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    Week 6: (February 10th- 14th) 

    Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
        historical sources.

    Monday February 10th: Students will create a graphic organizer of some chief causes of the Great Depression.

    Schedule: 

          1.  Complete warm up:  "What does it mean to truly love?" 

                         Quote of the week:   "Intense love does not measure; it just gives.”  (Mother Teresa) 

          2.   Use the following graphic organizer directions of the causes of the Great Depression.  Then, create a response paragraph to the causes of the Depression (on the back side of organizer) 

     Homework:  Complete graphic organizer and response paragraph of Great Depression using the attachments above in #2.  (due on Wednesday February 12th) 

     

    Tuesday February 11th: Students will analyze multiple photographs demonstrating the effects of the Great Depression.

    **Important note:  1st period students:   Please refer to the schedule for Monday February 10th as we did not complete that work yesterday.  Except for the warm up below, please do not pay attention to today's work.  

    Schedule:

    1.  Complete warm up:  What is one observation and one inference you have regarding the line graph of the Great Depression unemployment rates?   (Note:  Use the first image on this webpage to analyze.) 

    2.  Key terms of the Great Depression effects

    3.  Use the following Great Depression impact photos to complete this photo analysis chart of Great Depression effects.  

     

    Homework:  Complete graphic organizer and response paragraph of Great Depression- due tomorrow (except for 1st period) 

     

    Wednesday February 12th: Students will analyze multiple photographs demonstrating the effects of the Great Depression.

    Schedule:

    1.  Complete warm up:  What do you observe concerning the following Great Depression bar graph and which cause of the Great Depression do you think is responsible for causing it?  

    2.  Tape in the following documents to your composition book and add to Table of Contents as shown on this February 12th chart.

    3.  3rd, 4th, and 5th period students:   Turn in your homework that was due today:  (Great Depression causes organizer and response).  

    4.  1st period only:   Key terms of the Great Depression effects

    5.  Use the following Great Depression impact photos to complete this photo analysis chart of Great Depression effects

     

    Homework:  1st period:   Complete Great Depression causes organizer and response- due Friday.

                       3rd, 4th, and 5th period:  None

     

    Thursday February 13th: Students will analyze the rise of dictators after reading a text on them.

    Schedule:

    1.  Complete warm up: "How might the Great Depression cause not only economic problems but political problems as well?" 

    2.  Use the text entitled "The Great Depression and the Rise of dictators" to respond to the following comprehension and analysis questions.  (Note:  I cannot post the reading text online, but please e-mail Mr. Kennedy for a copy.)  

    Homework:   None

     

    Friday February 14th:  Students will create a dialectical journal responding to a text on the rise of dictators during the Great Depression.

    Schedule:

    1.  No warm up today- please turn in your warm ups for this week when you return!

    2.  1st period only:  Please tape in the following document to your composition book and add to Table of Contents as shown on this February 14th chart

    3.  All classes:  Complete comprehension and analysis questions. (if not finished from yesterday).   Then, use the text you received yesterday entitled "The Great Depression and the Rise of dictators" to complete the following dialectical journal assignment of rise of dictators.  

     

    Homework:   Complete comprehension and analysis questions and dialectical journal assignment of rise of dictators- due on Wednesday February 19th

     

    Week 5 (February 3rd- 7th)

    Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
        historical sources.

    Monday February 3rd: Students will participate in a review activity for their World War I test.

    Schedule: 

          1.  Complete warm up:  "What are ways that we can demonstrate we are truly listening to what other person says?"

                        (Quote of the week = "One of the most sincere forms of respect is actually listening to what another has to say.") 

          2.  Tape in the following documents to your composition book and add to Table of Contents as shown on this February 3rd chart.

          3.  Complete World War I review questions (double sided) to prepare for your test.

    Note:  3rd period students only:   Here is a completed copy of a cause and effect chart of the Russian Revolution.   We are taping that today into our composition books.

     

    Homework:  Study composition book notes for your test on Wednesday. 

     

    Tuesday February 4th: Students will participate in a review activity for their World War I test.

    Schedule: 

          1.  No warm up

          2.  Please tape in the following documents to your composition book and add to Table of Contents as shown on this February 4th chart.

          3.  Complete World War I review questions (double sided) to prepare for your test.

    Homework:  Study composition book notes for your test tomorrow!

     

    Wednesday February 5th:  Students will complete an assessment on World War I to demonstrate their understanding.

    Schedule:

           1.  No warm up

           2.  Please tape in the followoing documents to your composition book and add to Table of Contents as shown on this February 5th chart

           3.  Complete test (Note:  You will make up the test when you return to class.) 

    Homework:   None

     

    Thursday February 6th:  Students will complete an advance organizer to introduce the topic of the Great Depression.

    Schedule:

           1.  Complete warm up:  Some facts that I know about the Great Depression are... (Make a list)

           2.  Complete each section of the following advance organizer of the Great Depression using the resources below: 

                  a.  Use the following intro Great Depression photographs to respond to Part I of organizer.

                  b.  Use the following letter to Eleanor Roosevelt to respond to Part Patrt II of organizer.

                  c.  Respond to Part III with a fictional story using the key terms listed on your organizer (Note:  Write on the back of your paper). 

    Homework:   None

     

    Friday February 7th:  Students will identify the causes of the Great Depression and the impacts that resulted from those.

    Schedule:

           1.  Complete warm up:  "What do you know about the stock market?" 

           2. Turn in warm ups for this week.

           3.  Please tape in the following document to your composition book and add to Table of Contents as shown on this February 7th chart.

           4.   Do the following with the Text of the Great Depression causes (Note:  I cannot post this online, but please e-mail me for a copy.) 

                 a.  Read the first 2 introductory paragraphs, highlighting the first sentence in the first paragaraph.

                 b.  Read the next 6 sections which looks at six major causes of the Great Depression. 

                 c.  Please use 2 color highlighters, one to highlight the problem that is described in each section (just a small phrase) and the other highlighter color should be used to highlight the impact that results from that problem. 

               

    Homework:  None

     

     

     

    Week 4 (January 27th- 31st)

    Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
        historical sources.

    Monday January 27th: Students will examine protest scenarios, applying the World War I anti-war protest to life today.

    Schedule: 

          1.  Complete warm up:  "What are ways that we as humans can seek to guard ourselves against  greed?"   

                       Quote of the week =  "Greed is a bottomless pit which exhausts the person in an endless effort to satisfy the need without ever reaching satisfaction." 

          2.  Tape in the following document to your composition book and add to Table of Contents as shown on this January 27th chart.

          3.  Complete propaganda analysis questions using these World War I poster images. (begun on Friday).  Turn in when you are done!!

          4.  Fill in the following anti-war protest notes using this World War I war protest power point.

          5.  Complete application questions of World War I draft protest- turn in when done

    Homework:  Complete any missing assignments- due this Friday

     

    Tuesday January 28th: Students will annotate text to understand why the Russian Revolution took place and the consequences that resulted from it. 

    Schedule: 

          1.  No warm up

          2.  Tape in the following document to your composition book and add to Table of Contents as shown on this January 28th chart.

          3.  Complete and turn in your application questions of World War I draft protest

          4.  Russian Revolution text annotation assignment (Note:  I cannot post this online; please e-mail me for a copy.)  

    Homework:  None

     

    Wednesday January 29th: Students will complete a graphic organizer, demonstrating the causes and effects of the Russian Revolution.

    Schedule: 

          1.  No warm up

          2.  Complete Russian Revolution text annotation assignment (begun yesterday)

          3.  Complete cause and effect graphic organizer of Russian Revolution.

    Homework:  Complete Parts A and B of World War I study guide- due tomorrow.

    Note: World War I test is next Wednesday February 5th

     

    Thursday January 30th: Students will analyze the Treaty of Versailles to discover its pros and cons.

    Schedule: 

          1.  Complete warm up:  "What are various reasons why nations would sign treaties (agreements) with one another?" 

          2.  Complete cause and effect graphic organizer of Russian Revolution. (if not done).   Note:  Here are some sample answers shown in this cause and effect chart of the Russian Revolution.

          3.   Complete the following Treaty of Versailles notes using the Treaty of Versailles power point.

          4.  Using your notes above, please complete this pro and con chart of the Treaty of Versailles

    Homework:  Complete Part C of World War I study guide- due tomorrow.

     

    Friday January 31st: Students will analyze the Treaty of Versailles to discover its pros and cons.

    Schedule: 

          1.  Complete warm up:   "In your opinion, what is the greatest danger that can occur when signing a peace treaty at the end of a war?"

          2.  Turn in warm ups for this week.

          3.  Complete pro and con chart of the Treaty of Versailles

    Homework:    Complete Part D of World War I study guide- due Monday.

     

    Week 3 (January 21st- 24th)

    Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
        historical sources.

    Tuesday January 21st: Students will complete a small essay, justifing the causes of World War I.

    Schedule: 

          1.  Complete warm up:  "What are some major ideas that the Quote of the week is seeking to tell us?"

                                  ("Our lives begin to end the day we become silent about things that matter."-  Martin Luther King) 

          2.  Complete small essay on causes of World War I on the causes of World War I that you were given on Friday.   This should be turned in by this Thursday January 23rd!      Talk to Mr. Kennedy if you have any questions about this.

          3.  Complete World War I weapons notes using this World War I technology power point.

    Homework:  Complete small essay on causes of World War I- due on Thursday January 23rd! 

     

    Wednesday January 22nd: Students will analyze the Zimmerman Telegram to determine why the U.S. entered World War I.

    Schedule: 

          1.  Complete warm up: "If the U.S. was on the other side of the Atlantic Ocean from the war, why might they choose to get involved in it?"   

          2.  Tape in the following document to your composition book and add to Table of Contents as shown on this January 22nd chart.

          3.  Complete trenches section of World War I weapons notes- Note:  Complete the pre-version before viewing this trenches of war video and complete the post-version after.

          4.   U.S. intervention in the war notes- we will attach this into your composition book eventually.  Use the U.S. involvement power point to fill this in.

          5.  Complete Zimmerman Telegram assignment.

    Homework:  Complete small essay on causes of World War I- due tomorrow! 

     

    Thursday January 23rd:  Students will analyze the Zimmerman Telegram to determine why the U.S. entered World War I.

    Schedule: 

          1.  Complete warm up:  "Besides the threat of being killed, what are two other difficult challenges that soliders would face?"

          2.  Tape in the following document to your composition book and add to Table of Contents as shown on this January 23rd chart.

          3. 5th period students onlyU.S. intervention in the war notes.   Use the U.S. involvement power point to fill this in.    If you are in 1st, 3rd, or 4th period, we have already completed these.

    1. Zimmerman Telegram  Please do the following with it:

                   a.  Read it through one time without any highlighting or underlining.

                   b.  Read it through a second time and highlight or underline key words or small phrases that indicate major points the telegram is seeking to share.  (Note:  This is a telegram that Germany sent to Mexico.) 

                  c.  Respond in complete sentences to the analysis questions on the back side of the handout.

                  d.Turn in when you are done- make sure your name is on it!   

     

    Homework:  None

     

    Friday January 24th:  Students will analyze World War I propaganda posters to determine the message they are seeking to communicate.

    Schedule: 

          1.  No warm up today:- please turn in your warm ups for this week when you return!

          2.  Turn in your Zimmerman Telegram assignment from yesterday- make sure your name is on it!

          3.    Fill in your U.S. intervention in the war notes using this Selective Service and propaganda power point.   

          4.  Complete the folllowing propaganda analysis questions using these World War I poster imagesNote:   The first image is not to be analyzed by the questions; it is just an example.  The questions start with the image of the sailor and then go on sequentially from there.

         5.  Turn in the propaganda analysis questions.

     

    Homework:  Complete all late and missing work- due next Friday January 31st! 

     

     

     

     

    Week 2 (January 13th- 17th) 

    Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
        historical sources.

    Monday January 13th: Students will analyze document based questions to investigate the causes of World War I.

    Schedule: 

      1.  Complete warm up:   What are the results that can happen when people "think and act for themselves"?   (taken from quote of the week below)

                                Quote of the week= "Students must have initiative.  They should not be mere imitators.  They must learn to think and act for themselves- and be free."  (Cesar Chavez)

      2.  Quarter 3 road map- please complete the 1st response under Supporting question #1- "What were the causes and consequences of World War I?" (Do not worry if you don't know much at this point; just write what knowledge you already have about what caused World War I and what results came from it.)  

      3.  Document based questions of causes of World War I- Complete Document A. (Note:  I cannot post this online; please e-mail me to get a copy of it.) 

    Homework:  Complete current event- due Wednesday January 15th

     

    Tuesday  January 14th: Students will analyze document based questions to investigate the causes of World War I.

    Schedule: 

      1.  Complete warm up:   "On a scale of 1-10 (with 1 being low and 10 being high), how much of an impact would alliances have upon causing a war?  Explain." 

      2.  Tape in the following document to your composition book and add to Table of Contents as shown on this January 14th chart.

      3.  Document based questions of causes of World War I- Complete Document A and B.  (Note:  I cannot post this online; (please e-mail me!) to get a copy of it.) 

    Homework:  Complete current event- due tomorrow

     

    Wednesday January 15th: Students will analyze document based questions to investigate the causes of World War I.

    Schedule: 

      1.  Complete warm up:  "Should the United States have alliances with other countries today?  Why or why not? 

      2.  Turn in current event when you return (due today) 

      3.  Document based questions of causes of World War I- Complete Document C - (Note:  I cannot post this online; (please e-mail me!) to get a copy of it.) 

     

    Homework:  None

     

    Thursday January 16th: Students will examine a speech, determining its connection to militarism as a cause of World War I. 

    Schedule: 

      1.  Complete warm up:  "What is one observation and one inference you can make from this following image?"  (Note:  You will have to get the image when you return to class.)  

      2.  Document based questions of causes of World War I- Complete Document D - (Note:  I cannot post this online; (please e-mail me!) to get a copy of it.) 

     

    Homework:   Complete Documents A-D of causes of World War I- due tomorrow!

     

    Friday January 17th: Students will begin to write a small essay justifying the causes of World War I.

    Schedule: 

      1.  Complete warm up: "When you think of the life of Martin Luther King Jr, what adjectives or other vocabulary terms come to mind?" Why?"

      2.  Turn in warm ups for this week.

      3.  Turn in document  based questions (A-D) on causes of World War I. 

      4.  Complete the following 5 causes of war notes, using this MANIA power point.

      5.  Complete percentage activity (at the bottom of 5 causes of war notes)

      6.  Begin small essay on causes of World War I- we will finish this up in class on Tuesday.

     

    Homework:   None

     

     

     

    Week 1 (January 7th- 10th) 

    Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
        historical sources.

    Tuesday January 7th: Students will participate in an encouraging team building activity to build classroom community.

    Schedule: 

      1.  Complete warm up:   "What is a phrase that stands out to you in this quote?    Why?" 

                                                ("How would your life be different if...You walked away from Gossip and verbal defamation?  Let today be the day...You speak only the good you know of other people and encourage others to do the same."-  Steve Maraboli) 

      2.  Clean out all excess social studies materials in your folder from last quarter.

      3.  Complete clock partner activity.  Note:  You will receive one of these when you return.

      4.  Team building activity.   Note:  You do not need to worry about completing this activity. 

     

    Homework:  None

     

    Wednesday January 8th: Students will examine maps to understand the spread of global imperialism. 

    Schedule: 

      1.  Complete warm up:   "How would you define what an empire is?   Would you consider the idea of empires to be positive or negative?  Why?"

      2.  Complete the following global imperialism map questions using the set of maps provided for you in class.  (Note:  I cannot post the maps online; you will have to get caught up on this segment when you return to class.)  

     Homework:  Complete current event- due Wednesday January 15th

     

    Thursday January 9th: Students will examine maps to understand the spread of global imperialism. 

    Schedule: 

      1.  Complete warm up:  "In your opinion, does imperialism still occur in the world today?  Why or why not?"

      2.  Continue the following global imperialism map questions using the set of maps provided for you in class.  (Note:  I cannot post the maps online; please e-mail me if you would like a copy of them.) 

      Homework:  Complete current event- due Wednesday January 15th

     

    Friday January 10th: Students will discuss the impact of global imperialism that students examined on various maps. 

    Schedule: 

      1.  No warm up today

      2.  Turn in your warm ups for this week when you return. 

      3.  Complete the following global imperialism map questions using the set of maps provided for you in class.  (Note:  I cannot post the maps online; please e-mail me if you would like a copy of them.)    Note:  These questions need to be turned in when you return!

     Homework:  Complete current event- due Wednesday January 15th