great Depression by explaining both the terms and people.
- Handout Ch. 9 study guide
- Ch. 9, section 1: reading guide (visuals and graphs)
- Ch. 9, section 1: terms and organizations (first 100 days)
December 06
Learning Target: 7.1.3
- Recognize how the New Deal attempted to address the problems of the Great Depression by explaining both the terms and people.
- We'll take this post-test on Friday, December 14.
- Studying for this is a great way to start studying for the exam. (This class's exam is on Thursday, December 20.)
- Ch. 9, section 1 - complete the reading guide (visuals and graphs) - due by tomorrow
December 07
Learning Target: 7.1.3
- Recognize how the New Deal attempted to address the problems of the Great Depression by explaining both the terms and people.
- We'll take this post-test on Friday, December 14.
- Studying for this is a great way to start studying for the exam. (This class's exam is on Thursday, December 20.)
- Ch. 9, section 2: reading guide
- We also talked about why this matters so much today -- whether or not Social Security will be funded by the time I retire, or when students in this class retire.
- The people who are in charge of Social Security even say the program will run out of money by the year 2034.
December 10
Learning Target: 7.1.3
- Be able to explain the major issues of the second New Deal.
Handout exam study guide
- This is worth extra credit on the exam if you take the exam, or for the semester grade if you are exempt from the exam.
Discuss FDR's plan to "pack" the Supreme Court (p.298) and how that would have changed things long term.
December 11
Learning Target: 7.1.3
- Be able to explain the major issues of the second New Deal.
- Ch. 9, section 3: reading guide
- We also talked about how FDR and Eleanor Roosevelt were trans-formative figures, meaning they transformed the presidency and federal government as well as what people expect from the First Lady.
December 12
Learning Target: 7.1.3
- Explain how Americans sought relief from the depression through popular culture.
- Ch. 9, section 4: reading guide.
December 13
Time to study for both post-tests tomorrow.
The class studied individually for at least half of the class period. After that, they were given the option of studying in small groups.
December 14
Post-Test (Ch. 3-6)
Post-Test (vocab.)
Together, these are worth the same as a normal test.
December 17
Prepare for tomorrow's test by going over the Ch. 9 study guide and the short answer questions.
December 18
TEST: Ch. 9: "The New Deal 1932-1941"
December 19-21
EXAMS
Prepare for tomorrow's test by going over the Ch. 9 study guide and the short answer questions.
December 18
TEST: Ch. 9: "The New Deal 1932-1941"
December 19-21
EXAMS
SECOND SEMESTER
January 07
Learning Target: CCSS.ELA-LITERACY.W.11-12.4
Watch a video clip about Joseph Stalin.
Ch. 10: "The Coming War 1931-1942"
Section 01: Dictators and War (study guide)
January 08
Learning Target: 7.2.1
Section 01: Dictators and War (study guide)
Janouary 09
Learning Target: 7.2.1
Section 01: Dictators and War (study guide)
January 10
Learning Target: 7.2.1
Section 02: From Isolation to Involvement (study guide)
January 11
Learning Target: 7.2.1
Section 02: From Isolation to Involvement (study guide)
January 07
Learning Target: CCSS.ELA-LITERACY.W.11-12.4
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Watch a video clip about Joseph Stalin.
Ch. 10: "The Coming War 1931-1942"
Section 01: Dictators and War (study guide)
- We discussed the "Why it Matters" section (p.324)
- and then focused on how totalitarian governments are different from any dictatorships that existed prior to the 20th century (p.325)
January 08
Learning Target: 7.2.1
- Describe how totalitarian states took power after World War I and maintained power.
Section 01: Dictators and War (study guide)
- We read p.324-328 and filled out the study guide as we went.
Janouary 09
Learning Target: 7.2.1
- Describe how totalitarian states took power after World War I and maintained power.
Section 01: Dictators and War (study guide)
- We read p.329-330 and finished filling out the study guide as we went.
- This is due tomorrow.
- We also talked about the brutality of the Japanese-led massacre of Chinese people in the city of Nanjing (aka " the Rape of Nanking")
- Caution: it's quite brutal, and some pictures are graphic.
January 10
Learning Target: 7.2.1
- Sequence the American reaction to events in Europe and Asia in the early years of World War II by explaining the significance of terms and people (especially isolationist and interventionist).
Section 02: From Isolation to Involvement (study guide)
- We read p.331-333 and filled out most of the study guide as we went.
- We'll finish this and turn it in tomorrow.
- We also spent some time talking about the map of Europe (p.333) before/during World War II to clear up any confusion about the following:
- Austria (sometimes confused with Australia...)
- so close to Germany / ethnic Germans lived there (e.g. Hitler)
- Czechoslovakia
- same as above for Austria
- The part that was annexed by Germany was called the Sudetenland (the closest parts to Germany and Austria)
- Poland
- between Germany and Russia (they agreed to divide Poland up between them)
- Austria (sometimes confused with Australia...)
- And some students had questions about what happened after the war, specifically how Germany and Berlin were divided (Berlin Wall).
- We referred to this map of Cold-War Europe so we could see how Germany was divided between the four major Allies, including the city of Berlin and the Berlin Wall (upper left corner of the map).
January 11
Learning Target: 7.2.1
- Sequence the American reaction to events in Europe and Asia in the early years of World War II by explaining the significance of terms and people.
Section 02: From Isolation to Involvement (study guide)
- We read p.333-338 and filled out the rest of the study guide as we went.
- We started the chapter 10 study guide, which we'll use to study for the chapter test.
- Dunkirk (2017): here's the trailer. This is a war movie.
- From the Wikipedia page: "Dunkirk portrays the evacuation from three perspectives: land, sea, and air. It has little dialogue, as [the director] sought instead to create suspense from cinematography and music."
- Darkest Hour (2017): here's the trailer. This is a drama movie.
- From the Wikipedia page: "The German advance leads to friction at the highest levels of government between those who would make a peace treaty with Adolf Hitler, and Churchill, who refused."
January 14
Learning Target: 7.2.1
- Sequence the American reaction to events in Europe and Asia in the early years of World War II by explaining the significance of terms and people.
In order to review some things from last week, we filled out the chapter 10 study guide for sections 1 and 2.
Section 03: From Isolation to Involvement (study guide)
- We read p.340-344 and filled out the study guide as we went.
January 15
Learning Target: 7.2.1
- Sequence the American reaction to events in Europe and Asia in the early years of World War II by explaining the significance of terms and people.
Section 03: From Isolation to Involvement (study guide)
- We read p.344-347 and filled out the rest of the study guide as we went.
- Then we discussed the possible essay questions for the test (the last three questions on the chapter 10 study guide)
January 16 (two-hour delay)
TEST: Ch. 10: "The Coming War 1931-1942"
January 17
Pre-test (ch. 11-12)
Then we had enough time for a few preview clips:
- The Battle of Stalingrad
- The Battle of Midway
- And I showed the class a trailer for a great movie that focuses on the sniper duel during the Battle of Stalingrad called Enemy at the Gates.
January 18
Learning Target: 7.2.2
- Explain how the Allies turned the tide against the Axis.
Section 01: The Allies Turn the Tide (study guide)
- We read p.354-360 and filled out the study guide as we went.
January 21 (no school)
January 22
Learning Target: 7.2.3
- Analyze the effects of war on civil liberties for Japanese Americans and others by examining a Supreme Court case
Section 01: The Allies Turn the Tide
- We put the finishing touches on this section and turned in the study guide.
- We watched a video clip about the Supreme Court case Korematsu v. United States.
- Here's the Wikipedia page for the court case if you want more information.
- We read p.361-365 and filled out the study guide as we went.
January 23 (school cancelled)
January 24 (school cancelled)
January 25
Learning Target: 7.2.3
- Analyze the causes, course, characteristics, and immediate consequences of World War II by analyzing the major turning points and unique characteristics of the war.
- I also talked about the American cemetery in Normandy, France.
January 28 (school cancelled)
January 29
Learning Target: 7.2.3
- Analyze the effects of war on civil liberties for Japanese Americans and others by examining a Supreme Court case
Section 02: The Home Front (study guide)
- We finished the last couple questions from the section 2 study guide.
- We also watched a clip about the Ghost Army that is credited with saving lives during World War II.
- Students were given a handout with selections from opposing views on the case.
- There are three questions to answer on lined paper.
- This assignment will be due by the end of class on Friday, Feb. 01
January 30 (school cancelled)
January 31 (school cancelled)
February 01
Learning Target: 7.2.4
- Examine the major immediate and long-term effects of World War II.
Section 03: Victory in Europe and the Pacific (study guide). This will be due on Monday.
- We talked about Truman's reasons for dropping the bombs: the projected casualties if America invaded the island of Japan.
- "Casualty predictions varied widely, but were extremely high. Depending on the degree to which Japanese civilians would have resisted the invasion, estimates ran up into the millions for Allied casualties" (source).
- compared to the numbers (of civilians) dead from the atomic bombs.
February 04
Learning Target: 7.2.4
- Demonstrate an understanding of how the Holocaust developed and its results.
Section 04: The Holocaust.
- We read p.380-385 and discussed it as we went.
- Key points: gradual worsening treatment of the Jews, other countries did little to help (largely due to dealing with the Great Depression at the same time), and concentration camps were originally for slave labor instead of immediate extermination.
February 05
Learning Target: 7.2.4
- Examine the major immediate and long-term effects of World War II.
- I wanted students to see it in color instead of black and white.
- I pointed out how huge the place was, and it was just one area of the complex.
- I stressed how it was originally a slave labor camp, not a death camp. The crematoria were built later.
- We talked about the slogan that appears over the doorways, Arbeit Macht Frei, and what that means.
- I also talked about the artwork (sculptures) and what they depict, as well as the saying "Never again," the motto of the Jewish Defense League.
Section 05: Effects of the War
- Students had time to finish the chapter 11 study guide.
- Holocaust denial
- the nation of Israel today
- the founding of the nation of Israel
- American involvement in the Korean War and the Vietnam War (containment of Communism)
- America emerging as a super power during and after World War II
February 06 (school cancelled)
- test moved to Tuesday
February 07
Learning Target: 7.2.4
- Examine the major immediate and long-term effects of World War II.
- Students had time to finish and start studying the chapter 11 study guide.
- I went over the three essay questions with them and explained that
- one of them will be randomly selected for the test
- they will be expected to include at least five details in the essay response
- I also mentioned a movie that was really good about the men who assassinated one of the top Nazis, a guy named Reinhard Heydrich.
- The movie is called Anthropoid, and you can watch a trailer of it here.
February 08 (no class due to SnowFest assembly)
February 11
TEST: Ch. 11: "World War II" 1941-1945
February 12 (snow day)
February 13 (snow day)
February 14
Learning Target: 7.2.4
- Demonstrate an understanding of how the Holocaust developed and its results.
- We'll watch the movie next week.
- It relates to this class because it puts players in control of one of Europe's major powers before the outbreak of World War I.
- You are able to play it online completely free here.
- This is due by Wednesday, Feb. 20
February 15 (no school)
February 18 (no school)
February 19 (teacher note: this movie takes 5 class periods)
Learning Target: 7.2.4
- Investigate development and enactment of Hitler’s “final solution” policy by viewing the movie Schindler’s List and a written response.
- watched until 00:32:25
February 20
Learning Target: 7.2.4
- Investigate development and enactment of Hitler’s “final solution” policy by viewing the movie Schindler’s List and a written response.
- watched until 01:15:00
February 21
Learning Target: 7.2.4
- Investigate development and enactment of Hitler’s “final solution” policy by viewing the movie Schindler’s List and a written response.
- watched until 01:57:00
February 22
Learning Target: 7.2.4
- Investigate development and enactment of Hitler’s “final solution” policy by viewing the movie Schindler’s List and a written response.
- watched until 00:27:35 on the back side of the DVD
February 25
Learning Target: 7.2.4
- Investigate development and enactment of Hitler’s “final solution” policy by viewing the movie Schindler’s List and a written response.
- finished it
February 26 (had a sub)
Learning Target: 7.2.4
- Investigate development and enactment of Hitler’s “final solution” policy by viewing the movie Schindler’s List and a written response.
Chapter 12, section 1: reading guide.
February 27
Learning Target: 8.1.1
- Appraise how U.S. leaders responded to the threat of Soviet expansion by examining maps, charts, and pictures.
Then, since they didn't have enough time to finish it yesterday, students were given time to complete the reading guide for chapter 12, section 1.
- This is due by the beginning of class tomorrow.
February 28
Learning Target: 8.1.2
- Evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including the armed struggle with Communism, including the Korean conflict.
Actually, President Trump was meeting with the leader of North Korea over the last few days.
I pulled up a map of Asia so we all knew where Korea is in relation to China, Japan, and Vietnam.
Then we looked at a closer map of just Korea in order to discuss the location of the 38th parallel.
And then I pulled up a map of America at night in order to compare it to a map of North Korea at night.
- Notice how the lights are off in North Korea, a result of their poor economy -- they can't have many lights on at night.
- reading guide (due by the end of class tomorrow)
March 01 (half day)
Learning Target: 8.1.2
- Evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including the armed struggle with Communism, including the Korean conflict.
- what it means
- how it's different from a "hot war"
- and how it may not be accurate
- Some historians point out how our enemies in the Korean War and the Vietnam War were supported by the communist regimes of the USSR and China, so we were fighting in a hot war (although indirectly) against more than just those small nations.
- Likewise, we supported "freedom fighters" around the world (e.g. Afghanistan) who were fighting against communism, even those who were fighting directly against the Soviet Union.
March 04
Learning Target: P1.4
- Communicate clearly and coherently in writing, speaking, and visually expressing ideas pertaining to social science topics, acknowledging audience and purpose.
- SIP #3 pre-writing form
- We started out by talking about the topic and determining what many thought before reading the article.
- We looked up definitions for the terms.
- We read the article and examined the author's use of facts, statistics, examples (logical appeals).
- SIP #3 article
- SIP #3 is due by midnight the night of Tuesday, March 12.
March 05
Learning Target: P1.4
- Communicate clearly and coherently in writing, speaking, and visually expressing ideas pertaining to social science topics, acknowledging audience and purpose.
- SIP #3 pre-writing form
- We finished examining the author's use of facts, statistics, examples (logical appeals).
- We examined the author's use of emotional appeals (things that are intended to make the reader feel guilt, sadness, obligation, etc.)
- SIP #3 article
- We also went over the SIP checklist and discussed ways to begin the essay, transitions that would help it flow, and other things to look out for (e.g. replacing "I," "me," and "you" with words like "the reader" and "the audience.")
- SIP #3 is due by midnight the night of Tuesday, March 12.
March 06
Learning Target: 8.1.2
- Explain methods the United States used in its global struggle against the Soviet Union.
- what it means
- our motivations (stop communism? promote freedom? our economic/security interests?)
- The point I want to make is that this has been going on for quite some time, but especially during the Cold War.
- This section will provide us with the good and the bad so we can examine our country's goals, successes, and failures.
Reminder:
- We'll have the chromebooks in class tomorrow.
- SIP #3 is due by midnight the night of Tuesday, March 12.
March 07
Work on SIP #3 using Chromebooks.
- SIP #3 is due by midnight the night of March 12.
March 08
Learning Target: 8.1.2
- Explain methods the United States used in its global struggle against the Soviet Union.
Get started on the chapter 12 study guide.
Reminder:
- SIP #3 is due by midnight the night of Tuesday, March 12.
March 11 (no school)
March 12
Learning Target: 8.1.2
- Explain methods the United States used in its global struggle against the Soviet Union.
- We even googled images to see what came up, and we found that people have made connections between the Red Scare and other times in American history (the Salem witch trials in the play The Crucible, and even in recent times with some criticisms of recent presidents.
- We want to be safe, but we also don't want to have to get naked and endure a cavity search in order to be 100% sure we'll be safe on the plane.
March 13
Learning Target: 8.1.2
- Be able to read independently about how the social and economic changes after World War II affected Americans.
- After this we discussed some of the main points using the reading guide for section 4.
March 14
Learning Target: 8.1.2
- Be able to read independently about how the social and economic changes after World War II affected Americans.
- We used this website to talk about the U2 incident.
- The test on ch. 12 will be on Tuesday, March 19.
March 15
We studied for the ch. 12 test, which is on Tuesday, March 19
March 18
Learning Target: 8.1.2
- Be able to read independently about how the social and economic changes after World War II affected Americans.
Ch. 13 sections 1-2 handout (due by the end of the hour)
March 19
Test: Ch. 12: "The Cold War"
March 20
Movie: Pleasantville (stopped at 00:45:30)
March 21
Movie: Pleasantville (stopped at 01:32:20)
March 22
Movie: Pleasantville (finished)
March 25
Learning Target: 8.3.1
- Examine how the civil rights movement gained ground in the 1960s by reading as a class and discussing.
- We did a Google images search for "segregation" to take a look at what was happening in the country at the time.
- We read p.468 - very top of 472 and discussed Jim Crow laws, Plessy v. Ferguson, Jackie Robinson, Brown v. Board of Education as well as a few other things that came up, such as the movie Hidden Figures and Emmet Till.
- We'll finish reading the section tomorrow, and we'll work on the reading guide then as well.
March 26
Learning Target: 8.3.1
- Examine how the civil rights movement gained ground in the 1960s by reading as a class and discussing.
- We did a Google images search for "lynching" to take a look at what was happening in the country at the time.
- We read p.472-475 and discussed the Montgomery Bus Boycott (we talked about the dedication it would take to walk everywhere for over a year), Rosa Parks, Martin Luther King, Jr., civil disobedience, Malcolm X (who started out with a more violent approach), and Thurgood Marshall.
- Students were then given the reading guide to complete, which is due tomorrow.
March 27
Learning Target: 8.3.1
- Examine how the civil rights movement gained ground in the 1960s by reading as a class and discussing.
- We read p.477-484. Along the way, we looked up details about James Meredith and Medgar Evers.
- One of the points I made repeatedly was how violent the reaction was to many of the peaceful protests.
- I asked students to consider how ridiculous and over the top it would be if someone came to them saying, "Those people are riding in the front of a bus. Let's bomb 'em!"
- We used Wheel Decide to call on individual students after the class had time to read a section. Students had three options:
- point out something they noticed
- ask a question about something in the reading
- answer a question asked by the teacher
March 28 (half day)
Students have time to fill out the reading guide for chapter 14, section 2.
They also should finish the handout for chapter 13 sections 3-4 if they haven't finished it yet.
March 29 (no school)
April 08
Learning Target: 8.3.1
April 09 (after the PSAT all morning, we took it fairly easy today)
Learning Target: 8.3.1
The test on Chapter 14 will be this Friday.
April 10
Learning Target: 8.3.1
April 11
Learning Target: 8.3.1
1.) The major civil-rights cases from this chapter:
April 12
Test: Chapter 14
Learning Target: 8.3.1
- Examine how the civil rights movement gained ground in the 1960s by reading as a class and discussing.
- The first is really short. It shows a black woman attempting to register to vote and a white official discriminating against her.
- The second clip is about news coverage of the non-violent march in Selma that was met with police violence.
- We read p.488-490. Along the way, we looked up details about gerrymandering. (It's worth doing an images search.)
April 09 (after the PSAT all morning, we took it fairly easy today)
Learning Target: 8.3.1
- Examine how the civil rights movement gained ground in the 1960s by reading independently or in small groups.
The test on Chapter 14 will be this Friday.
April 10
Learning Target: 8.3.1
- Examine how the civil rights movement gained ground in the 1960s by reading as a class and class discussion.
- Students received the Chapter 14 section 3 reading guide.
- We read p.490-493 together.
- Then students were directed to finish the chapter by reading p.493-496.
April 11
Learning Target: 8.3.1
- Examine how the civil rights movement gained ground in the 1960s by reading independently and class discussion.
1.) The major civil-rights cases from this chapter:
- Brown v. Board of Education
- Brown II
- Hernandez v. Texas
- The discussion focused on what the decisions changed and who was affected.
- We also talked a little about the University of Michigan and its lawsuit over Affirmative Action in its admission policies.
April 12
Test: Chapter 14
April 15
Learning Target: 8.3.1
- Identify the historical context of the movie A Long Walk Home by making connections between the movie and the social issues of the civil rights movement.
- stopped at 00:28:00
April 16
Learning Target: 8.3.1
- Identify the historical context of the movie A Long Walk Home by making connections between the movie and the social issues of the civil rights movement.
- stopped at 01:12:30
April 17
Learning Target: 8.3.1
- Identify the historical context of the movie A Long Walk Home by making connections between the movie and the social issues of the civil rights movement.
- finished (had about 15-20 min. to go)
- We talked about our reactions to the movie, which ranged from anger about the situation (discrimination, abuse, beating) to relief that it happened in the past so we have a better country today.
- We also investigated some of the biographical details of Martin Luther King, Jr., including his education (skipped two grades, doctorate in theology), how he led the Montgomery bus boycott, how his house was bombed, and how he was assassinated.
- We also had a little time to prepare for the post-test tomorrow over Ch. 11-12 (World War II and the Cold War).
- Mr. B. is offering a little extra credit for students who improve over their pre-test scores.
April 18
Post-Test Ch.11-12
Start Ch. 15 (the post-test took longer than expected, so we didn't have time for much in Ch. 15)
- video clip: John F. Kennedy
April 19 (no school -- Good Friday)
April 22
Learning Target: 8.1.2
- Assess how President Kennedy responded to the challenges of the Cold War by examining the Bay of Pigs Invasion, Cuban Missile Crisis, and the Berlin Crisis.
Chapter 15, section 1: "Kennedy and the Cold War"
- We read p.504-508 together (although we skipped over most of 505 because we saw a video clip about it last week, and one we'll see tomorrow touches on the same content as well).
- some questions about JFK (his life, his presidency, his assassination)
- Lee Harvey Oswald
- Jack Ruby
- The Warren Commission
- Other close elections (such as 1888)
- The 2016 election results (as well as the purpose of the Electoral College)
- Fidel Castro
April 23
Learning Target: 8.1.2
- Assess how President Kennedy responded to the challenges of the Cold War by examining the Bay of Pigs Invasion, Cuban Missile Crisis, and the Berlin Crisis.
Chapter 15, section 1: "Kennedy and the Cold War"
- We read p.508-510 together.
April 24
Learning Target: 8.2.3
- Determine the goals of Kennedy’s New Frontier by class discussion.
- We skimmed p.511-515 together.
- Equal Pay Act (1963)
- related: claims that there is still a gender pay gap
- deficit spending
- space race
- assassination of JFK (video clip)
- JFK's brother, Robert: attorney-general and also assassinated
April 25
Learning Target: 8.2.3
- Determine the goals of Kennedy’s New Frontier by class discussion.
- We read p.516 and discussed the case as well as our own experiences and thoughts on the matter.
- We also watched a short clip about Gideon v. Wainwright.
- Miranda v. Arizona (which we'll talk more about tomorrow)
- O.J. Simpson
- Rodney King
- reading a chart (p.20)
- key terms / key concepts (p.25)
- The test on Ch. 15 will be on Tuesday, April 30.
April 26
Learning Target: 8.2.3
- Examine how Johnson's Great Society programs changed life for most Americans.
- We skimmed p.517-518, 520-524.
- We briefly discussed the following:
- the name "Great Society" - why it was chosen and what it shows
- how this greatly increased federal spending as well as government involvement in our everyday lives
- the term "war on poverty" and what it shows
- the Economic Opportunity Act (creation of the Job Corps)
- Medicare and Medicaid
- changes in immigration policies
- We carefully read p.525 and discussed the Miranda case.
- Among other things, I stressed how we care a great deal about fairness and individual rights as opposed to having a police state that can do whatever it wants to its citizens.
- Miranda rights are part of that, along with much older policies, such as the rights protected by the Bill of Rights (e.g. the 5th Amendment, which protects citizens from being forced to testify against themselves.
- I also discussed how the burden of proof is on the government/law enforcement to prove guilt rather than on a suspect to prove that he is innocent.
- As part of this, I pointed out the difference between "not guilty" and "innocent." The difference matters.
April 29
Review for test, including the essay questions.
April 30
TEST: Chapter 15: The Kennedy and Johnson Years (1960-1968)
May 01
Learning Target: 8.1.2
- Examine why the United States became involved in Vietnam.
- We first looked at maps of Asia and Vietnam itself so we could better understand where this is.
- including neighboring countries and the Ho Chi Minh Trail
- Next, we looked at p. 531-532 to read the introductory content.
- And then we watched a couple short clips about the war, an introduction and the Gulf of Tonkin Incident.
- We spent some time talking about what we know about the war, including the draft, anti-war protests, guerrilla warfare, the jungle, etc., so we didn't have time to do much more than look up images of "Vietnam traps."
May 02
Learning Target: 8.1.2
- Examine why the United States became involved in Vietnam.
- We read section 1: p.532-536.
- The monk who burned himself as a form of protest in Vietnam.
- SEATO as compared to NATO, which has been in the news lately (concerning other countries not paying their fair share)
May 03
Learning Target: 8.1.2
- Examine why the United States became involved in Vietnam.
- what it means to be a student and to try in school
- how we only improve when there's a challenge (e.g. practicing for a sport)
- and how the same is true for classes: If everything is easy, that means you aren't learning anything or getting better.
- We also talked about how many of the class would like to go to college, yet how about half of them "don't like school."
- I asked them what they think college is, if not more school.
- A common response was, "Yeah, but we'll be taking classes we like then."
- So I explained how that isn't necessarily the case (general education classes, core curriculum, etc.)
- We read p.537-539 (about half of section 2).
- how young the American soldiers were (the average age of the men killed was 23.1 years)
- "tunnel rats"
- napalm and Agent Orange
- how the jungle was so thick that the enemy could be within a few feet of you without your knowing
- the draft, conscientious objectors, draft dodgers, and protests
May 06
Learning Target: 8.1.2
- Evaluate how the American war effort in Vietnam led to rising protests and social divisions back home.
- We watched a short video clip about Vietnam War tactics.
- We finished reading section 2 (p.540-542).
- similarities between the Vietnam War and the War on Terror (Iraq, Afghanistan, ISIS)
- John McCain's capture and torture
May 07 (had a sub)
We had the Chromebooks in class so students could work on the newspaper-article assignment for Ch. 16, section 1.
- Complete and submit this assignment in Google Classroom.
- SIP #4 explanation, samples
- Pay attention to what is circled on the outline.
- Choose one of the options (e.g. one example of work from a social-studies class for option C).
- SIP #4 scoring rubric
May 08
One more day with the Chromebooks in class so students could work on the newspaper-article assignment for Ch. 16, section 1.
- Complete and submit this assignment in Google Classroom.
- SIP #4 explanation, samples
- Pay attention to what is circled on the outline.
- Choose one of the options (e.g. one example of work from a social-studies class for option C).
- SIP #4 scoring rubric
May 09
Learning Target: 8.1.2
- Evaluate how the American war effort in Vietnam led to rising protests and social divisions back home.
- We read parts of section 3 together, the parts about anti-war protests and the Tet Offensive (p.544-545, 547), then students were given a reading guide for the section and time to read the remainder of the section.
- The reading guide will be due by the end of the hour tomorrow.
May 10
Learning Target: 8.1.2
- Evaluate how the American war effort in Vietnam led to rising protests and social divisions back home.
- Time to complete Ch. 16, section 3 and the reading guide (due today).
- We started the Ch. 16 study guide.
May 13
Learning Target: 8.1.2
- Assess Nixon's new approach to the Vietnam War, and explain why the protests continued.
- We read part of Ch. 16, section 4 together and had time to read the rest independently, as well as to start the reading guide (due Wednesday by the end of the hour).
Ch. 16 test on Thursday.
May 14 (senior walk through at end of hour)
Learning Target: 8.1.2
- Assess Nixon's new approach to the Vietnam War, and explain why the protests continued.
- We read part of Ch. 16, section 5 together and had time to read the rest independently, as well as to start the reading guide chart (due tomorrow by the end of the hour).
- how Taiwan claims to be the Republic of China (and independent) while China claims to be the People's Republic of China (and the legitimate government of Taiwan)
Ch. 16 test on Thursday.
May 15
Complete the Ch. 16 study guide and study it.
Discuss the two possible essay questions, one of which (determined randomly) will be assigned as part of the test tomorrow.
- Essays will need to include at least ten significant details in order to receive full credit.
- the shootings at Kent State
- Supreme Court Case: Tinker vs. Des Moines
- the My Lai Massacre
May 16
TEST: Ch. 16: "The Vietnam War" (1954-1975)
May 17
We had the Chromebooks in class to work on the SIP #4 assignment. This will be the last time we can work on it during class.
- SIP #4 explanation, samples
- Pay attention to what is circled on the outline.
- Choose one of the options (e.g. one example of work from a social-studies class for option C).
- The last two pages are model texts.
- SIP #4 scoring rubric
- Use this as a checklist to make sure you include the required components.
May 20
Movie: We Were Soldiers (IMDb site)
- We stopped for the day at 00:39:35
May 21
Movie: We Were Soldiers (IMDb site)
- We stopped for the day at 01:22:12 (exactly enough time tomorrow to just barely get to the end credits)
May 22
Movie: We Were Soldiers (IMDb site)
- finished it
May 23
Learning Target: P1.2:
- Analyze point of view and context to interpret primary and secondary source documents.
In addition to the handout, we checked out and discussed the following:
- Tim O'Brien's biographical details on his Wikipedia page
- flak jacket
- C rations
- I also had students add what they would carry if they were in a war zone today. We discussed what they came up with.
May 24
Learning Target: 8.2.4
- Identify how the counterculture and the expanding rights revolution of the 1960s and 1970s influenced American society.
- This will be due by the end of the hour on Tuesday.
May 27 (Memorial Day)
May 28
Learning Target: 8.2.4
- Identify how the counterculture and the expanding rights revolution of the 1960s and 1970s influenced American society.
- This is due by the end of the hour.
May 29
Learning Target: 8.2.4
- Identify what events led to Richard Nixon’s resignation as President in 1974.
Begin reading section 1 (we covered p.598-603).
Along the way, we looked more closely at the following:
- the spike in oil prices in the 1970s (as well as the up and down lately)
- Mark Felt, the FBI agent who leaked information about Watergate to reporters
May 30
Learning Target: 8.2.4
- Identify what events led to Richard Nixon’s resignation as President in 1974.
Finished reading section 1 (we covered p.604-605).
Along the way, we looked more closely at the following:
- comparisons between Mark Felt as a whistleblower to Edward Snowden
- current news about investigations, talk of impeachment, etc.
- information about Nixon's vice-president Spiro Agnew
May 31
Learning Target: 9.1.1
- Examine the goals of American foreign policy during the presidencies of Gerald Ford and Jimmy Carter.
- While I'll have many as students in the future, some may be in my class for the last time next week.
We read parts of sections 2 and 3 together
- "Why It Matters" for both sections, the pardon of Nixon, how Carter was an outsider, the Camp David Accords (Middle-East peace), and the Iran hostage crisis.
- Along the way, we also looked at the Six-Day War and the movie Argo, which is about the Iran hostage crisis (here's the movie trailer).
- They will help you study for the test and the exam, however, so I recommend doing them well.
June 03
Review for Ch. 18 test
- We had time to complete and study the chapter 18 study guide.
- I talked about transferring information from the chapter study guides to the exam review and how that was a form of studying.
- It also will give them one form to keep and to study, one that's focused on what is covered on the exam.
June 04
Test: Ch. 18
When finished, students were encouraged to study the exam review.
June 05-07
EXAMS