Third Quarter 2019
29 January 2019: Chapter 9 The Civil War 1861-1865
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
Lesson 4 The Turning Point:
**BEGINNING WITH THE 2ND SEMESTER, YOU WILL NEED A U.S. HISTORY NOTEBOOK - (COMPOSITION BOOK OR SPIRAL). NO LOOSE PAPERS.
Click here for the Opening and Closing of this lesson.
1. Essential Questions:
a. Can the nation's union of states be broken?
b Should war be conducted against both military and civilian populations?
2. Academic Vocabulary: Encounter, promote.
3. Content Vocabulary: Forage, siege.
4. People, Places and Events: Admiral David G. Farragut, fall of Vicksburg, General Ulysses S. Grant, Colonel Benjamin Grierson, Battle of Gettysburg and results of the battle, General McClellan, General Ambrose Burnside, General Joseph Hooker, General George Meade, General George E. Pickett, General A.P. Hill, Tennessee battles of Chickamauga Creek and Chattanooga, General William Rosecrans, General Braxton Bragg, Bio of Ulysses S. Grant.
5. Guiding Questions:
a. Why was Vicksburg an important victory for the Union forces?
b. Why was the Battle of Gettysburg a turning point in the war?
c. How did General Grant earn Lincoln's trust in guiding the Union forces?
CIVIL WAR BATTLE SITE. Lists all the battles of the Civil War in detail.
Click here and here to compare and contrast the battle maps of 1862 with 1864
6. Click here for the Battle of Gettysburg.
7. Click here for 10 interesting facts about the Battle of Gettysburg.
8. Click here for General Pickett's Charge.
9. Click here for General Ulysses S. Grant.
10. Click here for the Battle of Vicksburg.
11. HOMEWORK ASSIGNMENT: Chapter 9, Lesson 4 on Schoology. This assignment will be due on 31 January. Click here for the link to Schoology.
31 January 2019: Chapter 9 The Civil War
CCRS Literacy Reading Standards:
RH.1: Students will cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines Faction in Federalist No. 10).
Writing Standards:
WHST.2: Write informative explanatory texts, including the narration of historical events.
WHST.7: Conduct short as well as more sustained research projects to answer a question (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DoDEA Standards: Unit 2 Expansion, Nationalism, and Sectionalism 1800-1865
11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil war resulted in tremendous human loss and physical destruction.
- Students will compare the relative strengths of the Union and Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.
- Student will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.
- Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.
Lesson 5 The War Ends:
**BEGINNING WITH THE 2ND SEMESTER, YOU WILL NEED A U.S. HISTORY NOTEBOOK - (COMPOSITION BOOK OR SPIRAL). NO LOOSE PAPERS.
1. Essential Questions:
a. Can the nation's union of states be broken?
b Should war be conducted against both military and civilian populations?
2. Academic Vocabulary: Subordinate, structure.
3. Content Vocabulary: Pillage, mandate.
4. People, Places and Events: General William Tecumseh Sherman, Grant's battles in the Wilderness to Cold Harbor, Siege of Petersburg, General Philip Sheridan, Admiral Farragut attacks Mobile, Alabama, Sherman's march to the sea, South surrenders at Appomattox Courthouse (Grant and Lee), Election of 1864 (Lincoln against McClellan), Lincoln's Assassination, after the Civil War, Casualties of the Civil War Statistics.
5. Guiding Questions:
a. How did military strategies change during the war's final year?
b. Do you think armies should treat civilians differently from soldiers?
c. What do you think life was like in the South at the conclusion of the Civil War?
6. Click here for the Election of 1864. Civil War in Four Minutes.
7. Click here for the video on Sherman's March to the Sea.
8. Click here for the video on Lee's Surrender at Appomattox Courthouse. And here.
9. Click here for the video on the Assassination of Abraham Lincoln. And Biography of Lincoln here. Click here for the History Channel - Lincoln Part 1.
10. Click here for the video - What if Abraham Lincoln had lived.
11. Click here for Battlefield Dead - Civil War in Four Minutes.
12. Student teams will research the following topics in class and present their findings. They will need to research the people, places, and events involving: Grant versus Lee, Lee's Surrender at Appomattox Courthouse, The Election of 1864, Lincoln's Assassination, and Sherman's March to the Sea.
13. Anti-Slavery Presentations start today. These were the guidelines:
FIRST PART - ANTI-SLAVERY PROJECT: For this assignment you will need to choose a person, event, government policy, etc., focusing on the Abolitionist movement of 1800-1860, the time period just before the Civil War. There were many events, policies, people, laws, and tragedies that took place during this time. Example of a person, would be Harriet Tubman. Example of an policy, would be The Wilmot Proviso. Example of an law would be The Fugitive Slave Act. Example of an event would be The Underground Railroad. But there are many to choose from.
2ND PART: Research an aspect of Present-Day Slavery, or an incident in the news over the last 20 years. Take notes on this.
What you are doing in this assignment is making a parallel between slavery in the past and slavery in present day.
Here are the guidelines:
1. Research your topics above (Abolitionist Movement 1800-1860 and Present-Day Slavery), and take notes.
2. You need two primary sources (one from each) that you will be citing. These two primary sources (documents) must be part of the assignment you turn in.
3. Create a Google Presentation document.
4. You will give a 3 minute presentation on your research.
5. You will need to share your research notes, your primary sources, and your Google Presentation with me.
6. Assignment will be due on 29 January.
7. Click here for the History Channel - Abolitionists.
8. Click here for the Slavery Issue Timeline.
9. Click here for the Turning Point of Abolition.
4 February 2019: Chapter 10 Reconstruction (1865-1877)
Lesson 1 Debate over Reconstruction
Page 282-83 DBQ Hiram Rhodes Revels, and Sharecropping in the South. Timeline from 1865-1877.
RADICAL RECONSTRUCTION DBQ - Why was the Radical Republican plan for Reconstruction considered radical?:
Radical Reconstruction Document Based Assessment in class Assignment. From Stanford University History Group.
Radical Republicans Video Opener.
a. Click here for the Lesson Plan.
b. Click here for the Primary Source Documents.
c. Click here for the Presentation from class.
d. See the Radical Reconstruction image.
e. See the image of the Southern Democratic response to Reconstruction.
1. Essential Questions:
a. How do nations recover from war?
b. Was Reconstruction a success or a failure?
2. Academic Vocabulary: Requirement, precedent.
3. Content Vocabulary: Amnesty, Black codes, pocket veto, impeach.
4. People, Places and Events: Lincoln's plans for reconstruction, Radical Republicans (Thaddeus Stevens and Charles Sumner), Wade-Davis Bill, Freedmen's Bureau (Freedmen, and Abandoned Lands), African American refugees, William T. Sherman, Bureau of Refugees, President Andrew Johnson's plan, Black Codes, Civil Rights Act of 1866, Fourteenth Amendment, Military Reconstruction, Impeachment of President Johnson, President Ulysses S. Grant 1868.
5. Guiding Questions:
a. How did the Radical Republicans' Reconstruction plan differ from President Lincoln's plan?
b. How did the Freedmen's Bureau help formerly enslaved African American's?
c. Why were congressional Republicans angry with Johnson's Reconstruction plan?
d. What methods did the Radical Republicans use to prevent President Johnson's interference with their Reconstruction plan?
6. Click here for the Freedmen Poster.
7. Click here for the Military Districts in the South during Reconstruction.
8. Click here for the Reconstruction in 4 minutes.
9. Click here for the Freedman's Bureau.
10. Click here for the Radical Republicans. Excellent resource.
11. Click here for Bio of President Andrew Johnson.
10. HOMEWORK ASSIGNMENT: Chapter 10, Lesson 1 on Schoology. This assignment will be due on 6 February. Click here for the link to Schoology.
11. Anti-Slavery Presentations today.
6 February 2019: Chapter 10 Reconstruction (1865-1877)
Black History Month. A series of video presentations from PBS The Rise and Fall of Jim Crow:
1. Part 1.
2. Part 2.
3. Part 3.
4. Part 4.
Lesson 2 Republican Rule
Click here for Reconstruction: Rebuilding the Old Order.
RADICAL RECONSTRUCTION DBQ - Why was the Radical Republican plan for Reconstruction considered radical?:
Radical Reconstruction Document Based Assessment in class Assignment. From Stanford University History Group.
Radical Republicans Video Opener.
a. Click here for the Lesson Plan.
b. Click here for the Primary Source Documents.
c. Click here for the Presentation from class.
d. See the Radical Reconstruction image.
e. See the image of the Southern Democratic response to Reconstruction.
1. Essential Questions:
a. How do nations recover from war?
b. Was Reconstruction a success or a failure?
2. Academic Vocabulary: Commissioner, comprehensive.
3. Content Vocabulary: Carpetbagger, graft, scalawag.
4. People, Places and Events: Republican Party, who were the Carpetbaggers and Scalawags, African Americans in politics during Reconstruction, Black Republicanism, Republican reforms, African American churches and schools, African American colleges and universities, Southern resistance to Reconstruction, Ku Klux Klan Act.
5. Guiding Questions:
a. How did African Americans participate in politics during Reconstruction?
b. What role did churches and schools play in the lives of African Americans during and after Reconstruction?
c. How did the federal government react to the Southern resistance groups that developed during Reconstruction?
6. Click here for the video for Crash Course U.S. History Reconstruction #22.
7. Click here for the Bio of President Ulysses S. Grant. And here for Grant's Bio.
8. Click here for The First African Americans to serve in Congress.
9. HOMEWORK ASSIGNMENT: Chapter 10, Lesson 2 on Schoology. This assignment will be due on 11 February. Click here for the link to Schoology.
8 and 12 February 2019: Chapter 10 Reconstruction (1865-1877)
This document outlines Plagiarism and Collusion. We will discuss this in class today.
Lesson 3 Reconstruction Collapses
1. Essential Questions:
a. How do nations recover from war?
b. Was Reconstruction a success or a failure?
2. Academic Vocabulary: Outcome, circumstance.
3. Content Vocabulary: "sin tax", tenant farmer, sharecropper, crop lien, debt peonage.
4. People, Places and Events: President Grant's administration and split in the Republican Party, The Panic of 1873, Reconstruction ends in the South, Southern Democrats and the redemption of the South, The Compromise of 1877, Presidential election of 1876 results, Samuel Tilden, President Rutherford B. Hayes, The New South.
5. Guiding Questions:
a. How did political and economic issues during the Grant administration weaken Reconstruction?
b. Why was the Compromise of 1877 considered the end of Reconstruction?
c. How did the South's postwar economy force many African Americans into difficult circumstances?
Click here and here for the Election of 1868 Map, and click here for the Election of 1877 Map. For comparison and contrast.
6. Click here for the Panic of 1873.
7. Click here for the Compromise of 1877.
8. HOMEWORK ASSIGNMENT: Chapter 10, Lesson 3 on Schoology. This assignment will be due on 15 February. Click here for the link to Schoology.
19 February 2019: Chapter 11 Settling the West (1865-1890)
Click here for the Slideshow of the West. Will use in class over the next two weeks.
On this class date Mr. Hanson will be at the Naval Hospital all day. I will have a substitute teacher. Click here for the substitute lesson plan.
Lesson 1 Miners and Ranchers
DBQ on page 302 - Sitting Bull and General George A. Custer. The Battle of the Little Bighorn 1876.
1. Essential Questions:
a. Why would people take on the challenges of life in the West?
2. Academic Vocabulary: Extract, adapt, prior.
3. Content Vocabulary: Vigilance committee, hydraulic mining, open range, hacienda, barrios.
4. People, Places and Events: Mining industry, boomtowns, Henry Comstock, Virginia City Nevada, Statehood - Colorado, Nebraska, Oklahoma, North and South Dakota, Wyoming, Montana, Idaho, Washington, Utah, New Mexico, Arizona, Nevada, and California, Tombstone Arizona, Marshal Wyatt Earp, development of mining technology to remove minerals, environmental impact of mining, ranching and cattle drives in the Great Plains, barbed wire, Southwestern settlements, Spanish vaqueros, impact on Hispanic residents and Native Americans, Californian Mariano Guadalupe Vallejo.
5. Guiding Questions:
a. How did mineral discoveries shape the settlement of the West?
b. Why was cattle ranching an important business for the Great Plains?
c. What was the relationship like between Hispanics in the Southwest and new settlers?
6. Click here for the Crash Course video #24 on Westward Expansion. This video shown in class.
7. Click here for the History of Virginia City, Nevada.
8. Click here for the History of the Cattle Drive and Ranching in the West.
9. HOMEWORK ASSIGNMENT: Chapter 11, Lesson 1 on Schoology. This assignment will be due on 19 February in class. Click here for the link to Schoology.
21 February 2019: Chapter 11 Settling the West (1865-1890)
Click here for the Slideshow of the West. Will use in class.
What were the problems with farming the Great Plains? Click here for image 1 and here for image 2. Break out into groups of 3 to answer this question.
Click here for the Agriculture Map of the U.S.
Click here for Farming on the Plain - Problems and Solutions.
Lesson 2 Farming the Plains
1. Essential Questions:
a. Why would people take on the challenges of life in the West?
2. Academic Vocabulary: Prospective, innovation.
3. Content Vocabulary: Homestead, dry farming, sodbuster, bonanza farm.
4. People, Places and Events: The Great Plains, Wheat Belt and technology to farm it, farming obstacles, Oklahoma Land Rush, Homestead Act.
5. Guiding Questions:
a. What encouraged settlers to move west to the Great Plains?
b. What new methods and technologies revolutionized agriculture and made it practical to cultivate the Plains?
6. Click here for the video: Farmers Move West to Cultivate the Great Plains and Face Economic Challenges
7. NATIVE AMERICANS OF THE WEST HISTORY PROJECT
You will be given a Native American tribe to research in the library and at home. You will be assigned a partner and present your tribe to the class. The guidelines are as follows:
a. Use Google Slides in your Google Drive. Use maps, actual images and pictures, and BULLET POINTS - no paragraphs allowed on your slide. Insure that your font is large so all can see and not squint when you give your presentation.
b. Introduce the tribe. Tribes will be assigned by Mr. Hanson (Blackfeet, Cheyenne, Comanche, Dakota Sioux, Lakota Sioux, Arapaho, Shoshone, Hopi, Navaho, Apache, Pueblo, Nez Perce)
c. Location of the tribe using a map of America.
d. The next slides should address the following:
1. What foods did they eat?
2. What kind of dwelling/home did they live in?
3. What religion did they practice? What was their spiritual practice?
4. What was one custom or tradition they practiced. Or you can list more than one.
5. Did they have an organized government - what kind?
6. Who were their leaders?
7. Famous quotes from their leaders or chiefs.
8. Explain their values. What did they value?
9. List any important facts and unique characteristics of their tribe.
10. Find a story from their culture and share this story with the class.
11. What happened to them?
12. How did white settlers, miners, military, and ranchers have a negative effect on your individual tribe.
e. You need to have a "Citations" slide listing three sources. Insure that these sources are Primary Sources. You need one Primary Source Article cited that you found from your trip to the Library today. Use the EasyBib Citation Generator with MLA format.
f. Here are some websites you can use for reference:
1. https://www.warpaths2peacepipes.com/native-american-culture/
2. http://www.native-languages.org/languages.htm
3. http://www.legendsofamerica.com/na-tribelist.html
4. http://www.legendsofamerica.com/na-tribes.html
g. Assignment is due on 11 March in class - begin presentations.
25 and 27 February 2019: Chapter 11 Settling the West (1865-1890)
Black History Month: Click here for the Rise and Fall of Jim Crow Laws.
Black History Month: Click here for The History of Jim Crow Laws in the South Part 1.
Black History Month: Click here for The History of Jim Crow Laws in the South Part 2.
Click here for the Slideshow of the West. Will use in class.
Click here for the Map of Western Tribes.
Click here for a quote from Sitting Bull. What challenges did Native Americans face as more white settlers moved West? Break up into groups of 3 to answer this question.
Lesson 3 Native Americans
1. Essential Questions:
a. Why would people take on the challenges of life in the West?
2. Academic Vocabulary: Relocate, ensure, approximately.
3. Content Vocabulary: Nomad, assimilate, annuity, allotment.
4. People, Places and Events: Great Plains Indians, Dakota People, Sioux tribe, Dakota Territory, Red Cloud, Sitting Bull, Crazy Horse, Bozeman Trail, Captain William Fetterman and Fetterman's Massacre, Red Clouds War, Cheyenne and Arapaho tribes, Chief Black Kettle, Major Scott Anthony, Colonel John Chivington, Sand Creek Massacre, Indian Peace Commission, Buffalo, Lakota Sioux, Colonel George Custer (he was from Michigan and was famous for Custer's Charge at Gettysburg), Seventh Calvary, Black Hills, Bighorn Mountains in Montana, Battle of the Little Bighorn, Nez Perce People, Chief Joseph, Ghost Dance, Massacre at Wounded Knee, Americanization, Dawes Act, Bureau of Indian Affairs, Helen Hunt JAckson and "A Century of Dishonor", Friends of Indians and Indian Rights Association, Citizenship Act of 1924.
5. Guiding Questions:
a. How did westward migration change the Plains Indians way of life?
b. Were Native Americans justified in leaving the reservations and refusing further relocation by the government?
Click here for Lakota Native music. Click here and here for Sacred Spirit Yeha Noha.
Click here for Native American Flute Music. And here for Spiritual Music. And here a video history set to Native American music.
6. Click here for the Great Chief's.
7. Click here for the Battle of the Little Bighorn.
8. Click here for how buffalo were most important to Great Plains tribes.
9. Click here for the tragedy at Wounded Knee and the Ghost Dance. And here for the full documentary.
10. Click here for Chief Joseph's words.
11. Click here for the Nez Perce peoples.
12. Click here for the Dawes Act of 1887 and its affects on Native Americans.
13. NATIVE AMERICANS OF THE WEST HISTORY PROJECT
You will be given a Native American tribe to research in the library and at home. You will be assigned a partner and present your tribe to the class. The guidelines are as follows:
a. Use Google Slides in your Google Drive. Use maps, actual images and pictures, and BULLET POINTS - no paragraphs allowed on your slide. Insure that your font is large so all can see and not squint when you give your presentation.
b. Introduce the tribe. Tribes will be assigned by Mr. Hanson (Blackfeet, Cheyenne, Comanche, Dakota Sioux, Lakota Sioux, Arapaho, Shoshone, Hopi, Navaho, Apache, Pueblo, Nez Perce)
c. Location of the tribe using a map of America.
d. The next slides should address the following:
1. What foods did they eat?
2. What kind of dwelling/home did they live in?
3. What religion did they practice? What was their spiritual practice?
4. What was one custom or tradition they practiced. Or you can list more than one.
5. Did they have an organized government - what kind?
6. Who were their leaders?
7. Famous quotes from their leaders or chiefs.
8. Explain their values. What did they value?
9. List any important facts and unique characteristics of their tribe.
10. Find a story from their culture and share this story with the class.
11. What happened to them?
12. How did white settlers, miners, military, and ranchers have a negative effect on your individual tribe.
e. You need to have a "Citations" slide listing three sources. Insure that these sources are Primary Sources. You need one Primary Source Article cited that you found from your trip to the Library today. Use the EasyBib Citation Generator with MLA format.
f. Here are some websites you can use for reference:
1. https://www.warpaths2peacepipes.com/native-american-culture/
2. http://www.native-languages.org/languages.htm
3. http://www.legendsofamerica.com/na-tribelist.html
4. http://www.legendsofamerica.com/na-tribes.html
g. Assignment is due on 11 March in class - begin presentations.
14. HOMEWORK ASSIGNMENT: Chapter 11, Lesson 3 on Schoology. This assignment will be due on 27 February. Click here for the link to Schoology.
1 March 2019: Chapter 12 Industrialization (1865-1891)
Click here for Lesson Opener.
The Rise of Industry and Railroads:
1. Essential Questions: How did the United States become an industrialized society after the Civil War?
2. Academic Vocabulary: Resource, practice, integrate, investor.
3. Content Vocabulary: Gross national product (GNP), laissez-faire, entrepreneur, land grant.
4. People, Places and Events: Second Industrial Revolution, Edwin Drake, natural resources, population growth, electric power, Thomas Edison, Lewis Latimer, George Westinghouse, Alexander Graham Bell, American Telephone and Telegraph Company (AT&T), Thaddeus Lowe - ice making machine, Gustavus Swift - refrigerated railroad car, Christopher Scholes - typewriter, George Eastman - Kodak camera, Frank and Charles Duryea - gasoline-powered carriage, Free Enterprise, laissez-faire economics, Government and Business relationship, US free trade, Transcontinental Railroad, Pacific Railway Act, Union Pacific Railroad Company, Central Pacific Railroad Company, Railroads spur economic growth and close the frontier in the West, robber barons, Jay Gould, The Credit Mobilier Scandal, The Great Northern Railroad.
5. Guiding Questions:
a. Why was the United States successful at industrialization?
b. What invention from this period has had the most impact on your daily life?
c. How did Laissez-Faire economics promote industrialization?
d. How did the Transcontinental Railroad transform the West?
e. How did government grants to build railroads result in large-scale corruption?
6. Click here for the Crash Course video #23 on the Industrial Economy.
7. Click here for the Transcontinental Railroad.
8. Click here for 19th Century Inventions.
HOMEWORK ASSIGNMENT: Chapter 12 Lesson 1-2 on Schoology. This assignment will be due on 4 March. Click here for the link to Schoology.
5 March 2019: Chapter 12 Industrialization (1865-1891)
***Native American's of the West Project Presentations begin 11 March.
Click here for Opening and Closing Activities.
The Rise of Big Business and Unions:
1. Essential Questions: How did the United States become an industrialized society after the Civil War?
2. Academic Vocabulary: Distribution, consumer, restraint, constitute.
3. Content Vocabulary: Corporation, economies of scale, monopoly, holding company, trust, deflation, industrial union, lockout, arbitration, injunction, closed shop.
4. People, Places and Events: Rise of corporations, fixed costs and operating costs, consumers, types of businesses(Sole Proprietorship, Partnership, Corporation), Vertical Integration and Horizontal Integration, Andrew Carnegie and steel industry, Rockefeller and Standard Oil, new business organizations (trusts, holding companies, and investment banking), J.P. Morgan, U.S. Steel Company, how to sell a product. Craft workers and common laborers, opposition to unions, ideas of Carl Marx and communism, anarchists, European immigration, the Great Railroad Strike, The Knights of Labor, the Haymarket Riot, the Homestead and Pullman Strikes, rise of the American Federation of Labor (AFL), Samuel Gompers, Industrial Workers of the World (IWW), Women and Organized Labor, Mary Harris Jones (Mother Jones), Ladies Garment Workers Union (ILGWU), Women's Trade Union League (WTUL).
5. Guiding Questions:
a. What advantages do large corporations have over small businesses?
b. What new business strategies allowed businesses to weaken or eliminate competition?
c. Why did workers try to form unions in the late 1800s?
d. What made it difficult for union workers to create large industrial unions?
e. How were the new industrial unions different from the older trade unions?
6. Click here for John D. Rockefeller. Click here for Andrew Carnegie.
7. Click here for the Men who Built America, and here for the playlist.
8. Click here for the Rise of Unions.
9. Click here for Types of Business Organizations.
NO HOMEWORK from this lesson on the Rise of Business and Unions.
7 March 2019: Chapter 13 Urban America (1865-1896)
***Native American's of the West Project Presentations begin on 15 March.
Click here for the Instructional Presentation for this topic.
Click here for Cold Play - Miracles - about Immigration.
Lesson 1 Immigration/Lesson 2 Urbanization:
1. Essential Questions:
a. Why do people migrate?
b. How is urban life different from rural life?
2. Academic Vocabulary: Ethnic, incentive, trigger.
3. Content Vocabulary: Immigrant, nativism, skyscraper, tenement, political machine, party boss, graft.
4. People, Places and Events: European immigration, Ellis Island, demographics and culture, skilled workers, Catholics, Asian immigration, nativism resurges and people organize, Immigration act of 1882, President Chester Arthur, Chinese Exclusion Act, Americans migrate to the cities, city construction to accomodate the population, separation by class in urban centers, urban problems - crime, corruption, politics.
5. Guiding Questions:
a. How did immigrants of the late 1800s change American society?
b. Why did nativists oppose immigration?
c. How do you think life in big cities was different from life on farms and in small towns?
d. How did the living conditions of the urban working class differ from those of other social classes?
e. What types of problems developed due to the rapid growth of urban areas?
6. Click here for the Crash Course video on Growth, Cities, and Immigration #25.
7. Click here for A Virtual Voyage to Ellis Island.
8. Click here for President #21 Chester A. Arthur.
9. Click here for Coming to America - New York City.
10. Primary Source DBQ Test: The Immigrant Experience Page 358-359. Ellis Island operated as a federal immigration station from 1892-1954. More then 20 million people passed through on their way to a new life in the United States. After a long journey across the Atlantic, immigrants would be subject to long lines for medical and legal inspections, which would determine if they were permitted entry into the United States. For more than 80 percent of immigrants, the process took only a matter of hours. For the less fortunate, it took days or weeks. These excerpts provide first-hand accounts of two different immigrant experiences - one of a Chinese boy entering the United States from San Francisco, and the other of a Slovenian immigrant's experience at Ellis Island. Click here for the link to Schoology.
11. HOMEWORK ASSIGNMENT: Chapter 13, Lesson 1 and 2 on Schoology. This assignment will be due 10 March. Click here for the link to Schoology.
11 and 13 March 2019: Chapter 13 Urban America (1865-1896)
***Native American's of the West Project Presentations begin on 15 March.
On 13 March 2019, students will work on cooperative groups to complete the assignment in class - Jim Crow Era Segregation DBQ. Students will be given eight primary source documents and will need work together to write eight questions related to the documents. Students will use Google Slides to write their questions, and use images pertinent to the documents. Due in class.
a. Click here for the Plessy vs. Ferguson and the Roots of Segregation Presentation.
b. Click here for the DBQ.
c. Click here for the higher ordered DBQ Sample Questions.
1. Politics - 1865-1896- The Presidents.
2. Click here for the 60 Second Presidents. Ulysses S. Grant, Rutherford B. Hayes, James A. Garfield, Chester A. Arthur, Grover Cleveland, Benjamin Harrison, William McKinley.
3. Click here for the list of Presidents.
Lesson 4 Politics of the Gilded Age/Lesson 5 The Rise of Segregation:
1. Essential Questions:
a. Why do people migrate?
b. How is urban life different from rural life?
2. Academic Vocabulary: Currency, bond, strategy, discrimination.
3. Content Vocabulary: Populism, greenbacks, inflation, graduated income tax, deflation, cooperatives, Poll tax, segregation, Jim Crow Laws, lynch.
4. People, Places and Events: Washington politics and civil service reforms, Rutherford B. Hayes, Chester A. Arthur, James Garfield, Benjamin Harrison, William McKinley, William Jennings Bryan, Pendleton Act, Grover Cleveland. Interstate Commerce Act, Interstate Commerce Commission, Sherman Antitrust Act, U.S. currency, The Patrons of Husbandry and Grange, Farmer's Alliance, Populism, Election of 1896, Klondike Gold Rush, Resistance and Repression of African American's, Colored Farmers' National Alliance, legalizing Segregation, Poll Tax and taking away the vote, Jim Crow laws, Homer Plessy and Supreme Court Case Plessy v. Ferguson in 1896, Response to Segregation by Ida B. Wells, Mary Church Terrell, Booker T. Washington, and W.E.B. Du Bois.
5. Guiding Questions:
a. Why was civil service reform needed?
b. What kinds of problems did farmers face?
c. Why did the Populists support the Democratic candidate William Jennings Bryan in 1896?
d. How did African American resist racism and try to improve their way of life following Reconstruction?
e. What laws did Southern states pass to impose segregation and deny African Americans their voting rights?
f. How did African American community leaders respond to legalized segregation?
6. Click here for the Crash Course #26 video on Gilded Age Politics.
7. NO HOMEWORK TODAY.
15 March 2019: Chapter 14 Becoming a World Power (1872-1917)
***Native American's of the West Project Presentations continue today.
Click here for the Opening and Closing for this lesson.
A. Lesson 1 The Imperial Vision
1. Essential Questions:
a. How are empires built?
2. Academic Vocabulary: Expansion, conference.
3. Content Vocabulary: Imperialism, protectorate.
4. People, Places and Events: American Imperialism and desire for new markets, Captain Alfred T. Mahan, Naval expansion, Commodore Matthew C. Perry and the opening of Japan, annexation of Samoa and Hawaii, Queen Liliuokalani,
5. Guiding Questions:
a. Why did the United States assert itself as a world power?
b. Why did the United States look to the Pacific for new markets?
c. Why was the United States willing to go to war with Spain over Cuba?
d. How was the Spanish-American War different from earlier U.S. wars?
e. How did the United States develop an overseas empire?
6. Click here for the Crash Course #28 on U.S. Imperialism.
7. Click here for the U.S.S. Maine.
8. Click here for History Brief: The Spanish American War Begins.
9. Click here for Queen Liliukolani, Hawaii's last Queen.
10. HOMEWORK ASSIGNMENT: Chapter 14, Lesson 1-2 on Schoology. This assignment will be due on 20 March. Click here for the link to Schoology.
19 March 2019: Chapter 14 Becoming a World Power (1872-1917)
***Native American's of the West Project Presentations resume on 25 March.
After students watch the 3 video's below, students will partner up and complete the following Research assignment by using Google Search for primary sources and information (use images you find), use bullet points:
a. Create a Google Slide document entitled Spanish American War and your names. Share this with each other, then Mr. Hanson - [email protected]
b. What were the causes of the Spanish-American war?
c. Where were the battles fought and what happened in these places? Choose two.
d. Find a map of territories and places that were annexed by the U.S. during this time and place it in your document.
e. What was the affect of the Platt Amendment?
f. What was annexation? Analyze the Annexation Debate - who debated and what were their positions. Insure you use actual quotes and photos of the individuals from both sides.
g. Assignment is due by the end of class.
Lesson 2 The Spanish American War:
1. Essential Questions:
a. How are empires built?
2. Academic Vocabulary: Intervene, volunteer.
3. Content Vocabulary: Imperialism, protectorate, yellow journalism, autonomy, jingoism.
4. People, Places and Events: The coming war with Spain, Jose Marti, Cuba, William McKinley, the U.S.S. Maine and Remember the Maine, Commodore George Dewey, Battle of Manila Bay, Theodore Roosevelt and the Rough Riders and the Battle of San Juan Hill, annexation of Guam, Philippines, Puerto Rico, Platt Amendment, Rebellion in the Philippines, the economic effects of the war.
5. Guiding Questions:
a. Why was the United States willing to go to war with Spain over Cuba?
b. How was the Spanish-American War different from earlier U.S. wars?
c. How did the United States develop an overseas empire?
6. Show this video #1: Click here for the Crash Course #28 on U.S. Imperialism.
7. Show this video #2: Click here for the U.S.S. Maine.
8. Show this video #3: Click here for History Brief: The Spanish American War Begins.
9. Optional: Click here for Queen Liliukolani, Hawaii's last Queen.
10. HOMEWORK ASSIGNMENT: Chapter 14, Lesson 1-2 on Schoology. This assignment will be due on 20 March. Click here for the link to Schoology.
21 March 2019: Chapter 14 Becoming a World Power (1872-1917)
***Native American's of the West Project Presentations resume on 25 March.
Click here for the 18-21 March Substitute Lesson Plan for the class.
Students will be watching two videos today on the Roosevelt Corollary and Dollar Diplomacy, and the Panama Canal. Students can work in partner teams to complete the in-class assignment on Schoology below. This assignment must be completed in class today.
Students will need to be ready to give their Native Americans of the West project presentations next class.
Lesson 3 New American Diplomacy:
1. Essential Questions:
a. How are empires built?
2. Academic Vocabulary: access, tension.
3. Content Vocabulary: sphere of influence, Open Door Policy, dollar diplomacy, guerrilla.
4. People, Places and Events: American diplomacy in Asia, Open Door Policy with China, U.S. Pacific power, Boxer Rebellion in China, Roosevelt and Taft's diplomacy, The Panama Canal, The Roosevelt Corollary, Speak Softly and carry a big stick, Woodrow Wilson's diplomacy with Mexico, The Mexican Revolution - Wilson sends troops to Mexico, General John J. Pershing.
5. Guiding Questions:
a. Why did the United States want to eliminate spheres of influence in China?
b. Was President Roosevelt correct in his belief that a strong military presence promoted global peace?
c. How did "moral diplomacy" shape President Wilson's foreign policy?
6. Show this video #1: Click here for the Roosevelt Corollary and Dollar Diplomacy.
7. Show this video #2: Click here for the Panama Canal.
8. No homework today.
25 March 2019: Chapter 15 The Progressive Movement (1890-1920)
***Native American's of the West Project Presentations continue today.
Click here for the Instructional Presentation.
Lesson 1 The Roots of Progressivism
Start with "Step into Place" DBQ on page 408 - have students open their textbooks: You read the question, have a two students read the two primary source statements from President Theodore Roosevelt, and Gifford Pinchot.
Then on page 409, Analyze the map and ask the following questions in your Teachers Edition on page 409 and in their textbook:
1. What is the value of a national parks system?
2. As the United States became an industrialized nation, how did the government address the rapid exploitation of public lands and natural resources?
3. How was the national parks system an example of progressive philosophy?
Teacher's Edition online textbook and the resources for Chapter 15 Lesson 1 you will use for this lesson - each resource you will need to illicit class discussion. Use the following: Social Problems Interactive, William Jennings Bryan and J.P. Morgan Video, Muckrakers Interactive, Social Problems and Progressive Solutions Interactive, Womans Suffrage Movement Interactive, and also the Map Interactive, Child Laborer Interactive, and Florence Kelley Interactive Bio. Insure from the text that you have a student read the Biography of Susan B. Anthony, and Florence Kelley.
1. Essential Questions: Can Politics fix social problems? Progressivism.
2. Academic Vocabulary: Legislation, advocate, lobbying.
3. Content Vocabulary: Muckraker, direct primary, initiative, referendum, recall, suffrage, prohibition.
4. People, Places and Events: What is a progressive and who were they? Who were the Muckrakers? How was government reformed and made more efficient? Robert M. La Follette, Woman's Suffrage 1869-1920, Susan B. Anthony, Alice Paul, Florence Kelley, National Women's Party, National American Woman Suffrage Association (NAWSA), Societal reforms - child labor laws, health and safety codes, The Prohibition Movement (banning alcohol), Progressives and Big Business clash, Sherman Antitrust Act of 1890, Interstate Commerce Commission (ICC), Eugene V. Debs.
5. Guiding Questions:
a. Who were the progressives, and what did they believe caused social problems?
b. How did progressives hope to make government more efficient and responsive to citizens?
c. Why did the progressives support the woman suffrage movement?
d. What problems did social-welfare progressives attempt to reform?
6. Click here for the Crash Course video #27 on Progressivism. Show this one in class.
7. Click here for History Brief - Women's Suffrage.
8. Click here for Wilson and the Democrats win in 1912.
9. In-Class Assignment: Page 419 Making Generalizations - students will need to log on to Schoology here to complete this short classwork assignment.
10. HOMEWORK ASSIGNMENT: Chapter 15, Lesson 1 on Schoology. This assignment will be due in class on 27 March. Click here for the link to Schoology.
RESOURCE: History Brief click here, and here.
27 March 2019: Chapter 15 The Progressive Movement (1890-1920)
Lesson 2 Roosevelt and Taft:
Teacher's Edition online textbook and the resources for Chapter 15 Lesson 2 you will use for this lesson - each resource you will need to illicit class discussion. Use the following: Food and Drug Regulation Interactive, Theodore Roosevelt Video, Upton Sinclair Interactive, Roosevelt and Trusts Interactive, Gifford Pinchot Interactive.
***For the Video on Theodore Roosevelt - Pass out the Packet - Video Worksheet for students to complete. Also students will have to complete The Jungle by Upton Sinclair Primary Source Activity and The Progressive Movement Environmentalism. These will have to be completed by the end of class.
1. Essential Questions: Can politics fix social problems?
2. Academic Vocabulary: Regulate, environmental.
3. Content Vocabulary: Social Darwinism, arbitration, insubordination.
4. People, Places and Events: Theodore Roosevelt - the youngest President at 42 years old, Roosevelt takes on Trusts - J.P. Morgan, Northern Securities, Commerce Clause, U.S. vs E.C. Knight 1894, Coal Strike of 1902, Regulating Big Business, Conservation - environmental, Gifford Pinchot, Newlands Reclamation Act, United States Forest Service, National Park Service 1916, Roosevelt's Bully Pulpit, President William H. Taft angered progressives, Taft's accomplishments.
5. Guiding Questions:
a. How much do you think a president's personal beliefs should shape national policy?
b. Why did President Roosevelt support conservation?
c. How did President Taft's beliefs differ from the progressives?
6. Click here for the Biography of Theodore Roosevelt. Show in class.
7. Click here for Theodore Roosevelt and the Panama Canal. Show in class.
8. Click here for Theodore Roosevelt National Parks. Show in class.
9. HOMEWORK ASSIGNMENT: Chapter 15, Lesson 2 on Schoology. This assignment will be due on 29 March. Click here for the link to Schoology.
29 March and 2 April 2019: Chapter 15 The Progressive Movement (1890-1920)
Lesson 3 The Wilson Years:
1. Essential Questions: Can politics fix social problems?
2. Academic Vocabulary: Academic, unconstitutional.
3. Content Vocabulary: Direct tax, indirect tax, income tax, unfair trade practices.
4. People, Places and Events: Election of 1912 - Taft vs. Roosevelt and then Wilson becomes president, Wilson's reforms (tariffs, banking system, trusts, and workers rights), the Income Tax and the 16th Amendment, Banking Reform, Antitrust Action, Regulating Big Business, Progressivism's legacies and limits - new roles for government, Niagara Movement, Race Riots, W.E.B. Du Bois, NAACP, Anti-Defamation League (ADL).
5. Guiding Questions:
a. How was the election of 1912 different from previous presidential elections?
b. How did Wilson earn the respect of progressives?
c. What do you believe were progressivism's most important successes and biggest failures?
6. Click here for the Progressive Presidents Crash Course #29.
7. Click here for W.E.B Dubois and the Niagara Movement.
8. Click here for History Brief - Wilson, Civil Rights, and the End of Progressivism.
9. Click here for 60 second President Woodrow Wilson.
10. Click here for Wilson - The Great War.
11. Quiz on Chapter 15, Lesson 3 on Schoology. This assignment will be completed in class on 2 April. Click here for the link to Schoology.
4 April 2019: World War I 1914-1918
1. Click here for the video on World War I. While viewing this video, students will record on their World War I Notes Sheet, 15 key events, people, etc., that had an impact on the war. Students will turn in this sheet and the score will go on their 4th quarter Gradespeed. Click here for the sheet. This assignment score will be placed on the 4th quarter Gradespeed account.
4 April 2019: Last day of the 3rd Quarter
5 April 2019: Teacher Workday - Finalizing Grades and Planning for 4th Quarter
SPRING BREAK 8 - 12 APRIL - ENJOY YOUR VACATIONS
16 April 2019: Chapter 16 World War I and Its Aftermath 1914-1918
Lesson 1 The United States Enters World War I
1. Essential Questions: Why do nations go to war?
2. Academic Vocabulary: Militarism, nationalism, propaganda, contraband.
3. Content Vocabulary: Emphasis, erode.
4. People, Places and Events: Causes of World War I - Alliances, imperialism and nationalism, assassination of Archduke Franz Ferdinand, Austria-Hungary, the Neutrality Debate, Carrie Chapman and Jane Addams, John Works - Civil War veteran and U.S. Senator, Robert Lansing Secretary of State, sinking of the Lusitania by a German U-Boat, U.S. declares war on 2 April 1917.
5. Guiding Questions:
a. What political circumstances in Europe led to World War I?
b. What events motivated the United States to join the war?
6. Click here for How World War I Began Part 1 - Crash Course 209.
7. Click here for the Complete World War I Documentary.
8. No Homework today.
16 April 2019: Chapter 16 World War I and Its Aftermath 1914-1918
1. Click here for the Complete World War I Documentary.
2. Click here for World War 1 History Channel Mini Video's on a variety of topics.
3. Click here for the Complete America in World War I.
4. Click here for World War I in Color - The Trenches. And the short video on Trench Warfare 12:00min.
5. Click here for World War I in Color - Blood in the Air.
6. Click here for the First Dogfights of World War I.
7. Insure all assignments are completed for this week.
18 April 2019: Chapter 16 World War I and Its Aftermath 1914-1918
Lesson 2 The Homefront:
1. Essential Questions: Why do nations go to war?
2. Academic Vocabulary: Migrate, Draft.
3. Content Vocabulary: Victory garden, espionage.
4. People, Places and Events: War Industries Board (WIB), Food Administration, Fuel Administration, mobilizing the workforce to support the war effort, National War Labor Board (NWLB), Committee on Public Information (CPI), Schenck v. United States - free speech limited, military volunteers and conscripts, Selective Service Act of 1917, the Draft, service included White Americans, African Americans, Native Americans, Mexican Americans, women joined the military.
5. Guiding Questions:
a. What did Congress do to prepare the economy for war?
b. How were progressive ideals used in preparing the military for war?
6. Click here for Woodrow Wilson's Fourteen Points. And here for the failure of the League of Nations.
7. Click here for How World War I Began Part 2 - Crash Course 210.
8. Click here for the Complete World War I Documentary.
9. HOMEWORK ASSIGNMENT: Chapter 16, Lesson 2 on Schoology. This assignment will be due on 18 April. Click here for the link to Schoology.
22 April 2019: Chapter 16 World War I and Its Aftermath 1914-1918
Lesson 3 A Bloody Conflict/Lesson 4 The War's Impact:
1. Essential Questions:
2. Academic Vocabulary:
3. Content Vocabulary:
4. People, Places and Events:
5. Guiding Questions:
6. Click here for Crash Course - Archdukes, Cynicism, and World War I #36.
7. Click here for the Complete World War I Documentary.
HOMEWORK ASSIGNMENT: Chapter 16, Lesson 3 on Schoology. This assignment will be due on 21 April. Click here for the link to Schoology.
RESOURCE: Click here for History Brief 1930s.
24 April 2019: Chapter 18 The Great Depression (1929-1932)
Lesson 1 The Causes of the Great Depression/Lesson 2 Life During the Great Depression:
1. Essential Questions:
2. Academic Vocabulary:
3. Content Vocabulary:
4. People, Places and Events:
5. Guiding Questions:
HOMEWORK ASSIGNMENT: Chapter 18, Lesson 1-2 on Schoology. This assignment will be due on 25 April. Click here for the link to Schoology.
RESOURCE: Click here for History Brief 1930s.
29 April 2019: Chapter 18 The Great Depression (1929-1932)
Lesson 3 Hoover's Response to the Great Depression:
1. Essential Questions:
2. Academic Vocabulary:
3. Content Vocabulary:
4. People, Places and Events:
5. Guiding Questions:
HOMEWORK ASSIGNMENT: Chapter 18, Lesson 3 on Schoology. This assignment will be due on 27 April. Click here for the link to Schoology.
THIRD QUARTER 2017 ARCHIVED ASSIGNMENTS
24 January 2017: Chapter 8 The Great Depression 1928-1932
1. In class assignment:
2. Causes of the Dust Bowl Assignment. This assignment will be completed entirely in class. Click here for the link to Schoology and the Dust Bowl documents and assignment. Students will use Primary Source documents to research the causes of the Dust Bowl of the 1930s. Assignment is worth 200 points and is due in class today,
24 January. You will finish this assignment today in class.
a. History Channel Website: http://www.history.com/topics/dust-bowl
b. PBS Dust Bowl: http://www.pbs.org/kenburns/dustbowl/
C. Living History Farm - The Dust Bowl - Survivors: http://www.livinghistoryfarm.org/farminginthe30s/water_02.html
3. Click here for the History Channel Dust Bowl there are 4 videos - Dust storms strike America, Migrant Mother Photo, Black Blizzard, and FDR: A voice of hope.
4. Click here for Dust Bowl migration from PBS.
5. Chapter 8 Test next class. Questions on this test will be taken from Pages 278-281 in your textbook, the Quick Study Guide, Chapter Assessment, and Document-Based Assessment. Click here for the link to Schoology to take the test.
26 January 2017: Chapter 8 The Great Depression 1928-1932 Test
1. Chapter 8 Test today. Questions on this test will be taken from Pages 278-281 in your textbook, the Quick Study Guide, Chapter Assessment, and Document-Based Assessment. Click here for the link to Schoology to take the test.
2. HOMEWORK ASSIGNMENT: Chapter 9, Section 1 FDR Offers Relief and Recovery on Schoology. This assignment will be due on 30 January before your next class. Click here for the link to Schoology.
30 January and 1 February 2017: Chapter 9 The New Deal
1. Section 1 FDR Offers Relief and Recovery:
a. Objectives:
1. Analyze the impact Franklin Roosevelt had on the American people after becoming President.
2. Describe the programs that were part of the first New Deal and their immediate impact.
3. Identify critical responses to the New Deal.
b. Terms and People: Franklin D. Roosevelt, Eleanor Roosevelt, New Deal, fireside chat, FDIC, TVA, CCC, NRA, PWA, Charles Coughlin, Huey Long.
c. Focus On: How Roosevelt took charge of the country, what was the New Deal, how did Roosevelt gather experts and professionals around him to bring the country out of the depression, Roosevelt's first 100 days were significant by restoring confidence, financial reform, work programs, agriculture, who opposed the New Deal.
2. New Deal in-class assignment (PRESENTATION): Choose an achievement of FDR's New Deal from this list:
Federal Deposit Insurance Corporation (FDIC), National Recovery Administration (NRA), Civilian Conservation Corps (CCC), Public Works Administration (PWA), Agriculture Adjustment Act (AAA), Tennessee Valley Authority (TVA), Home Owners' Loan Corporation (HOLC), Federal Emergency Relief Act (FERA), Federal Housing Administration (FHA), Agricultural Adjustment Act (AAA), Social Security Act, Works Progress Administration (WPA), Rural Electrification Administration (REA), National Labor Relations Act (Wagner Act), National Youth Administration (NYA), Banking Act of 1935, United States Housing Authority (USHA), Fair Labor Standards Act, Food, Drug, and Cosmetic Act.
a. What is it, who proposed it, when was it enacted.
b. How did it work, and who was responsible for implementing it.
c. What was the result.
d. Any other unique features of the program (A QUOTE FROM FDR). Is it still in effect today or when was it terminated.
e. Use Google Slides (you can have only 5 slides), images, and bullet points only. You will need two citations using MLA citation. (One Citation must be from the Library Online Databases.) Use EasyBib online. You will share this document with me at: [email protected].
f. Assignment will be completed by 3 February in class. 100 points for your research, 100 points for your presentation.
g. Click here for the Presentation Rubric for this assignment.
3. Click here for Franklin D. Roosevelt 32nd President's first term video #1
4. Click here for the Crash Course video on the New Deal.
5. Click here for Roosevelt and the New Deal.
6. Click here for the History Brief: The Tennessee Valley Authority.
7. HOMEWORK ASSIGNMENT: Chapter 9, Section 2 The Second New Deal on Schoology. This assignment will be due on 3 February before your next class. Click here for the link to Schoology.
3 February 2017: Chapter 9 The New Deal
1. Section 2 The Second New Deal:
a. Objectives:
1. Discuss the programs of social and economic reform in the second New Deal.
2. Explain how New Deal legislation affected the growth of organized labor.
3. Describe the impact of Roosevelt's court-packing plan on the course of the New Deal.
b. Terms and People: Second New Deal, WPA, John Maynard Keynes, pump priming, Social Security Act, Wagner Act, collective bargaining, Fair Labor Standards Act, CIO, sit-down strikes, court packing.
c. Focus On: Social reforms, Social Security, farm aid, water projects, labor union activism and rights of workers, Roosevelt's conflict with the Supreme Court, and unexpected downturn in the economy.
2. Click here and here for Objective - Roosevelt's Second New Deal.
3. Click here for Roosevelt's Second New Deal.
4. Click here for the History Brief: The Works Progress Administration.
5. Click here for Social Security Act, the greatest government program of all time for Americans.
6. Click here for FDR's fireside chat on Social Security Act.
7. HOMEWORK ASSIGNMENT: Chapter 9, Section 3 Effects of the New Deal on Schoology. This assignment will be due on 7 February before your next class. Click here for the link to Schoology.
8. NEW DEAL Presentations today in class.
7 February 2017: Chapter 9 The New Deal
1. Section 3 Effects of the New Deal:
a. Objectives:
1. Describe how the New Deal affected different groups in American society.
2. Analyze how the New Deal changed the shape of American party politics.
3. Discuss the impact of Franklin D. Roosevelt on the presidency.
b. Terms and People: Black Cabinet, Mary McLeod Bethune, Indian New Deal, New Deal coalition, welfare state.
c. Focus On: The contributions of women, African Americans, Native Americans to the New Deal and how FDR brought these groups together into a new political coalition, how the federal government expanded its role in the economy and society, PWA and WPA Work Projects, the creation of the welfare state, Federal Government role in the environment, the revisions in the role of the president.
2. Assignment in-class - The Universal Declaration of Human Rights (Inspired by Eleanor Roosevelt):
a. Click here for the UN website for the Universal Declaration of Human Rights.
b. Individually: Choose three articles that you feel are the most important.
c. Group: Meet together and choose three articles that your group feels that are the most important.
d. Create Google Slides document listing the articles. Answer the questions: What impact has this article had on the world, has their been violations of this article, what were they. Use images to show the positive impact, or the violations of each article.
e. Group presentation to the class. Worth 100 points. Due in class on 9 February.
Special Video on Crash Course U.S. Government and Politics - Social Policy.
3. Click here for the Legacy of the New Deal.
4. Click here for Eleanor Roosevelt Biography.
5. Click here: The New Deal helps African Americans, women, and minorities.
6. Click here for the Bio on Mary McLeod Bethune.
7. NEW DEAL Presentations today in class.
9 February 2017: Chapter 9 The New Deal
1. New Deal Presentations today.
2. Assignment in-class - The Universal Declaration of Human Rights (Inspired by Eleanor Roosevelt):
a. Click here for the UN website for the Universal Declaration of Human Rights.
b. Individually: Choose three articles that you feel are the most important.
c. Group: Meet together and choose three articles that your group feels that are the most important.
d. Create Google Slides document listing the articles. Answer the questions: What impact has this article had on the world, has their been violations of this article, what were they. Use images to show the positive impact, or the violations of each article.
e. Group presentation to the class. Worth 100 points. Due in class on 1 March. When I return from the International Student Leadership Institute on 27 Feb, your team will present your Articles.
4. HOMEWORK ASSIGNMENT: Chapter 9, Section 4 Culture of the 1930s on Schoology. This assignment will be due on 13 February before your next class. Click here for the link to Schoology.
5. NEW DEAL Presentations today in class.
13 February 2017: Chapter 9 The New Deal
1. Section 4 Culture of the 1930s:
a. Objectives:
1. Trace the growth of radio and movies in the 1930s and the changes in popular culture.
2. Describe the major themes of literature in the New Deal era.
b. Terms and People: Frank Capra, Federal Art Project, mural, Dorothea Lange, John Steinbeck, Lillian Hellman.
c. Focus On: Americans escape the depression by watching movies and listening to the radio, social commentary in the movies and radio, music of the era, The Federal Art project opens up doors to the arts, literature of the period, the Golden Age of Hollywood.
2. Click here for Franklin D. Roosevelt 32nd President's second term video #2.
3. Click here for Popular Music on the Radio - 1930s.
4. Click here for The Wizard of Oz - Somewhere Over the Rainbow.
5. Click here and here for Frankenstein 1931.
6. Click here for Roosevelt's Fireside chat on the Banks.
7. HOMEWORK ASSIGNMENT: Study for your Chapter 9 Test next class. Click here for the link to Schoology.
8. NEW DEAL/Universal Declaration of Human Rights Presentations are due turned into me on 1 March.
15 February 2017: Chapter 9 The New Deal Test
1. Chapter 9 Test today. Questions on this test will be taken from Pages 278-281 in your textbook, the Quick Study Guide, Chapter Assessment, and Document-Based Assessment. Click here for the link to Schoology to take the test.
2. No HOMEWORK Today.
21 February 2017: Chapter 10 The Coming of War 1931-1942
Students: I will be gone this week. My substitute teacher Mrs. Ashby will teaching today and Thursday.
SUBSTITUTE TEACHER INFORMATION: Click here for your lesson plan for 21-24 February.
Tell students that their Chapter 10 Section 1 Homework assignment is activated in Schoology and is due on 23 Feb below. There are 3 objectives for today and they are listed below. Have students open their books to page 324. First do a survey of the topics in this section from P. 324-330. I usually have my TE opened and do the survey. Ask them questions about the dictators, their actions, and responses of Britain, France, and the U.S. just to probe prior knowledge. Then begin taking a look at the video clips below (they are numbered). Have students get up and stretch and get a computer. Discuss the Biography assignment guidelines below - due on 7 March. Once students understand their task, they may begin working on it. Remind them to share their Universal Declaration of Human Rights document - will do group presentations when I return.
1. Section 1 Dictators and War:
a. Objectives:
1. Explain how dictators and militarist regimes arose in several countries in the 1930s.
2. Summarize the actions taken by aggressive regimes in Europe and Asia.
3. Analyze the responses of Britain, France, and the United States to the aggressive regimes.
b. Terms and People: Totalitarianism, Joseph Stalin, Benito Mussolini, Adolf Hitler, anti-Semitic, Spanish Civil War, appeasement, Anschluss, Munich Pact.
c. Focus on: How peace after the first world war unraveled and brought about dictatorships and totalitarianism, repression in Italy and the Soviet Union by communists and fascists, the 7 characteristics of a Totalitarian State, aggressive leadership in Germany and Japan, the oppression of the Jewish people in Europe, the expansion of the Japanese empire, Hitler and Mussolini threaten Europe, the Spanish civil war, the policy of appeasement.
2. Click here for The Most Evil Men and Women in History - Episode Eight - Joseph Stalin
3. Click here for the Mini-Bio of Joseph Stalin. #2 Video
4. Click here for the Mini-Bio of Adolph Hitler. #1 Video
5. Click here for the Bio of Mussolini. #3 Video
6. Click here for Hitler's Rise. #4 Video in its entirety - this is an interesting video and gives perspective.
7. Click here for The Rise of the Japanese Empire.
8. BIOGRAPHY ASSIGNMENT: THE LEADERS OF WORLD WAR II. For this assignment, you will need to write a biography. Choose one of the following: Winston Churchill, Franklin Roosevelt, Benito Mussolini, Adolf Hitler, Joseph Stalin, Francisco Franco, Charles De Gaul, Hideki Tojo, Emperor Hirohito, Chiang Kai-shek, King George VI. a. Create a Google Document, minimum of 3 pages, double spaced, indented paragraphs, title page with picture and title, your name, date, U.S. History Class.
b. You must have a minimum of 4 citations on a separate Citation page. Insure citations are numbered and double spaced. Use Easy Bib MLA citation generator - click here.
c. There is a plethora of information on the above leaders. Insure that you write your biography in chronological order, highlight dates, events, places, collaboration with others, details about their lives and their connection to the events of World War II. Insure that you write about how they influenced history.
d. Insure you find primary and secondary sources to include facts, interpretation, and narrative.
e. Biography will be due on 9 March 2017. Do not share this with me until you have me for class that day. All students will share at the same time: [email protected].
f. Click here for Writing a Biography.
g. This is an individual assignment. For example I have Katherine and Julian assigned Churchill and they have to complete their own Biography. Leaders assigned: Katherine and Julian and Kaia - Churchill, Grace and Cora - Roosevelt, Alyssa and Alexander - Mussolini, Jackson and Zachary - Hitler, Brittany and Stephen - Stalin, Melissa and Joshua - Franco, Rachel and Zane - De Gaul, Kaylen and Dewitt - Tojo, Kieran and James - Hirohito, Dylan and Seth - Kai-Shek, Nicholas and Diego - King George.
8. HOMEWORK ASSIGNMENT: Chapter 10, Section 1 Dictators and War on Schoology. This assignment will be due on 5 March. Click here for the link to Schoology.
9. Insure you turn in your Universal Declaration of Human Rights by today.
23 February 2017: Chapter 10 The Coming of War 1931-1942
SUBSTITUTE TEACHER INFORMATION: Click here for your lesson plan for 21-24 February.
Use the same routine as last class. Tell students that their Chapter 10 Section 2 Homework assignment is activated in Schoology and is due on 27 Feb below. There are 3 objectives for today and they are listed below. Have students open their books to page 331. First do a survey of the topics in this section from P. 331-339. I usually have my TE opened and do the survey. Ask them questions about the what happened in Europe in the early years of WWII when the German Blitzkrieg stormed through France and Poland, the debate between interventionists and isolationists and Roosevelt's policy, how did the U.S. become more involved i.e., Lend-Lease Act, and Atlantic Charter just to probe prior knowledge. Then begin taking a look at the video clips below (they are numbered). Have students get up and stretch and get a computer. They have the option to work on their homework assignment or their Biography assignment.
1. Section 2 From Isolation to Involvement:
a. Objectives:
1. Understand the course of the early years of World War II in Europe.
2. Describe Franklin Roosevelt's foreign policy in the mid-1930s and the great debate between interventionists and isolationists.
3. Explain how the United States became more involved in the conflict.
b. Terms and People: blitzkrieg, Axis Powers, Allies, Winston Churchill, Neutrality Act of 1939, Tripartite Pact, Lend-Lease Act, Atlantic Charter.
c. Focus on: Roosevelt's response to the dictators in Europe and Asia and their aggression, how war erupted in Europe and the events at that time, Poland and France falls, the Battle of Britain, the war debate in the United States - isolationists vs. interventionists, what steps did the U.S. take to prepare for war. FDR's Four Freedoms Speech.
2. Click here for the video on Sir Winston Churchill. Video #1
3. Click here for the video on The Lend-Lease Act. Video #2
4. Click here for the video on Roosevelt and Churchill and the Atlantic Charter. Video #3
5. Click here for the video on the Blitzkrieg of Poland in 1939. Video #4
6. Continue working on your Biography in class.
7. HOMEWORK ASSIGNMENT: Chapter 10, Section 2 From Isolation to Involvement on Schoology. This assignment will be due on 5 March. Click here for the link to Schoology.
27 February 2017: Chapter 10 The Coming of War 1931-1942
1. Section 3 America Enters the War:
a. Objectives:
1. Explain why Japan decided to attack Pearl Harbor, and describe the attack itself.
2. Outline how the United States mobilized for war after the attack on Pearl Harbor.
3. Summarize the course of the war in the Pacific through the summer of 1942.
b. Terms and People: Hideki Tojo, Pearl Harbor, WAC, Douglas MacArthur, Bataan Death March.
c. Focus on: The attack of the Japanese and what the results of that attack were to American assets in the Pacific Theater, Pearl Harbor statistics and what happened to the Pacific Fleet, how did America begin mobilizing for war on two fronts (Pacific and Atlantic), what was the fighting like in the Pacific and where did the Japanese expand their empire, who was Colonel James Doolittle, what was the Battle of the Coral Sea.
2. Click here or here for the Pearl Harbor Battle Clip.
3. Click here for the Attack on Pearl Harbor Documentary - we will watch this in its entirety.
4. Click here for the story of Doolittle's Raiders.
5. Click here for the Bataan Death March, and here for the Primary Source Documentary of one of the survivors.
6. Click here for the Battle of the Coral Sea.
4. HOMEWORK ASSIGNMENT: Chapter 10, Section 3 America Enters the War on Schoology. This assignment will be due on 5 March before your next class and before the test. Click here for the link to Schoology.
5. Continue to work on your Biography project.
6. HOMEWORK ASSIGNMENT: Study for your Chapter 10 Test next class. Click here for the link to Schoology.
1 March 2017: Chapter 10 The Coming of War 1931-1942
1. Universal Declaration of Human Rights group Presentations. Students will present their Articles during the first part of class today.
2. Students will also be working on their Biography Project and also any homework assignments in class today.
3. You will have a substitute for part of the class today from 11:40 - 12:15.
7 March 2017: Chapter 10 The Coming of War 1931-1942 Test
1. Chapter 10 Test today. Questions on this test will be taken from Pages 348-351 in your textbook, the Quick Study Guide, Chapter Assessment, and Document-Based Assessment. Click here for the link to Schoology to take the test.
2. Before you take your test today - Click here for the Crash Course video on World War II Part 1.
1. Click here for 13 outstanding Study Tips that will help you excel and succeed in school.
2. Click here for How to Memorize Fast and Easily.
3. Click here for How to Study Smarter, not Harder.
4. Click here for the Feynman Technique, to help you learn new material and study for a test.
9 March 2017: Chapter 11 World War II 1941-1945
We will take the entire hour to finish the two presentations on Universal Declaration of Human Rights Presentations, then we begin World War II next class.
13 March 2017: Chapter 11 World War II 1941-1945
1. Section 1 The Allies Turn the Tide:
a. Read "The Slow March to Victory" on page 353 - What do you think the invasion was like for those who took part in it?
b. Section 1 - The Allies Turn the Tide
a. Objectives:
1. Analyze the reasons for and impact of the Allies' "Europe First" strategy.
2. Explain why the battles of Stalingrad and Midway were major turning points in the war.
3. Discuss how the Allies put increasing pressure on the Axis in North Africa and Europe.
b. Terms and people: Dwight Eisenhower, George S. Patton Jr., unconditional surrender, saturation bombing, strategic bombing, Tuskegee Airmen, Chester Nimitz, Battle of Midway.
c. Focus on the strategy to liberate Europe, U-Boat battles, Soviet victories in Russia, desert warfare in North Africa, the pressure on Germany from three sides, Allied invasion of Italy, air war over Europe, saturation bombing and strategic bombing, Tuskegee Airmen fighter escorts, the Battle of Midway turning the war in the Pacific against the Japanese, America on the offensive.
2. Click here for: World War II: Crash Course World History
3. Click here for: World War II, A War for Resources: Crash Course World History
4. Click here for: WWII German U-Boats & Battle of the Atlantic - Wolfpack in the Atlantic (2:39 min)
5. Click here for: WWll in Colour-1941 U-Boat Campaign Against the U.S (10:00 min)
6. Click here for the Battle of Stalingrad and the defeat of the German 6th Army there. (44:53 min)
7. Click here The North Africa Campaign - the Tank Battles of the Allies and Axis powers. (52:44 min)
8. Click here for the Allied invasion of Sicily. (44:16 min)
9. Click here for the Allied invasion of Italy at Anzio and the Battle of Monte Cassino.
10. Click here for the Battle of Anzio.
11. Click here for the Battle of San Pietro Infine 1943. (38:18 min)
12. Click here for the Air War in Europe. (9:55 min)
13. Click here for: FRONTLINE WWII: Heavy Bombing of German Factories (1943, 720p) (12:51 min)
14. Click here for the Tuskegee Airman Red Tails (7:17 min)
15. Click here for the Tuskegee Airman Tribute from the U.S. Air Force (15:04 min)
16. Click here for the Battle of Midway (8:41 min)
17. BIOGRAPHY ASSIGNMENT DUE TODAY
18. HOMEWORK ASSIGNMENT: Chapter 11, Section 1 The Allies Turn the Tide on Schoology. This assignment will be due on 15 March before your next class. Click here for the link to Schoology.
19. World War II Battles Project: Choose a World War II battle and the Generals that fought it on both sides.
a. You will need to use Google Slides for this assignment. Important to use primary source images, quotes from leaders and also soldiers. You must have a title slide and a Citations slide. 5 Citations are required for this assignment using MLA format from EasyBib citation generator.
b. Provide as much information as possible about the operations, what was the objective or military plan, which countries participated on the Allies side and Axis side, which military units participated on both sides, who were the generals and commanders, how many casualties (dead and wounded), what kind of technologies participated such as tanks, aircraft, ships, etc.
c. Battle must be in timeline form. Sequence the events of the battle. BE CREATIVE, BUT MOST IMPORTANTLY, LEARN HOW MUCH HELL ACTUAL WAR REALLY IS FOR THOSE WHO PARTICIPATE IN IT.
d. ***The last slide before your citation: Give your detailed, well thought out opinion of this battle.
e. Here are some battles to choose from:
1. IN EUROPE: England: Battle of Britain (We had American Pilots fighting also); Italy: Invasion of Sicily, Battles at Anzio and Monte Cassino; France: Operation Overlord D-Day Invasion of Normandy; Belgium: Battle of the Bulge. Germany: Battle of Berlin, Operation Market Garden.
2. BATTLE IN THE ATLANTIC: Navy's and U-Boats; Operation Market Garden.
3. AMERICAN TERRITORIES: Battle of the Aleutians, Battle of Guam.
3. IN AFRICA: The First Battle of El Alamein, The Second Battle of El Alamein, Kasserine Pass, Operation Torch, Operation Crusader.
4. IN THE PACIFIC: The Doolittle Raid against Tokyo, Battles at Guadalcanal, Iwo Jima, Leyte Gulf, Coral Sea, Midway, Battle of Luzon, Battle of the Philippine Sea, Operation Hailstone, Battle of Tarawa, Battle of Peleliu and Marine Colonel Chesty Puller, Battle of Okinawa.
f. Click here for the Timeline for the Major Battles of World War II.
g. Click here for the World War II database.
h. Click here for History Channel World War II.
i. Click here for the European Theater of World War II.
j. Click here for the Pacific Theater of World War II.
k. Click here for the Excellent site: The World War II Foundation. Great primary source videos and interviews with veterans.
l. DUE DATE: 10 April after Spring Break - Please share this with Mr. Hanson only in class on this day. Do not turn in before this date: [email protected].
15 March 2017: Chapter 11 World War II 1941-1945
1. Section 2 The Home Front:
a. Objectives:
1. Explain how World War II increased opportunities for women and minorities.
2. Analyze the effects of the war on civil liberties for Japanese Americans and others.
3. Examine how the need to support the war effort changed American lives.
b. Terms and people: A. Philip Randolph, Executive Order 8802, bracero program, internment, 442nd Regimental Combat Team, rationing, OWI (Office of War Information).
c. Focus on: The economic opportunities for women and minorities as jobs were abundant during this time, Rosie the Riveter, African-Americans assert more rights "We loyal Negro American citizens demand the right to work and fight for our country" which led to Executive Order 8802 - a victory for minorities, population shifts and migration to areas of work, the Zoot Suit Riots, Civil Liberties are challenged and aliens faced restrictions, Japanese Americans are interned in temporary camps, the all Japanese-American 442nd Regimental Combat Team was the most decorated American unit in World War II, monetary policy and support for the war effort, goods are rationed, the media boosts American morale.
d. Insure you read "Can Government Limit a Group's Liberties During Wartime? on page 367.
e. In class: Discussion of the Hollywood Canteen on page 368-369 Experience the World War II Home Front.
IMPORTANT LESSON: World War II and the Home Front. Click here.
2. Click here for the Crash Course video on World War II The Home Front Part 2. (14:23 min)
3. Click here for: Beyond the Story: American Women During World War II (4:38 min)
4. Click here for: African American History WW2 1944 (8:17 min)
5. Click here for: Japanese Internment during WW II (14:31 min)
6. Click here for: The Nisei, Japanese American soldiers in World War II (documentary) (6:27 min) and here for the extended documentary. (45:22 min) And here for how Japanese Americans fought against Japan. (5:43 min)
7. Click here for the Hollywood Canteen of World War II.
HOMEWORK ASSIGNMENT: Chapter 11, Section 2 The Home Front on Schoology. This assignment will be due on 17 March before your next class. Click here for the link to Schoology.
20-23 March 2017: Mr. Hanson will be in Germany with his Model U.S. Senate team. Click here for the Substitute Lesson Plans for these days.
17 and 21 March 2017: Chapter 11 World War II 1941-1945
STAR LAB TODAY WITH MR. WOOD 21 March at 0805-0835
PART 1 OF THIS CLASS IS VICTORY IN EUROPE, PART 2 OF THIS CLASS IS VICTORY IN THE PACIFIC.
1. Section 3 Victory in Europe and the Pacific:
a. Objectives:
1. Analyze the planning and impact of the D-Day invasion of France.
2. Understand how the Allies achieved final victory in Europe.
3. Explore the reasons that President Truman decided to use the atomic bomb against Japan.
b. Terms and people: D-Day, Battle of the Bulge, Harry S. Truman, island hopping, kamikaze, Albert Einstein, Manhattan Project, J. Robert Oppenheimer.
c. Focus on: Roosevelt, Churchill, and Stalin plan the defeat of Germany and the post-war geo-political solution to Germany, the planning and execution of the D-Day invasion, the result of the D-Day invasion, The Supreme Allied Commander of American and European Forces Dwight D. Eisenhower, Page 372-373 The Allies Land on D-Day, the process of the liberation of Europe, Allied battle strategy on page 374, the death of Franklin D. Roosevelt, and presidency of Harry S. Truman, the destruction of the 1000 year Reich, battle in the Pacific, Navajo Code Talkers, Japanese military fight to the death, World War II in the Pacific battle map on page 376, The Manhattan Project engineers the Atomic Bomb, Truman's decision to drop the bomb on Hiroshima and Nagasaki, Science and Technology of World War II on page 377 (radar, calculating machines, jet engines, penicillin).
IMPORTANT LESSON: D-Day Invasion - Click here.
IMPORTANT LESSON: The Pacific Theater - Japan vs. the Allies - Click here.
IMPORTANT LESSON: Hiroshima and Nagasaki, how the Atomic Bomb changed warfare. Click here.
*****General Dwight D. Eisenhower's address to the Allied troops just before the D-Day Invasion - Click here.
2. Click here for the D-Day Invasion of Europe June 6th, 1944. (3:06 min) Click here for the complete extended version. (1 hour 27 min)
3. Click here for: D-Day - A Critical Moment In History (3:17 min) This will be analyzed and shown in class.
4. Click here for Primary Source footage of the D-Day invasion (9:39 min). And click here for the D-Day footage in color (47:45 min)
5. Click here for the movie clip from Saving Private Ryan showing the D-Day invasion (9:40 min)
6. Click here for the Battle of the Bulge - the last German offense of WWII. (3:01 min)
7. Click here for the Battle of Iwo Jima - Japanese military fight to the death of all of them. (3:46 min). Click here for the Primary Source footage of Iwo Jima. (4:38 min)
8. Click here for: Triumph and Tragedy: Manhattan Project (9:49 min) And here for the extended version of the First Atomic Bomb The Manhattan Project (43:08 min)
9. Click here for a great video on the bomb and its affects and current day. (7:25 min)
10. Click here for the Liberation of Paris Parade in 1944.
11. Click here for the Map of Operation Overlord - D-Day.
HOMEWORK ASSIGNMENT: There are two assignments a Part 1 and Part 2 as this section is very long. Chapter 11, Section 3 Victory in Europe and the Pacific Part 1 and Part 2 Homework Assignments on Schoology. The Part 1 assignment will be due on 21 March before your next class. The Part 2 Assignment will be due on 23 March before your next class. Click here for the link to Schoology.
23 March 2017: Chapter 11 World War II 1941-1945
1. Section 4 The Holocaust:
a. Objectives:
1. Trace the roots and progress of Hitler's campaign against the Jews.
2. Explore the goals of Hitler's "Final Solution" and the nature of the Nazi death camps.
3. Examine how the United States responded to the Holocaust.
b. Terms and people: Holocaust, anti-Semitism, Nuremberg Laws, Kristallnacht, genocide, concentration camp, death camp, War Refugee Board.
c. Focus on: What led up to the holocaust and what was the evolution of anti-Semitism in Europe during the 1920s and 1930s, Hitler's rise and strategy to convince the Germans that the Jews were evil, the persecution of Jews and the Nuremberg Laws, violence on Kristallnacht, Page 382 Concentration Camp, the Nazi Final Solution for Europe, building the concentration camps, the death of millions of Jews, Christians, disabled people, gypsies, and dissenters, the Allies and the Holocaust - their initial response and then action to liberate the camps.
IMPORTANT LESSON: The Holocaust, Anti-Semitism and Genocide in Nazi Germany. Click here.
2. Click here for the Nuremberg Laws. (2:55 min)
3. Click here for the series on the Kristallnacht (8:50 min)
4. Click here for the Holocaust Auschwitz Concentration Camp. (8:27 min)
5. Click here for: Day in Auschwitz - Discovery History Channel Full Documentary 2017 (47:32 min)
6. Click here for the Liberation of the Dachau Concentration by the Americans. (11:16 min)
HOMEWORK ASSIGNMENT: Chapter 11, Section 5 The Holocaust on Schoology. This assignment will be due on 27 March before your next class. Click here for the link to Schoology.
27 March 2017: Chapter 11 World War II 1941-1945
*****On 20 April we will be taking a class field trip to the Anzio Museum (Piana Della Orme) to see the World War II battle sites, and equipment used during the war. We will also be taking a tour of the Monte Cassino battle sites and Monte Cassino itself. We will leave at 0800 and return at 1800 by bus. Cost for the trip is 22 euro.
1. Section 5 The Effects of the War:
a. Objectives:
1. Evaluate the goals that Allied leaders set for the postwar world.
2. Describe the steps that the United States and other nations took toward international cooperation.
3. Explain the impact of World War II on the postwar United States.
b. Terms and people: Yalta Conference, superpower, GATT (General Agreement on Tariffs and Trade), Universal Declaration of Human Rights, Geneva Convention, Nuremberg Trials. United Nations (UN)
c. Focus on: The Postwar goals of the Allies at the Yalta Conference, Truman and Stalin at Potsdam Conference, the geopolitical map of the world changes and imperialism goes into decline with many monarchs abdicating power, balance of power shifting in the world, International cooperation and a new world economy, the United Nations is formed and the Universal Declaration of Human Rights declared to the world - Eleanor Roosevelt was the Chair of the Commission on Human Rights, war criminals go on trial in Nuremberg for violating the Geneva Convention, what were the causes and effects of World War II, U.S. commitment to Civil Rights begins to come into focus and the nation prospered - the Baby Boom Generation (Mr. Hanson is a member).
IMPORTANT LESSON: The Yalta and Potsdam Conference U.S. Diplomacy. Click here.
1. Click here for the history and functions of the United Nations. (3:11 min)
2. Click here for: How the UN Works. (3:00 min) Click here for How Effective is the United Nations? (2:46 min)
3. Click here for Nazi War Crimes. (10:30 min)
4. Click here for the Nuremberg Trials from the perspective of Walter Cronchite who was covering the trials. (9:26 min)
5. Click here for the Nuremberg Trials - Great synopsis. (8:33 min)
HOMEWORK ASSIGNMENT: Chapter 11, Section 5 The Effects of the War on Schoology. This assignment will be due on 29 March before your next class. Click here for the link to Schoology.
HOMEWORK ASSIGNMENT: Study for your Chapter 11 Test next class. Click here for the link to Schoology.
29 March 2017: Chapter 11 World War II 1941-1945 Test
1. Students will take their Chapter 11 Test on World War II today. All questions will be taken from the Quick Study Guide, Chapter Assessment, and Document-Based Assessment on page 392-395 in their textbook. Students will be in the Library today to take their test. Click here for the link to Schoology to take the test.
30 March 2017: End of the 3rd Quarter.
31 March 2017: No School Teacher Workday
3-7 April 2017: Spring Break No School
ARCHIVED ASSIGNMENTS:
9. Assignment: African American Community in the South, Radical Republicans, Southern Democrats and President Johnson during the Reconstruction 1865-1868. The groups of people involved in this human/political conflict were - There are four teams: Presidential Reconstruction (Andrew Johnson), African Americans in the South, Radical Republicans, White Southerners. Students will be assigned one of these groups to research who they are and what they did during this time period, historical evidence and context. Students will have to develop a plan and strategy for presenting the evidence. All will participate.
This link for Primary Source Radical Republican Reconstruction.
This link for Primary Source Presidential Reconstruction - President Johnson.
This link for Primary Source African American communities.
This link for Primary Source White Southern Democrats.
a. Click here for History Channel Reconstruction. And the Complete Reconstruction here.
b. Click here for Reconstruction - African Americans Part 1 and 2.
c. Radical Republicans link. And link.
d. Radical Republicans clash with President Johnson and the debate link.
e. President Johnson's Policy on Reconstruction link. And link.
f. Southern Democrats link. And link. And link.
This assignment will be assessed for the three components of a debate -
a. Researching your position. Knowledge and comprehension, evidence, contextualization.
b. Presenting evidence.
c. Each component is worth 50 points for a total of 150 points in the Presentation Category of Schoology and Gradespeed.
d. Link here is for the Debate Rubric.