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Fri 10/24

Objectives
Students will compare The Great Gatsby's portrayal of the 1920's with information presented in history class
Agenda
  • Warm up - Based on your understanding of The Great Gatsby, what was the 1920s like? (3-5 sentences)
  • Notes - 1920s
  • Notes summary - include a comparison with The Great Gatsby
Homework
  • Exam Essay Revision - due Tues
  • [HONORS] Essay contest  - due Dec 1st

Wed 7/16/14

 

Objective

Students cite evidence from text to argue about the justifications of the Iraq war and their merits.

Agenda

  • -Warm-up: Summarize Cornell Notes on the Vietnam War
  • -Review Homework
  • -Iraq War - Video Clips & Discussion
  • -Work on Research Projects

Homework:

Finish Research Projects & Presentations

Tuesday 7/15/14

Learning Objective

  • Students will demonstrate knowledge of the Vietnam War by completing a detailed set of Cornell Notes.

Agenda

  • Warm up - When is war justified? Please write at least 4 sentences.
  • Review Homework
  • Vietnam - Cornell Notes
  • Work on Research Project

Homework

  • Read "Because We Could." Answer the following questions:
  1. Why do you think that the stated reason for the Iraq war is different from what Friedman says is the real reason?
  2. Which of these reasons, if any, do you think is a justification for war?

Monday 7/14/14

Learning Objective

Students evaluate documents about the Cuban Missile Crisis, noting the subject, occasion, audience, purpose, and speaker, to demonstrate an understanding of the causes and course of the crisis.

Agenda

  • Warm up - Write 3-5 things you know about the cold war.
  • Review Homework: p. 536, 1-7
  • Cuban Missile Crisis - Primary & Secondary Source Evaluation
  • Progress Reports
  • Introduce Research Project

Homework

  • Read pp. 542-547: 1, 2, 4, 6, 7, 8
  • Email research project sources to Mr. Tree

Thursday 7/10/14

Objectives:

  1. Students will analyze the factors that led to Germany’s decision to invade Poland in September 1939 and make a clear and coherent argument about which factors were most important.
  1. Students cite evidence from primary sources to argue whether the United States should have dropped the atomic bombs on Hiroshima and Nagasaki at the conclusion of WWII.

Agenda

  • Warm-up: The Allied Victory: p. 506-513: 1,3,5,8
  • Pre-Assessment: Work with a partner. What are the elements of a five-paragraph essay?
  • Essay-writing - Prep for mid-term tomorrow
  • Lecture Notes on WWII in the Pacific - Mr. Tree
  • Debate US decision to drop the nuclear bombs on Japan to end WWII

Homework

  • Prepare for Mid-Term; fill-out study guide to use as a resource during mid-term

Tuesday 7/8/14

Learning Objectives

  1. Students will demonstrate understanding of the effects of the Treaty of Versailles as a cause of World War II.
  2. Students will demonstrate understanding of why the German people gave power to Hitler and allowed the Holocaust.

Agenda

  • Warm up - summarize yesterday's notes on "The German response to the Treaty of Versailles, 1919". (Turn in notes and summary to be graded)
  • Notes (continued) - "Causes of World War II" and "Germany's conquest of Europe and the Holocaust"
  • Readings - The Holocaust
  • Documentary film - The Rise of the Third Reich

Homework

  • Read pages 490 - 496. Answer #1, 2, 5, 6
  • Read pages 502 - 505. Answer #1, 3, 5, 7

Monday 7/7

Learning Objectives

  1. Students can identify Stalin's methods of control and use their knowledge argue how they allowed him to establish a totalitarian state.
  2. Students will demonstrate understanding of the effects of the Treaty of Versailles as a cause of World War II.
  3. Students will practice taking Cornell Notes from text and from lecture.

Agenda

  • Warm up - Define totalitarianism (fascism). Why might people support a totalitarian government?
  • Finish Soviet propaganda poster
  • Presentations - Soviet poster
  • KWL - World War II
  • Cornell Notes - Causes of World War II reading
  • Cornell Notes - Causes of World War II lecture
  • Group Task - Causes of World War II comic

Homework

Read pages 490 - 496. Answer #1, 2, 5, 6, 

Thursday 7/3

Learning Objectives

  • Students evaluate events that preceded the Russian Revolution and cite evidence to argue which events caused the revolution
  • Students can identify Stalin's methods of control and use their knowledge argue how they allowed him to establish a totalitarian state.

Agenda

  • Warm-up: What happened to Germany as a result of the Treaty of Versailles? Please write at least 4 sentences.
  • Review Homework on the Russian Revolution: pp. 433-439. p. 439 #1,3,6
  • Causes of the Russian Revolution - notes & group activity
  • Review homework: Read pp. 440-445 #1,2,3,4
  • Totalitarianism in the Soviet Union - Primary Source & Propaganda Poster Activity

Homework

Read pages 476-480; Answer 1, 2, 6, 7, 8 on page 480

Wednesday 7/2

Learning Objectives Students will:

  1. understand course and classroom expectations and will have opportunities to ask questions of and develop relationships with their classmates and teachers.
  2. be able to explain which countries were most influential in writing the Treaty of Versailles and how the treaty affected the map of Europe.

Agenda

  • Welcome to World History!/Review Syllabus
  • Ice-breaker/Warm-up (Three Truths & One Lie)
  • Pre-assessment: Graffiti Wall
  • Fill in 1914 and 1919 maps (use p. 426 of textbook)
  • Notes - Review of WW1 - Question: How did we get to the Paris Peace Conference?
  • Paris Peace Conference Experiential
  • Notes - The Treaty of Versailles: What did it say?

Homework

Read pp. 433-439. p. 439 #1,3,6 Read pp. 440-445 #1,2,3,4

Monday 6/30


Learning Objective

  • Cumulative review

Agenda

  • Warm up - Study for Jeopardy!
  • Jeopardy
  • Study time - Research paper / Final exam

Homework

  • Research paper due midnight
  • Prepare for Final exam

Friday 6/27

Learning Objectives

  • Students will apply knowledge of World War I to draw conclusions about the significance and meaning of art produced during the period.

Agenda

  • Warm up - Think of a movie or novel that depicts war? How was war depicted? Good, bad, ugly, glorious?
  • Short Film - 10 minutes
  • Check Homework - p. 422, answer questions 1, 3, 4, 7
  • Group Task - Team poetry slam
  • Gallery Walk - WWI influence on art and culture
  • Research paper time

Homework

  • Stop procrastinating on your research paper! Paper due Monday 11:59:59pm

Thurs 6/26

Learning Objectives

  1. Students are able to create a visual analyzing the the causes of World War I.
  2. Students apply knowledge of what life was like during World War I to read letters from people who participated in World War I and compose responses as if they were family members of the soldiers.

 Agenda

  • Warm-up: Finish WWI KWL
  • Review homework - pg 415; questions 3, 4, 7, 8
  • Finish and present cartoon strips (remember to write a one paragraph artist statement)
  • Notes - Intro to the Human Cost of WWI
  • Break - US v Germany (World Cup, not World War I) 
  • [Go to English class] Mr. Tree as English Teacher - Fiction from WWI
  • [Back to history class] Write Letters to WW1 Soldiers

Homework

  • Read pp. 417-422. On p. 422, answer questions 1, 3, 4, 7