Week 9:  May 20th- 24th

Learning goal:  Students will analyze the major causes, events, and outcomes of World War II.

Monday May 20th

Learning activity:  Students will respond to sentence prompts concering their reading of the atomic weapons used in World War II.

Schedule:

1.  Complete warm up: " In your own words, what is the Quote of the week saying to us?"   ("You may encounter many defeat, but you must not be defeated.  In fact, it may be necessary to encounter the defeats, so you can know who you are, what you can rise from, how you can still come out of it."- Maya Angelou)

2.  Please tape in the following document to your composition book and add to Table of Contents as shown on this May 20th chart

3.  Please  print out the following Hiroshima and Nagasaki text and do the following with it: 

1.  Read the text in front of you regarding the end of World War II. Use the following symbols as you code the text (try to get 2 types of each code as you read)

• N- new learning
• ?- a question you have
• D- something you disagree with
• L- something that connects to life today

4. Use the attached notecard to divide into 4 sections. Complete the following sentence starters on it (1-2 sentences) based off what you notated in the text:

• Something I learned new from the reading was…
• Something that I disagree about is … because…
• A question I have about the reading is…
• This text impacts life today because…

 Homework:  Complete either a definition in your own words, a good picture, or a key term that goes with each of the terms in the industrialization column of your 2nd semeter finals study guide.

Tuesday May 21st

Learning activity:  Students will respond to sentence prompts concering their reading of the atomic weapons used in World War II.

Schedule:

  No warm up- instead, please complete the note card from yesterday (#4 on yesterday's assignments) and then turn in. 

Homework:  

Complete either a definition in your own words, a good picture, or a key term that goes with each of the terms in the immigration column of your 2nd semeter finals study guide.

Wednesday May 22nd

Learning activity:  Students will participate in review activities for their 2nd semester final. 

Schedule:

  1.  Complete warm up:  Which key vocabulary term would the following image be connected with?  Why? 

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

  3.  Complete the following graphic organizer finals review activity.

 Homework:  Complete either a definition in your own words, a good picture, or a key term that goes with each of the terms in the imperialism column of your 2nd semeter finals study guide.

Thursday May 23rd

Learning activity:  Students will participate in review activities for their 2nd semester final. 

Schedule:

  1.  Complete warm up: "What are the main motivations that cause one nation to exercise imperialism over another?"

  2. Complete the imperialism and World War I story of key terms as a review for your final.

            Note:  Here is an answer key for the imperialism and World War I story of key terms to check your answers.

  3.  Complete the Great Depression story board activity (2nd side of document). 

Homework:  Complete storyboard of Great Depression (if not done in class)- due tomorrow!

Friday May 24th

Learning activity:  Students will participate in review activities for their 2nd semester final. 

Schedule:

  1.  Complete warm up: Why was D-day important in World War II?

  2.  Turn in warm ups for this past week.

  3.   Absent students- please turn in any late work when you return on  Tuesday May 28th.

  4.  2nd semester final review powerpoint- Attached are some related terms that go with each of the key vocabulary terms from your review guide.  Please look over to help you review for your final on Tuesday.

Homework: a. Complete either a definition in your own words, a good picture, or a key term that goes with each of the terms in the World War II column of your 2nd semeter finals study guide.

                   b.  Review composition book notes and study guide terms for your final.

Week 8:  May 13th- 17th

Learning goal:  Students will analyze the major causes, events, and outcomes of World War II.

Monday May 13th

Learning activity:  Students will create a haiku demonstrating their understanding of the Japanese internment camps.  

Schedule:

1.  Complete warm up: "What is your reaction to the Quote of the week?"     ("Beginning today, treat everyone you meet as if they were going to be dead by midnight. Extend to them all the care, kindness and understanding you can muster, and do it with no thought of any reward. Your life will never be the same again."- Og Mandino) 

2.  Tape in the following document to your composition book and add to Table of Contents as shown on this May 13th chart.

3.  Please do the following with this Japanese internment text: 

           a.  Print it out and read over it. 

           b.  Highlight 1-2 small phrases in each section that would give you important details. 

           c.  Use a note card to create a haiku of Japanese American internment.  Use the following Haiku directions.  

Homework:  None

Tuesday May 14th

Learning activity:  Students will analyze an infographic of the D-Day invasion to determine proper inferences from it. 

Schedule:

1.  No warm up- instead, please complete your haiku from yesterday.  

2.  Turn in your haiku!

3.  Complete Major Battles of World War II notes by using this power point of major battles of World War II.  

4.  Complete inferences formative assessment by using the  D-Day infographic.   Note:  You will have to get this infographic to do the assignment when you come back to class. 

Note:  Turn in formative assessment when done!   

Homework:  Complete haiku from yesterday (if not done)

Wednesday May 15th

Learning activity:  Students will reflect and respond in written format to secondary sources of the Holocaust.

Schedule:

1.  No warm up- Instead, please use a sheet of paper to write a thank you note to Mr. Brewer (at least a paragraph).  Thank him for teaching you this year, share something about his character that you appreciate, something you enjoyed learning, and a life lesson you got from him.)  Turn in to Mr. Kennedy when done and he will give to Mr. Brewer.  

2. Tape in the following documents to your composition book and add to Table of Contents as shown on this May 15th chart.

3.  Turn in haiku assignment (if not done yesterday)

4. 1st period only- complete D-day section of Major Battles of World War II notes by using this power point of major battles of World War II.  

5.  Holocaust assignment:  (Note:  You will be able to do Source #2, but for Source #1 you will have to wait for the textbook at school (or e-mail Mr. Kennedy for a copy of the section from the textbook). 

Homework:   None

Thursday May 16th

Learning activity:  Students will reflect and respond in written format to primary and secondary sources of the Holocaust.

Schedule:

1.  Complete warm up: "Since the Holocaust was so horrific, why do you think that other genocides have taken place in the world since that time? 

2.  Complete Holocaust assignment (began yesterday)

3.  Complete Holocaust assignment #2

Homework:  Complete TOPS report and reflection- due on Monday!

Friday May 17th

Learning activity:  Students will create a metaphor or simile of key terms related to the Pacific theater of World War II. 

Schedule:

1.  Complete warm up:   "What would be some challenges that the U.S. would face in fighting Japan in the Pacific Ocean during World War II that might not be encountered with Germany or Italy in Europe?"

2. Tape in the following Holocaust assignment document and add to Table of Contents as shown on this May 17th chart.

3.  Turn in your Holocaust assignment #2 when you return!

4.  Complete the following World War II and the Pacific theater notes by using this Pacific Theater power point. 

Homework:   Complete TOPS report and reflection- due on Monday!

Week 7:  May 6th- 10th

Learning goal:  Students will analyze the major causes, events, and outcomes of World War II.

Monday May 6th

Learning activity:  Students will work with a partner to interact with their text on major steps leading to World War II.  

Schedule:

1.  Complete warm up:   In what way can you apply the Quote of the week to your life?  ("No one is useless in this world who lightens the burden of it to anyone else."-  Charles Dickens) 

2.  Please tape in the following document to your composition book and add to Table of Contents as shown in this May 6th chart

3.  Turn in your Dialectical journal of dictators during the Great Depression.

4.  Use the following text of events leading up to World War II to do the following:

      a.  Please print out the text.

      b.  For each major section, please highlight a sentence or a phrase which shows how that event would lead to World War II.

      c.  In the margin after each major section, please write a one sentence response to the phrase you highlighted.   

Homework:   Complete missing work! (due Friday May 24th)

Tuesday May 7th

Learning activity:  Students will complete a narrative about the beginnings of World War II. 

Schedule:

1.  Complete warm up: "Please provide an example of what appeasement would look like between family members or friends." 

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

3.  Complete the narrative of the beginnings of World War II using the Word Bank.    Then, rank the top 3 events by placing a 1, 2, or 3 next to them.  Below in the margin (by the Word Bank), write a small justification why you chose that as a crucial event listed on the narrative.

Note:  Check your answers here for the teacher version of the World War II events narrative when you are done.

Homework:  Complete any missing work.

Wednesday May 8th

Learning activity:  Students will complete a narrative about the beginnings of World War II. 

Schedule:

1.  Complete warm up: "Please provide an example of what appeasement would look like between family members or friends." 

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

3.  Complete the narrative of the beginnings of World War II using the Word Bank.    Then, rank the top 3 events by placing a 1, 2, or 3 next to them.  Below in the margin (by the Word Bank), write a small justification why you chose that as a crucial event listed on the narrative.

Note:  Check your answers here for the teacher version of the World War II events narrative when you are done.

Homework:  Complete any missing work.

Thursday May 9th

Learning activity:  Students will use their textbook to understand World War II's impact on multiple groups of people. 

Schedule:

1.  Complete warm up:  "How might World War II help end the Great Depression?"

2.  Tape in the following document to your composition book and add to Table of Contents as shown on this May 9th chart.

3.   Mobilization of America handout.  Note:  You will not be able to complete the textbook work until you return.  

Homework:   None

Friday May 10th

Learning activity:  Students will react to various prompts converning American involvement in World War II. 

Schedule:

1.  Complete warm up:  "How does the following rationing poster connect to World War II?"

2.  Turn in warm ups.

3.  Complete Mobilization of America handout (that was begun yesterday).

Homework:  Complete historical book reading and reflection.

Week 6: April 29th- May 3rd

Learning goal:  Students will analyze the major causes that led to economic depression, the U.S. government's response to combat it, and the global impact of the Depression.

Monday April 29th

Learning activity:  Students will create a short poem of a New Deal program to illustrate its impact.

Schedule: 

1.  Complete warm up:  How can you apply the Quote of the week to your life?    ("In everyone's life, at some time, our inner fire goes out.  It is then burst into flame by an encounter with another human being.  We should all be thankful for those people wo rekindle the inner spirit."- Albert Schweitzer) 

• Federal Deposit Insurance Corporation
• Civilian Conservation Corps
•   Works Progress Administration
•   Tennessee Valley Authority
•   National Labor Relations Board
•   Securities and Exchange Commission
•   Social Security Act

2.   Use the New Deal chart to explain, categorize and rank the New Deal programs above.

Homework:   Work on your historical book reading- due Monday May 20th!

Tuesday April 30th

Learning activity:  Students will create a dialectical journal responding to a text on the rise of dictators during the Great Depression.

 Schedule: 

1.  Complete warm up:  What is one observation and one inference you can make from the following data about unemployment  (first graph on the web page) during the Great Depression?

2.  Tape in the following documents to your composition book and add to Table of Contents as shown on this April 30th chart

3.  Read the following Great Depression and rise of dictators text, (just the text, not the questions that follow it) highlighting key bits and pieces of information as you go through. 

4.  Complete the following Dialectical journal of dictators during the Great Depression.

Homework:   Work on your historical book reading- due Monday May 20th!

Wednesday May 1st

Learning activity:  Students will complete a summartive assessment on the Great Depression, demonstrating their understanding of it.

Schedule: 

   * No warm up:  Instead, please complete this Great Depression culminating assessment.  Turn in when you are done! 

Homework:  Complete the following Dialectical journal of dictators during the Great Depression using the Great Depression and rise of dictators text, (just the text).

Thursday May 2nd

Learning activity:  Students will create a KWL chart as an introduction to World War II.  

Schedule: 

   1. No warm up- 1st, 3rd periods:   

   2.  4th and 5th period warm up:  "Do you think it is possible that the world could experience another Great Depression?  Explain your reasoning."

   3.  1st and 3rd period students- turn in Great Depression culminating assessment.

   4.  Complete a KWL chart (what you know, what you want to know, and what you have learned about World War II.   Only fill in parts K and W for now.  We will do the L part at the end of World War II.   

  Homework:  Complete the following Dialectical journal of dictators during the Great Depression using the Great Depression and rise of dictators text, (just the text)- due tomorrow!

Week 5: April 22nd- 26th

Learning goal:  Students will analyze the major causes that led to economic depression, the U.S. government's response to combat it, and the global impact of the Depression.

Monday April 22nd

Learning activity:  Students will analyze multiple photographs, demonstrating the effects of the Great Depression.

Schedule: 

1.  Complete warm up:  "What is your reaction to the Quote of the week?   ("You only have so much energy each day.  Are you spending your time wisely?  Are you spending your time in a useful way for your life?  Your time is a valuable asset, use it as such."-  Avina Celeste) 

2.  Use the following Great Depression photo analysis chart to analyze these Great Depression photos.  

3.  Respond to this final question on the back of your photo analysis chart:   "What do these photos tell us about the physical, emotional, and mental effects that the Great Depression had upon people?"

4.  Turn in your Great Depression photo analysis chart.

Homework:     a  Complete 4th quarter current event- due Wednesday April 24th!

                        b.  Complete test corrections for World War I test- due Friday April 26th! 

Tuesday April 23rd

Learning activity:  Students will notate key ideas of the Dust Bowl to share with classmates.

Schedule: 

1.  No warm up

2.  Complete the final question on the back of your photo analysis chart:    "What do these photos tell us about the physical, emotional, and mental effects that the Great Depression had upon people?" (1 paragraph)

3.  Turn in your Great Depression photo analysis chart.

4.   Use the following Dust Bowl organizer to fill out with your group after you have read your section of the Dust Bowl text (Note:  I cannot post the Dust Bowl text online, but if you e-mail me, I can send you a copy of it.) 

5.  Complete the Dust Bowl reading responses (for your section of the text that was read).

Homework:     a  Complete 4th quarter current event- due Wednesday April 24th!

                        b.  Complete test corrections for World War I test- due Friday April 26th! 

Wednesday April 24th

Learning activity:  Students will summarize the New Deal in words and in pictures.

Schedule: 

1.  Complete warm up:  "What determines whether a President is effective at their job?"

2.  Turn in 4th quarter current event- due today!

3.  Complete Dust Bowl organizer if not done.  Use the text that you were given yesterday.

4.  Complete the following New Deal notes (including the activities below the notes) using this New Deal powerpoint.

Homework:   Complete test corrections for World War I test- due Friday April 26th! 

Thursday April 25th

Learning activity:  Students will begin to categorize and rank various programs of the New Deal.

Schedule: 

1.  No warm up.  Instead, please complete the New Deal simile activity- turn in when you are done!

2.  Complete the following New Deal notes (including the activities below the notes) using this New Deal powerpoint.

3.  Read the New Deal text and highlight the following 7 programs as you read about them.  (Note:  I cannot post this text online.  If you would like to have it, please e-mail me for a copy.)

• Federal Deposit Insurance Corporation
• Civilian Conservation Corps
•   Works Progress Administration
•   Tennessee Valley Authority
•   National Labor Relations Board
•   Securities and Exchange Commission
•   Social Security Act

 4.  Use the New Deal chart to explain, categorize and rank the New Deal programs above.

Homework:   Complete test corrections for World War I test- due tomorrow!

Friday April 26th

Learning activity:  Students will categorize and rank various programs of the New Deal to understand their importance.

Schedule: 

1.  Complete the following warm up:  "Should the government have any control over businesses today in the United States?  Why or why not?"

2.  Turn in your warm ups for this week!

3.  Turn in test corrections if you have them!

4.  Tape in the following documents to your composition book as shown on this April 26th chart

5.  Complete  the New Deal chart to explain, categorize and rank the New Deal programs below:

• Federal Deposit Insurance Corporation
• Civilian Conservation Corps
•   Works Progress Administration
•   Tennessee Valley Authority
•   National Labor Relations Board
•   Securities and Exchange Commission
•   Social Security Act

 Homework:   Work on your historical book reading- due Monday May 20th!

Week 4: April 15th- 18th

Learning goal:  Students will analyze the major causes that led to economic depression, the U.S. government's response to combat it, and the global impact of the Depression.

Monday April 15th

Learning activity:  Students will begin to create a graphic organizer of the multiple chief causes that led to the Great Depression.

Schedule: 

1.  Complete warm up:   "Hope is... "(complete the statement)

2.  Discuss and turn in your Treaty of Versailles reaction essay- this should be submitted when you return!

3.  Great Depression causes assignment-   Note:  You will have to come back to class to get the informational text as I cannot post it online OR you can e-mail me for a copy. 

Homework:  Work on historical book assignment and reflection- due Monday May 20th!

Tuesday April 16th

Learning activity:  Students will evaluate the causes of the Great Depression to determine the greatest single factor.

Schedule: 

1.  Complete warm up:  What is an observation and an inference you can make from this following Great Depression line chart? (Use the first line graph on the page). 

2.  Great Depression causes assignment-   Note:  You will have to come back to class to get the informational text as I cannot post it online OR you can e-mail me for a copy. 

Homework:  Complete 4th quarter current event- due next Wednesday April 24th!

Wednesday April 17th

Learning activity:  Students will begin to analyze multiple photographs demonstrating the effects of the Great Depression.

Schedule: 

1.  Complete warm up:  What do you know about the following term?   business stocks

2.  Complete Great Depression causes assignment-(including paragraph on the back of organizer)

3.  Turn in assignment above.

4.  Effects of Great Depression key terms- use the following Effects of the Great Depression power point to fill in.

5.  Use the following Great Depression photo analysis chart to analyze these Great Depression photos. (Note: We will continue this tomorrow as well).

Homework:     a.  Complete Great Depression causes assignment (if not done in class today)- due tomorrow!

                        b.  Complete 4th quarter current event- due next Wednesday April 24th!

Thursday April 18th

Learning activity:  Students will analyze multiple photographs demonstrating the effects of the Great Depression.

Schedule: 

1.  Complete warm up:  What do you observe occurring in this Great Depression bar graph?  Which of the 6 causes of the Depression that we have looked at is causing the graph?

2. Turn in warm ups for this week.

3.  Use the following Great Depression photo analysis chart to analyze these Great Depression photos. (Note: We will finish this up on Monday as well).

Homework:     a  Complete 4th quarter current event- due next Wednesday April 24th!

                        b.  Complete test corrections for World War I test- due next Friday April 26th! 

Week 3: April 8th- 12th

Learning goal:  Students will analyze the causes and consequence of World War I.

Monday April 8th

Schedule: 

1.  Complete warm up: "What does the following quote tell us about our work?"  ("All labor that uplifts humanity has dignity and importance and should be undertaken with painstaking excellence."-  Martin Luther King) 

2.  Tape in the following document to your composition book and add to your Table of Contents as shown on this April 8th chart.

3.  Complete the following Treaty of Versailles information by using this Treaty of Versailles power point.

4.  Begin working on this Treaty of Versailles pro and con chart.   List multiple pros and cons for each part of the treaty.

Homework:   Complete Sections C and D of World War I study guide- due tomorrow.    Note:  You will have a World War I test next Thursday April 11th! 

Tuesday April 9th

Schedule: 

1.  Complete warm up:  "Which part of World War I stands out the most to you in our learning of it?  Why?" 

2.  Tape in the following document to your composition book and add to Table of Contents as shown on this April 9th chart.

3.  Complete Treaty of Versailles pro and con chart.   List multiple pros and cons for each part of the treaty.

4.  Begin working on Treaty of Versailles reaction essay.    

Homework:   a.  Review your composition book notes for World War I test this Thursday April 11th!

                    b.  Complete Treaty of Versailles reaction essay- due Monday April 15th!

Wednesday April 10th

Learning activity:  Students will participate in a written review activity for their World War I test tomorrow.

Schedule: 

1.  No warm up today

2.  Treaty of Versailles essay template- only use if you need it to complete your essay!

3.  World War I written review activity- complete to prepare for your test tomorrow.  You will be allowed to tape this document into your composition book tomorrow to help on the test.

Homework:   a.  Study your composiiton book notes and World War I study guide for your test tomorrow.

                    b.  Complete Treaty of Versailles reaction essay- due Monday April 15th!

Thursday April 11th

Learning activity:  Students will complete an assessment to demonstrate their understanding of World War I.

Schedule: 

1. Complete warm up:    "World War I was like a _____________ because  _________________-  (complete the simile and explanation). 

2.  Tape in the following documents to your composition book and add to your Table of Contents as shown on this April 11th chart. 

3.  Complete World War I test- you will make this up when you return. 

Homework:    Complete Treaty of Versailles reaction essay- due Monday April 15th!

Friday April 12th

Learning activity:  Students will begin to create a graphic organizer of the multiple chief causes which led to the Great Depression.

Schedule: 

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

2.  Turn in your warm ups from April 1st- April 12th! 

3.  Great Depression learning goal and concept sheet:  Please pre-rate your self on your current understanding of these concepts.

4.  Great Depression causes assignment-   Note:  You will have to come back to class to get the informational text as I cannot post it online OR you can e-mail me for a copy. 

Homework:    Complete Treaty of Versailles reaction essay- due Monday

Week 2: April 1st- 5th

Learning goal:  Students will analyze the causes and consequence of World War I.

Monday April 1st  Students will observe propaganda posters of World War I to determine the messages they were sending to the American people. 

Schedule:

  1.  Complete warm up: "What are 3 good habits in life to build?" 

  2.  Tape in the following document to your composition book and add to Table of Contents as shown on this April 1st chart

  3.  World War I study guide- you will have a test next Wednesday April 10th.  Use this to review! 

  4.  Continue World War I notes  using the following propaganda posters power point.

  5.  Respond to the following propaganda poster questions using these World War I propaganda posters.

Homework:  None

Tuesday April 2nd: Students will reflect and respond to questions concerning current events.

Schedule:

  1.  Complete warm up: "What is a helpful test taking strategy you can use as you take AZ Merit this week?"

  2.  View the CNN 10 for April 2nd and respond to the following April 2nd reflection questions- turn these in when you are done!

Homework:  None

Wednesday April 3rd: Students will reflect and respond to a question concerning current events.

Schedule:

  1.  Complete warm up: "What do you think will be one critical action you can take while testing that will help you? 

  2.  View the CNN 10 for April 3rd and respond to one of the following April 3rd reflection questions - turn these in when you are done!

Homework:  None

Thursday April 4th

Schedule:

  1.  No warm up

  2.  View the CNN 10 for April 4th and respond to one of the following April 4th reflection questions - turn these in when you are done!

Homework:  None

Friday April 5th  Students will reflect in writing upon key questions of World War I as they take notes.

Schedule:

  1.  Complete warm up: "What does the right of protest give people the ability to do?  What does the right of protest not give people the ability to do?" 

  2.  Hold onto your warm ups for this week as we will add on next week's warm ups to them (and submit next Friday). 

  3.  Complete the propaganda poster questions using these World War I propaganda posters.  Turn in when you are done!

  4.  Continue your World War I notes by using this anti-war protest and League of Nations power point.   Respond to the quick write questions on the left hand side of your notes.

  Homework:  Complete Sections A and B of World War I study guide- due on Monday.  Note:  You will have a World War I test next Thursday April 11th! 

Week 1:  March 26th- 29th

Learning goal:  Students will analyze the causes and consequence of World War I.

Tuesday March 26th:  Students will interact with World War I notes by responding to critical thinking questions about the causes of the war.

Schedule:

  1.  Complete warm up:  "How might you apply the Quote of the week to your life?" 

                          "Just knowing you don't have the answers is a recipe for humility, openness, acceptance, forgiveness, and an eagerness to learn- and these are all  good things."

                                         - Dick Van Dyke

 2.  World War I notes attached- please use the following Causes of World War I power point to fill in the definitions and responses for the causes.

3.  Begin causes of World War I critical thinking questions.

Homework:  Complete causes of World War I critical thinking questions.  - due on Thursday March 28th!

Wednesday March 27th:  Students will analyze the ZImmerman Telegram to determine if the United States should have been involved in World War I.

Schedule:

  1.  Complete warm up:  "How might the Industrial Revolution have had an impact or effect on World War I?" 

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

  3.  Continue World War I notes  using the following Zimmerman Telegram power point

  4  Begin the following Zimmerman Telegram assignment (double sided)

Homework:  Complete causes of World War I critical thinking questions. - due tomorrow

Thursday March 28th  Students will analyze the ZImmerman Telegram to determine if the United States should have been involved in World War I.

Schedule:

  1.  Complete warm up: "What do you think that soldiers would do to remain positive while living in a trench for months at a time?" 

  2.  Historical book assignment and historical book reflection passed out- due on Monday May 20th! 

  3.  Turn in your causes of World War I critical thinking questions when you return to school!

  4.  Complete Zimmerman Telegram assignment (double sided)

Homework:   Choose an historical book for the 4th quarter.

Friday March 29th:  Students will observe propaganda posters of World War I to determine the messages they were sending to the American people.

Schedule:

  1.  Complete warm up:  "In what ways can advertisements and commericals in life affect people?"

  2.  Turn in warm ups for this week. 

  3.  Review over ZImmerman Telegram (1st period only)

  4.  Continue World War I notes  using the following propaganda posters power point.

Homework:   Choose an historical book for the 4th quarter.