This is WHat we DO!
Connecting the Classroom to the Community
THE MARATHON CONTINUES!
PLEASE READ EVERYTHING DAILY TO ENSURE YOU PASS FOR THE SEMESTER !
YOUR CLASSWORK IS BELOW....
Dear Scholars,
In my Nipsey Hussle voice, THE MARATHON CONTINUES. Although, our school has been shut down due to the COVID-19, your educational GRIND and HUSSLE must continue. Therefore, in U.S. History II there will be #NODaysOff and we will operate like business per usual. Please note we are in this together and I look forward to assisting and providing you with the educational supports you need to slay term 3. Furthermore, please find below everything you need to be successful over the next few weeks.
We Rise Together, ~Mrs. Hughes
Business Per Usual: How to Access Your Daily Classwork!
Excellence is the New Minimum: Student Expectations for Online Learning!
In my Nipsey Hussle voice, THE MARATHON CONTINUES. Although, our school has been shut down due to the COVID-19, your educational GRIND and HUSSLE must continue. Therefore, in U.S. History II there will be #NODaysOff and we will operate like business per usual. Please note we are in this together and I look forward to assisting and providing you with the educational supports you need to slay term 3. Furthermore, please find below everything you need to be successful over the next few weeks.
We Rise Together, ~Mrs. Hughes
Business Per Usual: How to Access Your Daily Classwork!
- You can access your daily assignments on our class website http://www.mrsodom92218.com/
- Your classwork for the week will be uploaded by Sunday at 8:00pm
- We will move to digital notebooks. As a result, you are expected to download the notebook sheet every day and share them with [email protected]
- Please label your notebook sheet as the following: (Date & CW) (Title of Lesson) (First & Last Name)
Excellence is the New Minimum: Student Expectations for Online Learning!
- Check the class website and your BPS email every day. If you have any questions about your classwork please feel free to text, call, or email me directly. Cell: 617.922.9547 Email: [email protected]
- Attendance: I am required to record daily attendance each week. Attendance includes completing learning activities and interactions with teachers/staff.
- Schedule: Our class will meet on Tuesdays and Thursdays from 3:15pm-4:15pm will we will discuss, review, and analysis the lesson and classwork for that day.
- Course Videos: A detailed video will be uploaded with each lesson (per usual). I continue to get great feedback about both the #HipHughes and #CrashCourse videos so we will continue to use them to help you conceptualize the content. I’m happy they are easy to follow too.
- Grading: I will continue to provide you with feedback and update grades in ASPEN at the end of each week.
Office Hours: Friday’s at 12:00pm. However, you can call/schedule to meet with me at any time. If I don’t have an appointment. I am happy to meet with you whenever!
Week 13: Monday June 15th to Friday, June 19th, 2020
Dear Scholars,
“Did you hear about the rose that grew from a crack in the concrete? Proving nature's laws wrong, it learned to walk without having feet. Funny, it seems to by keeping its dreams; it learned to breathe fresh air. Long live the rose that grew from concrete when no one else even cared.”
In the poem “The Rose That Grew from Concrete” by Tupac Shakur, the poem represents the ways that someone can become something great coming from a place that's not recognized as great. I selected this poem because despite what the world may say, you were born GREAT and with GREATNESS in you!
Welcome to the final week of online learning. Above, you will find the schedule for your U.S. History II Course Reflection and Final Exam. To access the reflection and the exam, please log in to the class zoom for the directions and link.
Join Zoom Meeting: Tuesday & Thursday
Meeting ID: 818 8077 3262
Password: 899763
Access the Finals Here: Click the Links Below
1.Course Reflection 50pts
2. Final Exam- 200pts
Dear Scholars,
“Did you hear about the rose that grew from a crack in the concrete? Proving nature's laws wrong, it learned to walk without having feet. Funny, it seems to by keeping its dreams; it learned to breathe fresh air. Long live the rose that grew from concrete when no one else even cared.”
In the poem “The Rose That Grew from Concrete” by Tupac Shakur, the poem represents the ways that someone can become something great coming from a place that's not recognized as great. I selected this poem because despite what the world may say, you were born GREAT and with GREATNESS in you!
Welcome to the final week of online learning. Above, you will find the schedule for your U.S. History II Course Reflection and Final Exam. To access the reflection and the exam, please log in to the class zoom for the directions and link.
Join Zoom Meeting: Tuesday & Thursday
Meeting ID: 818 8077 3262
Password: 899763
Access the Finals Here: Click the Links Below
1.Course Reflection 50pts
2. Final Exam- 200pts
Week 12: Monday June 8th to Friday, June 12th, 2020
Monday, June 8th & Tuesday, June 8th
Black Panther Party #Demands
Objectives: Today, you will be looking at the demands of the Black Panther Party and determining if these demands are an appropriate request from the government.
Class Materials
Article- Ten Point Platform
Notebook Sheet
Wednesday, June 10th & Thursday, June 11th
#Strategy: Black Panther Party
Objectives: Today, you will be looking at the methods that the Black Panther Party, established in 1966, took in order to reduce or eliminate the struggles of African Americans in the late 1960s.You will also see the obstacles that they faced as a result of some of their methods.
Class Materials
PowerPoint: W/ Do Now & Processing Activity
Notebook Sheet
Article- Black Panther Party Survival Programs
Video- 5 Things You Need to Know
Friday, June 12th, 2020
Final Exam Review
Review for Final Exam
Monday, June 8th & Tuesday, June 8th
Black Panther Party #Demands
Objectives: Today, you will be looking at the demands of the Black Panther Party and determining if these demands are an appropriate request from the government.
Class Materials
Article- Ten Point Platform
Notebook Sheet
Wednesday, June 10th & Thursday, June 11th
#Strategy: Black Panther Party
Objectives: Today, you will be looking at the methods that the Black Panther Party, established in 1966, took in order to reduce or eliminate the struggles of African Americans in the late 1960s.You will also see the obstacles that they faced as a result of some of their methods.
Class Materials
PowerPoint: W/ Do Now & Processing Activity
Notebook Sheet
Article- Black Panther Party Survival Programs
Video- 5 Things You Need to Know
Friday, June 12th, 2020
Final Exam Review
Review for Final Exam
Week 11: Monday June 1st to Friday, June 5th, 2020
Weekly Overview: Nearly 100 years after the Emancipation Proclamation, African Americans in Southern states still inhabited a starkly unequal world of disenfranchisement, segregation and various forms of oppression, including race-inspired violence. “Jim Crow” laws at the local and state levels barred them from classrooms and bathrooms, from theaters and train cars, from juries and legislatures. In this unit, you will learn about the different strategies that African Americans leaders used to gain equality AND make modern day connections to the George Floyd Protest.
Monday June 1st & Tuesday June 2nd- Intro to the Civil Rights Movement
& Context to March to Selma
Objective: Describe what voting was like for African Americans in the South during the 1950s and 60s?
Classwork:
Power Point
Notebook Sheet
Video- Barriers for Black Voters
Primary Sources- Voting Rights in the the South in the 1960s
Wednesday, June 3rd & Thursday, June 4th Strategy: March to Selma
Objective: 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.
Classwork:
Power Point
Notebook Sheet
Video- History March to Selma
Video- Bloody Sunday
Primary Source Article
Friday June 5th- Impact: March to Selma
Objective: Today, you will be presented with evidence that will allow you to decide if there was a change in voting rights. It is up to you to decide what degree the march influenced the change in voting rights
Classwork:
Power Point
Notebook Sheet
Primary Sources- Change in Voting Documents
Video LBJ- The American Promise
Weekly Overview: Nearly 100 years after the Emancipation Proclamation, African Americans in Southern states still inhabited a starkly unequal world of disenfranchisement, segregation and various forms of oppression, including race-inspired violence. “Jim Crow” laws at the local and state levels barred them from classrooms and bathrooms, from theaters and train cars, from juries and legislatures. In this unit, you will learn about the different strategies that African Americans leaders used to gain equality AND make modern day connections to the George Floyd Protest.
Monday June 1st & Tuesday June 2nd- Intro to the Civil Rights Movement
& Context to March to Selma
Objective: Describe what voting was like for African Americans in the South during the 1950s and 60s?
Classwork:
Power Point
Notebook Sheet
Video- Barriers for Black Voters
Primary Sources- Voting Rights in the the South in the 1960s
Wednesday, June 3rd & Thursday, June 4th Strategy: March to Selma
Objective: 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.
Classwork:
Power Point
Notebook Sheet
Video- History March to Selma
Video- Bloody Sunday
Primary Source Article
Friday June 5th- Impact: March to Selma
Objective: Today, you will be presented with evidence that will allow you to decide if there was a change in voting rights. It is up to you to decide what degree the march influenced the change in voting rights
Classwork:
Power Point
Notebook Sheet
Primary Sources- Change in Voting Documents
Video LBJ- The American Promise
Week 10: Tuesday, May 26th- Friday, May 29th, 2020
Tuesday, May 26th- Wednesday, May 27th- New Deal Policies: WPA & SSA
Objective: Analyze the New Deal Programs and determine whether they were successful or not. In this case study, we will focus on the New Deal Programs that invested in youth and provided direct relief.
Classwork:
Digital Notebook Sheet
Class Power Point
ND Policy- WPA
ND Policy- SSA
Thursday, May 28th, 2020- The Black Experience
Objective: 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.
Classwork
Power Point
BS The Black Experience
The Black Experience Primary Source
MAKE UP: Friday, May 29th- Check for Understanding Unit 7 Quiz
Please check ASPEN to make sure you do not have to complete this assessment. Some of you already completed it and received 10pts.
Classwork
Unit Quiz
Answer Key- Please Download & Share
Tuesday, May 26th- Wednesday, May 27th- New Deal Policies: WPA & SSA
Objective: Analyze the New Deal Programs and determine whether they were successful or not. In this case study, we will focus on the New Deal Programs that invested in youth and provided direct relief.
Classwork:
Digital Notebook Sheet
Class Power Point
ND Policy- WPA
ND Policy- SSA
Thursday, May 28th, 2020- The Black Experience
Objective: 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.
Classwork
Power Point
BS The Black Experience
The Black Experience Primary Source
MAKE UP: Friday, May 29th- Check for Understanding Unit 7 Quiz
Please check ASPEN to make sure you do not have to complete this assessment. Some of you already completed it and received 10pts.
Classwork
Unit Quiz
Answer Key- Please Download & Share
Week 9: Monday, May 18th- Friday, May 22nd, 2020
Weekly Overview: Last week you were introduced to the causes and impact of the Great Depression. This week we will evaluate whether or not President Franklin D. Roosevelt’s New Deal Policies was an effective remedy (solution)? Finally, you are going to describe and discuss, what role should the government play in an economic crisis?
Monday May 18th -Tuesday May 19th- New Deal Policies: AAA & CCC
Objective: 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 Great Depression and transformed the American society and the economy.
Class Materials:
Lesson Recap
Digital Notebook Sheet
Class Power Point- W/ Key Vocabulary Words
Class Articles - AAA & CCC
Video- Agricultural Adjustment Act
Wednesday, May 20th: New Deal Policies FDIC & NIRA
Objective: You will gain an understanding on how the New Deal programs (FDIC, NIRA) sought to solve the immediate problems of the Great Depression and transformed the American society and the economy.
Class Materials:
Digital Notebook Sheet
Class Power Point
Video- New Deal Programs
Article 1- Federal Deposit Insurance Corporation
Article 2- National Industrial Recovery Act
Thursday May 21st-Friday, May 22nd- New Deal Policies: WPA & SSA
Objective: Analyze the New Deal Programs and determine whether they were successful or not. In this case study, we will focus on the New Deal Programs that invested in youth and provided direct relief.
Class Materials:
Digital Notebook Sheet
Class Power Point
ND Policy- WPA
ND Policy- SSA
Weekly Overview: Last week you were introduced to the causes and impact of the Great Depression. This week we will evaluate whether or not President Franklin D. Roosevelt’s New Deal Policies was an effective remedy (solution)? Finally, you are going to describe and discuss, what role should the government play in an economic crisis?
Monday May 18th -Tuesday May 19th- New Deal Policies: AAA & CCC
Objective: 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 Great Depression and transformed the American society and the economy.
Class Materials:
Lesson Recap
Digital Notebook Sheet
Class Power Point- W/ Key Vocabulary Words
Class Articles - AAA & CCC
Video- Agricultural Adjustment Act
Wednesday, May 20th: New Deal Policies FDIC & NIRA
Objective: You will gain an understanding on how the New Deal programs (FDIC, NIRA) sought to solve the immediate problems of the Great Depression and transformed the American society and the economy.
Class Materials:
Digital Notebook Sheet
Class Power Point
Video- New Deal Programs
Article 1- Federal Deposit Insurance Corporation
Article 2- National Industrial Recovery Act
Thursday May 21st-Friday, May 22nd- New Deal Policies: WPA & SSA
Objective: Analyze the New Deal Programs and determine whether they were successful or not. In this case study, we will focus on the New Deal Programs that invested in youth and provided direct relief.
Class Materials:
Digital Notebook Sheet
Class Power Point
ND Policy- WPA
ND Policy- SSA
Week 8: Monday, May 11th to Friday May 11th, 2020
Monday & Tuesday, May 12th, 2020- Finalize Unit 7 Assessment
This week you finalize your roaring 20s assessment. For details, please click on the project description. The project is worth 100pts and is due on Wednesday, May 13th, 2020. On Wednesday, we will start our new unit on the Great Depression and make modern day connections to Covid-19.
Classwork
Project Description
Teacher Example: Ms. Hughes'
Student Example 1
Student Example 2
Wednesday, May 13th, 2020- Causes of the Great Depression
Objective: 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
Notebook Sheet
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
Thursday, May 14th, 2020- Human Impact
Objective: Today you will gain an understanding on how the Great Depression impacted the American people. You will be reviewing 2 multi-media presentation, to draw your conclusions on your digital notebook sheet.
Classwork
Class Power Point
Notebook Sheet
Quotes on Human Impact
Affects of the Great Depression
Friday, May 15th, 2020- The Black Experience
Objective: 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.
Classwork
Power Point
BS The Black Experience
The Black Experience Primary Source
Monday & Tuesday, May 12th, 2020- Finalize Unit 7 Assessment
This week you finalize your roaring 20s assessment. For details, please click on the project description. The project is worth 100pts and is due on Wednesday, May 13th, 2020. On Wednesday, we will start our new unit on the Great Depression and make modern day connections to Covid-19.
Classwork
Project Description
Teacher Example: Ms. Hughes'
Student Example 1
Student Example 2
Wednesday, May 13th, 2020- Causes of the Great Depression
Objective: 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
Notebook Sheet
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
Thursday, May 14th, 2020- Human Impact
Objective: Today you will gain an understanding on how the Great Depression impacted the American people. You will be reviewing 2 multi-media presentation, to draw your conclusions on your digital notebook sheet.
Classwork
Class Power Point
Notebook Sheet
Quotes on Human Impact
Affects of the Great Depression
Friday, May 15th, 2020- The Black Experience
Objective: 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.
Classwork
Power Point
BS The Black Experience
The Black Experience Primary Source
Week 7: Monday May 4th, 2020 to Friday, May 8th, 2020
Weekly Overview: This week we will take a deep dive into the unit essential questions. We will discuss what were the negative depictions (representations) of African Americans that were portrayed (represented) in the Roaring 20s and explain are these images still portrayed (represented) in mainstream America, explain your reasoning? This assessment allows us to combine to past with the present and is the most popular assessment of the unit! I look forward to seeing what you are going to create.
Monday, May 4th- Check for Understanding Unit 7 Quiz
Classwork
Unit Quiz
Answer Key- Please Download & Share
Tues, May 5th & Wed, May 6th -Mass Media & Unpacking Stereotypes of the 1920s
Objective: 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 multimedia presentation and reading a short except.
Classwork
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
Thursday May 7th- Intro to Roaring 20s Unit Assessment
Objective: 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 Powerpoint in which you by analyze mainstream advertisements and media to defend your claim.
Classwork
Project Description
Teacher Example: Ms. Hughes'
Student Example 1
Student Example 2
Friday May 8th- Work on Unit 7 Assessment
Weekly Overview: This week we will take a deep dive into the unit essential questions. We will discuss what were the negative depictions (representations) of African Americans that were portrayed (represented) in the Roaring 20s and explain are these images still portrayed (represented) in mainstream America, explain your reasoning? This assessment allows us to combine to past with the present and is the most popular assessment of the unit! I look forward to seeing what you are going to create.
Monday, May 4th- Check for Understanding Unit 7 Quiz
Classwork
Unit Quiz
Answer Key- Please Download & Share
Tues, May 5th & Wed, May 6th -Mass Media & Unpacking Stereotypes of the 1920s
Objective: 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 multimedia presentation and reading a short except.
Classwork
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
Thursday May 7th- Intro to Roaring 20s Unit Assessment
Objective: 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 Powerpoint in which you by analyze mainstream advertisements and media to defend your claim.
Classwork
Project Description
Teacher Example: Ms. Hughes'
Student Example 1
Student Example 2
Friday May 8th- Work on Unit 7 Assessment
Week 6: April 26th, - May 1, 2020
Unit: The Roaring Twenties
Weekly Overview: You will begin this week by investigating and gaining an understanding of the following: The clash between traditional and modern views in the 1920s. You will also get to preview the debate between religion and science through the famous Scopes Trial. Towards the end of the week, you will look at the birth of the Jazz Era and learn how many responded to it.
Mon, April 27th, 2020- The Isms: The Clash between Traditionalism& Modernism
Lesson Objective: You will begin your investigations and gain an understanding on the following: The clash between traditional and modern views in the 1920s. additionally, you will learn about the debate between religion and science through the scopes trial.
Class Materials
Class Power Point
Digital Notebook Sheet
Article- The Clash Between Traditionalism & Modernism
Source 2- Video
Tues, April 28th, 2020- The Eugenics Movement & The Clash of Evolution
Lesson Objective: Today you will learn about the Eugenics movement and participate in a video reflection and online discussion. The Eugenics is a movement aimed at improving the genetic composition of the human race. Historically, eugenicists advocated selective breeding to achieve these goals. You will argue is this justified.
Class Materials:
Video- Eugenicist Movement
Digital Notebook Sheet
Wed, April 29th, 2020- Individual Check Ins & Zoom In
Schedule an individual/ small group study session with Mrs. Hughes
Zoom In for Class
Thurs. 4/30 & Fri. 5/1 2020- The Birth of Jazz Music & The American Response
Lesson Objective: You will begin your investigations and gain an understanding on the following: the birth of the Jazz Era and famous African- American artist. You will also learn how many White Americans responded to Jazz cultural and African Americans during the 1920s
Class Materials:
Class Power Point
Digital Notebook Sheet
Multi-Media Presentation- Jazz Culture in the 1920s
Article 1- American Jazz Culture & Racial Tensions
Unit: The Roaring Twenties
Weekly Overview: You will begin this week by investigating and gaining an understanding of the following: The clash between traditional and modern views in the 1920s. You will also get to preview the debate between religion and science through the famous Scopes Trial. Towards the end of the week, you will look at the birth of the Jazz Era and learn how many responded to it.
Mon, April 27th, 2020- The Isms: The Clash between Traditionalism& Modernism
Lesson Objective: You will begin your investigations and gain an understanding on the following: The clash between traditional and modern views in the 1920s. additionally, you will learn about the debate between religion and science through the scopes trial.
Class Materials
Class Power Point
Digital Notebook Sheet
Article- The Clash Between Traditionalism & Modernism
Source 2- Video
Tues, April 28th, 2020- The Eugenics Movement & The Clash of Evolution
Lesson Objective: Today you will learn about the Eugenics movement and participate in a video reflection and online discussion. The Eugenics is a movement aimed at improving the genetic composition of the human race. Historically, eugenicists advocated selective breeding to achieve these goals. You will argue is this justified.
Class Materials:
Video- Eugenicist Movement
Digital Notebook Sheet
Wed, April 29th, 2020- Individual Check Ins & Zoom In
Schedule an individual/ small group study session with Mrs. Hughes
Zoom In for Class
Thurs. 4/30 & Fri. 5/1 2020- The Birth of Jazz Music & The American Response
Lesson Objective: You will begin your investigations and gain an understanding on the following: the birth of the Jazz Era and famous African- American artist. You will also learn how many White Americans responded to Jazz cultural and African Americans during the 1920s
Class Materials:
Class Power Point
Digital Notebook Sheet
Multi-Media Presentation- Jazz Culture in the 1920s
Article 1- American Jazz Culture & Racial Tensions
Week 5: Monday, April 13th- Friday, April 17th
Unit Objective: Welcome to the Roaring Twenties- Unit 7! Mrs. Hughes’ Favorite Unit!! In this unit you are going to explain, 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? Additionally, you will Evaluate whether or not the 1920’s was truly “roaring”?
Monday April 13th, 2020- Finalize American Imperialism Assessment (100pts)
Tuesday, April 14th, 2020
Lesson Objective: 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.
Class Materials
Class PowerPoint
Notebook Sheet
Multi-Media Presentation- The New Inventions of the 1920s
Article 1- American Consumerism (Read Page 14| Right Side Only)
Wednesday April 15th, 2020- Individual Phone Calls & Student Conferences
Thursday, April 16th, 2020- The Role of Women & The Demons of Prohibition
Lesson Objective: 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.
Classwork
Power Point
Notebook Sheet
Multi- Media Presentation
Article- Women, Gangsters & Alcohol
Video- Why Al Capone Wasn't Your Typical Discreet Gangster
Friday, April 17th, 2020- The History of the Red Lip &
Weekly Class Zoom Session 10:00am
Classwork:
Video- The History of the Red Lip
Article- The History of the Red Lip
Unit Objective: Welcome to the Roaring Twenties- Unit 7! Mrs. Hughes’ Favorite Unit!! In this unit you are going to explain, 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? Additionally, you will Evaluate whether or not the 1920’s was truly “roaring”?
Monday April 13th, 2020- Finalize American Imperialism Assessment (100pts)
Tuesday, April 14th, 2020
Lesson Objective: 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.
Class Materials
Class PowerPoint
Notebook Sheet
Multi-Media Presentation- The New Inventions of the 1920s
Article 1- American Consumerism (Read Page 14| Right Side Only)
Wednesday April 15th, 2020- Individual Phone Calls & Student Conferences
Thursday, April 16th, 2020- The Role of Women & The Demons of Prohibition
Lesson Objective: 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.
Classwork
Power Point
Notebook Sheet
Multi- Media Presentation
Article- Women, Gangsters & Alcohol
Video- Why Al Capone Wasn't Your Typical Discreet Gangster
Friday, April 17th, 2020- The History of the Red Lip &
Weekly Class Zoom Session 10:00am
Classwork:
Video- The History of the Red Lip
Article- The History of the Red Lip
Week 4- Monday, April 6th- Monday, April 13th, 2020
Assessment Week: American Imperialism Unit Essay OR Unit Exam
Weekly Overview: This week you will have the opportunity to demonstrate your learning by writing a unit essay or taking a unit exam. Both assessments are designed to take the same amount time. Therefore, please be sure to read the essay directions and take a look at the unit exam before deciding. (PLEASE MAKE SURE TO REVIEW THE ACADEMIC CALENDAR)
UNIT ESSAY: (100PTS)
1.Detailed Essay Instructions- Please Read Everything
2.Select your Graphic Organizer:
Graphic Organizer 1- With Sentence Starters
Graphic Organizer 2- Without Sentence Starters
Research & Evidence Packet of All the Primary Sources
Essay Rubric
UNIT EXAM: (100PTS)
Unit Exam Test Booklet
Answer Key: Please Place ALL YOUR Answers Here
Assessment Week: American Imperialism Unit Essay OR Unit Exam
Weekly Overview: This week you will have the opportunity to demonstrate your learning by writing a unit essay or taking a unit exam. Both assessments are designed to take the same amount time. Therefore, please be sure to read the essay directions and take a look at the unit exam before deciding. (PLEASE MAKE SURE TO REVIEW THE ACADEMIC CALENDAR)
UNIT ESSAY: (100PTS)
1.Detailed Essay Instructions- Please Read Everything
2.Select your Graphic Organizer:
Graphic Organizer 1- With Sentence Starters
Graphic Organizer 2- Without Sentence Starters
Research & Evidence Packet of All the Primary Sources
Essay Rubric
UNIT EXAM: (100PTS)
Unit Exam Test Booklet
Answer Key: Please Place ALL YOUR Answers Here
Week 3- Tuesday, March 31st, 2020 - Friday, April 3rd, 2020
Monday 3/30- #MakeUpMonday
For those who need to get in their missing assignments, please do so ASAP. Lastly, I look forward to calling and checking in on you regarding the progress you made in History
Tuesday 3/31- Wednesday 4/1 - Panama: Profit or Protest?
Classwork
Power Point w/ Objectives
Digital Notebook Sheet
Video Review- How the U.S Stole the Panama Canal
The History of Panama Canal
Thursday 4/2-Friday 4/3- American Imperialism Review
Directions: Before we begin our unit project, you will have the opportunity to participate in a unit review that will allow you to conceptualize big ideas and make connections between lessons. Please watch both the crash Course and the #HipHughesHistory overview and take one page of notes on the lesson.
Classwork
Digital Notebook Sheet
Video 1- Crash Course
Video 2- U.S Imperialism Explained
Monday 3/30- #MakeUpMonday
For those who need to get in their missing assignments, please do so ASAP. Lastly, I look forward to calling and checking in on you regarding the progress you made in History
Tuesday 3/31- Wednesday 4/1 - Panama: Profit or Protest?
Classwork
Power Point w/ Objectives
Digital Notebook Sheet
Video Review- How the U.S Stole the Panama Canal
The History of Panama Canal
Thursday 4/2-Friday 4/3- American Imperialism Review
Directions: Before we begin our unit project, you will have the opportunity to participate in a unit review that will allow you to conceptualize big ideas and make connections between lessons. Please watch both the crash Course and the #HipHughesHistory overview and take one page of notes on the lesson.
Classwork
Digital Notebook Sheet
Video 1- Crash Course
Video 2- U.S Imperialism Explained
Week 2- Tuesday, March 24th, 2020 - Friday, March 27th, 2020
Make Up Monday- Extended Deadline for last week’s assignments
3/24 Tuesday- Dominican Republic
Power Point
Digital Notebook Sheet
Article 1- History Alive Case Study Notes
Video Summary of the Lesson-
3/25 Wednesday- Cuba
Power Point
Digital Notebook Sheet
Article 1- History Alive Case Study Notes
Video Summary of the Lesson
3/26-3/27-Thursday& Friday Phillipines
Power Point
Digital Notebook Sheet
Article 1- History Alive Case Study Notes
Video Summary of the Lesson
Make Up Monday- Extended Deadline for last week’s assignments
3/24 Tuesday- Dominican Republic
Power Point
Digital Notebook Sheet
Article 1- History Alive Case Study Notes
Video Summary of the Lesson-
3/25 Wednesday- Cuba
Power Point
Digital Notebook Sheet
Article 1- History Alive Case Study Notes
Video Summary of the Lesson
3/26-3/27-Thursday& Friday Phillipines
Power Point
Digital Notebook Sheet
Article 1- History Alive Case Study Notes
Video Summary of the Lesson
Week 1: Tuesday March 17th- Sunday,March 22nd
3/17 Tuesday: Case Study 2- China
Overview: Today you will read a short passage on America’s involvement, response and actions, taking in China. After reading each passage you will implement the following skills and drills:
Power Point
Boxer's Rebellion Video Overview
Digital Notebook Sheet
Sources- History Alive Case Study
3/19 Thursday- 3/20 Friday: Case Study 3- Mexico
Overview: Today you will read a short passage on America’s involvement, response and actions, taking in Mexico. After reading each passage you will implement the following skills and drills:
Power Point
Digital Notebook Sheet
Sources- History Alive Case Study
Woodrow Wilson's Intervention in the Mexican Revolution
3/17 Tuesday: Case Study 2- China
Overview: Today you will read a short passage on America’s involvement, response and actions, taking in China. After reading each passage you will implement the following skills and drills:
- Paraphrase- Reword and rephrase what happened in your own words. Be as detailed as possible
- Infer- Using the evidence given, you are going to draw a conclusion on what may happen or make a well-informed guess. Ask as many questions as you can think of.
- Evaluate- Take a stance by judging the pros and cons of the situation.
Power Point
Boxer's Rebellion Video Overview
Digital Notebook Sheet
Sources- History Alive Case Study
3/19 Thursday- 3/20 Friday: Case Study 3- Mexico
Overview: Today you will read a short passage on America’s involvement, response and actions, taking in Mexico. After reading each passage you will implement the following skills and drills:
- Paraphrase- Reword and rephrase what happened in your own words. Be as detailed as possible
- Infer- Using the evidence given, you are going to draw a conclusion on what may happen or make a well-informed guess. Ask as many questions as you can think of.
- Evaluate- Take a stance by judging the pros and cons of the situation.
Power Point
Digital Notebook Sheet
Sources- History Alive Case Study
Woodrow Wilson's Intervention in the Mexican Revolution
3/13/2020- School Climate Survey
General Information
Students will take the surveys online on Panorama Education’s secure website.
Step 1: Students will log in to their BPS Clever account.
Step 2: Students will then scroll to the “More Apps” section and click on the Panorama logo.
Step 3: Students will start their survey: After clicking into Panorama, students will be directed to the survey selection page (shown below). To start the survey, students will click the green button on the right side of the screen that says “Start Surveys,” or the blue text next to each individual survey that says “Take this survey.”
General Information
- There are three surveys that should take 10-15 minutes each.
- One is general school climate and the other 2 are each about one of their teachers.
- Please stress that students do not submit until they are done because they cannot go back. Each individual survey has its own "Submit" button.
- If a student gets a survey for a teacher they don't have: There is a question at the beginning of the survey asking how frequently, if at all, a student sees the teacher listed. This will be their opportunity to note if they don't have the teacher listed in the survey. They will then be directed to move on to the next survey or complete the process if done.
Students will take the surveys online on Panorama Education’s secure website.
Step 1: Students will log in to their BPS Clever account.
Step 2: Students will then scroll to the “More Apps” section and click on the Panorama logo.
Step 3: Students will start their survey: After clicking into Panorama, students will be directed to the survey selection page (shown below). To start the survey, students will click the green button on the right side of the screen that says “Start Surveys,” or the blue text next to each individual survey that says “Take this survey.”
3/12/2020: 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: 1) Justify/ Defend opinions 2) Carry out oral instruction 3) Identify main ideas 4) Take notes using your graphic organizer
Class Materials:
Power Point
Case Study Notes- Hawaii
Class Notebook Sheet
Video- Hawaiian Woman Responds to Caller
Hawaii Sentence Starters for the Processing Activity:
Context: In Hawaii... (Explained what happened in Hawaii)
Claim: America's actions in Hawaii were/ were not justified...
Evidence: In the article (name the article/ use a primary source) it states, (Provide direct evidence from the text to support your claim)
Reasoning:
This evidence demonstrates...
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: 1) Justify/ Defend opinions 2) Carry out oral instruction 3) Identify main ideas 4) Take notes using your graphic organizer
Class Materials:
Power Point
Case Study Notes- Hawaii
Class Notebook Sheet
Video- Hawaiian Woman Responds to Caller
Hawaii Sentence Starters for the Processing Activity:
Context: In Hawaii... (Explained what happened in Hawaii)
Claim: America's actions in Hawaii were/ were not justified...
Evidence: In the article (name the article/ use a primary source) it states, (Provide direct evidence from the text to support your claim)
Reasoning:
This evidence demonstrates...
One may have to think about...
3/10/2020: 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
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
3/9/2020: 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
3/4/2020- U.S. Imperialism Crash Course Video
Directions: Review the video link below on American Imperialism and take one page of notes in your notebook on the video. Additionally, this video will give you an overview on the entire unit! See you Monday! Also, the work for Thursday and Friday will be passed out to you by the sub and or Mr. Davis! The work for Thursday and Friday should be turned in by the end of the class to your mailbox!
Classwork: Crash Course on U.S. Imperialism
Directions: Review the video link below on American Imperialism and take one page of notes in your notebook on the video. Additionally, this video will give you an overview on the entire unit! See you Monday! Also, the work for Thursday and Friday will be passed out to you by the sub and or Mr. Davis! The work for Thursday and Friday should be turned in by the end of the class to your mailbox!
Classwork: Crash Course on U.S. Imperialism
3/2/2020: 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) 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
Digital Processing Template (80pts)
& 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) 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
Digital Processing Template (80pts)
Roundtable Discussion on Equality Talkshow: In this project you will create a roundtable discussion between Booker T. Washington, W.E.B. DuBois, and Marcus Garvey with you as the moderator. The discussion will be in the present tense and from the perspective of each of the reformers. The discussion should demonstrate the beliefs of each man, as well as the criticisms of those beliefs.
Students will be able to:
1)Demonstrate an understanding of the context in which the three men developed their beliefs on how African Americans could best gain their equality.
2)Demonstrate an understanding of each man’s beliefs on how African Americans could best gain their equality.
3)Demonstrate an understanding of the weaknesses of each man’s beliefs.
Create a conversation between the three men
DUE DATE: THURSDAY, JANUARY 23RD, 2020 (100PTS)
Share: [email protected]
Class Materials:
Project Description
Power Point with Instructions
Project Organizer
Rubric
Students will be able to:
1)Demonstrate an understanding of the context in which the three men developed their beliefs on how African Americans could best gain their equality.
2)Demonstrate an understanding of each man’s beliefs on how African Americans could best gain their equality.
3)Demonstrate an understanding of the weaknesses of each man’s beliefs.
Create a conversation between the three men
DUE DATE: THURSDAY, JANUARY 23RD, 2020 (100PTS)
Share: [email protected]
Class Materials:
Project Description
Power Point with Instructions
Project Organizer
Rubric
Tuesday 1/14/2020
Marcus Garvey
Unit 4: African American Reformers
SWBAT: Before we begin to examine the 4 philosophies on how African Americans should gain equality in America at the turn of the century, we will need to know the context of the time period. Describe and evaluate the “black experience” in the beginning of the 20th century?
Class Materials:
Power Point-Garvey
Article- Marcus Garvey and the Universal Negro Improvement Association by David Van Leeuwen of the National Humanities Center
Notebook Sheet
Marcus Garvey
Unit 4: African American Reformers
SWBAT: Before we begin to examine the 4 philosophies on how African Americans should gain equality in America at the turn of the century, we will need to know the context of the time period. Describe and evaluate the “black experience” in the beginning of the 20th century?
Class Materials:
Power Point-Garvey
Article- Marcus Garvey and the Universal Negro Improvement Association by David Van Leeuwen of the National Humanities Center
Notebook Sheet
Friday 1/10/2020
Booker T. Washington
Unit 4: African American Reformers
SWBAT: Before we begin to examine the 4 philosophies on how African Americans should gain equality in America at the turn of the century, we will need to know the context of the time period. Describe and evaluate the “black experience” in the beginning of the 20th century?
Class Materials:
Class Power Point
Article- Booker T. Washington: Up From Slavery
Notebook Sheet
Video 1- About Booker T. Washington
Video 2-Booker T. Washington and His Racial Politics - Fast Facts | History
Booker T. Washington
Unit 4: African American Reformers
SWBAT: Before we begin to examine the 4 philosophies on how African Americans should gain equality in America at the turn of the century, we will need to know the context of the time period. Describe and evaluate the “black experience” in the beginning of the 20th century?
Class Materials:
Class Power Point
Article- Booker T. Washington: Up From Slavery
Notebook Sheet
Video 1- About Booker T. Washington
Video 2-Booker T. Washington and His Racial Politics - Fast Facts | History
Thursday 1/9/2020
DuBois, William Edward Burghardt
Unit 4: African American Reformers
SWBAT: Before we begin to examine the 4 philosophies on how African Americans should gain equality in America at the turn of the century, we will need to know the context of the time period. Describe and evaluate the “black experience” in the beginning of the 20th century?
Class Materials:
Class Power Point
Article- DuBois, William Edward Burghardt
Notebook Sheet
Video- DuBois vs. Washington
Video-W.E.B. Du Bois - Rivalry with Booker T. Washington | Biography
DuBois, William Edward Burghardt
Unit 4: African American Reformers
SWBAT: Before we begin to examine the 4 philosophies on how African Americans should gain equality in America at the turn of the century, we will need to know the context of the time period. Describe and evaluate the “black experience” in the beginning of the 20th century?
Class Materials:
Class Power Point
Article- DuBois, William Edward Burghardt
Notebook Sheet
Video- DuBois vs. Washington
Video-W.E.B. Du Bois - Rivalry with Booker T. Washington | Biography
Monday 1/6/2020- The Black Experience
Unit 4: African American Reformers
SWBAT: Before we begin to examine the 4 philosophies on how African Americans should gain equality in America at the turn of the century, we will need to know the context of the time period. Describe and evaluate the “black experience” in the beginning of the 20th century?
Class Materials:
Class Power Point
Article- The Black Experience
Notebook Sheet
Video- Trump's Reckless Attack
Video- World War III Response
Buzz Feed- The Threat of World War III
Unit 4: African American Reformers
SWBAT: Before we begin to examine the 4 philosophies on how African Americans should gain equality in America at the turn of the century, we will need to know the context of the time period. Describe and evaluate the “black experience” in the beginning of the 20th century?
Class Materials:
Class Power Point
Article- The Black Experience
Notebook Sheet
Video- Trump's Reckless Attack
Video- World War III Response
Buzz Feed- The Threat of World War III
Modern Day Muckraker Project (50pts)
Tuesday, December 17, 2019 to Friday, December 20, 2019
Task: During the Progressive Era, muckrakers were journalists, writers, artists, photographers, etc. who investigated and exposed corruption and injustice to the public in an effort to promote change. To connect this unit to the modern day, you become a Muckraker and expose a issue in your community that a community leader is trying to tackle and evaluate their success.
SWBAT: 1) Identify a community-leader, influencer, or politician in YOUR community and or neighborhood 2) Investigate a social problem or issue they are trying to tackle 3)Describe the method(s) they are using to try to create change 4) Evaluate how successful their reforms were by assessing their methods, results, and successes.
Class Material:
Morden Day Project Example- Hughes
Project Example- Hector
Student Template
Tuesday, December 17, 2019 to Friday, December 20, 2019
Task: During the Progressive Era, muckrakers were journalists, writers, artists, photographers, etc. who investigated and exposed corruption and injustice to the public in an effort to promote change. To connect this unit to the modern day, you become a Muckraker and expose a issue in your community that a community leader is trying to tackle and evaluate their success.
SWBAT: 1) Identify a community-leader, influencer, or politician in YOUR community and or neighborhood 2) Investigate a social problem or issue they are trying to tackle 3)Describe the method(s) they are using to try to create change 4) Evaluate how successful their reforms were by assessing their methods, results, and successes.
Class Material:
Morden Day Project Example- Hughes
Project Example- Hector
Student Template
The Progressive Era Great Debate
& The Battle of the Reformers
Friday, December 6th, 2019-
Thursday, December 19th, 2019.
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! (DUE: 12/12/2019)
Class Materials:
Power Point W/ Class Expectations
The Great Debate Graphic Organizer
2019 Winter Debate Teams
Debate Rubric
Student Example- Ida Tarbell
Creative Introduction: Ida Tarbell
While most women stayed at home during the late 19th century, Ida Tarbell went to work. What did she do for work exactly? She reported on the front lines of people’s struggles, seeking truth and justice with every word she wrote. Ida was a woman who not only proved herself as a phenomenal journalist who could clearly hold her own in an industry dominated by men, but she set the standard for investigative journalism. Finally, let us not forget that Ida Tarbell changed the game when she exposed the most ruthless businessman of all time in America, J.P. Morgan and broke up his monopoly. In other words, Ida is the greatest reformer to ever do it! No cap!
WHILE WORKING IN A GROUP, DID YOU?
1.Did you create a plan- Who is doing what?
2. Is the work divided up evenly?
3. How are you holding everyone accountable?
4. Who is the leader of the group? Please elect one?
& The Battle of the Reformers
Friday, December 6th, 2019-
Thursday, December 19th, 2019.
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! (DUE: 12/12/2019)
Class Materials:
Power Point W/ Class Expectations
The Great Debate Graphic Organizer
2019 Winter Debate Teams
Debate Rubric
Student Example- Ida Tarbell
Creative Introduction: Ida Tarbell
While most women stayed at home during the late 19th century, Ida Tarbell went to work. What did she do for work exactly? She reported on the front lines of people’s struggles, seeking truth and justice with every word she wrote. Ida was a woman who not only proved herself as a phenomenal journalist who could clearly hold her own in an industry dominated by men, but she set the standard for investigative journalism. Finally, let us not forget that Ida Tarbell changed the game when she exposed the most ruthless businessman of all time in America, J.P. Morgan and broke up his monopoly. In other words, Ida is the greatest reformer to ever do it! No cap!
WHILE WORKING IN A GROUP, DID YOU?
1.Did you create a plan- Who is doing what?
2. Is the work divided up evenly?
3. How are you holding everyone accountable?
4. Who is the leader of the group? Please elect one?
Wednesday, December 4th, 2019
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
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
12/2/2019- Robert LaFollette (#5)
Unit 3: Progressive Era
SWBAT: Students will examine the issues, methods, and success of Robert LaFollette and his effectiveness to reform major issues.
Class Material
Power Point
Article 1- Meet Robert LaFollette
Article 2- LaFollette Success Reading
Video
Enrichment Block
Crash Course-Progressive Era
Er Block: Progressive Era Notes
Unit 3: Progressive Era
SWBAT: Students will examine the issues, methods, and success of Robert LaFollette and his effectiveness to reform major issues.
Class Material
Power Point
Article 1- Meet Robert LaFollette
Article 2- LaFollette Success Reading
Video
Enrichment Block
Crash Course-Progressive Era
Er Block: Progressive Era Notes
11/26/2018- 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
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
11/25/2019- 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
11/22/2019- 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
Enrichment Block
Crash Course-Progressive Era
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
Video- Introduction to Jane Addams
Issues- Jane Addams a Pragmatic Reformer
Methods- Jane Addams and the Hull House
Success- Jane Addams Against the Sweatshop
Enrichment Block
Crash Course-Progressive Era
Er Block: Progressive Era Notes
11/21/2019- 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 during the Progressive Era .
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
Enrichment Block- Progressive Era Crash Course Notes
Er Block: Progressive Era Notes (Watch Twice)
Unit 3: Progressive Era
SWBAT: Students will examine the issues, methods, and success of Jacob Riis and his effectiveness to reform major issues during the Progressive Era .
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
Enrichment Block- Progressive Era Crash Course Notes
Er Block: Progressive Era Notes (Watch Twice)
11/19/2019-Congresswomen Ayanna Pressley
Content Objective
•Students will understand the Progressive Movement (key people, issues, and their reform methods) and evaluate the effectiveness in their ability to reform major problems by looking at a modern day example.
Skills & Drills:
•Create claims that are at grade level and justify and defend opinions using evidence
•Carry out oral instructions
•Draw conclusions/connections from text
•Take notes using graphic organizer
Classwork
Power Point
Article-Ayanna Pressley Criminal Justice Reform
The #1 Bus- Ayanna Pressley for Congress
Content Objective
•Students will understand the Progressive Movement (key people, issues, and their reform methods) and evaluate the effectiveness in their ability to reform major problems by looking at a modern day example.
Skills & Drills:
•Create claims that are at grade level and justify and defend opinions using evidence
•Carry out oral instructions
•Draw conclusions/connections from text
•Take notes using graphic organizer
Classwork
Power Point
Article-Ayanna Pressley Criminal Justice Reform
The #1 Bus- Ayanna Pressley for Congress
11/18/2019- 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 and brainstorm solutions to these problems
MA Framework: Topic 2. Progressivism [USI.T7]
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 and brainstorm solutions to these problems
MA Framework: Topic 2. Progressivism [USI.T7]
Class Material:
Power Point
Introduction Video
Notebook Sheet & Article
11/15-The Legacy of Harriet Tubman in Boston: Moving Forward or Moving Out?
Key Question: After reading the article about the Harriet Tubman House being sold, share whether this sale ultimately benefits or harms this community organization that is inspired by Harriet’s legacy? (6-8 Sentences) Potential Sentence Starters:
Reasoning: A) This demonstrates… B) One may have to think about… (explain how your evidence supports your claim and make a modern-day connection. In the future, what should people think about?)
Key Question: After reading the article about the Harriet Tubman House being sold, share whether this sale ultimately benefits or harms this community organization that is inspired by Harriet’s legacy? (6-8 Sentences) Potential Sentence Starters:
- Context: The Harriet Tubman House has been a centerpiece of the South End community since the 1970s… (provide the history of the house and how it connects to Harriet’s legacy)
- Claim: The sale of the Harriet Tubman House ultimately benefits or The sale of the Harriet Tubman House ultimately harms… (choose a side and defend your claim)
Reasoning: A) This demonstrates… B) One may have to think about… (explain how your evidence supports your claim and make a modern-day connection. In the future, what should people think about?)
11/14-Unit Test Final Exam
Unit 2: Industrialization
Objectives: Today, you will showcase your understanding of Unit 2 by completing the final exam. The final exam is worth 100pts. You will have exactly 60 minutes to finish the exam. If you have any questions of concerns please come see Mrs. Hughes or Mr. Davis.
Click Here for the Unit Exam
Unit 2: Industrialization
Objectives: Today, you will showcase your understanding of Unit 2 by completing the final exam. The final exam is worth 100pts. You will have exactly 60 minutes to finish the exam. If you have any questions of concerns please come see Mrs. Hughes or Mr. Davis.
Click Here for the Unit Exam
11/5 Tuesday & 11/7 Thursday
The Men Who Built America ?
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 Materials:
Power Point
Video1- The Men Who Built America
Video 2- How Rockerfeller Became Rich
Article 1- Carnegie
Article 2- Vanderbilt
Article 3- JP Morgan
Article 4- John D. Rockefeller
Notebook Sheet
B& E Block Only
The "I Am the Dream Survey..."
The Men Who Built America ?
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 Materials:
Power Point
Video1- The Men Who Built America
Video 2- How Rockerfeller Became Rich
Article 1- Carnegie
Article 2- Vanderbilt
Article 3- JP Morgan
Article 4- John D. Rockefeller
Notebook Sheet
B& E Block Only
The "I Am the Dream Survey..."
Monday, 11/4/2019- 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
Friday, 11/1/2019
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
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
Thursday 10/31/2019- 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
Henry Ford- The Assembly Line
The History of Electricity
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
Henry Ford- The Assembly Line
The History of Electricity
Notebook Sheet
Tuesday 10/29/2019
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
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
10/25-10/30 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 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
Unit 2: Industrialization
Objectives: Today you will analyze unit two’s essential question on industrialization. Lastly, using 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
Thursday: 10/17/2019
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
Video Three- California Power Outage
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
Video Three- California Power Outage
Tuesday: 10/11/2019
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
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
Thursday 10/10/2019
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
Video- The Internet Ruined My Life
Video- The Death of Social Media
Homework: Complete Processing Activity
Enrichment Block:
Teens Go from Dumb to Dangerous on Social Media
Notebook Sheet
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
Video- The Internet Ruined My Life
Video- The Death of Social Media
Homework: Complete Processing Activity
Enrichment Block:
Teens Go from Dumb to Dangerous on Social Media
Notebook Sheet
Modern Day Connections Project-I Am the American Dream Vision Board Project
Unit Overview: America experienced a large wave of immigration to its shores in the years following the American Civil War and Reconstruction. In the years between 1881 and 1920 more than 23 million new immigrants arrived in the United States. This wave of immigrants came from all parts of the world, but more came from Europe than any other region.
In this unit, you have been asked to evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries and determine if they experienced the American Dream. In this project we will explore what the American Dream means to you by creating a visual representation of your dreams and desires. Additionally, you will create an artist statement to explain what your vision board represents
Deadlines:
Monday, October 7th, 2019- Vision Board Due
Tuesday, October 8th, 2019- Artist Statement Due
Classwork & Materials:
Project Description
Artist Statement
Digital Template- E Block Only
Unit Overview: America experienced a large wave of immigration to its shores in the years following the American Civil War and Reconstruction. In the years between 1881 and 1920 more than 23 million new immigrants arrived in the United States. This wave of immigrants came from all parts of the world, but more came from Europe than any other region.
In this unit, you have been asked to evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries and determine if they experienced the American Dream. In this project we will explore what the American Dream means to you by creating a visual representation of your dreams and desires. Additionally, you will create an artist statement to explain what your vision board represents
Deadlines:
Monday, October 7th, 2019- Vision Board Due
Tuesday, October 8th, 2019- Artist Statement Due
Classwork & Materials:
Project Description
Artist Statement
Digital Template- E Block Only
9/27-10/4: Unit One Project (100pts)
Immigrant Narrative or Children's Book
Project Description: 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.
SWBAT:
•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.
Deadlines:
First Draft- Wednesday, October 2nd, 2019 (10pts)
Final Draft- Friday, October 4th, 2019 (100pts)
Reflection- Monday, October 7th, 2019 (10pts)
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
Immigrant Narrative or Children's Book
Project Description: 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.
SWBAT:
•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.
Deadlines:
First Draft- Wednesday, October 2nd, 2019 (10pts)
Final Draft- Friday, October 4th, 2019 (100pts)
Reflection- Monday, October 7th, 2019 (10pts)
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
Thursday: 9/26/2019- 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? We're 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? We're 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
Tuesday, 9/24/2019- 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? Where immigrants better off in the United States than in their country of origin?
Classwork:
Power Point
Article- Ellis Island
Notebook Sheet
Video-Immigrants at 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? Where immigrants better off in the United States than in their country of origin?
Classwork:
Power Point
Article- Ellis Island
Notebook Sheet
Video-Immigrants at Ellis Island
9/23/2019- 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
Thursday: 9/19/2019- 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? We're 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? We're immigrants better off in the United States than in their country of origin?
Classwork:
Power Point
Primary Sources- Immigrant Letters
Notebook Sheet
Tuesday: 9/17/2019- Violence 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
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
Monday: 9/16/2019- 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:
2019 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:
2019 Power Point
Primary Sources of Nativism
Notebook Sheet on Nativism
9/13/2019- 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
9/12/2019- 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
