End of the Year Final Exam (Mainstream Test)
Directions: The Final Exam for this course is divided into two parts. In the first part, you will answer multiple choice questions that require you to reflect upon what we learned throughout the course of the year. In the second part, you will answer 3 open ended questions coherently, using the CER model.
Click Here for the Link
Directions: The Final Exam for this course is divided into two parts. In the first part, you will answer multiple choice questions that require you to reflect upon what we learned throughout the course of the year. In the second part, you will answer 3 open ended questions coherently, using the CER model.
Click Here for the Link
Unit Essential Questions
Understanding Fictive Kinship
Martin vs. Malcom
•Determine which leader you identify with most based on their character traits? Explain what is your personal strategy to tackle your personal issues and achieve success?
•Evaluate what the most effective strategy to make change was during the Civil Rights Movement?
FINAL PROJECT
Understanding Fictive Kinship
Martin vs. Malcom
•Determine which leader you identify with most based on their character traits? Explain what is your personal strategy to tackle your personal issues and achieve success?
•Evaluate what the most effective strategy to make change was during the Civil Rights Movement?
FINAL PROJECT
6/3/2019: Legacy: Black Panther Party
Unit 2: Civil Rights Movement
Objectives: Today, you will be examining the overall success of the Black Panther Party, or the lack thereof. You will see how both external and internal factors caused a sharp decline in the BPP. Finally, we will look back at the BPP strategy, identify the pros and cons, and evaluate.
Class Material
Class Power Point
Article- Demise & Legacy
Notebook Sheet
Unit 2: Civil Rights Movement
Objectives: Today, you will be examining the overall success of the Black Panther Party, or the lack thereof. You will see how both external and internal factors caused a sharp decline in the BPP. Finally, we will look back at the BPP strategy, identify the pros and cons, and evaluate.
Class Material
Class Power Point
Article- Demise & Legacy
Notebook Sheet
Coursework While I Am Away (Thursday May 23rd- Friday May 31st)
- Students are expected to complete ALL the assignments.
- All finished work should be placed in your class mailbox at the end of the day.
- Students are also able to work on their laptops during their class periods and enrichment block.
5/20/2019- Strategy: March to Selma
Unit 10: Civil Rights Movement
Objectives: In this unit, you will learn about the different strategies that African-Americans leaders used to gain equality. In the lesson, You will see one strategy that Civil Rights activists used to ensure that those obstacles could never deny African Americans, or anyone else their right to vote. The strategy will be a March from Selma to Montgomery in Alabama
Class Materials:
Power Point
Video- History March to Selma
Video- Bloody Sunday
Primary Source Article
Notebook Sheet
Unit 10: Civil Rights Movement
Objectives: In this unit, you will learn about the different strategies that African-Americans leaders used to gain equality. In the lesson, You will see one strategy that Civil Rights activists used to ensure that those obstacles could never deny African Americans, or anyone else their right to vote. The strategy will be a March from Selma to Montgomery in Alabama
Class Materials:
Power Point
Video- History March to Selma
Video- Bloody Sunday
Primary Source Article
Notebook Sheet
5/17/2019- Context: March to Selma
Unit 10: Civil Rights Movement
Objectives: In this unit, you will learn about the different strategies that African-Americans leaders used to gain equality. In the lesson, you will learn what voting was like for African-Americans in the South during the 1950s and 60s?
Class Materials:
Power Point
Video- Barriers for Black Voters
Primary Sources- Voting Rights in the the South in the 1960s
Notebook Sheet
Unit 10: Civil Rights Movement
Objectives: In this unit, you will learn about the different strategies that African-Americans leaders used to gain equality. In the lesson, you will learn what voting was like for African-Americans in the South during the 1950s and 60s?
Class Materials:
Power Point
Video- Barriers for Black Voters
Primary Sources- Voting Rights in the the South in the 1960s
Notebook Sheet
Friday May 10th, 2019- Wednesday, May 15th, 2019
World War II Final Project: 100pts
Project Description: Students will work in groups of four and will create a three-minute recording or creative piece of important event(s) from World War II. Ultimately, students will provide a recap of events, explaining the outcomes of each incident and the United States response to it. Additionally, students will provide an in-depth analysis and explain what responsibilities does the United States have to protect other nations. Finally, there could be many variations of this project, therefore the choice, creative style, and content is up to your group to decided.
Project Due Date: Wednesday, May 15, 2019
Points: 100pts (50 Points-The Blueprint Brainstorm & 50 Points- Production Piece)
Class Materials
World War II Project Description
The Recap Blueprint & Graphic Organizer
World War II Final Project: 100pts
Project Description: Students will work in groups of four and will create a three-minute recording or creative piece of important event(s) from World War II. Ultimately, students will provide a recap of events, explaining the outcomes of each incident and the United States response to it. Additionally, students will provide an in-depth analysis and explain what responsibilities does the United States have to protect other nations. Finally, there could be many variations of this project, therefore the choice, creative style, and content is up to your group to decided.
Project Due Date: Wednesday, May 15, 2019
Points: 100pts (50 Points-The Blueprint Brainstorm & 50 Points- Production Piece)
Class Materials
World War II Project Description
The Recap Blueprint & Graphic Organizer
Thursday 5/9- U.S Final Response (Atomic Bomb)
Unit: World War II
Objectives: Today, we will begin to go through World War II. In this unit we will ask you to evaluate if America was justified for their response to Japan's actions. Throughout the unit you will be asking yourself, did America do it to show dominance, or did they rebuttal to completely wipe Japan off the globe?
Classwork:
Power Point
Source 1- Dropping the Atomic Bomb
Video 1- Dropping the Atomic Bomb (BBC Studios)
Video 2- Long Term Impact
Video 1- Hiroshima: Dropping the Atomic Bomb (WorldWithMeaning)
Video 2- Civilian Impact
Unit: World War II
Objectives: Today, we will begin to go through World War II. In this unit we will ask you to evaluate if America was justified for their response to Japan's actions. Throughout the unit you will be asking yourself, did America do it to show dominance, or did they rebuttal to completely wipe Japan off the globe?
Classwork:
Power Point
Source 1- Dropping the Atomic Bomb
Video 1- Dropping the Atomic Bomb (BBC Studios)
Video 2- Long Term Impact
Video 1- Hiroshima: Dropping the Atomic Bomb (WorldWithMeaning)
Video 2- Civilian Impact
May 6&7 2019:
European Theater & (D-Day)
Pacific Theater
Unit: World War II
Objectives: By the end of class will explore America’s actions in the European Theater during World War II by looking at four key battles. You will determine America’s success based on their key wins and losses in the war.
Classwork: European Theater
Power Point
Video 1-Operation Overload
Video 2- Concentration Camps
Source 1- Allied Invasion of Northwestern Europe
Source 2- Allied Victory in Europe
Notebook Sheet
Classwork: Pacific Theater
Article: Pacific Theater
Student Notebook Sheet
European Theater & (D-Day)
Pacific Theater
Unit: World War II
Objectives: By the end of class will explore America’s actions in the European Theater during World War II by looking at four key battles. You will determine America’s success based on their key wins and losses in the war.
Classwork: European Theater
Power Point
Video 1-Operation Overload
Video 2- Concentration Camps
Source 1- Allied Invasion of Northwestern Europe
Source 2- Allied Victory in Europe
Notebook Sheet
Classwork: Pacific Theater
Article: Pacific Theater
Student Notebook Sheet
4/30/2019- Pear Harbor-Did FDR Know?
Unit: World War II
Objectives:
Power Point
Primary Source
Notebook Sheet
Video 1- A Different Perspective (They Did Really Know)
Video 2- Did FDR Really Know ?
Unit: World War II
Objectives:
- Today, you will be examining the bombing of Pearl Harbor by watching the movie. You will deepen your understanding of why the Japanese wanted to attack the U.S and explain whether or not the US should have been better prepared for the attack.
- You will also take a closer look at the response of the country to this attack and FDRs speech.
Power Point
Primary Source
Notebook Sheet
Video 1- A Different Perspective (They Did Really Know)
Video 2- Did FDR Really Know ?
4/29/2019- The Rise of Japan
Unit: World War II
Objectives: Today you will learn about the third member of the Axis powers, Japan. Just like with Italy and Germany, you will come to understand the conditions in Japan and the actions that the leaders of that country took. Finally, you will see the US response to these actions and the American public’s response to the actions.
Enrichment Block: Letter to a Youngster is Due Today
Classwork:
Class Power Point
Article 1- The Rise of Militarism in Japan
Article 2- US Response to Japan Imperialism
Video 1- Rape of Nanking
Video 2- Survivor From Nanjing Massacure
Unit: World War II
Objectives: Today you will learn about the third member of the Axis powers, Japan. Just like with Italy and Germany, you will come to understand the conditions in Japan and the actions that the leaders of that country took. Finally, you will see the US response to these actions and the American public’s response to the actions.
Enrichment Block: Letter to a Youngster is Due Today
Classwork:
Class Power Point
Article 1- The Rise of Militarism in Japan
Article 2- US Response to Japan Imperialism
Video 1- Rape of Nanking
Video 2- Survivor From Nanjing Massacure
4/26/2019- The Rise of Mussolini
Unit: World War II
Objectives: By the end of class you should SWBAT…
•We were able to examine how Hitler was able to come to power and the conditions that existed in Germany that allowed for that to happen. We then looked at how the U.S. responded to his rise.
•Today, we are going to look at the rise of Hitler’s ally, Benito Mussolini of Italy, and how the US responded to that.
Classwork:
Power Point
Article- the Rise of Mussolini
Notebook Sheet
Unit: World War II
Objectives: By the end of class you should SWBAT…
•We were able to examine how Hitler was able to come to power and the conditions that existed in Germany that allowed for that to happen. We then looked at how the U.S. responded to his rise.
•Today, we are going to look at the rise of Hitler’s ally, Benito Mussolini of Italy, and how the US responded to that.
Classwork:
Power Point
Article- the Rise of Mussolini
Notebook Sheet
4/25/2019- The Rise of Hitler
Unit: World War II
Objectives: On Tuesday, you learned about the terrible economic crisis that Germany was going through following World War I, as well as how the US responded to that problem. Today, you will see how that economic collapse paved the way for the rise of Hitler and how the U.S. responded to that.
Classwork:
Class Power Point
Sources- Rise of Hitler
Notebok Sheet
Videos:
Rise of Nazis:
Unit: World War II
Objectives: On Tuesday, you learned about the terrible economic crisis that Germany was going through following World War I, as well as how the US responded to that problem. Today, you will see how that economic collapse paved the way for the rise of Hitler and how the U.S. responded to that.
Classwork:
Class Power Point
Sources- Rise of Hitler
Notebok Sheet
Videos:
Rise of Nazis:
4/23/2019- Germany's Economic Collapse
Unit: World War II
Objectives: By the end of class you should SWBAT…
1.Be able to explain the cause of and the effects of the collapse of the German economy.
2.Be able to explain and evaluate the U.S. response to the collapse of Germany's economy.
3.Be able to identify the different perspectives on isolationism.
4.Be able to write a paragraph using evidence evaluating the U.S. response to the collapse of Germany's economy.
Homework: HW 2-Rise of Hitler
Class Materials:
Power Point
Article- US Response to Germany's Collapse
Video- Hyperinflation
Homework 2- Rise of Hitler
Student Reminders:
•(100pts)Term 3 Great Depression Essay- Due End of Day Today. If it’s not completed, it was result in a zero. All sections must be completed by end of day today for a great. 100pts.
•(20pts) Letter to a Youngster- Rough Draft Due Today 4/22. Final Draft & Final video due next Monday 4/29 to [email protected]
•(15pts) WWII Unit- We start our new unit today on WWII today. *End of the Unit project is subject to change.
•(10pts) Germany Econ Collapse- Due tomorrow 4/23
Unit: World War II
Objectives: By the end of class you should SWBAT…
1.Be able to explain the cause of and the effects of the collapse of the German economy.
2.Be able to explain and evaluate the U.S. response to the collapse of Germany's economy.
3.Be able to identify the different perspectives on isolationism.
4.Be able to write a paragraph using evidence evaluating the U.S. response to the collapse of Germany's economy.
Homework: HW 2-Rise of Hitler
Class Materials:
Power Point
Article- US Response to Germany's Collapse
Video- Hyperinflation
Homework 2- Rise of Hitler
Student Reminders:
•(100pts)Term 3 Great Depression Essay- Due End of Day Today. If it’s not completed, it was result in a zero. All sections must be completed by end of day today for a great. 100pts.
•(20pts) Letter to a Youngster- Rough Draft Due Today 4/22. Final Draft & Final video due next Monday 4/29 to [email protected]
•(15pts) WWII Unit- We start our new unit today on WWII today. *End of the Unit project is subject to change.
•(10pts) Germany Econ Collapse- Due tomorrow 4/23
4/22/2019- Treaty of Versailles
Unit: World War II
Objectives: By the end of class you should SWBAT…
1.Be able to explain what the United States and the European powers wanted after World War I.
2.Be able to describe the terms of the Treaty of Versailles and their potential effects.
3.Write a paragraph using evidence on whether the United States should be to blame for any negative effects of the Treaty of Versailles.
Homework: Germany Econ Collapse (Answer three questions in your notebook)
Class Material:
Class Power Point
Article Treaty of Versailles
Notebook Sheet
Video- Treaty of Versailles
Student Reminders:
•(100pts)Term 3 Great Depression Essay- Due End of Day Today. If it’s not completed, it was result in a zero. All sections must be completed by end of day today for a great. 100pts.
•(20pts) Letter to a Youngster- Rough Draft Due Today 4/22. Final Draft & Final video due next Monday 4/29 to [email protected]
•(15pts) WWII Unit- We start our new unit today on WWII today. *End of the Unit project is subject to change.
•(10pts) Germany Econ Collapse- Due tomorrow 4/23
Unit: World War II
Objectives: By the end of class you should SWBAT…
1.Be able to explain what the United States and the European powers wanted after World War I.
2.Be able to describe the terms of the Treaty of Versailles and their potential effects.
3.Write a paragraph using evidence on whether the United States should be to blame for any negative effects of the Treaty of Versailles.
Homework: Germany Econ Collapse (Answer three questions in your notebook)
Class Material:
Class Power Point
Article Treaty of Versailles
Notebook Sheet
Video- Treaty of Versailles
Student Reminders:
•(100pts)Term 3 Great Depression Essay- Due End of Day Today. If it’s not completed, it was result in a zero. All sections must be completed by end of day today for a great. 100pts.
•(20pts) Letter to a Youngster- Rough Draft Due Today 4/22. Final Draft & Final video due next Monday 4/29 to [email protected]
•(15pts) WWII Unit- We start our new unit today on WWII today. *End of the Unit project is subject to change.
•(10pts) Germany Econ Collapse- Due tomorrow 4/23
ADVICE TO A YOUNGSTER
U.S. History II Video Reflection of Self (Term 4-IP Project- 100pts)
OBJECTIVES: The purposes of doing this “Letter to Self/ Advice to a Youngster” is:
1. To provide a record of your life and who you are now
2. To anchor in time your current views, attitudes, philosophy, and outlook
3. To explore your feelings and opinions about U.S History II
4. To create a video, a year from now, that will have a significant value and impact to a rising sophomore
5. This is always a fun letter to read when you are a senior to see how much you have changed over your high school career.
6. Video must be less than 1:15secs
DEADLINES:
ROUGH DRAFT: Monday, April 22nd, 2019
FINAL DRAFT & VIDEO DUE DATE: Friday, April 26th, 2019 (100Pts)
Classwork:
Graphic Organizer
Context Video- Oprah Winfrey
Example 1- Carlos
Example 2- Renee
Example 3- Jenny
Share: w/ [email protected]
Title: (Block) (Name) Letter a Youngster
U.S. History II Video Reflection of Self (Term 4-IP Project- 100pts)
OBJECTIVES: The purposes of doing this “Letter to Self/ Advice to a Youngster” is:
1. To provide a record of your life and who you are now
2. To anchor in time your current views, attitudes, philosophy, and outlook
3. To explore your feelings and opinions about U.S History II
4. To create a video, a year from now, that will have a significant value and impact to a rising sophomore
5. This is always a fun letter to read when you are a senior to see how much you have changed over your high school career.
6. Video must be less than 1:15secs
DEADLINES:
ROUGH DRAFT: Monday, April 22nd, 2019
FINAL DRAFT & VIDEO DUE DATE: Friday, April 26th, 2019 (100Pts)
Classwork:
Graphic Organizer
Context Video- Oprah Winfrey
Example 1- Carlos
Example 2- Renee
Example 3- Jenny
Share: w/ [email protected]
Title: (Block) (Name) Letter a Youngster
Student Survey: We Want Your Opinion!
Please make sure that you have laptops for students to use- students can also use their phones if they would like. Whatever they choose, they need to make sure that they click the submit button and see a thank you screen to ensure they have completed the surveys.
For More Information
Students Should Go to the Website Below:
Students will use their student ID number (lunch number) as their access code: Student Link
Please make sure that you have laptops for students to use- students can also use their phones if they would like. Whatever they choose, they need to make sure that they click the submit button and see a thank you screen to ensure they have completed the surveys.
For More Information
Students Should Go to the Website Below:
Students will use their student ID number (lunch number) as their access code: Student Link
3/27/2019- 4/2/2019- The New Deal Debate (100pts)
Essential Questions:
1) Identify and explain the causes of the Great Depression
2) Evaluate whether or not FDRs New Deal Policy was an effective remedy to the Great Depression
3) What role should the government play in an economic crisis?
Class Materials:
Power Point
2019 Spring Debate Teams
Debate Prep Sheet
Research Packet
Student Example of Introduction
Essential Questions:
1) Identify and explain the causes of the Great Depression
2) Evaluate whether or not FDRs New Deal Policy was an effective remedy to the Great Depression
3) What role should the government play in an economic crisis?
Class Materials:
Power Point
2019 Spring Debate Teams
Debate Prep Sheet
Research Packet
Student Example of Introduction
3/22/2019
Monday's Unit Test
Unit 5- Great Depression & New Deal
SWBAT: Demonstrate their understanding through a unit exam.
Click Here For The Testing Link
Monday's Unit Test
Unit 5- Great Depression & New Deal
SWBAT: Demonstrate their understanding through a unit exam.
Click Here For The Testing Link
Monday, 3/25/2019- New Deal Programs: WPA & SSA
Unit 5- Great Depression & New Deal
SWBAT: You will gain an understanding on how the New Deal programs (WPA & SSA) sought to solve the immediate problems of the Depression and transformed the American society and the economy. You will evaluate weather or not the New Deal was an effective remedy based on five different criteria's; demographic served, effectiveness, alignment, impact, and sustainability.
Classwork
Power Point
Article 1- Work Program Administration
Article 2- Social Security Act
Unit 5- Great Depression & New Deal
SWBAT: You will gain an understanding on how the New Deal programs (WPA & SSA) sought to solve the immediate problems of the Depression and transformed the American society and the economy. You will evaluate weather or not the New Deal was an effective remedy based on five different criteria's; demographic served, effectiveness, alignment, impact, and sustainability.
Classwork
Power Point
Article 1- Work Program Administration
Article 2- Social Security Act
Tuesday-3/15/2018
New Deal Programs: FDIC & NIRA
Unit 5- Great Depression & New Deal
SWBAT: You will gain an understanding on how the New Deal programs (FDIC, IRA, sought to solve the immediate problems of the Depression and transformed the American society and the economy. You will evaluate whether or not the New Deal was an effective remedy based on five different criteria's; demographic served, effectiveness, alignment, impact, and sustainability.
Classwork:
Class Power Point
Video- New Deal Programs
Article 1- Federal Deposit Insurance Corporation
Article 2- National Industrial Recovery Act
New Deal Programs: FDIC & NIRA
Unit 5- Great Depression & New Deal
SWBAT: You will gain an understanding on how the New Deal programs (FDIC, IRA, sought to solve the immediate problems of the Depression and transformed the American society and the economy. You will evaluate whether or not the New Deal was an effective remedy based on five different criteria's; demographic served, effectiveness, alignment, impact, and sustainability.
Classwork:
Class Power Point
Video- New Deal Programs
Article 1- Federal Deposit Insurance Corporation
Article 2- National Industrial Recovery Act
Friday- 3/15/2019
New Deal Programs: AAA & CCC
Unit 5- Great Depression & New Deal
SWBAT: You will gain an understanding on how the New Deal programs (Agricultural Adjustment Act and Civilian Conservation Corps) sought to solve the immediate problems of the Depression and transformed the American society and the economy. You will evaluate whether or not the New Deal was an effective remedy based on five different criteria's; demographic served, effectiveness, alignment, impact, and sustainability.
Classwork:
Class Power Point- W/ Key Vocabulary Words
Class Articles - AAA & CCC
Video- Agricultural Adjustment Act
New Deal Programs: AAA & CCC
Unit 5- Great Depression & New Deal
SWBAT: You will gain an understanding on how the New Deal programs (Agricultural Adjustment Act and Civilian Conservation Corps) sought to solve the immediate problems of the Depression and transformed the American society and the economy. You will evaluate whether or not the New Deal was an effective remedy based on five different criteria's; demographic served, effectiveness, alignment, impact, and sustainability.
Classwork:
Class Power Point- W/ Key Vocabulary Words
Class Articles - AAA & CCC
Video- Agricultural Adjustment Act
3/14/2019- The Black Experience
Unit 5- Great Depression & New Deal
SWBAT: Today you will gain an understanding of how the various causes of the Great Depression impacting African-Americans. You will be reviewing primary and secondary multi-media sources, to draw your conclusions.
Processing/Evidence Log: Great Depression Rough Draftn
Classwork
Power Point
The Black Experience Primary Source
NBS The Black Experience
Unit 5- Great Depression & New Deal
SWBAT: Today you will gain an understanding of how the various causes of the Great Depression impacting African-Americans. You will be reviewing primary and secondary multi-media sources, to draw your conclusions.
Processing/Evidence Log: Great Depression Rough Draftn
Classwork
Power Point
The Black Experience Primary Source
NBS The Black Experience
3/11/2019- The Human Impact
Unit 5- Great Depression & New Deal
SWBAT: Today you will gain an understanding of the various causes of the Great Depression. You will be reviewing 2 multi-media presentation, to draw your conclusions.
Classwork
Class Power Point
Quotes on Human Impact
Affects of the Great Depression
Notebook Sheet
Unit 5- Great Depression & New Deal
SWBAT: Today you will gain an understanding of the various causes of the Great Depression. You will be reviewing 2 multi-media presentation, to draw your conclusions.
Classwork
Class Power Point
Quotes on Human Impact
Affects of the Great Depression
Notebook Sheet
3/7/2019- The 5 Causes of the Great Depression & its Global Impact
Unit 5- Great Depression & New Deal
SWBAT: Today you will gain an understanding of the various causes of the Great Depression. You will be reviewing 2 multi-media presentation, to draw your conclusions.
Download: Draft Essay Template & Processing Activity
Classwork:
Class Power Point
Video- Intro to the Causes of the Great Depression
Multi-Media Presentation- 5 Causes of the Great Depression
Multi- Media Presentation- Great Depression Global Impact
Notebook Sheet
Unit 5- Great Depression & New Deal
SWBAT: Today you will gain an understanding of the various causes of the Great Depression. You will be reviewing 2 multi-media presentation, to draw your conclusions.
Download: Draft Essay Template & Processing Activity
Classwork:
Class Power Point
Video- Intro to the Causes of the Great Depression
Multi-Media Presentation- 5 Causes of the Great Depression
Multi- Media Presentation- Great Depression Global Impact
Notebook Sheet
Project 1- Unpacking African-American Stereotypes in the 1920s
Modern Day Connections Project
Due: Tuesday, February 26, 2019 (50Pts)
Presentations: Start Tuesday, February 26th, 2019 (50Pts)
Project Description/What Are You Doing: Racial stereotypes are constructed (built) beliefs that all members of the same race share given characteristics. These attributed (recognized) characteristics are usually negative (Jewell, 1993). In the project your will identify historical racial stereotypes of African-Americans during the 1900's and demonstrate how many of these distorted images still exist in society today. You will create a Power Point in which you by analyze mainstream advertisements and media to defend your claim.
Key Questions:
Unit Sub Essential Question: What were the negative depictions (representations) of African-Americans that were portrayed (represented) in the Roaring 20s?
Modern Day Connections: Are these images still portrayed (represented) in mainstream America, explain your reasoning?
Class Materials:
Project Description
Teacher Example: Ms. Hughes'
Student Example 1
Student Example 2
Project 2- Roaring 20s Lyrical Project
Direction: Individually, or in a group of two, students will create a rap to demonstrate their understanding of whether of not the roaring twenties were truly roaring/rocking in the 1920s.
Due: Tuesday, February 26, 2019 (50Pts)
Presentations: Start Tuesday, February 26th, 2019 (50Pts)
Criteria:
No Swearing
Students must come up with a rap that answers the essential question of the unit
Include content vocabulary words directly in the text
Address at least 3 topics from the lessons
3 verses in length 24 sentence in total (minimum of 8 sentences per paragraph)
Must participate in cypher
Students will be graded on how accurate the lyrics reflect the time period and creativity.
Class Materials:
Lyrical Project Graphic Organizer
Student Examples
Modern Day Connections Project
Due: Tuesday, February 26, 2019 (50Pts)
Presentations: Start Tuesday, February 26th, 2019 (50Pts)
Project Description/What Are You Doing: Racial stereotypes are constructed (built) beliefs that all members of the same race share given characteristics. These attributed (recognized) characteristics are usually negative (Jewell, 1993). In the project your will identify historical racial stereotypes of African-Americans during the 1900's and demonstrate how many of these distorted images still exist in society today. You will create a Power Point in which you by analyze mainstream advertisements and media to defend your claim.
Key Questions:
Unit Sub Essential Question: What were the negative depictions (representations) of African-Americans that were portrayed (represented) in the Roaring 20s?
Modern Day Connections: Are these images still portrayed (represented) in mainstream America, explain your reasoning?
Class Materials:
Project Description
Teacher Example: Ms. Hughes'
Student Example 1
Student Example 2
Project 2- Roaring 20s Lyrical Project
Direction: Individually, or in a group of two, students will create a rap to demonstrate their understanding of whether of not the roaring twenties were truly roaring/rocking in the 1920s.
Due: Tuesday, February 26, 2019 (50Pts)
Presentations: Start Tuesday, February 26th, 2019 (50Pts)
Criteria:
No Swearing
Students must come up with a rap that answers the essential question of the unit
Include content vocabulary words directly in the text
Address at least 3 topics from the lessons
3 verses in length 24 sentence in total (minimum of 8 sentences per paragraph)
Must participate in cypher
Students will be graded on how accurate the lyrics reflect the time period and creativity.
Class Materials:
Lyrical Project Graphic Organizer
Student Examples
Project 1- Unpacking African-American Stereotypes in the 1920s (Modern Day Connections Project)
Example of a Video Analysis:
Example of a Video Analysis:
2/7-2/11/2019- Mass Media & Unpacking AA Stereotypes
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on the following: The positive effects that mass media had on the American people? How African-Americans were negatively depicted in the 1920s? You will be reviewing a multi-media presentation and reading a short except.
Class Materials
Class Power Point
Multi-Media Presentation 1- Mass Media
Multi-Media Presentation 2- Unpacking African-American Stereotypes
Notebook Sheet
Video 1- Candy Shop Video
Video 2- Love & Hip Hop Savage Scene
Video 3- Why Did I Get Married Too
Video 4- Who Gonna Love Me
Video 5- Touch My Body
Video 6- Tyler Perry's Madea
Classwork/ Project Prep: Beyond the Beats Documentary & Video Questions (20Pts)
Beyond the Beats Documentary
BEYOND THE BEATS VIDEO DISCUSSION
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on the following: The positive effects that mass media had on the American people? How African-Americans were negatively depicted in the 1920s? You will be reviewing a multi-media presentation and reading a short except.
Class Materials
Class Power Point
Multi-Media Presentation 1- Mass Media
Multi-Media Presentation 2- Unpacking African-American Stereotypes
Notebook Sheet
Video 1- Candy Shop Video
Video 2- Love & Hip Hop Savage Scene
Video 3- Why Did I Get Married Too
Video 4- Who Gonna Love Me
Video 5- Touch My Body
Video 6- Tyler Perry's Madea
Classwork/ Project Prep: Beyond the Beats Documentary & Video Questions (20Pts)
Beyond the Beats Documentary
BEYOND THE BEATS VIDEO DISCUSSION
Monday 2/4/2019- The Birth of Jazz Music & The American Response
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on the following: the birth of the Jazz Era and famous African- American artist and the American response to Jazz cultural and African-Americans You will be reviewing a multi-media presentation and reading a short except.
Homework:Complete Processing Activity
Class Materials
Class Power Point
Multi-Media Presentation- Jazz Culture in the 1920s
Article 1- American Jazz Culture & Racial Tensions
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on the following: the birth of the Jazz Era and famous African- American artist and the American response to Jazz cultural and African-Americans You will be reviewing a multi-media presentation and reading a short except.
Homework:Complete Processing Activity
Class Materials
Class Power Point
Multi-Media Presentation- Jazz Culture in the 1920s
Article 1- American Jazz Culture & Racial Tensions
Tuesday 1/29/2019- The Isms: Old School vs. New School
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on the following: The clash between traditional and modern views in the 1920s The debate between religion and science through the scopes trial You will be reading short excepts and answering close reading questions.
Class Materials
Class PowerPoint
Article- The Clash Between Traditionalism & Modernism
Notebook Sheet
Video- Eugenicist Movement
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on the following: The clash between traditional and modern views in the 1920s The debate between religion and science through the scopes trial You will be reading short excepts and answering close reading questions.
Class Materials
Class PowerPoint
Article- The Clash Between Traditionalism & Modernism
Notebook Sheet
Video- Eugenicist Movement
Monday 1/28/2019- Women & Prohibition
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on how women were viewed in 1920s and how the sale of alcohol was helpful and harmful to the American economy as well. In addition you will be reviewing a multi-media presentation and reading short excepts. Lastly, you be reading a short article on prohibition and evaluating its positive and negative effects it had on the economy.
Enrichment: Intro to Black History Month Project
Class Materials
Power Point
Multi- Media Presentation
Article- Women, Gangsters & Alcohol
Notebook Sheet
Video- Why Al Capone Wasn't Your Typical Discreet Gangster
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on how women were viewed in 1920s and how the sale of alcohol was helpful and harmful to the American economy as well. In addition you will be reviewing a multi-media presentation and reading short excepts. Lastly, you be reading a short article on prohibition and evaluating its positive and negative effects it had on the economy.
Enrichment: Intro to Black History Month Project
Class Materials
Power Point
Multi- Media Presentation
Article- Women, Gangsters & Alcohol
Notebook Sheet
Video- Why Al Capone Wasn't Your Typical Discreet Gangster
Friday 1/25/2019- New Inventions & American Consumerism
Unit 6: Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on how the inventions of the 1920's made the average American life a lot easier, but left many Americans in debt due to the consumer culture.You will be reviewing a multi-media presentation and reading short excepts about the positive developments of the new products. Finally, you be reading a short article on consumerism that was written in the 1920’s. It was a response to advertisement.
Enrichment Block: Intro to Black History Month Project
Class Materials
Class Power Point
Multi-Media Presentation- The New Inventions of the 1920s
Article 1- American Consumerism
Notebook Sheet
Unit 6: Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on how the inventions of the 1920's made the average American life a lot easier, but left many Americans in debt due to the consumer culture.You will be reviewing a multi-media presentation and reading short excepts about the positive developments of the new products. Finally, you be reading a short article on consumerism that was written in the 1920’s. It was a response to advertisement.
Enrichment Block: Intro to Black History Month Project
Class Materials
Class Power Point
Multi-Media Presentation- The New Inventions of the 1920s
Article 1- American Consumerism
Notebook Sheet
Tuesday-1/22/2019- Case Study 6: Philippines
Unit 5: American Imperialism
SWBAT: Students will be able to gain an understanding of America's involvement in PHILIPPINES and evaluate if America's action was justified in intervening in the affairs of Dominican Republic.
HOMEWORK: Practice Quiz & Study Guide !!!!
Skills & Drills:
-Justify/ Defend opinions
-Carry out oral instructions
-Identify main ideas
-Take notes using your graphic organizer
Class Materials
Power Point
Case Study Notes
Notebook Sheet
Enrichment Block: Practice Quiz
Unit 5: American Imperialism
SWBAT: Students will be able to gain an understanding of America's involvement in PHILIPPINES and evaluate if America's action was justified in intervening in the affairs of Dominican Republic.
HOMEWORK: Practice Quiz & Study Guide !!!!
Skills & Drills:
-Justify/ Defend opinions
-Carry out oral instructions
-Identify main ideas
-Take notes using your graphic organizer
Class Materials
Power Point
Case Study Notes
Notebook Sheet
Enrichment Block: Practice Quiz
1/18/2019- Case Study 5: CUBA
Unit 5: American Imperialism
SWBAT: Students will be able to gain an understanding of America's involvement in CUBA and evaluate if America's action was justified in intervening in the affairs of Dominican Republic.
HOMEWORK: PROCESSING PACKET IS DUE 40PTS!!!!
Skills & Drills:
-Justify/ Defend opinions
-Carry out oral instructions
-Identify main ideas
-Take notes using your graphic organizer
Class Materials
Power Point
Notebook Sheet/ Primary Source
Unit 5: American Imperialism
SWBAT: Students will be able to gain an understanding of America's involvement in CUBA and evaluate if America's action was justified in intervening in the affairs of Dominican Republic.
HOMEWORK: PROCESSING PACKET IS DUE 40PTS!!!!
Skills & Drills:
-Justify/ Defend opinions
-Carry out oral instructions
-Identify main ideas
-Take notes using your graphic organizer
Class Materials
Power Point
Notebook Sheet/ Primary Source
1/17/2019- Case Study 4: Dominican Republic
Unit 5: American Imperialism
SWBAT: Students will be able to gain an understanding of America's involvement in Dominican Republic and evaluate if America's action was justified in intervening in the affairs of Dominican Republic.
Skills & Drills:
-Justify/ Defend opinions
-Carry out oral instructions
-Identify main ideas
-Take notes using your graphic organizer
Class Materials
Power Point
Case Study Notes
Notebook Sheet
Unit 5: American Imperialism
SWBAT: Students will be able to gain an understanding of America's involvement in Dominican Republic and evaluate if America's action was justified in intervening in the affairs of Dominican Republic.
Skills & Drills:
-Justify/ Defend opinions
-Carry out oral instructions
-Identify main ideas
-Take notes using your graphic organizer
Class Materials
Power Point
Case Study Notes
Notebook Sheet
1/15/2019- Case Study 3: MEXICO
Unit 5: American Imperialism
SWBAT: Students will be able to gain an understanding of America's involvement MEXICO and evaluate if America's action was justified in intervening in the affairs of Mexico.
Homework: Processing Activity/ Unit Test on Tuesday (100pts)
Skills & Drills:
-Justify/ Defend opinions
-Carry out oral instructions
-Identify main ideas
-Take notes using your graphic organizer
Class Materials:
Power Point
Case Study Notes
Notebook Sheet
Unit 5: American Imperialism
SWBAT: Students will be able to gain an understanding of America's involvement MEXICO and evaluate if America's action was justified in intervening in the affairs of Mexico.
Homework: Processing Activity/ Unit Test on Tuesday (100pts)
Skills & Drills:
-Justify/ Defend opinions
-Carry out oral instructions
-Identify main ideas
-Take notes using your graphic organizer
Class Materials:
Power Point
Case Study Notes
Notebook Sheet
1/14/2019: Case Study 2- CHINA
Unit 5: American Imperialism
SWBAT: Students will be able to gain an understanding of America's involvement in China and evaluate if America's action was justified in intervening in the affairs of Hawaii.
Skills & Drills:
-Justify/ Defend opinions
-Carry out oral instructions
-Identify main ideas
-Take notes using your graphic organizer
Class Materials:
Power Point
Class Notebook Sheet
Case Study Notes on China
Video 1
Video 2- Boxers Rebellion
Unit 5: American Imperialism
SWBAT: Students will be able to gain an understanding of America's involvement in China and evaluate if America's action was justified in intervening in the affairs of Hawaii.
Skills & Drills:
-Justify/ Defend opinions
-Carry out oral instructions
-Identify main ideas
-Take notes using your graphic organizer
Class Materials:
Power Point
Class Notebook Sheet
Case Study Notes on China
Video 1
Video 2- Boxers Rebellion
1/11/2019: Case Study 1- Hawaii
Unit 5: American Imperialism
SWBAT: Students will be able to gain an understanding of America's involvement in Hawaii and evaluate if America's action was justified in intervening in the affairs of Hawaii.
Skills & Drills:
Power Point
Class Notebook Sheet
Case Study Notes on Hawaii
Hawaii Sentence Starters for the Processing Activity:
Context: In Hawaii... (Explained what happen in Hawaii)
Claim: America's actions in Hawaii were/ were not justified...
Evidence: According to case study 1.... (Provide evidence from the text)
Reasoning: This shows.... One may have to think about...
Unit 5: American Imperialism
SWBAT: Students will be able to gain an understanding of America's involvement in Hawaii and evaluate if America's action was justified in intervening in the affairs of Hawaii.
Skills & Drills:
- Justify/ Defend opinions
- Carry out oral instructions
- Identify main ideas
- Take notes using your graphic organizer
Power Point
Class Notebook Sheet
Case Study Notes on Hawaii
Hawaii Sentence Starters for the Processing Activity:
Context: In Hawaii... (Explained what happen in Hawaii)
Claim: America's actions in Hawaii were/ were not justified...
Evidence: According to case study 1.... (Provide evidence from the text)
Reasoning: This shows.... One may have to think about...
1/9/2019: Anti-Imperialism & William Jennings Bryan's Speech
Unit 5: American Imperialism
SWBAT: By the end of class you will be able to explain the anti-imperialist perspective and state whether you agree or disagree with it and why.
•Understand how Americans justified American Imperialism in the late 19th and early 20th centuries.
•Identify the main arguments made in the William Jennings Bryan’s speech, “The Paralyzing Influence of Imperialism”.
HW: Complete Processing Activity
Class Materials:
Power Point
NBS W/ Primary Sources
Unit 5: American Imperialism
SWBAT: By the end of class you will be able to explain the anti-imperialist perspective and state whether you agree or disagree with it and why.
•Understand how Americans justified American Imperialism in the late 19th and early 20th centuries.
•Identify the main arguments made in the William Jennings Bryan’s speech, “The Paralyzing Influence of Imperialism”.
HW: Complete Processing Activity
Class Materials:
Power Point
NBS W/ Primary Sources
|
1/8/2019: Social Darwinism
Unit 5: American Imperialism SWBAT: Today you will gain an understanding of how pro-imperialist used Social Darwinism as a justification to extend its power and influence in the late 19th and early 20th centuries. You will be reading excerpts from Josiah Strong speech, “Our Country” HW: Complete Processing Activity Class Material Power Point- Social Darwinism NBS W/ Primary Sources |
1/7/2019: Intro to Unit 5 Essential Question & Pro- Imperialist Arguments
Unit 5: American Imperialism
SWBAT:
1) Develop criteria to define and determine what it means to be justified.
2) Understand how Americans justified American Imperialism in the late 19th and early 20th centuries.
3) Identify the main arguments made in the “March of the Flag” speech.
4) Use key vocabulary through reading, writing, and speaking.
5) Write an argument defending or refuting Beveridge’s perspective on American Imperialism.
HW: Complete Processing Activity
Classwork Materials:
Power Point
Notebook Sheet W/ Primary Sources
Enrichment Block
Directions- American Imperialism Crash Course
Create One Page of Notes on the Video (15pts Enrichment Activity)
Unit 5: American Imperialism
SWBAT:
1) Develop criteria to define and determine what it means to be justified.
2) Understand how Americans justified American Imperialism in the late 19th and early 20th centuries.
3) Identify the main arguments made in the “March of the Flag” speech.
4) Use key vocabulary through reading, writing, and speaking.
5) Write an argument defending or refuting Beveridge’s perspective on American Imperialism.
HW: Complete Processing Activity
Classwork Materials:
Power Point
Notebook Sheet W/ Primary Sources
Enrichment Block
Directions- American Imperialism Crash Course
Create One Page of Notes on the Video (15pts Enrichment Activity)
The Great Debate...
Thursday, January 2nd, 2018
*Happy New Year*
Update: The graphic organizer is due Friday, December 21st, 2018. Yet, the debate will happen when we return to school on Thursday, January 2nd, 2018 (100PTS)
SWBAT: For our unit on the Progressive Era you will learn about 6 reformers and the issues that they attempted to change. Now that you have researched all of the reformers, you will not be assigned one of them and will have to argue who is the greatest reformer of the Progressive Era in a whole class debate!
Class Materials:
Power Point W/ Class Expectations
The Great Debate Graphic Organizer
2018 Winter Debate Teams
Debate Rubric
Student Example- Ida Tarbell
Thursday, January 2nd, 2018
*Happy New Year*
Update: The graphic organizer is due Friday, December 21st, 2018. Yet, the debate will happen when we return to school on Thursday, January 2nd, 2018 (100PTS)
SWBAT: For our unit on the Progressive Era you will learn about 6 reformers and the issues that they attempted to change. Now that you have researched all of the reformers, you will not be assigned one of them and will have to argue who is the greatest reformer of the Progressive Era in a whole class debate!
Class Materials:
Power Point W/ Class Expectations
The Great Debate Graphic Organizer
2018 Winter Debate Teams
Debate Rubric
Student Example- Ida Tarbell
12/13/2018- Former President Theodore Roosevelt
Unit 3: Progressive Era
SWBAT: Students will examine the issues, methods and success of Former President Theodore Roosevelt and evaluate his effectiveness to reform major problems.
Class Material
Class Power Point
Article- Former President Theodore Roosevelt
Video- Presidency Documentary #26 Theodore Roosevelt (End at 7:08)
Notebook Sheet
Unit 3: Progressive Era
SWBAT: Students will examine the issues, methods and success of Former President Theodore Roosevelt and evaluate his effectiveness to reform major problems.
Class Material
Class Power Point
Article- Former President Theodore Roosevelt
Video- Presidency Documentary #26 Theodore Roosevelt (End at 7:08)
Notebook Sheet
12/11/2018- Robert Lafollette (#5)
Unit 3: Progressive Era
SWBAT: Students will examine the issues, methods, and success of Upton Sinclair and his effectiveness to reform major issues.
Class Material
Power Point
Article 1- Meet Robert Lafollette
Article 2- LaFollette Success Reading
Video
Notebook Sheet
Unit 3: Progressive Era
SWBAT: Students will examine the issues, methods, and success of Upton Sinclair and his effectiveness to reform major issues.
Class Material
Power Point
Article 1- Meet Robert Lafollette
Article 2- LaFollette Success Reading
Video
Notebook Sheet
12/7/2018- Upton Sinclair (#4)
Unit 3: Progressive Era
SWBAT: Students will examine the issues, methods, and success of Upton Sinclair and his effectiveness to reform major issues.
Class Material
Power Point
Article 1- Sinclair's Issues & Methods Reading
Video 1- The Meatpacking Jungle
Article 2- Success Reading
Meatpacking Images
Notebook Sheet
Unit 3: Progressive Era
SWBAT: Students will examine the issues, methods, and success of Upton Sinclair and his effectiveness to reform major issues.
Class Material
Power Point
Article 1- Sinclair's Issues & Methods Reading
Video 1- The Meatpacking Jungle
Article 2- Success Reading
Meatpacking Images
Notebook Sheet
12/6/2018- Eugene Debs (#3)
Unit 3: Progressive Era
SWBAT: Students will examine the issues, methods, and success of Eugene Debs and his effectiveness to reform major issues.
Class Material
Class Power Point
Article 1- Eugene Debs
Video 1- Meet Reformer Eugene Debs
Video 2- Eugene Debs (History Alive!)
Notebook Sheet
Unit 3: Progressive Era
SWBAT: Students will examine the issues, methods, and success of Eugene Debs and his effectiveness to reform major issues.
Class Material
Class Power Point
Article 1- Eugene Debs
Video 1- Meet Reformer Eugene Debs
Video 2- Eugene Debs (History Alive!)
Notebook Sheet
12/5/2018- Jane Addams (#2)
Unit 3: Progressive Era
SWBAT: Students will examine the issues, methods, and success of Jacob Riis and his effectiveness to reform major issues.
Class Material
Power Point
Video- Introduction to Jane Addams
Issues- Jane Addams a Pragmatic Reformer
Methods- Jane Addams and the Hull House
Success- Jane Addams Against the Sweatshop
Wednesday's Workshop
Crash Course-Progressive Era
Unit 3: Progressive Era
SWBAT: Students will examine the issues, methods, and success of Jacob Riis and his effectiveness to reform major issues.
Class Material
Power Point
Video- Introduction to Jane Addams
Issues- Jane Addams a Pragmatic Reformer
Methods- Jane Addams and the Hull House
Success- Jane Addams Against the Sweatshop
Wednesday's Workshop
Crash Course-Progressive Era
12/3/2018- Jacob Riis ( #1)
Unit 3: Progressive Era
SWBAT: Students will examine the issues, methods, and success of Jacob Riis and his effectiveness to reform major issues.
Class Material
Power Point
Article 1- Jacob Riis' Photos (Issues)
Article 2- Issues & Methods Jacob Sought to Reform
Article 3- Jacob Riis' Success Reading
Video- How the Other Half Lives
Er Block: Progressive Era Notes
Unit 3: Progressive Era
SWBAT: Students will examine the issues, methods, and success of Jacob Riis and his effectiveness to reform major issues.
Class Material
Power Point
Article 1- Jacob Riis' Photos (Issues)
Article 2- Issues & Methods Jacob Sought to Reform
Article 3- Jacob Riis' Success Reading
Video- How the Other Half Lives
Er Block: Progressive Era Notes
11/30/2018- Introduction to the Progressive Era
Unit 3: Progressive Era
SWBAT: Students will examine problems brought on by industrialization, increased immigration and the growth of cities.
Investigate who the progressive reformers are, what they believed in, what problems they hoped to solve, and what methods they used. Evaluate the effectiveness in their ability to reform major problems.
Class Material:
Power Point
Introduction Video
Notebook Sheet & Article
Unit 3: Progressive Era
SWBAT: Students will examine problems brought on by industrialization, increased immigration and the growth of cities.
Investigate who the progressive reformers are, what they believed in, what problems they hoped to solve, and what methods they used. Evaluate the effectiveness in their ability to reform major problems.
Class Material:
Power Point
Introduction Video
Notebook Sheet & Article
11/26-28/2018- #Cultural Exhibition: Build Bridges & Not Walls: Diversity Makes America Great!
Essential Question: Evaluate the contributions of immigrants to the development of the United States of America’s history, society, culture and academia?
CourseMaterial
Step 1- MLA Reference Sheet (50pts Of your Final Grade)
Step 2- Cultural Exhibition Flashcards (20pts of your Final Grade)
How to Cite Sources Click Here- Easy Bib
How to Cite Sources Click Here- Citation Machine
Article- Pros & Cons of Immigration
The Importance of Diversity in America
Essential Question: Evaluate the contributions of immigrants to the development of the United States of America’s history, society, culture and academia?
CourseMaterial
Step 1- MLA Reference Sheet (50pts Of your Final Grade)
Step 2- Cultural Exhibition Flashcards (20pts of your Final Grade)
How to Cite Sources Click Here- Easy Bib
How to Cite Sources Click Here- Citation Machine
Article- Pros & Cons of Immigration
The Importance of Diversity in America
TechBoston Academy 10th Grade History Department Presents: #Cultural Exhibition: Build Bridges & Not Walls: Diversity Makes America Great!
By: Hughes, & Hector (200 Points)
Project Description: “Nearly 20% of our 57K students were born in another country, we want them to know they're safe and welcomed.” ~Supt. Tommy Chang. Therefore, TechBoston Academy is proud to honor and celebrate the heritage and identity of the many cultures and communities throughout our city and school system.
Student Objectives: SWBAT
Conduct Research- Students will have the opportunity to research a country and report out on FOUR of the following topics: academics, attitudes, beliefs, music, food, family, government's, politics, people, religion, social norms, traditional style of clothing and values, in poster board format. (Please see the examples below)
Student Deadlines & Action Plan:
Monday, November 5th – Thursday, November 8th
1) Students will select a country and four focus areas to research
2) Student will complete research and create a draft brainstorm of their project on a vision board
Tuesday, November 13th, 2018
3) Bring Poster Board to School or buy Poster Board from Mrs. Hughes-Odom or Ms. Hector
Wednesday, November 14th- Friday, November 16th
4) Work on Poster Board in Class
Final Poster Board Due: Monday, November 26th, 2018
Student Materials
Project Description
List of Countries
My Research Template (Download & Share W/ Mrs. Hughes)
By: Hughes, & Hector (200 Points)
Project Description: “Nearly 20% of our 57K students were born in another country, we want them to know they're safe and welcomed.” ~Supt. Tommy Chang. Therefore, TechBoston Academy is proud to honor and celebrate the heritage and identity of the many cultures and communities throughout our city and school system.
Student Objectives: SWBAT
Conduct Research- Students will have the opportunity to research a country and report out on FOUR of the following topics: academics, attitudes, beliefs, music, food, family, government's, politics, people, religion, social norms, traditional style of clothing and values, in poster board format. (Please see the examples below)
Student Deadlines & Action Plan:
Monday, November 5th – Thursday, November 8th
1) Students will select a country and four focus areas to research
2) Student will complete research and create a draft brainstorm of their project on a vision board
Tuesday, November 13th, 2018
3) Bring Poster Board to School or buy Poster Board from Mrs. Hughes-Odom or Ms. Hector
Wednesday, November 14th- Friday, November 16th
4) Work on Poster Board in Class
Final Poster Board Due: Monday, November 26th, 2018
Student Materials
Project Description
List of Countries
My Research Template (Download & Share W/ Mrs. Hughes)
Unit 2 Test- Industrialization (100pts)
Test A
*Cheating is forbidden!
Cheating=Using books or notes and all other forbidden material in examinations
Cheating= Asking another student for assistance or giving another student help an examination
Cheating= Saying another person work or words are yours without acknowledgment
Cheating= Surfing the web!
Test A
*Cheating is forbidden!
Cheating=Using books or notes and all other forbidden material in examinations
Cheating= Asking another student for assistance or giving another student help an examination
Cheating= Saying another person work or words are yours without acknowledgment
Cheating= Surfing the web!
10/30/2018- Robber Baron or Captain of Industry?
Unit 2: Industrialization
Objectives: Today, you will be researching the men who made industrialization happen. You will be evaluating whether their actions made them robber barons or captains of industry. By the end of class, you will be able to evaluate whether or not a few men having the majority of the wealth in America is a benefit to society or not.
Classwork:
Power Point
Video1- The Men Who Built America
Video 2- How Rockerfeller Became Rich
Article 1- Vanderbilt
Article 2- JP Morgan
Article 3- John D. Rockefeller
Notebook Sheet
Unit 2: Industrialization
Objectives: Today, you will be researching the men who made industrialization happen. You will be evaluating whether their actions made them robber barons or captains of industry. By the end of class, you will be able to evaluate whether or not a few men having the majority of the wealth in America is a benefit to society or not.
Classwork:
Power Point
Video1- The Men Who Built America
Video 2- How Rockerfeller Became Rich
Article 1- Vanderbilt
Article 2- JP Morgan
Article 3- John D. Rockefeller
Notebook Sheet
10/26/2018- Toll on the Environment
Unit 2: Industrialization
Objectives: You will be researching the effect that industrialization had on the environment. By the end of class you will have to decide if the all the jobs that were created, the goods that were produced, and the money that was made was worth the destruction of the environment
Classwork:
Power Point
Multi-Media Presentation
Article 1- Toll on the Environment
Article 2 - Problems with the Environment
Unit 2: Industrialization
Objectives: You will be researching the effect that industrialization had on the environment. By the end of class you will have to decide if the all the jobs that were created, the goods that were produced, and the money that was made was worth the destruction of the environment
Classwork:
Power Point
Multi-Media Presentation
Article 1- Toll on the Environment
Article 2 - Problems with the Environment
10/25/2018- Child Labor & Industrial Accidents
Unit 2: Industrialization
Objectives: You will look at the issue of child labor.You will gain an understanding of the types of jobs children had and why they worked in them. By the end of class you will use this information to decide if it was a good idea or not to have children working at the turn of the century.
Classwork:
Power Point
Multi-Media Presentation-Child Labor Images and Stories
Article- Industrial Accidents in the work place
Article- Compensation & Fault Reading
Video- Child Labor & Industrial Accidents
Unit 2: Industrialization
Objectives: You will look at the issue of child labor.You will gain an understanding of the types of jobs children had and why they worked in them. By the end of class you will use this information to decide if it was a good idea or not to have children working at the turn of the century.
Classwork:
Power Point
Multi-Media Presentation-Child Labor Images and Stories
Article- Industrial Accidents in the work place
Article- Compensation & Fault Reading
Video- Child Labor & Industrial Accidents
10/24/2018- Agricultural America vs Life in America during the Industrial Revolution
Unit 2: Industrialization
Objectives: Today you will create two slides that shows life in America pre-industrialization and life in America during the Industrial Revolution.
Class Material:
Share W/ [email protected]
Digital Ad Can Be Found Here
Movie Day Party
Unit 2: Industrialization
Objectives: Today you will create two slides that shows life in America pre-industrialization and life in America during the Industrial Revolution.
Class Material:
Share W/ [email protected]
Digital Ad Can Be Found Here
Movie Day Party
10/23/2018- Noteworthy Inventions
Unit 2: Industrialization
Objectives: Today you will analyze unit two’s essential question on industrialization. Lastly, using evidence from late 19th to the early 20th century industrialization, evaluate whether advancements in science and technology benefited society? Today, we are going to gain an understanding on how new inventions impacted American life.
Class Material
Power Point W/ Do Now & Processing Activity
Article- Noteworthy Inventions
Notebook Sheet
Unit 2: Industrialization
Objectives: Today you will analyze unit two’s essential question on industrialization. Lastly, using evidence from late 19th to the early 20th century industrialization, evaluate whether advancements in science and technology benefited society? Today, we are going to gain an understanding on how new inventions impacted American life.
Class Material
Power Point W/ Do Now & Processing Activity
Article- Noteworthy Inventions
Notebook Sheet
10/22/2018- Causes of the Industrial Revolution
Unit 2: Industrialization
Objectives: Today, we are going to gain an understanding of the different elements that caused the Industrial Revolution.
Class Material:
Power Point W/ Do Now & Processing Activity
Video- Industrial Revolution
Video 2- The Industrial Revolution Part 2
Article- Causes of the Industrial Revolution
Notebook Sheet
Homework: 1) Study for Quiz 2) Processing
Unit 2: Industrialization
Objectives: Today, we are going to gain an understanding of the different elements that caused the Industrial Revolution.
Class Material:
Power Point W/ Do Now & Processing Activity
Video- Industrial Revolution
Video 2- The Industrial Revolution Part 2
Article- Causes of the Industrial Revolution
Notebook Sheet
Homework: 1) Study for Quiz 2) Processing
10/16/2018- Social Media: Heaven of Hell for Young People?
Unit 2: Industrialization
Objectives: Today you will analyze unit two’s essential question on industrialization. Lastly, using evidence from late 19th to the early 20th century industrialization, evaluate whether advancements in science and technology (specifically the development of the internet and social media) benefited society?
Class Materials:
Power Point
Article: Social Media Heaven or Hell
Video- How Social Media is Affecting Teens
Video- Nerve
Notebook Sheet
Homework: Complete Processing Activity
Unit 2: Industrialization
Objectives: Today you will analyze unit two’s essential question on industrialization. Lastly, using evidence from late 19th to the early 20th century industrialization, evaluate whether advancements in science and technology (specifically the development of the internet and social media) benefited society?
Class Materials:
Power Point
Article: Social Media Heaven or Hell
Video- How Social Media is Affecting Teens
Video- Nerve
Notebook Sheet
Homework: Complete Processing Activity
10/12/2017- Puerto Rico: In the Dark!
Unit 2: Industrialization
Objectives: Today you will analyze unit two’s essential question on industrialization. Lastly, using evidence from late 19th to the early 20th century industrialization, evaluate whether advancements in science and technology (specifically the development of drones) benefited society?
Class Materials:
Power Point: W/ Do Now & Processing Activity
Multi-Media Presentation
Article- Puerto Rico Devastated by Maria
Notebook Sheet
Video One- Hurricane Maria
Video Two- Hurricane Michael
Unit 2: Industrialization
Objectives: Today you will analyze unit two’s essential question on industrialization. Lastly, using evidence from late 19th to the early 20th century industrialization, evaluate whether advancements in science and technology (specifically the development of drones) benefited society?
Class Materials:
Power Point: W/ Do Now & Processing Activity
Multi-Media Presentation
Article- Puerto Rico Devastated by Maria
Notebook Sheet
Video One- Hurricane Maria
Video Two- Hurricane Michael
10/11/2018- Drones: Harmful or Helpful?
Unit 2: Industrial Revolution
Objectives: Today you will analyze unit two’s essential question on industrialization. Lastly, using evidence from late 19th to the early 20th century industrialization, evaluate whether advancements in science and technology (specifically the development of drones) benefited society?
Class Materials:
Power Point W: Do Now & Processing Activity
Article 1: Drones Negative Impact
Article 2: The Positive Impact on Public Safety
Notebook Sheet
Video: Drones Harmful or Helpful
Homework: Complete Processing Activity
Enrichment Block:
Teens Go from Dumb to Dangerous on Social Media
Notebook Sheet
Unit 2: Industrial Revolution
Objectives: Today you will analyze unit two’s essential question on industrialization. Lastly, using evidence from late 19th to the early 20th century industrialization, evaluate whether advancements in science and technology (specifically the development of drones) benefited society?
Class Materials:
Power Point W: Do Now & Processing Activity
Article 1: Drones Negative Impact
Article 2: The Positive Impact on Public Safety
Notebook Sheet
Video: Drones Harmful or Helpful
Homework: Complete Processing Activity
Enrichment Block:
Teens Go from Dumb to Dangerous on Social Media
Notebook Sheet
10/9/2018- Introduction to Industrialization
Unit 2: Industrialization Revolution: Did it build or break America and or Americans?
Objectives: Today you will analyze unit two’s essential question on industrialization. Lastly, using evidence from late 19th to the early 20th century industrialization, evaluate whether advancements in science and technology benefited society?
Class Materials:
Power Point W/ Processing Activity
Article- The Negative Effects of Advancing Technology on Society
Notebook Sheet
Homework: Complete Processing Activity
Enrichment Block:
Teens Go from Dumb to Dangerous on Social Media
Notebook Sheet
Unit 2: Industrialization Revolution: Did it build or break America and or Americans?
Objectives: Today you will analyze unit two’s essential question on industrialization. Lastly, using evidence from late 19th to the early 20th century industrialization, evaluate whether advancements in science and technology benefited society?
Class Materials:
Power Point W/ Processing Activity
Article- The Negative Effects of Advancing Technology on Society
Notebook Sheet
Homework: Complete Processing Activity
Enrichment Block:
Teens Go from Dumb to Dangerous on Social Media
Notebook Sheet
Monday 10/1 to Thursday 10/5- Immigrant Narrative or Children's Book (100pts)
Background Information: For your culminating project for our unit on late 19th and early 20th century immigration in the United States, you will be evaluating the immigrant experience by writing a letter or creating a children's book from the perspective of an immigrant from the late 19th and early 20th century.
Through this project, you will demonstrate:
•Your understanding of the issues immigrants faced.
•Your understanding of how immigrants dealt with living in a new country.
•You ability to weigh the positive and the negative aspects of the immigrant experience and evaluate whether or not it was positive.
•Your ability to use historical evidence to support your argument.
First Draft Due: Wednesday, October 3rd, 2018 (20pts)
Classwork:
Project Description
Immigrant Rubric
Template- Immigrant letter
Children's Book:
Template- Immigrant Narrative Children's Book
Student Example 1- Marianna
Student Example 2- Bradley
Background Information: For your culminating project for our unit on late 19th and early 20th century immigration in the United States, you will be evaluating the immigrant experience by writing a letter or creating a children's book from the perspective of an immigrant from the late 19th and early 20th century.
Through this project, you will demonstrate:
•Your understanding of the issues immigrants faced.
•Your understanding of how immigrants dealt with living in a new country.
•You ability to weigh the positive and the negative aspects of the immigrant experience and evaluate whether or not it was positive.
•Your ability to use historical evidence to support your argument.
First Draft Due: Wednesday, October 3rd, 2018 (20pts)
Classwork:
Project Description
Immigrant Rubric
Template- Immigrant letter
Children's Book:
Template- Immigrant Narrative Children's Book
Student Example 1- Marianna
Student Example 2- Bradley
9/28/2018- Anti-Immigration Laws
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions: In the first unit of the year students will be able to evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Were immigrants better off in the United States than in their country of origin? In this lesson you will: Evaluate the immigration laws from the late 19th and early 20th centuries. What parts of the laws do you feel are good ideas that we should still be doing today? What parts of the laws do you disagree with? Explain all of your answers.
Classwork:
Power Point
Article- Anti Immigration Laws of the 19th/20th Century
Notebook Sheet
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions: In the first unit of the year students will be able to evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Were immigrants better off in the United States than in their country of origin? In this lesson you will: Evaluate the immigration laws from the late 19th and early 20th centuries. What parts of the laws do you feel are good ideas that we should still be doing today? What parts of the laws do you disagree with? Explain all of your answers.
Classwork:
Power Point
Article- Anti Immigration Laws of the 19th/20th Century
Notebook Sheet
9/27/2018- Ellis Island
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions: In the first unit of the year students will be able to evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Were immigrants better off in the United States than in their country of origin?
Classwork:
Power Point
Article- Ellis Island
Notebook Sheet
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions: In the first unit of the year students will be able to evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Were immigrants better off in the United States than in their country of origin?
Classwork:
Power Point
Article- Ellis Island
Notebook Sheet
9/25/2018- American Dream Realized
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions: In the first unit of the year students will be able to evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Were immigrants better off in the United States than in their country of origin?
Classwork:
Class Power Point
Article- American Dream Realized
Notebook Sheet
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions: In the first unit of the year students will be able to evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Were immigrants better off in the United States than in their country of origin?
Classwork:
Class Power Point
Article- American Dream Realized
Notebook Sheet
9/20/2018- Lure of America
Unit 1: Immigration
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions: In the first unit of the year students will be able to evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Were immigrants better off in the United States than in their country of origin?
Classwork:
Power Point
Primary Sources- Immigrant Letters
Notebook Sheet
Unit 1: Immigration
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions: In the first unit of the year students will be able to evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Were immigrants better off in the United States than in their country of origin?
Classwork:
Power Point
Primary Sources- Immigrant Letters
Notebook Sheet
9/18/2017- Violence in America Part 1
Unit 1: Immigration
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions: In the first unit of the year students will be able to evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Were immigrants better off in the United States than in their country of origin?
Classwork:
Power Point
Article 1- Violence Against the Chinese
Article 2- Violence Against the Italians
Notebook Sheet
Unit 1: Immigration
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions: In the first unit of the year students will be able to evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Were immigrants better off in the United States than in their country of origin?
Classwork:
Power Point
Article 1- Violence Against the Chinese
Article 2- Violence Against the Italians
Notebook Sheet
9/17/2018- Nativism
Unit 1: Immigration
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions:Today, we are going to look at the history of how immigrants are treated in the United States. MA History Content Standards: 10.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these
Classwork:
2018 Power Point
Primary Sources of Nativism
Notebook Sheet on Nativism
Unit 1: Immigration
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions:Today, we are going to look at the history of how immigrants are treated in the United States. MA History Content Standards: 10.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these
Classwork:
2018 Power Point
Primary Sources of Nativism
Notebook Sheet on Nativism
9/14/2018- Life in America
Unit 1: Immigration
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions: In the first unit of the year students will be able to Evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Were immigrants better off in the United States than in their country of origin?
Classwork:
Power Point w/ Primary Sources
Notebook Sheet
Unit 1: Immigration
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions: In the first unit of the year students will be able to Evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Were immigrants better off in the United States than in their country of origin?
Classwork:
Power Point w/ Primary Sources
Notebook Sheet
9/13/2018- Push & Pull Factors
Unit 1: Immigration
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions: In the first unit of the year students will be able to Evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Were immigrants better off in the United States than in their country of origin?
Classwork:
Power Point- Push & Pull Factors
Reading- Push and Pull Factors in the Late 19th and Early 20th Century Immigration
Notebook Sheet
Unit 1: Immigration
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions: In the first unit of the year students will be able to Evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Were immigrants better off in the United States than in their country of origin?
Classwork:
Power Point- Push & Pull Factors
Reading- Push and Pull Factors in the Late 19th and Early 20th Century Immigration
Notebook Sheet
9/11/2018- Classroom Routines & Expectations
Unit: First Days of School
Objectives: SWBAT understand the classroom routines and expectations. Discuss this difference between a productive and unproductive classroom. Build community and have fun through experiential learning activities.
Classwork:
Power Point
Worksheet
Video 1- The Corner Kids Classroom
Video 2- The Fight
Unit: First Days of School
Objectives: SWBAT understand the classroom routines and expectations. Discuss this difference between a productive and unproductive classroom. Build community and have fun through experiential learning activities.
Classwork:
Power Point
Worksheet
Video 1- The Corner Kids Classroom
Video 2- The Fight
9/10/2018- Student Identity Profile: Who Are You? What is Your Story?
Unit: First Days of School
Objectives: SWBAT complete an identify profile that will allow Ms. Hughes’ to learn about your strengths and weaknesses. During this assessment, I want you to keep it 100%; be as FRANK and CANDID as possible. To build community of learners through an experiential learning opportunity.
Classwork:
PowerPoint
Student Profile Worksheet
Video One- Renee Omolade
Video Two- Juma Crawford
Video Three-Bithiah Carter
Unit: First Days of School
Objectives: SWBAT complete an identify profile that will allow Ms. Hughes’ to learn about your strengths and weaknesses. During this assessment, I want you to keep it 100%; be as FRANK and CANDID as possible. To build community of learners through an experiential learning opportunity.
Classwork:
PowerPoint
Student Profile Worksheet
Video One- Renee Omolade
Video Two- Juma Crawford
Video Three-Bithiah Carter
