Class Agenda: Monday 6/8/20-Friday 6/12/20
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Class Agenda: Monday 6/1/20-Friday 6/5/20
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Class Agenda: Thursday 4/16/20- Friday 4/17/20
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Class Agenda: 9/3/19-9/4/19
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Class Agenda: 8/26/19-8/27/19
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Lesson Objective: Students will understand how to access class websites and understand classroom expectations.
Examine the principal theaters of battle, major turning points, and the importance ofgeographic factors in military decisions and outcomes (e.g., topography, waterways,distance, climate).Analyze the aims and negotiating roles of world leaders, the terms and influence ofthe Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes andeffects of the United States’s rejection of the League of Nations on world politics.Compare the German, Italian, and Japanese drives for empire in the 1930s, includingthe 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.Discuss the human costs of the war, with particular attention to the civilian andmilitary losses in Russia, Germany, Britain, the United States, China, and Japan.Identify and locate the Allied and Axis powers on a map and discuss the majorturning points of the war, the principal theaters of conflict, key strategic decisions,and the resulting war conferences and political resolutions, with emphasis on theimportance of geographic factors.Examine the origins of American involvement in the war, with an emphasis on theevents that precipitated the attack on Pearl Harbor.
2.Explain U.S. and Allied wartime strategy, including the major battles of Midway,Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.Identify and locate the Allied and Axis powers on a map and discuss the majorturning points of the war, the principal theaters of conflict, key strategic decisions,and the resulting war conferences and political resolutions, with emphasis on theimportance of geographic factors.Compare the economic and military power shifts caused by the war, including theYalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.
Standard(s):
Lesson Objective(s):
- Students will be able to submit all missing work by Thursday 6/11/20.
- Students will be able to show their understanding of our work this semester by completing the Spring Final Exam on Edulastic.
- Los estudiantes podrán enviar todos los trabajos faltantes antes del jueves 6/11/20.
- Los estudiantes podrán demostrar su comprensión de nuestro trabajo este semestre completando el Examen Final de Primavera en Edulastic.
Activities:
- Spring Final Exam on Edulastic.
- The final will be open on Tuesday 6/9 at 10am and will close at 11am on Wednesday 6/10.
- Students will complete and submit all missing assignments on Google Classroom.
- Tutoring with Mr. Pouget during our regular Zoom time Tuesday @11am.
- Examen final de primavera en Edulastic.
- La final estará abierta el martes 6/9 a las 10am y cerrará a las 11am el miércoles 6/10.
- Los estudiantes completarán y enviarán todas las tareas faltantes en Google Classroom.
- Tutoría con el Sr. Pouget durante nuestro tiempo de Zoom regular los martes a las 11 a.m.
- I am closing the WW2 Quiz at 9pm Monday 6/8, if you have not taken it, you must do so before that time. There will be no more extensions.
- All missing work must be turned in by 5pm on Thursday 6/11.
- I am here if you need help, just send me a message and I can arrange meetings for help on assignments.
- We're almost done people! Do your best and make sure that you leave it all on the field so you can go into Summer proud!
- Estoy cerrando la Prueba de la Segunda Guerra Mundial a las 9 p.m. del lunes 6/8, si no la ha tomado, debe hacerlo antes de esa hora. No habrá más extensiones.
- Todos los trabajos faltantes deben entregarse antes de las 5pm del jueves 6/11.
- Estoy aquí si necesita ayuda, solo envíeme un mensaje y puedo organizar reuniones para obtener ayuda sobre las tareas.
- Ya casi terminamos personas! ¡Haz tu mejor esfuerzo y asegúrate de dejarlo todo en el campo para que puedas entrar al verano orgulloso!
Class Agenda: Monday 6/1/20-Friday 6/5/20
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Lesson Objective(s):
- Students will understand what each of them must do in order to receive a passing grade in this class by reviewing their Google Classroom and PowerSchool accounts for missing and incomplete assignments to make up.
- (Optional) Students will be able to understand the nature of guerrilla wars fought in Vietnam, Cuba, and Afghanistan during the Cold War by watching the documentary "People's Century: 1975 War of the Flea" and completing the video guide questions.
- "People's Century: 1975 War of the Flea"
- Students will review their Google Classroom and PowerSchool accounts to check for missing and incomplete assignments.
- Students will work on completing and submitting missing assignments.
- (Optional) Students who are not missing assignments can watch the Cold War documentary "People's Century: 1975 War of the Flea" and complete the video guide.
- Los estudiantes revisarán sus cuentas de Google Classroom y PowerSchool para verificar las tareas faltantes o incompletas.
- Los estudiantes trabajarán para completar y enviar las tareas que faltan.
- video_guide__“1975_war_of_the_flea”.gdoc (English)
- video_guide__“1975_war_of_the_flea”__espanol_.gdoc (Spanish)
- All missing work must be turned in by Thursday 6/11 at the latest.
- Todos los trabajos faltantes deben entregarse a más tardar el jueves 6/11.
Class Agenda: Tuesday 2/26/20- Friday 5/29/20
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Lesson Objective(s):
- Students will understand what each of them must do in order to receive a passing grade in this class by reviewing their Google Classroom and PowerSchool accounts for missing and incomplete assignments to make up.
- (Optional) Students will be able to understand how the Chinese Communist Revolution changed China's role in the world and how it fit into Cold War struggle by watching "Great Leap" and completing the video guide questions.
- Los estudiantes entenderán lo que cada uno de ellos debe hacer para recibir una calificación aprobatoria en esta clase al revisar sus cuentas de Google Classroom y PowerSchool para las tareas faltantes e incompletas para compensar.
- (Opcional) Los estudiantes podrán comprender cómo la Revolución Comunista China cambió el papel de Chia en el mundo y cómo encaja en la lucha de la Guerra Fría al ver "Gran salto" y completar las preguntas de la guía de video.
- "People's Century: 1949 Great Leap" documentary.
- https://www.youtube.com/watch?v=4srwSkD05ws
- Students will review their Google Classroom and PowerSchool accounts to check for missing and incomplete assignments.
- Students will work on completing and submitting missing assignments.
- (Optional) Students who are not missing assignments can watch the Cold War documentary "People's Century: 1949 Great Leap" and complete the video guide.
- Los estudiantes revisarán sus cuentas de Google Classroom y PowerSchool para verificar las tareas faltantes o incompletas.
- Los estudiantes trabajarán para completar y enviar las tareas que faltan.
- (Opcional) Los estudiantes a los que no les faltan tareas pueden ver el documental de la Guerra Fría "People's Century: 1949 Great Leap" y completar la guía de video.
- video_guide__“great_leap_1965”.gdoc (English)
- video_guía___22great_leap_1965_22.gdoc (Spanish)
- Final grades are due by 6/12/20! So make sure you are passing by completing missing work.
- ¡Las calificaciones finales deben presentarse antes del 6/12/20! Así que asegúrese de pasar completando el trabajo perdido.
Class Agenda: Monday 5/18/20- Friday 5/22/20
Standard(s):
- 10.9.1: Compare the economic and military power shifts caused by the war, including theYalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.
- 10.9.3: Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America’s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, VietnamWar), Cuba, and Africa.
- 10.9.1: Compare los cambios de poder económicos y militares causados por la guerra, incluido el Pacto de Yalta, el desarrollo de armas nucleares, el control soviético sobre las naciones de Europa del Este y las recuperaciones económicas de Alemania y Japón.
- 10.9.3: Comprender la importancia de la Doctrina Truman y el Plan Marshall, que estableció el patrón de la política estadounidense de posguerra de suministrar ayuda económica y militar para prevenir la propagación del comunismo y la competencia económica y política resultante en arenas como el sudeste asiático ( es decir, la guerra de Corea, la guerra de Vietnam), Cuba y África.
- Students will be able to show their learning about WW2 by taking the WW2 quiz on Google Classroom.
- Students will be able to understand the origins of the Cold War and how the post-war world was politically divided between the alliances of NATO and the Warsaw Pact by completing the Ch.28.2 study guide and watching the documentary "Brave New World" and completing the video guide questions.
- Los estudiantes podrán mostrar su aprendizaje sobre la Segunda Guerra Mundial tomando el cuestionario de la Segunda Guerra Mundial en Google Classroom.
- Los estudiantes podrán comprender los orígenes de la Guerra Fría y cómo el mundo de la posguerra se dividió políticamente entre las alianzas de la OTAN y el Pacto de Varsovia completando la guía de estudio Ch.28.2 y viendo el documental "Brave New World" y completando Las preguntas de la guía de video.
Input:
- Ch.28 section 2 text, located in Google Classroom under classwork.
- Ch.28 texto de la sección 2, ubicado en Google Classroom debajo del trabajo de clase.
- "People'a Century: Brave New World" documentary. www.youtube.com/watch?v=34IeRgb_-CE&list=PLuL26fXZ8eTNLLnugg2BTyOZQ7HT-QZk4&index=13&t=769s
- Students will complete the WW2 Quiz on Google Classroom.
- Students will answer the guiding questions on the Ch.28.2 study guide as they read through the Ch.28 section 2 text.
- Los estudiantes completarán el cuestionario WW2 en Google Classroom.
- Los estudiantes responderán las preguntas orientadoras en la guía de estudio del Capítulo 28.2 mientras leen el texto del Capítulo 2 del capítulo 28.
- study_guide__ch.28.2.gdoc (English)
- guía_de_estudio__capítulo_28.2.gdoc (Spanish)
- Students will watch the Cold War documentary "People's Century: BraveNew World" and complete the video guide questions.
- Los estudiantes verán el documental de la Guerra Fría "People's Century: Brave New World" y completarán las preguntas de la guía de video.
- video_questions__brave_new_world.gdoc (English)
- video_questions__brave_new_world_espanol_.gdoc (Spanish)
- Regular Zoom class Tuesday @11am, the link will be posted Tuesday morning before class.
- Clase regular de Zoom el martes a las 11 a.m., el enlace se publicará el martes por la mañana antes de la clase.
Class Agenda: Monday 5/11/20- Friday 5/15/20
Standard(s):
- 10.8.3: Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
- 10.8.3: Identifique y ubique los poderes Aliados y del Eje en un mapa y discuta los principales puntos de inflexión de la guerra, los principales teatros de conflicto, las decisiones estratégicas clave y las conferencias de guerra y resoluciones políticas resultantes, con énfasis en la importancia de factores geográficos.
- Students will be able to understand the U.S. war strategy in the WW2 Pacific Theater, with an emphasis on the Battle of Midway and be able to complete the study guide for Ch.26.4 and the video guide for the documentary "Battle 360: Vengeance at Midway".
- Los estudiantes podrán comprender la estrategia de guerra de los EE. UU. En el WW2 Pacific Theatre, con énfasis en la Batalla de Midway y podrán completar la guía de estudio para Ch.26.4 y la guía de video para el documental "Battle 360: Vengeance at Midway ".
- Ch.26.4 War in the Asia text.
- Video documentary "Battle 360: Vengeance at Midway".
- Ch.26.4 Guerra en el texto del Asia.
- Video documental "Battle 360: Vengeance at Midway".
- Students will complete the Ch.26.4 study guide as they read through the Ch.26 section 4 text.
- Los estudiantes completarán la guía de estudio del capítulo 26.4 mientras leen el texto del capítulo 4 del capítulo 26.
- study_guide__ch.26.4.pdf (English)
- guía_de_estudio__capítulo_26.4.pdf (Spanish)
- Students will watch the WW2 documentary "Battle 360: Vengeance at Midway"
- Los estudiantes verán el documental de la Segunda Guerra Mundial "Battle 360: Vengeance at Midway"
- https://www.youtube.com/watch?v=C4dya7mMSLE&t=39s
- Students will complete the video guide as they watch the documentary, they will complete the video guide questions.
- Los estudiantes completarán la guía de video mientras miran el documental, completarán las preguntas de la guía de video.
- “battle_360-vengeance_at_midway”_video_guide_.pdf (English)
- “battle_360-vengeance_at_midway”_video_guide__espanol_.pdf (Spanish)
- Regular Zoom class this Tuesday 5/12 from 11am-12pm.
- WW2 test on Edulastic Monday 5/18.
- Clase de Zoom regular este martes 5/12 de 11 a.m. a 12 p.m.
- Prueba de WW2 en Edulastic Monday 5/18.
Class Agenda: Monday 5/4/20- Friday 5/8/20
Standard(s):
- 10.8.3: Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
- 10.8.5: Analyze the Nazi policy of pursuing racial purity, especially against the EuropeanJews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
- 10.8.3: Identifique y ubique los poderes Aliados y del Eje en un mapa y discuta los principales puntos de inflexión de la guerra, los principales teatros de conflicto, las decisiones estratégicas clave y las conferencias de guerra y resoluciones políticas resultantes, con énfasis en la importancia de factores geográficos
- 10.8.5: Analizar la política nazi de perseguir la pureza racial, especialmente contra los judíos europeos; su transformación en la solución final; y el Holocausto que resultó en el asesinato de seis millones de civiles judíos.
- Students will be able to analyze the major turning points of the European theater during WW2 and how the Allied powers defeated Hitler by reading Ch. 26 section 3 text, answering the guiding questions and responding to the quick write prompt.
- Students will be able to show there learning of the CH.26 sections 1-2 material by completing the Ch.26.1-2 Quiz on Google Classroom.
- Los estudiantes podrán analizar los principales puntos de inflexión del teatro europeo durante la Segunda Guerra Mundial y cómo las potencias aliadas derrotaron a Hitler leyendo Ch. 26 texto de la sección 3, respondiendo las preguntas orientadoras y respondiendo a la solicitud de escritura rápida.
- Los estudiantes podrán mostrar allí el aprendizaje del material de las secciones 1-2 de CH.26 completando el cuestionario Ch.26.1-2 en Google Classroom.
- Ch.26 section3 text.
- Students will read Ch.26 section 3.
- As students read though the section, they will complete the Ch.26.3 Study Guide.
- study_guide_ch.26.3.pdf (English)
- guía_de_estudio_ch.26.3.pdf (Spanish)
- Students will answer the guiding questions in complete sentences.
- Students will then complete the quick write question in paragraph form (3-4 sentences).
- Students will take the Ch.26.1 &2 Quiz on Google Classroom (Will be posted by Wednesday).
- Los estudiantes leerán el capítulo 26, sección 3.
- A medida que los alumnos lean la sección, completarán la Guía de estudio del Capítulo 26.3.
- Los estudiantes responderán las preguntas orientadoras en oraciones completas.
- Luego, los estudiantes completarán la pregunta de escritura rápida en forma de párrafo (3-4 oraciones).
- Los estudiantes tomarán el cuestionario Ch.26.1 y 2 en Google Classroom (se publicará el miércoles).
- Weekly World History Zoom Class on Tuesday from 11am-12pm.
- Mr. Pouget's office hours zoom Thursday from 3-4pm.
- Clase semanal de Zoom de Historia Mundial el martes de 11 a.m. a 12 p.m.
- El horario de atención del Sr. Pouget aumenta el jueves de 3 a 4 p. M.
Class Agenda: Monday 4/27/20- Friday 5/1/20
Standard(s):
- 10.8.6: Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
- 10.8.6: Discuta los costos humanos de la guerra, con especial atención a las pérdidas civiles y militares en Rusia, Alemania, Gran Bretaña, Estados Unidos, China y Japón.
- Students will be able to understand the sequences of events and battles in the beginning of WWII and the effects of the total war tactics of both sides on civilian populations.
- Students will be able to complete the study guide questions for Ch.26.2 and take notes on the WWII documentary "1939 Total War" on the characteristics of modern war, the roles of women and children, war production, and the effects of the war on civilians and complete a brief quiz about the documentary.
- Los estudiantes podrán comprender las secuencias de eventos y batallas al comienzo de la Segunda Guerra Mundial y los efectos de las tácticas de guerra totales de ambos bandos en las poblaciones civiles.
- Los estudiantes podrán completar las preguntas de la guía de estudio para el capítulo 26.2 y tomar notas sobre el documental de la Segunda Guerra Mundial "Guerra total de 1939" sobre las características de la guerra moderna, los roles de las mujeres y los niños, la producción de guerra y los efectos de la guerra en civiles y completar un breve cuestionario sobre el documental.
- https://www.youtube.com/watch?v=9wVRoHKG5UI
- Ch.26 section 2.
- Students will complete the guiding questions for Study Guide Ch.26.2 as they read through the section and then respond in a brief 2-3 sentence paragraph to the quick write question.
- Students will participate in the regular World History Zoom meeting on Tuesday from 11am-12pm.
- Students will watch the WWII documentary "1939 Total War" and take notes on: the characteristics of modern war, the roles of women and children, war production, and the effects of the war on civilians.
- Students will turn in both their notes on the documentary and their completed study guide on Google Classroom by Friday 5/1.
- Students will complete the video quiz that I will post on Google Classroom on Friday 5/1.
- Los estudiantes completarán las preguntas guía para la Guía de estudio Ch.26.2 mientras leen la sección y luego responden en un breve párrafo de 2-3 oraciones a la pregunta de escritura rápida.
- Los estudiantes participarán en la reunión regular de World History Zoom el martes de 11 a.m. a 12 p.m.
- Los estudiantes verán el documental de la Segunda Guerra Mundial "La guerra total de 1939" y tomarán notas sobre: las características de la guerra moderna, los roles de las mujeres y los niños, la producción de guerra y los efectos de la guerra en los civiles.
- Los estudiantes entregarán sus notas sobre el documental y su guía de estudio completa en Google Classroom antes del viernes 5/1.
- Los estudiantes completarán el cuestionario en video que publicaré en Google Classroom el viernes 5/1.
- Week-15 grades due, all make up work must be turned in before Friday 5/1 to count for this progress report.
- Se deben entregar las calificaciones de la semana 15, todo el trabajo de recuperación debe entregarse antes del viernes 5/1 para contar este informe de progreso.
Class Agenda: Monday 4/20/20- Friday 4/24/20
Standard(s):
- 10.8.1: Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
- 10.8.2:Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
- 10.8.1: Compare las campañas alemanas, italianas y japonesas por el imperio en la década de 1930, incluida la violación de Nanking de 1937, otras atrocidades en China y el pacto Stalin-Hitler de 1939.
- 10.8.2: Comprender el papel del apaciguamiento, la no intervención (aislacionismo) y las distracciones domésticas en Europa y los Estados Unidos antes del estallido de la Segunda Guerra Mundial.
Lesson Objective(s):
- Students will be able to understand how the combination of aggressive empire building by the Axis Powers, the appeasement policy of Britain and France, and American isolationism led to World War II.
- Students will be able to read Ch.26 section 1 and complete the guiding questions and write a quick write response to the reflection question in paragraph form.
- Student will be able to complete the Axis Aggression graphic organizer with all of the territories taken by the Axis Powers and the dates they were taken.
- Los estudiantes podrán comprender cómo la combinación de la construcción agresiva del imperio por parte de los Poderes del Eje, la política de apaciguamiento de Gran Bretaña y Francia y el aislacionismo estadounidense condujeron a la Segunda Guerra Mundial.
- Los estudiantes podrán leer el Capítulo 26, sección 1, completar las preguntas orientadoras y escribir una respuesta de escritura rápida a la pregunta de reflexión en forma de párrafo.
- El estudiante podrá completar el organizador gráfico de Agresión del Eje con todos los territorios tomados por los Poderes del Eje y las fechas en que fueron tomadas.
Input:
- Ch.26 section 1 text located on google classroom.
- Ch.26 sección 1 texto ubicado en el aula de google.
- Students will complete the Ch.26.1 study guide as they read Ch.26 section 1 by answering all of the guiding questions in complete sentences and writing a brief paragraph response to the quick write prompt.
- Los estudiantes completarán la guía de estudio del Capítulo 26.1 mientras leen la sección 1 del Capítulo 26 respondiendo todas las preguntas orientadoras en oraciones completas y escribiendo una breve respuesta de párrafo al mensaje de escritura rápida.
- ch.26.1_study_guide.gdoc (English)
- capítulo_26.1.gdoc (Spanish)
- Turn in your completed assignment on Google Classroom by Wednesday @9pm.
- Students will complete the Axis Aggression graphic organizer with information gained in Ch.26 section 1.
- Students will list all of the territories taken by the Axis Powers leading up to WWII and the dates that they were taken.
- Entregue su tarea completada en Google Classroom antes del miércoles a las 9 p.m.
- Los estudiantes completarán el organizador gráfico Axis Aggression con la información obtenida en el Capítulo 26, sección 1.
- Los estudiantes enumerarán todos los territorios tomados por los Poderes del Eje previos a la Segunda Guerra Mundial y las fechas en que fueron tomados.
- axis_aggression.gdoc (English)
- agresión_del_axis.gdoc (Spanish)
- Turn in this assignment on Google Classroom by Friday @9pm.
- Entregue esta tarea en Google Classroom antes del viernes a las 9 p.m.
- Weekly class on Zoom Tuesday from 11am-12pm.
- Clase semanal en Zoom martes de 11 a.m. a 12 p.m.
Class Agenda: Thursday 4/16/20- Friday 4/17/20
Standard(s):
- 10.6.1: Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’s rejection of the League of Nations on world politics.
- 10.6.1: Analice los objetivos y las funciones de negociación de los líderes mundiales, los términos y la influencia del Tratado de Versalles y los Catorce Puntos de Woodrow Wilson, y las causas y los efectos del rechazo de los Estados Unidos de la Liga de las Naciones en la política mundial.
- Students will be able to compare and contrast the goals of Woodrow Wilson's 14 Points for the post-war world and what actually was negotiated in the Treaty of Versailles and be able to show both 3 similarities and 3 differences between the documents.
- Los estudiantes podrán comparar y contrastar los objetivos de los 14 puntos de Woodrow Wilson para el mundo de la posguerra y lo que realmente se negoció en el Tratado de Versalles y podrán mostrar 3 similitudes y 3 diferencias entre los documentos.
- Woodrow Wilson's 14 Points and the Treaty of Versailles text which are attached to the activity below.
- Los 14 puntos de Woodrow Wilson y el texto del Tratado de Versalles que se adjuntan a la actividad a continuación.
- handout--14_points_and_treaty_of_versailles.doc (English)
- los_14_puntos_de_woodrow_wilson.docx (Spanish)
- Students will read both the text of Woodrow Wilson's 14 Points and the text of the Treaty of Versailles.
- Next the students will reread both texts and complete the graphic organizer to compare and contrast the documents.
- Students must list at least 3 similarities and 3 differences between them.
- Assignment must be submitted by 9pm on Friday 4/17/20.
- Los estudiantes leerán el texto de los 14 puntos de Woodrow Wilson y el texto del Tratado de Versalles.
- A continuación, los estudiantes volverán a leer ambos textos y completarán el organizador gráfico para comparar y contrastar los documentos.
- Los estudiantes deben enumerar al menos 3 similitudes y 3 diferencias entre ellos.
- La asignación debe enviarse antes de las 9 p. M. Del viernes 4/17/20.
Announcements:
- WW2 starts next week! That is, we are learning about it next week finally.
- ¡WW2 comienza la próxima semana! Es decir, estamos aprendiendo sobre eso la próxima semana finalmente.
Class Agenda: Monday 4/13/20-Wednesday 4/15/20
Standard(s):
- 10.5.2: Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
- 10.5.2: Examine los principales teatros de batalla, los principales puntos de inflexión y la importancia de los factores geográficos en las decisiones y resultados militares (por ejemplo, topografía, vías fluviales, distancia, clima).
- Students will be able to understand the nature of the Battle of the Somme and be able to analyze competing narratives found in primary sources of the time and be able to form an opinion about the outcome of the battle by completing the guiding questions and writing a one paragraph response to the central historical question "Who won the first day of the Battle of the Somme?".
- Los estudiantes podrán comprender la naturaleza de la Batalla del Somme y podrán analizar narrativas en competencia que se encuentran en las fuentes principales de la época y podrán formarse una opinión sobre el resultado de la batalla completando las preguntas orientadoras y escribiendo una. Respuesta de párrafo a la pregunta histórica central "¿Quién ganó el primer día de la Batalla del Somme?".
- On your own sheet of paper, make a list of everything you remember about the trench warfare of WW1.
- En su propia hoja de papel, haga una lista de todo lo que recuerde sobre la guerra de trincheras de la Primera Guerra Mundial.
- Primary source documents included in the activity.
- PowerPoint on the Battle of the Somme.
- Documentos fuente primarios incluidos en la actividad.
- PowerPoint sobre la Batalla del Somme.
Activities:
- Preview the Battle of the Somme PowerPoint on Google Classroom (file too big to link on this site).
- Read documents A-C and answer the guiding questions using the graphic organizer that follows the documents.
- Obtenga una vista previa de PowerPoint de Battle of the Somme en Google Classroom (archivo demasiado grande para vincular en este sitio).
- Lea los documentos A-C y responda las preguntas orientadoras utilizando el organizador gráfico que sigue a los documentos.
- battle_of_the_somme_student_materials_0.docx (English)
- battle_of_the_somme__espanol_.docx(Spanish)
- Answer the central historical question in paragraph form (5-6 sentences) citing evidence from all 3 documents to support your answer.
- Join in the zoom meeting on Wednesday from 11am-12pm to check in and get help from Mr. Pouget.
- Responda la pregunta histórica central en forma de párrafo (5-6 oraciones) citando evidencia de los 3 documentos para respaldar su respuesta.
- Únase a la reunión de zoom el miércoles de 11 a.m. a 12 p.m. para registrarse y obtener ayuda del Sr. Pouget.
Class Agenda: Thursday 4/2/20
Standard(s):
- 10.4: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
- 10.4: Los estudiantes analizan patrones de cambio global en la era del Nuevo Imperialismo en al menos dos de las siguientes regiones o países: África, Sudeste de Asia, China, India, América Latina y Filipinas.
- Students will be able to understand the significance of the Battle of Adwa in Ethiopia during the era of new European imperialism by comparing sources, answering guiding questions and writing a claim (thesis) answering the central question "How was Ethiopia able to defeat Italy at the Battle of Adwa?".
- Los estudiantes podrán comprender la importancia de la Batalla de Adwa en Etiopía durante la era del nuevo imperialismo europeo comparando fuentes, respondiendo preguntas orientadoras y escribiendo un reclamo (tesis) respondiendo a la pregunta central "¿Cómo fue que Etiopía pudo derrotar a Italia en el Batalla de Adwa? ".
- What is significant (important) about Ethiopia defeating a Europian power?
- ¿Qué tiene de importante (importante) que Etiopía derrote a una potencia europea?
- Battle of Adwa PowerPoint (on GoogleClassroom).
- battle_of_adwa_sheg.docx (English)
- battle_of_adwa__espanol_.docx (Spanish)
- Students will analyze documents A (American textbook) and B (Ethiopian textbook) and answer the guiding questions for both documents.
- Los estudiantes analizarán los documentos A (libro de texto estadounidense) y B (libro de texto etíope) y responderán las preguntas guía para ambos documentos.
- Students will write a paragraph (4-7 sentences) answering the central question "How was Ethiopia able to defeat Italy at the Battle of Adwa?".
- Students must cite at least 2 pieces of evidence from the documents (one from each document) to support their answer.
- Los estudiantes escribirán un párrafo (4-7 oraciones) respondiendo a la pregunta central "¿Cómo fue que Etiopía pudo derrotar a Italia en la Batalla de Adwa?".
- Los estudiantes deben citar al menos 2 piezas de evidencia de los documentos (una de cada documento) para respaldar su respuesta.
Class Agenda: Wednesday 4/1/20
Standard(s):
- 10.4: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
- 10.4: Los estudiantes analizan patrones de cambio global en la era del Nuevo Imperialismo en al menos dos de las siguientes regiones o países: África, Sudeste de Asia, China, India, América Latina y Filipinas.
- Students will be able to analyze and form opinions about the causes and effects of the Sepoy Rebellion in British controlled India by analyzing the first set primary source documents, answering the guiding questions, and then forming a hypothesis based on those documents.
- Los estudiantes podrán analizar y formar opiniones sobre las causas y los efectos de la Rebelión de los cipayos en la India controlada por los británicos mediante el análisis de los primeros documentos de origen primarios, respondiendo las preguntas orientadoras y luego formando una hipótesis basada en esos documentos.
- Based on documents A, B, and C, what caused the Sepoy Rebellion?
- Según los documentos A, B y C, ¿qué causó la rebelión de los cipayos?
- Documents D and E of the Sepoy Rebellion and the Sepoy Rebellion PowerPoint.
- Documentos D y E de Sepoy Rebellion y Sepoy Rebellion PowerPoint.
- Students will read and answer the guiding questions for documents D and E.
- Los estudiantes leerán y responderán las preguntas guía para los documentos D y E.
- Students will then write a paragraph response to the central question: What caused the Sepoy Rebellion?
- Paragraph must be 5-7 sentences in length and cite evidence from at least 3 documents to support their answer.
- Luego, los estudiantes escribirán un párrafo de respuesta a la pregunta central: ¿Qué causó la rebelión de los cipayos?
- El párrafo debe tener 5-7 oraciones de largo y citar evidencia de al menos 3 documentos para respaldar su respuesta.
Class Agenda: Monday 3/30/20-Tuesday 3/31/20
Standard(s):
- 10.4: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
- 10.4: Los estudiantes analizan patrones de cambio global en la era del Nuevo Imperialismo en al menos dos de las siguientes regiones o países: África, Sudeste de Asia, China, India, América Latina y Filipinas.
- Students will be able to analyze and form opinions about the causes and effects of the Sepoy Rebellion in British controlled India by analyzing the first set primary source documents, answering the guiding questions, and then forming a hypothesis based on those documents.
- Los estudiantes podrán analizar y formar opiniones sobre las causas y los efectos de la Rebelión de los cipayos en la India controlada por los británicos mediante el análisis de los primeros documentos de origen primarios, respondiendo las preguntas orientadoras y luego formando una hipótesis basada en esos documentos.
- Based on what you know and what we have learned, answer the following questions in complete sentences and submit it on Google Classroom as a google doc:
- In the Muslim religion of Islam, the eating of what animal is forbidden?
- In the Hindu religion, the eating of what animal is forbidden?
- Según lo que sabe y lo que hemos aprendido, responda las siguientes preguntas en oraciones completas y envíelo a Google Classroom como documento de Google:
- En la religión musulmana del Islam, ¿comer qué animal está prohibido?
- En la religión hindú, ¿qué animal está prohibido comer?
- Students will read and answer the guiding questions for documents A, B, and C on the Sepoy Rebellion answers must be in complete sentences. We will complete documents D, and E on Wednesday as well as the final claim.
- Los estudiantes leerán y responderán las preguntas orientadoras para los documentos A, B y C en las respuestas de Rebelión de cipayos deben estar en oraciones completas. Completaremos los documentos D y E el miércoles, así como el reclamo final.
- sepoy_rebellion_lesson_plan_0.docx (English)
- sepoy_rebellion_readings_espanol__1_.docx (Spanish)
- Based on what you read in the first 3 documents, what caused the Sepoy Rebellion?
- Según lo que leyó en los primeros 3 documentos, ¿qué causó la rebelión de los cipayos?
Class Agenda: Wednesday 3/25/20-Thursday 3/26/20
Standard(s):
- 10.7: Students analyze the rise of totalitarian governments after World War I.
- Students will be able to understand the rise of fascism in Spain that led to the Spanish Civil War and the rise of Stalin in the Soviet Union by completing the CH.25.4/5 study guide.
- Why would both Germany and Italy support a fascist government in Spain?
- Ch.25 sections 4 and 5 text.
- Students will read the Ch.25 sections 4 and 5 text and answer the guiding questions and define the key terms on the study guide as they read.
- (English) study_guide__ch.25.4_5.docx (Spanish) guía_de_estudio__ch.25.4_5.docx
- How did Stalin ensure that he had absolute power in the Soviet Union?
Class Agenda: Monday 3/23/20-Tuesday 3/24/20
Standard(s):
- 10.7: Students analyze the rise of totalitarian governments after World War I.
- Students will be able to understand the events that brought Hitler and the Nazi party to power in Germany leading up to WWII by watching the documentary "Master Race" and completing the video guide questions.
- Why was the Treaty of Versailles so hated in Germany?
- "Master Race" documentary.
Activities:
- Students will complete the video guide questions as they watch the documentary.
- video_guide--master_race.doc
- Why do you think that Hitler's ideas were able to persuade so many Germans into doing the things they did?
- Remember to submit your Do Now and Exit Slip along with you video guide questions.
Class Agenda: Thursday 3/19/20-Friday 3/20/20
Standard(s):
- 10.7: Students analyze the rise of totalitarian governments after World War I.
- Students will be able show their understanding of the Great Depression and the rise of fascism in Italy by completing the Ch.25.1&2 quiz.
- Students will be able to understand the rise of Hitler in Germany by reading the Ch.25.3 text and answering the guiding questions and defining the key terms on the Ch.25.3 study guide.
- In fascist society, what value does the individual have?
- Ch.25.3 text on GoogleClassroom. https://classroom.google.com/u/0/w/NDg5NTU1MzkxNzha/t/all
- Students will take the Ch.25.1&2 quiz on Edulastic.
- Students must log into Clever and then log into the Edulastic app.
- The quiz opens automatically at 9am and closes automatically at 9pm.
- After students finish with the quiz they must complete the Ch.25.3 study guide. study_guide__ch.25.3.docx (English)
- guía_de_estudio__ch.25.3.docx (Spanish)
- What was similar about the rise of Mussolini and Hitler? (Submit your answer at the bottom of your study guide)
Class Agenda: Wednesday 3/18/20
Standard(s):
- 10.7: Students analyze the rise of totalitarian governments after World War I.
- Students will be able to understand the rise of authoritarian governments and the outbreak of the Great Depression by watching the documentary "1929: Breadline" and completing the video guide questions as they watch.
- Why would anyone choose a dictator to rule over them?
- As students watch the Great Depression documentary "1929: Breadline", they will complete the video guide questions.
- 1929__breadline_video_guide.docx
- This assignment is due by 3/19/20 by 9pm.
- Students must either submit the assignment through GoogleClassroom as a GoogleDoc, or if they answer the questions on paper they must take a picture of their work and email it to me at [email protected].
- What was the only thing that was able to get the world out of the Great Depression?
- Make sure that you include both the do now and closure questions on the bottom of your video guide submission.
- There will be a quiz on Ch.25.1&2 on Thursday for P1 and Friday for P2.
Class Agenda: Monday 3/16/20-Tuesday 3/17/20
Standard(s):
- 10.7: Students analyze the rise of totalitarian governments after World War I.
- Students will be able to understand how the Treaty of Versailles, the end of WWI, and the Great Depression led to the rise of fascism and totalitarian leaders in Europe by answering the guiding questions and defining the key terms on the Ch.25.1&2 study guide as they read through sections 1 and 2 of Ch.25.
- Who would you vote for? https://docs.google.com/forms/d/e/1FAIpQLSdacoLTUJ-DYOTgSQ3cKJn21KizCx-Nqf-QD7QOekNh8baU1g/viewform
- CH.25 text https://classroom.google.com/u/0/w/NDg5NTU1MzkxNzha/t/all
- Instructions for submitting assignments on GoogleClassroom:
Activities:
- Access the Study Guide Ch.25.1&2 assignment under classwork in GoogleClassroom.
- Answer the guiding questions and define the key terms from the study guide as you read through sections 1 and 2 from Ch.25.
- To submit your assignment you will either need to make a copy of the study guide by clicking "make a copy" which is located under the "file" tab in the upper left part of the document, allowing you to type into a new GoogleDoc that you can turn in, or you must take a picture of your handwritten study guide answers and take a picture to submit as a file.
- Answer the following question in a complete sentence and write it on the bottom of the study guide before you submit it: "Did the Budgeting Game activity influence the way you voted in the Do Now activity? Why, or why not?"
Class Agenda: 3/11/20-3/13/20
Standard(s):
- 10.6.3: Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
- Students will be able to understand the economic and social pressures of the early 1920s in the Weimar Republic Germany by playing the Hyperinflation Budgeting Game and successfully completing the budgets for each month.
- If times got tough, what things would you stop buying every month?
- Hyperinflation Budgeting Game ppt and handouts.
- Each student or student pair will receive one budget handout and one identity card to tell them what job they have, what their gender is, and their marital status.
- I will project on the screen: the monthly income for each identity, and the prices for all of the goods they must buy each month and students will need to make decisions to help them survive until the end.
- After five months we will see who has survived, and who has not.
- Debrief as a class.
Class Agenda: 3/9/20-3/10/20
Standard(s):
- 10.6
- Students will be able to understand the conditions after WWI that gave rise to fascism and totalitarian dictators in Europe by watching the documentary "1919: Lost Peace" and participating in class discussions and completing the video guide questions.
- What provisions in the Treaty of Versailles could have led to future wars?
- "1919: Lost Peace" documentary. https://www.youtube.com/watch?v=JrlvD7RH8XM
- Documentary "1919: Lost Peace" class viewing with discussions and video guide.
- Class debrief.
Class Agenda: 3/4/20-3/6/20
Standard(s):
- 10.6
- Students will be able to show their understanding of the WWI content by completing the WWI exam on Edulastic.
- What were the key differences between the Western and Eastern Fronts in WWI?
Activities:
- WWI review.
- WWI Exam on Edulastic.
- Collect study guides.
Class Agenda: 3/2/20-3/3/20
Standard(s):
Lesson Objective(s):
- Students will prepare for the WWI exam by creating a one-page cheat sheet from their study guides and notes and by participating in a Quizlet Live review.
- List the countries in each of the following alliances: Triple Alliance, Triple Entente, Central Powers, Allied Powers.
Activities:
- WWI cheat sheet.
- WWI Quizlet live review.
- Reminder about the exam.
- Reminder about turning in study guides on test day.
Class Agenda: 2/27-20-2/28/20
Standard(s):
Lesson Objective(s):
- Students will be able to understand the flawed peace that came from the Paris Peace Conference and how the Treaty of Versailles contributed to future war by completing the Treaty of Versailles Chart from the Treaty of Versailles reading.
- What countries were represented by the "Big Four" at the Paris Peace Conference?
- Treaty of Versailles reading. reading--versailles_treaty.pdf
- Class debrief.
Class Agenda: 2/24/20-2/26/20
Standard(s):
- 10.5
- Students will be able to understand and discuss the progression and the end of WWI by completing the Ch.20.4&5 study guide.
- Students will be able to reflect on the causes of the war and make inferences about how countries might have avoided the conflict.
- What is genocide, or acts of genocide?
- Ch.20 text.
- Students will complete the guiding questions and define the key terms for Ch.20.4&5 as they read through the sections.
- Students will work in pairs to complete the "Coulda, Woulda, Shoulda" activity where they will have to use their knowledge and imaginations to come up with 3 things that each of the countries involved in WWI to either avoid the war or lessen its effects.
- Collect "Could Woulda, Shoulda".
Class Agenda: 2/20/20-2/21/20
Standard(s):
- 10.5
- Students will be able to understand the progression of WWI and the Armenian Genocide by completing the Ch.20.3 reading and study guide.
- What new inventions were used during WWI? List as many as you can.
- Ch.20.3 text.
- Students will work independently or in pairs to complete the guiding questions and define the key terms for Ch. 20.3.
- Check student progress.
- Remind students that the Ch.20.3 quiz is on Monday 2/24.
Class Agenda: 2/18/20-2/19/20
Standard(s):
- 10.5
- Students will be able to show their learning about the causes of WWI by completing the Ch.20.2 quiz.
- Students will be able analyze 5 WWI propaganda posters and recognize which propaganda technique is being used.
- Why did Austria-Hungary make such harsh demands on Serbia after the assassination of the archduke?
- WWI propaganda posters and analysis sheet.
- Ch.20.2 review.
- Ch.20.2 quiz.
- Students will complete the propaganda analysis sheet for all 5 WWI propaganda posters and participate in group discussion.
- Class debrief.
Class Agenda: 2/12/20-2/14/20
Standard(s):
- 10.5
- Students will be able to understand the way in which WWI was unlike any war before it by completing the video guide questions and participating in discussions as we watch the WWI documentary.
- Students will be able to show their understanding of the start of WWI by completing the Ch.20.2 Study guide.
- How did militarism help cause WWI?
- WWI documentary 1914: Killing Fields.
- Ch.20.2 text.
- Students answer the video guide questions and participate in class discussions whie we watch the WWI documentary 1914: Killing Fields.
- Students will then work independently or in pairs to complete the Ch.20.2 stud guide.
- Debrief and collect video guides.
- Remind students about the quiz on ch.20.2 on Tuesday 2/18.
Class Agenda: 2/6/20-2/11/20
Standard(s):
- 10.5
- Students will be able to understand the start of WWI by participating in the "Friend or Foe?" WWI simulation and completing the independent debrief questions.
- How did militarism (glorifying the military) contribute to the start of WWI?
- Grouping and instructions for the "Friend or Foe" country log sheets.
- Students will be grouped into small groups of 2-4.
- Each group will receive a packet containing: a Country Log Sheet, World Statistics Summary Sheet, Confidential Sheet, and a World Map.
- Groups will assign roles to each group member, create a country flag, and study the information on the World Statistics and Confidential sheets.
- Students will discuss in their groups what alliances with other groups or other actions is best for their country at the start.
- Each group will send an Ambassador to negotiate with other countries.
- At the end of negotiations, ambassadors return to their groups and each group will draft and announce their first world proposal.
- I will then distribute the "Breaking News Bulletin" handout and students will have to discuss any changes to their world strategies based on the new information.
- Each group will send out their ambassador for final negotiations and then draft their final proposal for peace or war.
- As a class we will discuss the outcome and then students will complete the activity debrief questions.
- I will collect the country logs and debrief questions.
Class Agenda: 2/3/20-2/5/20
Standard(s):
- 10.4/10.5
- Students will be able to show their learning of the New Imperialism Unit by completing the Imperialism quiz.
- Students will learn about the main causes of WWI by taking notes on the Main Causes of WWI slideshow and participating in class discussions.
- What inventions gave the Europeans an edge over African and Asian countries?
- Imperialism quizlet study set.
- Imperialism quizlet live review.
- Imperialism quiz on edulastic.
- Slideshow lecture and discussion on the 4 MAIN causes of WWI, and students take notes.
- Debrief.
Class Agenda: 1/30/20-1/31/20
Standard(s):
- 10.4
- Students will be able to reinforce their learning about the new European Imperialism of the 19th century by answering the guiding questions and defining the key terms on the Ch.19.2/3 study guide.
- How were smaller European countries able to conquer and colonize countries in Africa and Asia?
- Ch.19.2/3 text readings.
- Students work independently or in pairs to complete the Ch.19.2/3 study guide.
- Progress check.
Class Agenda: 1/27/20-1/29/20
Standard(s):
- 10.4: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
- Students will analyze the events that lead to the Opium War provided in a secondary source on the Opium War and complete the critical thinking questions that accompany the sources.
- Students will annotate and analyze the primary source reading "A Letter Opposing the English" and answer the critical thinking questions about the text.
- How were Europeans able to conquer and colonize most of the countries in Africa and Asia?
- Ch.19. sections 2 and 3.
- Opium War handout.
- "A Letter Opposing the English" handout.
- As a class we will read the introduction for the Opium War hand out and I will model the first critical thinking question and explain how they are to use the rest of the information on the handout to complete the rest of the questions.
- Students work in pairs to complete the critical thinking question on the back of the handout.
- Whole class review.
- Next, I will handout the "Letter Opposing the English" handout.
- I will lead the class in reading the document while students annotate the text.
- Students will use their annotated text to answer the reflection questions based on the text.
- If there is time, students will work on the Ch.19.2&3 study guide.
- Class debrief.
Class Agenda: 1/21/20-1/24/20
Standard(s):
- 10.4: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
- Students will be able to understand the origins of European imperialism in Africa by watching the documentary "King Leopold's Ghost" and completing the video guide handout.
- Why did Europeans colonize Africa and Asia after the start of the Industrial Revolution?
- Documentary "King Leopold's Ghost" and video guide.
- Finish slide show on Motives for Imperialism.
- Students complete the video guide and participate in class discussions as we watch the documentary.
- After the documentary, students will work in pairs to complete the reflection questions.
- Class review.
Class Agenda: 1/15/20-1/17/20
Standard(s):
Lesson Objective(s):
- Students will be able to understand and discuss the European motive for imperialism of the 19th century in Africa and Asia.
- Political cartoon analysis, "White Man's Burden".
- PowerPoint slide show "Motives for Imperialism" motives_for_imperialism.pptx
- Google Classroom sign up for second semester.
- Slide show and discussion on European motives for imperialism in Africa and Asia.
- Preview of "King Leopold's Ghost".
Class Agenda: 12/16/19-12/17/19
Standard(s):
- 10.1, 10.2, 10.3
- To assess student learning of semester one content.
- Students will be able to complete the Fall Final Exam to show what they've learned this semester.
- Study session.
- Test taking procedures, edulastic log in.
- Fall Final Exam.
- Debrief.
Class Agenda: 12/9/19-12/13/19
Standard(s):
Lesson Objective(s):
- Students will complete the video guide questions and be able to participate in class discussions while watching the "Children Who Built Victorian England" documentary on child labor in the Industrial Revolution.
- Student will prepare for the Fall Final Exam.
- Political Cartoon analysis. Student will analyze the political cartoon that I project on the board independently, hten share their answers with a partener and be prepared to share out with the class when called upon.
- "The Children Who Built Victorian Britain" documentary.
- Quizlet study sets.
- Students complete the video guide and participate in class discussions while we watch "The Children Who Built Victorian Britain" www.youtube.com/watch?v=lCgRdcQSixg
- Students then participate in final review with quizlet live. All study sets.
- Debrief.
Class Agenda: 12/5/19-12/6/19
Standard(s):
Lesson Objective(s):
- Students will be able to understand the social changes to western societies brought on by the Industrial Revolution.
- Students will be able to show their learning about the start of the Industrial Revolution by completing the Ch.16.1 and 2 quiz.
- What was the significance of Watt's steam engine?
- Industrial Reforms PowerPoint. industrial_reforms.pptx
- Students will take the Ch.16.1 and 2 quiz on Google Classroom.
- Students will take notes on the Industrial Reforms PPT and participate in class discussions.
- Collect study guides.
Class Agenda: 12/2/19-12/4/19
Standard(s):
Lesson Objective(s):
- Students will be able to understand the start of the Industrial Revolution in Britain by watching the BBC documentary on the Industrial Revolution and completing the video guide.
- Students will also be able to use the Ch.16.1 and 2 text to complete the corresponding study guide.
- What do you think are the 3 greatest inventions in history?
- Documentary: "BBC Industrial Revolution".
- Ch.16.1 and 2 text.
- Student will complete the video guide questions while watching the "BBC Industrial Revolution" documentary and participate in class discussions.
- Students will work individually or in pairs to complete the Ch.16.1 and 2 study guide.
- Class debrief.
Class Agenda: 11/22/19
- Crash Course: Industrial Revolution and discussion.
Class Agenda: 11/21/19
- Field trip to CSULB and CSULA
Class Agenda: 11/20/19
Standard(s):
- 10.2.1
- Students will be able to show their understanding of the American, French, and Latin American Revolutions by completing the Ch.15 exam.
- Brief review before the exam.
- Review of test-taking procedures.
- Students will take the Ch.15 exam.
- Collect all exams and exam forms.
Class Agenda: 11/18/19-11/19/19
Standard(s):
- 10.2.1
- Students will be able to show their understanding of the Latin American Revolutions by completing the Ch.15.5 Quiz.
- Review for the upcoming CH.15 Exam.
- What is the difference between creoles and peninsulares?
- Review quiz taking procedures and study for 15.5 quiz.
- Quizlet review for Ch.15.
- Students will briefly review their study guides before taking the Ch.15.5 Quiz.
- Students will take the Ch.15.5 quiz.
- After the quiz, students will create a cheat sheet for the ch.15 exam on a half-sheet of paper using the ch.15 text and their completed study guides.
- As a class we will do a review of ch.15 key terms using quizlet live.
- Debrief of terms.
Class Agenda: 11/14/19-11/15/19
Standard(s):
- 10.2.1: Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America.
- Students will be able to understand the influence of the French Revolution on the Latin American Revolutions.
- Students will be able to complete a graphic organizer with the leaders, issues, countries and outcome of each of the revolutions in Latin America.
- I will write a question on the board: “What effects did the French Revolution have on the Latin American Revolutions?”
- Students will answer the question on their own first, then I will have them pair up and compare answers, then I will call on random pairs to share out.
- I will have students take out the Latin American Revolution Chart handouts that they should have received yesterday. I will give handouts to those who do not have one.
- I will review the directions with the students and model the first row that is already filled out.
- I will have the students get Chromebooks by rows.
- Students will work in pairs to complete the handouts.
- As the students work on the handouts I will draw the chart on the front board and walk around the room to monitor students progress.
- Review.
Class Agenda: 11/12/19-11/13/19
Standard(s):
Lesson Objective(s):
- Students will be able to analyze the Latin American Revolutions by completing the CH.15.5 study guide.
Input:
- Ch.15.5 text on google classroom.
- Students will complete the Ch.15.5 study guide located on google classroom under classwork.
- Students will first answer the guiding questions as they read through the text, and then define the key terms.
- Put away the Chromebooks.
Class Agenda: 11/7/19
Standard(s):
Lesson Objective(s):
- Students will be able to show their learning of Ch.15.4 by completing the Ch.15.4 quiz.
- What title did Napoleon give himself in 1804?
- Students will review their video guides and study guides to prepare for the quiz.
- Students will use Chromebooks to take the Ch.15.4 quiz on Google Classroom.
- I will collect both the video guide and the Ch.15.4 study guide.
Class Agenda: 11/6/19
Standard(s):
Lesson Objective(s):
- Students will be able to analyze the transition of the French Revolution from the end of the Reign of Terror to the rise of Napoleon.
- What was the instrument of execution used during the Reign of Terror called, and how was it connected to the revolution?
- Question review.
- As a class, we will finish watching the History Channel documentary "The French Revolution" and students will complete the video guide as we watch.
- Students will complete the 15.4 study guide idividually or in pairs.
- I will check the video guides for completion.
Class Agenda: 11/4/19-11/5/19
Standard(s):
Lesson Objective(s):
- Students will be able to analyze the progression of the French Revolution through the end of the Reign of Terror and complete all of the video guide questions.
- What percentage of the French population was in each of the estates: 1st, 2nd, 3rd?
- Review of the first days questions of the video guide.
- As a class, we will continue to watch the History Channel documentary on "The French Revolution".
- Students will be completing the video guide questions as we watch and discuss the documentary.
- Progress check.
Class Agenda: 10/31/19-11/1/19
Standard(s):
Lesson Objective(s):
- Students will understand the origins and outbreak of the French Revolution.
- What is a revolution?
- Preview of French Rev. documentary and video guide.
- Students will watch the first part of the History Channel "The French Revolution" and answer the video guide questions and participate in class discussions.
- https://www.youtube.com/watch?v=Rxu5vhHktaQ
- french_revolution_video_guide_espanol.docx, video_guide--the_french_rev_from_monarchy_to_rev.doc
- It's Halloween! We will watch Ghostbusters to end the class.
Class Agenda: 10/30/19
- NWEA Testing all periods.
Class Agenda: 10/28/19-10/29/19
Standard(s):
Lesson Objective(s):
- To assess student learning of Ch.15.3 and to introduce Ch.15.4.
- NWEA Testing
- Go over quiz taking procedures and remind students to turn in their study guides after they have finished their quiz.
- Tell students that they may begin working on their Ch.15.4 study guides after they have finished their quiz.
- Ch.15.3 Quiz.
- Students work on the Ch.15.4 study guide. (See GoogleClassroom).
- Check student progress.
Class Agenda: 10/25/19
Standard(s):
Lesson Objective(s):
- Students will be able to identify and analyze the problems with the Articles of Confederation and the solutions that the framers of the Constitution came up with.
- What was the argument between the big and small states about how representation in Congress should be determined?
- Review the first example from Monday/Tuesday's T-Chart.
- Students complete the rest of the Constitutional Convention T-Chart.
- Review and discuss as a class.
- Collect timelines and t-charts.
Class Agenda: 10/21/19-10/22/19
Standard(s):
Lesson Objective(s):
- Students will be able to analyze the progression of events leading up to and through the American Revolution and the issues with the Articles of Confederation which led to the Constitution and Bill of Rights.
- Why did the American colonists object to the Stamp Act so strongly?
- I will give instructions on how to construct a timeline for the American Revolution and model for them the first and last events to include.
- I will instruct students to fill in their own timeline on their papers with 5 additional events that occurred between the 2 events that I modeled.
- I will then instruct the students to create a T-chart on the reverse side of their papers for the issues addressed at the Constitutional Convention with one side having the issues they faced and the other side having the solutions to those issues that the framers came up with. I will model the first issue and solution for them and instruct them to fill in 2 more issues and their solutions.
- Students work in pairs to complete their timelines.
- Class review of the American Revolution timeline.
- Students continue to work on the Constitutional Convention T-chart.
- Check student progress.
Class Agenda: 10/17/19-10/18/19
Standard(s):
Lesson Objective(s):
- To assess student learning of the CH.15.1-2 content and introduce the next section in the chapter.
- What was the most important difference between the ideas of Locke and Rousseau vs. Hobbes about the social contract?
- Review of quiz taking procedures and strategies.
- Students take the Ch.15.1-2 quiz and hand in their study guides when finished.
- Students complete the Ch.15.3 study guides while reading through Ch.15.3.
- Check student progress.
Class Agenda: 10/16/19
Standard(s):
Lesson Objective(s):
- Students will be able to identify and define the key terms for the Enlightenment and Ch.15.1-2.
- What was the significance of Denis Diderot's Encyclopedia?
- Introduction of quizlet live and its rules.
- Students will work in randomized groups to compete with eachother playing quizletlive, where teams will work together to match definitions with the key terms.
- Activity debrief.
Class Agenda: 10/14/19-10/15/19
Standard(s):
Lesson Objective(s):
- Students will be able to understand the impact of the Enlightenment and the Glorious Revolution in England on the modern world.
- What basic rights can you think of that we have in our own country today?
- Review study guide instructions, and make sure that students remember to handwrite their questions and answers.
- Students will complete their Ch.15.1-2 study guide (GoogleClassroom) while they read through the first 2 sections.
Class Agenda: 10/9/19-10/11/19
Standard(s):
Lesson Objective(s):
- Students will be able to understand the cultural and political contributions of the Enlightenment philosophers.
- Question: Why do we have governments at all?
- PowerPoint presentation on the Enlightenment thinkers. enlightenment_thinkers.ppt
- Students will take notes on each Enlightenment thinker during the presentation.
- After the presentation, students will use their notes and internet research to complete a profile for one of the Enlightenment thinkers. enlightenment_thinker_profile.docx
- If finished, students are to begin working on the next section study guide that is posted on GoogleClassroom.
- Collect profiles.
Class Agenda: 10/7/19-10/8/19
Standard(s):
Lesson Objective(s):
- To assess student learning of Ch.5 on Expanding Interactions.
- Write down at least 1 detail that you can remember about each of the empires that we studied in Ch.5 (Han, Roman, Gupta, Muslim, Mongol).
- Kahoot review of Ch.5 material.
- Students will have 20 min to complete their cheat-sheets for the exam.
- Review test taking procedures and pass out exams.
- Ch.5 Test.
- Collect exams and preview the next chapter.
Class Agenda: 10/3/19-10/4/19
Standard(s):
Lesson Objective(s):
- To asses student learning of the Mongol Empire and to prepare students for the upcoming test on Ch.5.
- Review of quiz-taking skills and procedures.
- I will have the students go by row to get ChromeBooks.
- I will give quiz instructions.
- I will have the students take the CH.5.3 Quiz.
- When finished, students will close their ChromeBooks and hold onto their study guides.
- I will explain to the students that they will be using their notes, study guides and the chapter reading to create a one-page, one-sided cheat sheet for the upcoming test next week.
- Students will work individually to complete their cheat sheets.
- Quizlet live review of chapter 5.
Class Agenda: 9/30/19-10/2/19
Standard(s):
Lesson Objective(s):
- Students will learn about the extent of the Mongol Empire and its effect on world history.
- I will go through the directions for each of the activities and explain how the students are to complete each of the activities included in the Empire of the Mongols packet.
- Students will work independently, in pairs or small groups to complete the Empire of the Khans packet.
- the_empire_of_the_khans.doc
- When finished, students will complete their Ch.5.3 study guides.
- Class debrief for the Empire of the Khans packet and class discussion.
- I will collect the packets.
Class Agenda: 9/26/19-9/27/19
Standard(s):
Lesson Objective(s):
- To assess student learning of the Muslim Empire and to introduce the students to the content of the next section on the Mongol Empire.
- Review of study guide use and quiz-taking procedures.
- I will call students by rows to get ChromeBooks.
- Students will log onto GoogleClassroom and select the Ch.5.2 Quiz.
- When finished students will submit their quiz and close their ChromeBooks.
- I will introduce the study guide for Ch.5.3 and students will work independently or in pairs to complete the study guide by answering the guiding questions and defining the key terms.
- All hand-written study guides can be used on next week's quiz.
- Check student progress.
Class Agenda: 9/23/19-9/25/19
Standard(s):
Lesson Objective(s):
- Students will understand the culture of Islam in the Muslim Empire through learning the 5Pillars of Islam and completing a R.A.F.T writing assignment incorporating what they have learned.
- "What caused the Prophet Muhammed to flee Mecca and go to Medina?" Write both the question and your answer on your own paper.
- PowerPoint presentation and notes on the 5 Pillars of Islam. thefivepillarsofislam.ppt
- Ch.5 Section 2 reading.
- Letter to Mecca R.A.F.T writing. letter_to_mecca.docx . , letter_to_mecca_espanol.docx
- Students use the writing prompt and the information in Ch.5.2 to write a R.A.F.T personal letter describing life in Cordoba, Spain in 800CE and a planned Hajj to Mecca. (see attached document).
- When students are finished they will turn in their letter and finish working on their Ch.5.2 study guide in preparation for the upcoming quiz.
- Progress check.
Class Agenda: 9/19/19-9/20/19
Standard(s):
- 10.1
- Students will be assessed on their understanding of the content of the first section on the fall of the classical empires.
- Students will understand the origins and development of the Muslim Empire.
- Review quiz-taking procedures and use of hand-written study guides.
- Remind students that I will be collecting the study guides once they are finished with the quiz.
- Students will get ChromeBooks and put everything away except for their hand-written study guides.
- I will have students log onto GoogleClassroom at the same time and select the Ch.5.1 Quiz.
- Students will take the Ch.5.1 quiz and hand in their study guides when they are finished.
- I will introduce the students to the reading for Ch.5 section 2.
- I will introduce the study guide for Ch.5.2 and review with the students how they are to complete the study guide and remind them that they must hand-write both the questions and key term along with their answers and definitions.
- Remind the students that the study guide can be used on the day of the quiz and will be collected as an assignment after the quiz.
- Students will complete the Ch.5.2 study guide as they read through the section.
- copy_of_study_guide__ch5.2.gdoc
- guía_de_estudio__ch.5.2.gdoc
- Progress check.
Class Agenda: 9/16/19-9/18/19
Standard(s):
- 10.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
- Students will understand the legacy of the Roman Empire and its influence on our society.
- Students will analyze the principles of Roman Law by reading the Roman 12 Tables.
- Presentation on the Roman Republic on PowerPoint. roman_republic_and_law.ppt
- Students are to take notes while I present and answer questions as part of the class discussion.
- I will pass out the Roman 12 Tables handout.
- Students will read through the laws of the 12 Tables and annotate the laws, underlining unfamiliar words and highlighting important information.
- Students will use the laws of the 12 Tables to answer the comprehension questions on the last page of the handout. roman_12_tables.pdf, 12_tables__espanol_.docx.
- Class debrief, and students will hand in their responses.
Standard(s):
- 10.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
- Students will understand the reasons and impacts of the decline of 3 classical empires (Rome, Han China and Gupta India).
- Students will also learn the format in which we will be using study guides and quizzes for each section.
- Students write down and answer the question on the board on their own paper: "Based on what you know about history, what do you think was the greatest empire of all time?"
- Class discussion follows.
- Introduction to the first textbook reading and first study guide.
- As a class we will read the introduction to Ch.5 Expanding Interactions on GoogleClassroom. study_guide__ch._5.1.gdoc
- I will explain to the class how to use the study guide while reading through the first section of the text.
- I will also explain how they will be able to use their own handwritten answers to the study guide questions on the upcoming quiz on the first section.
- Students will then work in pairs or individually to read the first section of the chapter and complete the study guide while I assist students that need help.
- I will check student progress before they leave.
Class Agenda: 9/9/19-9/11/19
Standards:
- 10.1.2: Trace the development of the Western political ideas of the rule of law.
- Students will understand what makes up a government and how different types of governments will make decisions.
- Write down the following question on your own sheet of paper, and answer it using complete sentences: "What is the best type of government in your opinion and why?
- Students will be put into groups of 5-6 and be given the Creating Your Own Government handout. ws--creating_a_government_activity.doc
- Students will work together to come up with: a name, a flag, a decision making process, rules and consequences, and a method for changing their rules.
- Students will then present their island government as a group to the class.
- Students will then individually answer the debrief questions about their group activity and take notes on the Types of government PowerPoint. types_of_governments.pptx
- Students will be presented with a series of scenarios and will have to decide if the scenario represents either autocratic or democratic decision making.
Class Agenda: 9/5/19-9/6/19
Standard(s):
Lesson Objective(s):
- Students will be able to understand the different elements of media construction in order to better understand media messaging and bias.
- On your own sheet of paper, answer the following question: "What sources of information do you trust to give you information about the world? Name 3 sources that you trust."
- Followed by class discussion. Students are to put their Do Now in their Promise Binder.
- PPT Lecture and class discussion-"Media Analysis" media_analysis_with_additional.pptx
- During lecture students will take Cornell Notes and participate in class discussion.
- Evaluating Sources handout. evaluating_sources.docx (Espanol)evaluating_sources__espanol_.docx
- Students will work either independently or with a partner to complete the Evaluating Sources handout.
- Evaluating Sources Debrief: As a class, we will review the evaluating sources handout and discuss the answers.
- Students will turn in their work by placing it in the appropriate in-basket.
Class Agenda: 9/3/19-9/4/19
- NWEA Reading Test both days.
Standard(s):
- 9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- Students will be able to analyze conflicting accounts of the same event in order to understand the effects of bias on historical sources.
- Question: "Can people witness the same event see different things?"
- Followed by class discussion.
- Lunchroom Fight 1: lunchroom_fight_1.docx
- Followed by debrief and class discussion.
- Lunchroom Fight 2: The evidence-lunchroom_fight_evidence.docx
- Students will read through all of the different accounts of what happened.
- Students will use the evidence to complete the Evidence Context handout-lunchroom_fight_context_handout.docx
- Students will make their final decision about who is to blame for the lunchroom fight and what punishment they would give out if they were the school principal using the Suspension Report. lunchroom_fight_suspension_report.docx
- We will discuss everyone's decisions as a class and students will turn in their work before leaving.
Class Agenda: 8/26/19-8/27/19
Standards(s): N/A
Lesson Objective: Students will understand how to access class websites and understand classroom expectations.
- Introduction to World History and a bit about me.
- Crash Course Intro to World History https://www.youtube.com/watch?v=Yocja_N5s1I&list=PLBDA2E52FB1EF80C9
- Introduce Class syllabus and review it as a class.
- Introduce students to google classroom and get them signed up for my World History A class on google classroom.
Examine the principal theaters of battle, major turning points, and the importance ofgeographic factors in military decisions and outcomes (e.g., topography, waterways,distance, climate).Analyze the aims and negotiating roles of world leaders, the terms and influence ofthe Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes andeffects of the United States’s rejection of the League of Nations on world politics.Compare the German, Italian, and Japanese drives for empire in the 1930s, includingthe 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.Discuss the human costs of the war, with particular attention to the civilian andmilitary losses in Russia, Germany, Britain, the United States, China, and Japan.Identify and locate the Allied and Axis powers on a map and discuss the majorturning points of the war, the principal theaters of conflict, key strategic decisions,and the resulting war conferences and political resolutions, with emphasis on theimportance of geographic factors.Examine the origins of American involvement in the war, with an emphasis on theevents that precipitated the attack on Pearl Harbor.
2.Explain U.S. and Allied wartime strategy, including the major battles of Midway,Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.Identify and locate the Allied and Axis powers on a map and discuss the majorturning points of the war, the principal theaters of conflict, key strategic decisions,and the resulting war conferences and political resolutions, with emphasis on theimportance of geographic factors.Compare the economic and military power shifts caused by the war, including theYalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.