Friday, May 23, 2008

Week 19, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: Vietnam and Review
Time: Week 19, May 26th-30th
Unit: Vietnam and Review

Objectives:
1. Students will evaluate the reasons for America’s involvement in the Vietnam War.
2. Students will describe the strategies U.S. forces used in the Vietnam War.
3. Students will explain why some Americans opposed the war, and describe how the government responded.
4. Students will evaluate the war’s long-term effects on the American people.

Monday
1. Background to Conflict and the War Escalates.
2. Homework: Chapter 33, Section 3-A Turning Point, Possible quiz.

Tuesday
1. The War Ends.
2. Homework-live life looking forward with your eyes in the rearview mirror.

Wednesday
1. Review

Thursday
1. Review
Friday
1. No class.

Monday, May 19, 2008

Final Review

purpose of the Homestead's Act; reasons for westward migration; problems of farming in the West (plains); two main "fuels" of the industrial age; "men of steel"; immigration discrimination during the Gilded Age; significant Robber Barons; the effects of barbed wire; innovations related to skyscrapers; Gilded Age strikes; Sherman Antitrust Act; social gospel movement; meaning of the term "Gilded Age"; populist movement, William Jennings Bryan; progressivism v populism; significance of the Triangle Shirtwaist fire; La Follette; T.R.'s business policies; reasons for US war with Spain; Hearts' role in the S-A War; the ship that blew up in Havana; Asian expansion resulting from S-A War; British naval strategy in WW1; treaty that ended WW1; American support at the outset of WW1; "return to normalcy"; Coolidge's approach to business; the Red Scare; objects of KKK's persecution; immigrants accused of murder ini 20s; prosperity of the 20s; presidents of the 20s; the Harlem Renaissance; flappers; general problems during the 20s; Hoover's approach to the economy; Bonus March; the severity of the Gr Depr; 100 days; movies of the 30s; criminals of the 30s; music of the 30s; New Deal programs; Dust Bowl geography; FDR worst political move; Pearl Harbor; European invasion of the Allied forces; significant battles in the Pacific; secret project associated with Oppenheimer; Battle of the Bulge; Cold War policy; beatnik authors; urban areas during the 50s; reason why Kennedy beat Nixon; hippie culture; Nixon and Vietnam

Matching-Set A
capitalism
free enterprise
communism
social Darwinism
corporation
trust
monopoly
vertical integration
horizontal integration

Set B
a. Central Intelligence Agency j. National Defense Administration
b. containment k. Nuremberg
c. Explorer I l. Mao Zedong
d. General MacArthur m. Sputnik
e. Ralph Bunche n. United Nations
f. Alger Hiss o. zaibatsu
g. Hollywood Ten p. President Truman
h. George C. Marshall q. Zionism
i. Joseph McCarthy


a. Robert Moses g. Civil Rights Act of 1964
b. Medgar Evers h. Black Panther Party
c. Martin Luther King Jr. i. Voting Rights Act
d. James Chaney j. James Meredith
e. Malcolm X k. Elijah Muhammad
f. Ralph Abernathy l. l. Freedom Riders


T/F-five T/F on the 1920s
1. Using the four massacres/incidents that we learned about in class, explain how Manifest Destiny led to the destruction of Native American peoples and their way of life.
2. In a paragraph explain how political machines accumulated and maintained political power.
3. Compare and contrast the three progressive presidents. Include their accomplishments, any at least one failure or shortcoming of their administration or political life, and their rank compared to the others (which one is best, second, and the least of the three-be sure to include an explanation with the rank).
4. What were two of the strategies of the women’s suffrage movement and who were at least three of the leaders and their respective roles in the movement’s plight for suffrage? 5. In paragraph form, give three reasons for the Great Depression.
6. What were the three Rs of the Great Depression? Explain why each of the three Rs was important.
7. How did the idea of isolationism affect America in the years leading to World War 2? Include the policies that the U.S. held toward the events in Europe and to a lesser extent in the Pacific region.
8. Name and briefly describe three international crises of Kennedy’s administration.
9. Describe why many Vietnam soldiers became disheartened and disillusioned during and after the war.
10. Who do you think was the most influential president during the period (1865-1975) that was studied this semester and why?

Saturday, May 17, 2008

Week 18, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: 60s Time: Week 18, May 19th-23rd Unit: Social Change and Upheaval in the 1960s and the Vietnam War
Objectives:
1. Students will analyze the tactics and success of the Civil Rights Movement.
2. Students will list the contributions of JFK’s administration.
3. Students will explain the causes for the Chicano movement.
4. Students will explain the impact and successes of other movements.

Monday
1. Vesak Day.

Tuesday
1. Chapter 30, Sections 1 and 2-JFK
2. Homework: Read chapter 30, Section 3, Johnson’s Great Society. Complete Questions 2 and 3-a, b, and c.

Wednesday
1. Chapter 31, Section 1.
2. Homework-Read section 2 and 3. Answer #s 2 and 3 (a, b, and c) on page 932 and 3 (a, b, and c) on page 938.

Thursday
1. Chapter 31, Section 4-The Movement Continues
2. Read chapter 32, Section 1. Quiz possible tomorrow.

Friday
1. Chapter 32, Sections 2 and 3-The Chicano Movement and More Groups Mobilize
2. Read Chapter 32, Section 4

Friday, May 16, 2008

Week 17, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: 50s Time: Week 17, May 12th-16th Unit: Cold War
Objectives:
1. Students will memorize the significant events leading to the end of WW2.
2. Students will discuss the morality of dropping the atomic bomb.
3. Students will list the important events following WW2 and leading to the Cold War.
4. Students will learn about the impact of WW2 in Singapore.

Monday
1. Finish lecture on Chapter 28, Sections 1 and 2.
2. Read Section 3 for tomorrow. Complete 1, 2, and 3 on page 850.

Tuesday
1. Chapter 28, Section 4 and Chapter 29, Section 1.
2. Homework-Read chapter 29, Section 2 for tomorrow. Possible quiz.

Wednesday
1. Quiz over section 2.
2. Chapter 29, Section 3-voices of dissent.

Thursday
1. Chapter 30, Sections 1 and 2-JFK
2. Homework: Read chapter 30, Section 3, Johnson’s Great Society. Complete Questions 2 and 3-a, b, and c.

Friday
1. Chapter 31, Section 1.
2. Homework-Read section 2 and 3. Prepare for possible quiz on Tuesday (no school Monday).

Week 17, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: 50s Time: Week 17, May 12th-16th Unit: Cold War
Objectives:
1. Students will memorize the significant events leading to the end of WW2.
2. Students will discuss the morality of dropping the atomic bomb.
3. Students will list the important events following WW2 and leading to the Cold War.
4. Students will learn about the impact of WW2 in Singapore.

Monday
1. Finish lecture on Chapter 28, Sections 1 and 2.
2. Read Section 3 for tomorrow. Complete 1, 2, and 3 on page 850.

Tuesday
1. Chapter 28, Section 4 and Chapter 29, Section 1.
2. Homework-Read chapter 29, Section 2 for tomorrow. Possible quiz.

Wednesday
1. Quiz over section 2.
2. Chapter 29, Section 3-voices of dissent.

Thursday
1. Chapter 30, Sections 1 and 2-JFK
2. Homework: Read chapter 30, Section 3, Johnson’s Great Society. Complete Questions 2 and 3-a, b, and c.

Friday
1. Chapter 31, Section 1.
2. Homework-Read section 2 and 3. Prepare for possible quiz on Tuesday (no school Monday).

Wednesday, April 30, 2008

Week 16, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: The War Abroad and at Home Time: Week 16, May 5th-9th Unit: World War 2
Objectives:
1. Students will memorize the significant events leading to the end of WW2.
2. Students will discuss the morality of dropping the atomic bomb.
3. Students will list the important events following WW2 and leading to the Cold War.
4. Students will learn about the impact of WW2 in Singapore.

Monday
1. Victory in Europe
2. Read Chapters 28, Sections 1 and 2. Quiz on Thursday.

Tuesday
1. Socratic Seminar

Wednesday
1. Test-WW2

Thursday
1. Quiz on Chapters 28, Sections 1 and 2.
2. Chapters 28, Sections 3 and 4
3. Homework Read Chapter 29, Sections 1 and 2 for Monday.

Friday
1. Fort Siloso

Tuesday, April 29, 2008

WW2 Test Review

M/C-short name of Nat Soc Party, meaning of Fuehrer, country's defeat that led to WW2 in Europe, the extend of Japan's empire, Hitler's non-aggression pact, French port city that led to isolated Br, Battle of Britain, Rommel, Operation Barbarossa, Pearl Harbor-basic facts, Turning point in Nazi/Soviet line, Einstein and Oppenheimer, significance of the B. of the Bulge, focus of the Yalta conference, FDR's successor

Matching-Luftwaffe, Wehrmacht, Rhineland, Appeasement, Isolationism, Empire, Blitzkrieg, Maginot Line, Neutrality Acts, Lend-Lease, Embargo, Kamikaze, Enola Gay, Operation Overlord, Internment Camp, Propaganda, Fascism, Panzer, Nanking, D-Day
Short Answer-arrange European countries in order of their defeat by the Nazis, 2 reasons for Hitler's rise to power, three Axis powers, three most significant Allied countries and their leaders, Hirohito and Tojo, Dec 7, '41, a-bomb cities

Paragraph-choose from the following topics-isolationism, the policy of appeasement, the belief system embodied in fascism

Map-label a blank world map with the following: a) Japan, b) U.S.A., c) Germany, d) Britain, e) France, f) Poland, g) Soviet Union (now Russia), h) China, i) Indo-China (Southeast Asia), j) Philippines, k) Hawaii, l) Midway, m) Iwo Jima, n) Normandy, o) Paris, p) Moscow, q) London, r) Tokyo, s) Nagasaki/Hiroshima t) Suez Canal.

Monday, April 28, 2008

Debate-Hiroshima and Nagasaki

Read the following. Prepare for a Socratic Seminar on Tuesday.

http://en.wikipedia.org/wiki/Debate_over_the_atomic_bombings_of_Hiroshima_and_Nagasaki

Truman and the Hiroshima Cult, Chapter 8-"What if the Bomb Had Not Been Used?" http://www.questiaschool.com/read/23188887 . If you can't read it from questia, check out my website at: http://ditzenberger.googlepages.com/home and go to the bottom of the page where you will find a Word doc that you can open. Thanks!

Notes can be brought to class to help with the Socratic Seminar. Your ticket in to the class will include:

1) a paragraph answering the question-was it the right choice to drop the atomic bomb on Hiroshima and Nagasaki?

2) three universal questions. A universal question helps apply the situation to people and nations that transcend the particular time and place in which this historical event occured.

Friday, April 25, 2008

Week 15, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: The War Abroad and at Home Time: Week 15, April 28th –May 2nd Unit: World War 2
Objectives:
1. Students will evaluate the policies of the U.S. toward the Japanese and the contributions of Japanese during the war.
2. Students will explain how the Axis powers lost to the Allied powers.
3. Students will account for the downfall of the Japanese empire.

Monday
1. Finish Japanese-American Relocation video (17:00)
2. WWII Europe (42-43)
3. Homework: Chapter 27, Section 3-complete #s 3, 4 (a, b, and c), and 5 on page 820.

Tuesday
1. Lecture: WWII-Pacific 43-45
2. Homework-read Chapter 27, Section 4. Prepare for quiz.

Wednesday
1. Quiz?
2. Lecture: Victory in Europe
3. Test Review

Thursday
1. Labor Day

Friday
1. Labor Day

Week 15, Syllabus

Mr. Ditzenberger-Economics
Lessons: Taxes and Government Spending Time: Week 14, April 21st-25th Unit: Government and the Economy
Objectives:
1. Students will compare the various revenue streams for the American federal government.

Monday
1. Lecture, Chapter 14, Section 2, Federal Taxes

Tuesday
1. Senior Trip

Wednesday
1. Senior Trip

Thursday.
1. Labor Day

Friday.
1. Labor Day

Friday, April 18, 2008

Week 14, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: The War Abroad and at Home Time: Week 14, April 21-25 Unit: World War 2
Objectives:
1. Students will present biographies of the major leaders during WW2 and how they came to power.
2. Students will list the key events of early WW2 fighting.
3. Students will analyze the success of WW2 foreign policy.
4. Students will list the key battles of the Pacific that led to the eventual American victory.
5. Students will evaluate the policies of the U.S. toward the Japanese and the contributions of Japanese during the war.

Monday
1. Turn in page 789 homework.
2. Presentations-20 minutes.
3. Lecture-WW2, 39-41
4. Homework: Read Section 3. Complete section 3 and 4-a, b, and c on page 795.

Tuesday
1. Lecture-WW2 foreign policy
2. Read Chapter 27, section 1. Complete 3-a, b, and c on page 806.

Wednesday
1. Lecture: Pacific Tide Turns
2. Read Chapter 27, Section 2.

Thursday
1. Quiz?
2. Japanese Relocation Video.

Friday
1. WWII Europe (42-43)
2. Homework: Chapter 27, Section 3-complete #s 3, 4 (a, b, and c), and 5 on page 820.

Friday, April 11, 2008

Week 13, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: Causes of World War 2
Time: Week 13, April 14-18
Unit: World War 2
Objectives:
1. Students will list and explain the different “isms” of the 20th century and demagogues who led the world into WW2.
2. Students will profile the political and military leaders of WW2.
3. Students will summarize the main events in Europe during the critical years of 1939-1941.

Monday
1. Causes of WW2-isms
2. Homework: Define and Explain-1, 2, and 4-a,b, and c on page 778

Tuesday
1. Causes of WW2-Nazi Germany
2. Read Section 2. Mr. D. quiz tomorrow with notes.

Wednesday
1. Mr. D. quiz from section 2-with notes.
2. Causes of WW2-Japan
3. Read Section 3. Complete #3, Comparing on page 789.

Thursday
1. Figures of World War 2-Stalin, Mussolini, Churchill, Roosevelt, Hitler, Tojo. Make a poster, resume, news broadcast, an inauguration speech, game show format, or some other creative presentation form. Any form of the presentation must include a general history of the leader’s life that explain how they rose to their position or power.
2. Read Section 3. Complete section 3 and 4-a,b, and c on page 795.

Friday
1. WW2, 39-41
2. Read Chapter 27, section 1. Complete 3-a, b, and c on page 806.

Monday, April 7, 2008

1930s Scavenger Hunt

Instructions-Students will be divided into groups of three. Each person, individually, finds 10 of the 30 photographs. The pictures are put together in a presentation and, if time permits, we will vote on the best presentation. Voting will be based on the quality and the organization of the photographs. The photographs need to be arranged in categories with a title page introducing each new category. The team that wins gets extra credit points on the assignment (12/10 points). Each team will get a 10/10 if they find all thirty pictures.


Work of art by the WPA
Glenn Miller
dust bowl (cloud)
TVA
wing musicians of the 1930s
Woody Guthrie
worker’s strike of the 1930s
Marian Anderson
okies
Joe DiMaggio


Father Coughlin
“Gone With the Wind”
dust bowl (house)
Dr. Francis Townsend
Huey Long
Bonny and Clyde
Tommy Dorsey
FDR’s inaugural address-1933
John Steinbeck
CCC


Jesse Owens
Fireside Chat
Eleanor Roosevelt
Florence Owens Thompson
American Gothic
Bob Hope
Mary McLeod Bethune
Benny Goodman
Blue Eagle
John Dillinger

Sunday, April 6, 2008

Test Review-1930s

1930s Test Review
M/C: demagogues, 1st 100 days, fireside chats, entertainment and entertainers of the '30s, criminals, 3 Rs of the New Deal, be generally familiar with the New Deal programs such as the SEC, CCC, WPA, 2nd election of FDR, America's pastime, Social Security, folk music (from Ch 25), FDR and the Supreme Court.
Paragraph Answers-Demagogues of the 1930s, the effects of the New Deal

Friday, April 4, 2008

Week 12 Syllabus

Mr. Ditzenberger-U.S. History
Lesson: The New Deal and 30s News
Time: Week 12, April 7-11
Unit: Post Crash to Pre-War
Objectives:
1. Students will answer the question-what is
2. Students will compare the positive and negative effects of the New Deal.
3. Students will gauge the effectiveness of the New Deal.
4. Students will review the main ideas covered in the class and book.
5. Students will be assessed regarding their understanding of the main ideas, people, events, and movements of the New Deal era.

Monday
1. Turn in Homework: Read Chapter 25, Section 4. Complete 4: a, b, and c on page 763
2. News of the 30s continued.
3. Complete 1-5 on Understanding Main Ideas on page 765. Also, Choose two of the thinking critically questions and write a one paragraph answer for each question.

Tuesday
1. Internet Scavenger Hunt

Wednesday
1. 2nd New Deal-Lecture (New Deal Pictures and Testimonies if time permits)

Thursday
1. 2nd New Deal Lecture/Jeopardy Review

Friday
1. Test

Wednesday, April 2, 2008

Fireside Chat-Guided Reading Questions

1. What is FDR’s tone throughout the address?
2. Why were even sound banks having difficulty providing their customers their deposits?
3. Provide two examples of analogies (metaphors or similes) that FDR uses.
4. How does he compliment Congress? What effect do you think his compliment had on the American public?
5. What reason does FDR provide to ensure that the currency that is being distributed by the Bureau of Engraving and Printing is sound?
6. According to FDR, what is the basic or undermining problem that Americans found themselves in regarding the financial system?
a. the banking system b. corrupt bankers c. fear and a lack of confidence

4th Quarter Project

U.S. History
Fourth Quarter Project-Due May 16th
Interview
Interview someone in your family or a close friend who was somehow involved or directly affected by WW2, the Korean War, or Vietnam. A two to four page written transcript of the interview must be submitted along with a two page report related to one of the topics in the interview (The Bay of Pigs, The Battle of Inchon, Pearl Harbor, etc.). If your subject is not able to provide detailed, first-hand information of their account, then choose another subject or one of the project options.

Project
PROJECT OPTIONS-all pre-approvals must be the 11th of April

1. A model
Build a model of a World War II plane, ship, vehicle, etc. Your model must include a two paged, typed report about the model. (What is it? What were its technical specifications? What was its role in WWII? What was its history?) Models must be approved before assembly begins. Bring the unassembled model in to Mr. D. before you begin. Models that are not approved before assembly will not be accepted. You will be given detailed project requirements and instructions when you bring in your unassembled model.

2. A diorama
Build a diorama or scene from World War II. Dioramas must be pre-approved by Mr. D.
Explain what your diorama will depict and how you plan to build it. Your diorama must include a two paged, typed report. You will be given detailed project requirements and instructions when you present your plan.

3. A poster
Make a poster about some aspect of World War II, the Korean War or the Vietnam War. Your poster must be large, visual, colorful, and contain abundant historically accurate information. Poster topics must be specific. General topics like "World War II" will not be accepted. Poster topics must be approved by Mr. D. in advance.

4. A board game
Invent and design a board game about some aspect of World War II. Your game must include a
playing board, pieces, and instructions for play. Your board game must include a two paged, typed report. You can do a variation of an existing game (e.g. World War II chess, or Vietnam War Monopoly), but do not simply steal an existing game. That would be plagiarism. You must have your game idea approved in advance.

5. A 3D map of a World War II, the Korean War or The Vietnam War battle
Make a large, colorful 3 dimensional map of a battle (land or sea), showing units and positions.
Your map must include a two paged, typed report about the battle. You must have your map approved in advance.

6. Other?
You can discuss other ideas with Mr. D. All alternative project ideas must be submitted in writing and signed by Mr. D.


















WORLD WAR II, the Korean or the Vietnam War MODEL INSTRUCTIONS

1. Assemble your model, being sure that it is painted in historically accurate colors. Large areas such as airplane
wing and body surfaces, ships, tank bodies, etc. need to be spray painted for even coverage. Smaller details such
as human figures (including pilots), propeller points, engine cowlings, etc. can be neatly brush painted. (It’s
usually easier to spray paint large parts before assembly.) Don’t forget any decals that come with the model.
2. Write a two paged, typed paper. Explain what your model is and what part it played in World War II, the Korean
or the Vietnam War. Remember to write in your own words and cite your sources. Plagiarism has no place in
any writing you turn in with your name on it.
3. Check your project against the rubric provided.

WORLD WAR II, the Korean War or the Vietnam War DIORAMA INSTRUCTIONS

1. Research your diorama. Build an authentic scene using realistic material. Be sure to avoid juvenile materials
such as popsicle sticks, Legos, Lincoln Logs, etc. The scene should have a realistic feel. Cute won’t get too
many points.
2. Write a two paged, typed, paper. Explain what your diorama is and what part it played in World
War II, the Korean War or the Vietnam War. Remember to write in your own words and cite your sources.
Plagiarism has no place in any writing you turn in with your name on it.
3. Check your project against the rubric provided.

WORLD WAR II, the Korean War or Vietnam War POSTER INSTRUCTIONS

1. Research your subject and present your information in a visually interesting way. Be sure to include pictures and
other graphics as appropriate. Mount your poster on a firm backing. Tri-fold presentation boards aren’t required,
but they do give the best look to your poster.
2. Be sure your information is typed, and proofread it.
3. Be careful of stickers and other artwork. They are fine, but they must be historically accurate and appropriate to
your subject. The wrong artwork will cost you points.
4. Remember to write in your own words and cite your sources. Plagiarism has no place in any writing you turn in
with your name on it. You need to include a Works Cited page on the back of your poster.
5. Check your project against the rubric provided.

WORLD WAR II, the Korean War or the Vietnam War Board Game INSTRUCTIONS

1. The board game must teach historical information about World War 2, the Korean War or the Vietnam War.
2. The materials used must be of quality material-no flimsy poster board paper should be used for the game.
3. Creativity, neatness, and conventional accuracy must be demonstrated.
4. Include instructions.
5. Write a two paged, typed paper. Explain what your diorama is and what part it played in World War II, the
Korean War or the Vietnam War. Remember to write in your own words and cite your sources. Plagiarism has
no place in any writing you turn in with your name on it.
6. Check your project against the rubric provided.

WORLD WAR II, the Korean War or the Vietnam War 3D Map INSTRUCTIONS

1. The map must focus on one of the battles from World War 2, the Korean War or the Vietnam War.
2. The map must be accurate.
3. The map must show detail, such as troop movements, significant targets, fronts, flow of the battle, etc.
4. Write a two paged, typed paper. Explain what your map is and what part it played in World War II, the Korean
War or the Vietnam War. Remember to write in your own words and cite your sources. Plagiarism has no place
in any writing you turn in with your name on it.
5. Check your project against the rubric provided.

Wednesday, March 26, 2008

Week 11, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: The New Deal and 30s News Time: Week 11, 3/31-4/4 Unit: Post Crash to Pre-War
Objectives:
1. Students watch a video and answer corresponding questions regarding the Depression years.
2. Students will list and compare the main programs under FDR’s New Deal.
3. Students will analyze a Great Depression era picture and one of FDR’s Fireside Chats.
4. Students will categorize the various major news items of the 1930s.

Monday
1. At age 17 or 18, how would your life change for the better and for the worse if the market crashed today, there was a run on the banks, unemployment went up to 25% (your parents were included among the unemployed), and there were suddenly many homeless families?
2. http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=7CE21283-05EA-49B9-92B9-EF9983BB071B -The Great Depression video. Guided viewing. 30 minutes.
3. Read Chapter 25, Section 1, Restoring Hope for homework.

Tuesday
1. New Deal Lecture
2. Read Chapter 25, Section 2, New Challenges.

Wednesday
1. Quiz over Chapter 25, Sections 1 and 2. Notes allowed.
2. Picture Analysis
3. Fireside Chat Analysis.
4. Homework: Due Thursday. Read Chapter 25, Section 3. Complete ID and Ex. Be sure to explain the significance of each person or thing.

Thursday
1. News of the 30s.
2. Homework: Read Chapter 25, Section 4. Complete 4: a, b, and c on page 763. Due Friday.

Friday
1. News of the 30s continued.

Friday, March 14, 2008

Week 10, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: the 1920s-Politics, Social Life, and People and Things and an introduction to the Great Depression. Time: Week 10 Revised. Unit: The Roaring 20s and the Great Depression.
Objectives:
1. Students will simulate the conditions that led to the Stock Market crash, review, take a test, and watch a video (with questions) as a way of introducing the Great Depression.

Monday
1. Stock Market Game.
2. Homework: Chapter 24, section 1

Tuesday
1. Review-Jeopardy

Wednesday
1. Test

Thursday
1. http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=7CE21283-05EA-49B9-92B9-EF9983BB071B -The Great Depression video. Guided viewing.

Friday
1. Good Friday! Praise God for his gift of Jesus Christ and for Jesus' obedient sacrifice!

Wednesday, March 12, 2008

1920s Study Guide for Test

M/C: "return to normalcy" is associated with whom?, "Ohio Gang", Silent Cal, politics of Coolidge, Red Scare, immigrants, KKK, Scopes Monkey Trial, prosperity in the 20s, group that did not experience prosperity in the 20s, actors/actresses of the '20s, first talkie movie, "Spirit of St. Louis", characteristics of Jazz, Jazz musicians, figures of the Harlem Renaissance, flappers, "Great Gatsby", prohibition outlawed, Al Capone, definition of a stock, buying on margin, factors in the Great Depression, recession, Hoover's policies and attitude toward the "Great Depression" crisis, banks and unemployment following "The Crash", Hoovervilles, Bonus March.



T/F-mostly on the Hoover years.



Short Answer-Give three causes of the Great Depression

Saturday, March 8, 2008

Syllabus, Week 9 and 10

Mr. Ditzenberger-U.S. History
Lesson: the 1920s-Politics, Social Life, and People and Things. Time: Weeks 9 and 10, Mar 10th-20h Unit: The Roaring 20s
Objectives:
1. Students will list the social problems of the 1920s and rank them in order of importance.
2. Students will draw a scene that represents and summarizes their understanding of the 1920s.
3. Students will analyze the consequences of America’s foreign policy during the 1920s.
4. Students will read, summarize, and provide brief reports on some of the key culture leaders of the 1920s.
5. Students will investigate how Hoover’s administration responded to the Stock Market crash and growing economic troubles of America.

Monday
1. Chapter 22, Section 3 Quiz.
2. Roaring 20s-Social Problems
3. Chapter 23, sections 1 and 2. Quiz Tuesday.

Tuesday
1. Chapters 23, sections 1 and 2 quiz.
2. In groups of two or three, draw a scene from life in the 1920s that you believe represents the decade well. Write a paragraph explaining why you believe the scene aptly represents the decade. Due tomorrow.

Wednesday
1. Foreign policy of the 1920s.
2. Read-Chapter 23, Section 3 A Creative Era.
3. Test over the 20s and Hoover on Wednesday.

Thursday
1. Langston Hughes and Countee Cullen-page 705. Compare Poems and answer questions at the bottom of the page.
2. Biographies on F Scott Fitzgerald, Ernest Hemingway, James Weldon Johnson, and the architecture of Frank Lloyd Wright.
3. Read Chapter 2, Section 1.

Friday
1. Stock Market Game.
2. Read Chapter 24, Sections 2 and 3 for Monday. Quiz on Monday.

Monday
1. Hoover Years.

Tuesday
1. Review

Wednesday
1. Test

Thursday
1. http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=7CE21283-05EA-49B9-92B9-EF9983BB071B -The Great Depression video. Guided viewing.

Friday, March 7, 2008

Friday, February 29, 2008

Week 8 Syllabus

Mr. Ditzenberger-U.S. History
Lesson: the 1920s-Politics, Social Life, and People and Things. Time: Week 8, Mar 3rd-7th Unit: The Roaring 20s

Objectives:
1. Students will review for their unit test by playing a game that covers all of the key areas of the unit.
2. Students will take a unit test.
3. Students will analyze the characteristics of the 1920s as a response to the Progressive Era.
4. Students will explain the people, things, and social problems of the 1920s.
5. Students will create a drawing that depicts the 1920s and explain why it accurately represents the decade.

Monday
1. Review.

Tuesday
1. Test.

Wednesday
1. Explain-students will be responsible for the reading content, but test questions will come only from the quizzes that are given on the reading.
2. Opener-based on what you know of the Progressive Era, make some predictions on what life will be like in the 20s-the economy, social values, religion, politics, etc.
3. Versailles Lecture.
4. Roaring 20s-politics
5. Homework-read chapter 22, sections 1 and 2. Quiz tomorrow. You can use your notes (not someone else’s).

Thursday
1. Quiz-chapter 22.
2. Roaring 20s-People and Things
3. Roaring 20s-Social Problems
4. Read chapter 22, section 3. Quiz tomorrow possibly.

Friday
1. Quiz?
2. In groups of two or three, draw a scene from life in the 1920s that you believe represents the decade well. Write a paragraph explaining why you believe the scene aptly represents the decade.
3. Chapter 23, sections 1 and 2. Quiz Monday.

Friday, February 22, 2008

Week 7, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: WW1 Time: Week 7, Feb 25-29 Unit: The Progressive Movement
Objectives:
1. Students will report on the outcomes of the Mexican Revolution.
2. Students will list the causes of World War 1 and include the people, places, and nations/empires that were involved in starting the war.
3. Students will watch a video and answer questions regarding the costs and extraordinary effort involved in building the Panama Canal.
4. Students will watch a video that accurately depicts the horrors of the significant battle, “Battle of the Somme.”

Monday
1. Homework, Chapter 20, Section 3, Expansion in Latin America. http://go.hrw.com/activities/frameset.html?main=3261.html
2. Finish Lecture on Spanish-American War.
3. Quiz Competition on Chapter 20, Section 4, Conflict with Mexico. Students ask three questions and the teacher asks two questions per green or red section. If students win or tie, they get 5 extra credit questions on the next test. All questions are multiple choice.
4. Unit Test Tuesday.

Tuesday
1. Introduction.
2. Key players.
3. If time permits: http://www.bbc.co.uk/history/interactive/animations/western_front/western_front.swf
4. http://www.youtube.com/watch?v=-Q8Ijsy2mMM –The Somme-1
5. http://www.youtube.com/watch?v=8hpjXh5vPDY&feature=related –The Somme-2

Wednesday
1. Panama Canal Video
2. http://www.youtube.com/watch?v=nu493Oo3_VU
3. http://www.youtube.com/watch?v=NvTGR0nqADg
4. http://www.youtube.com/watch?v=k5QUBdw3Ip4
5. http://www.youtube.com/watch?v=WiQU_LiWDL0 -history
6. Homework: Finding the Main Idea and Writing and Critical Thinking Chapter 21, Section 2, page 639

Thursday
1. Lecture-The War at Home and The War’s End and Aftermath, Chapter 21, Section 3 and 4

Friday
1. Teacher in-service day.

Tuesday, February 19, 2008

Study Guide-Chapters 18-21

M/C difference between Progressivism and Populism, Prohibition def, significance of the Triangle Shirtwaist Fire, 18th Amend, lynching, Samuel Jones and Tom Johnson, Robert M. La Follette, Roosevelt’s deal/theme of his administration, McKinley leaving office, Roosevelt’s record against big business, Upton Sinclair, Jose Marti, America’s reasons for war against Spain, William Randolph Hearst, Frederick Remington, the names of the two “yellow” newspapers of NYC, ship that started the S-A war, country Dewey attacked, the length of the S-A war, imperialism def., Liliuokalani and Kalakaua country origin, Open Door Policy, Boxer Rebellion, Bull Mouse parties influence on election, overthrow of Porifirio Diaz, leader who oversaw the new Mex constitution, ethnics groups of the Central Powers, trench warfare, naval strategy in the war, significance of the German message to Mex, year of US entry, important items in a soldier’s pack, Battle of Somme, treaty that ended the war, American popular support, bachelor degrees of women

Fill in the blank: Rough Riders, “Big Bill” Haywood, John J. Pershing, referendum, Theodore Dreiser, W.E.B. Du Bois, Florence Kelley, Jane Addams, Ella Flag Young, ballot, Lincoln Steffans, recall, Gifford Pinchot

T/F-Platt Amendment, Monroe Corollary, challenges of the Panama Canal, dollar diplomacy, Wilson’s policy toward L.A. and Europe

Matching-John J. Pershing, Sedition Act, National War Labor Board, Juliette Gordon Low, militarism, Zimmermann Note, George Creel, Black migration to the North, convoy system,

Short Answer-1 para. for points, 2 para for 10 points
1. What were the results of the Spanish-American war? (5 points)
2. Compare and contrast the three progressive presidents. Include their accomplishments, any at least one failure or shortcoming of their administration or political life, and their rank compared to the others (which one is best, second, and the least of the three-be sure to include an explanation with the rank). (10 points)
3. What were two of the strategies of the women’s suffrage movement and who were at least three of the leaders and their respective roles in the movement’s plight for suffrage? (5 points)
4. Evaluate whether the labor movement, during the Progressive era, was a success. Include your knowledge of at least two labor unions and two key figures during this time. (5 points)
5. How did Japan become a world power in the late 1800s and early 1900s? (5 points)
6. Who authored the Fourteen Points, what was the main issue of nine of the points, and what did the final point recommend? (5 points)

Friday, February 15, 2008

Week 6, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: America and the World Time: Week 6, Feb 18-23 Unit: The Progressive Movement
Objectives:
1. Students will evaluate the reform movement under Taft and Wilson.
2. Students will debate the legacy of TR by debating the contemporary environmental forestry issue.
3. Students will discover the causes and consequences of America’s war with Spain.
4. Students will explain why the United States intervened in Mexico.
5. Students will report on the outcomes of the Mexican Revolution.

Monday
1. Debate handout and assignment. Find at least one resource that relates to your argument. Bring the resource to class on Wednesday for 10 points of credit. 10 minutes to prepare for debate.
2. Chapter 19, Section 3 Lecture-Presidential Reformers.
3. Homework-prepare for debate. Find another source that will help you make a more effective argument for your team and bring it to class for credit.

Tuesday
1. Chalk Talk-what is the best U.S. President and why?
2. Chapter 19, Section 3 Lecture-Presidential Reformers.
3. Homework-complete numbers two and 4 on page 604.

Wednesday
1. Forestry debate.

Thursday
1. Chapter 20, Section 2 Lecture-War with Spain.
2. Homework, Chapter 20, Section 3, Expansion in Latin America. http://go.hrw.com/activities/frameset.html?main=3261.html –for quiz tomorrow in class.

Friday
1. Quiz Competition on Chapter 20, Section 4, Conflict with Mexico. Students ask three questions and the teacher asks two questions per green or red section. If students win or tie, they get 5 extra credit questions on the next test. All questions are multiple choice.
2. Work on Project!!

Sunday, February 10, 2008

Week 5, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: Progressive Leaders Time: Week 5, Feb 11-15 Unit: The Progressive Movement
Objectives:
1. Students will learn about the key issues and figures in the early Progressive Movement.
2. Students will read and analyze an excerpt from muckraking classic and then write their own.
3. Students will begin to research their own report on the Progressive Era.
4. Students will list significant figures and issues related to reforming government.
5. Students will evaluate the reform movement under Taft and Wilson.

Monday
1. Hand out Rubric.
2. Chapter 18, Section 1, Lecture.
3. Homework-read section 2. Quiz tomorrow. Homework Practice Online Quiz tomorrow.

Tuesday
1. Homework Practice Online Quiz. SD3 HP18 or http://go.hrw.com/activities/frameset.html?main=3082.html
2. Read Lincoln Steffan’s The Shame of the Cities.
3. Imagine you are writing an expose for the Chicago Tribune. Your editor gives you a choice of topics to write on: child labor, women’s working conditions, safety in the workplace, alcohol abuse, poor living conditions, or the monopolistic practices of big business. Write a one-page, handwritten, single spaced expose for the Tribune on one of these topics. Invent a situation, interview characters, and imagine statistics that help document your point. Finish for homework.

Wednesday
1. Computer lab time for 3rd Q project.
2. Homework-Read section 3, Reforming Society.

Thursday
1. Class discussion on Reforming Society section.
2. Chapter 19, Section 1, Reforming Government
3. Homework-Roosevelt and the Square Deal. Do sections 1, 2, and 4 on page 581.

Friday
1. Lecture-Reform Under Taft and Wilson’s New Freedom, Chapter 19, Section 3 and 4.
2. Homework-Understanding Main Ideas and Reviewing Themes on page 594.

Thursday, February 7, 2008

Wednesday, January 30, 2008

Friday, January 25, 2008

Syllabus, Semester 2, Week 3

Mr. Ditzenberger-U.S. History
Lesson: Transformation of American Society Time: Week 3, Jan 28-Feb 1st Unit: A Nation Transformed/The Gilded Age
Objectives:
1. Students will summarize the immigration patterns of the U.S. and the response of Nativism during the late 1800s.
2. Students will observe examples of yellow journalism.
3. Students will take a baseball and football quiz.
4. Students will analyze the photojournalism of Jacob Riis and his seminal work on the “other half.”
5. Students will list key elements of the political machines of major US cities.
6. Students will read and reflect upon the key aspects of Populism.

Monday
1. Lecture “The New Immigrants”
2. Homework: Chapter 16, “The Urban World” Quiz on Tuesday: http://go.hrw.com/activities/frameset.html?main=3276.html

Tuesday
1. Baseball vs. Football quiz.
2. Examples of Yellow Journalism/Tabloids.
3. Lecture-“Daily Life in the Cities-Chapter 16, section 3.

Wednesday
1. Opener-What is the value of pictures? Show Vietnam picture. What is photojournalism?
2. Jacob Riis-How the Other Half Lives-slide show
3. Jigsaw-Cheap Lodging, Italians, Jews, Bohemians, and Chinatown.

Thursday
1. Chapter 17, Section 1, Political Machines
2. Homework- Chapter 17, Sec\tion 2, Restoring Honest Government.
3. http://go.hrw.com/activities/frameset.html?main=3284.html –quiz for tomorrow.

Friday
1. Chapter 17, Section 3, The Populist Movement. Students will read each section and then a quiz will follow. While reading, students can ask any question they want to me.
2. Complete Understanding Main Ideas on page 538 for homework. Due Monday.
3. Study for Test on Tuesday. Monday will be an in class review.

Jacob Riis-How the Other Half Lives

Saturday, January 19, 2008

Syllabus, Week 2

Mr. Ditzenberger-U.S. History
Lesson: Industrialists Time: Week 1, January 21st-25th Unit: A Nation Transformed/The Gilded Age
Objectives:
1. Students will write a paragraph summarizing how Thomas Edison dramatically changed lives in the Western world.
2. Students will compare the contributions and the corruption of the robber barons.
3. Students will analyze child labor photos of the industrial age.
4. Students will explain their knowledge of the American cowboy and compare it with fact.
5. Students will summarize the immigration patterns of the U.S. and the response of Nativism during the late 1800s.

Monday
1. Turn in Section 2 and 3 homework.
2. Lecture-“Age of Invention” Chapter 15, Section 1.
3. Homework-read the “Rise of Big Business” for homework. Quiz tomorrow (no notes)-Define and Explain and Identify and Explain.
4. Write a five to seven sentence paragraph explaining how three of Edison’s inventions directly and/or indirectly influences your life.

Tuesday
1. Quiz on “The Rise of Big Business”
2. Big Business and Corruption-Lecture
3. Read Section 3, “Labor Strives to Organize” Complete finding main idea. Quiz on “Labor Strives to Organize.” www.go.hrw.com and enter keyword sd3 hp15, choose the Labor Quiz. This will be your quiz for tomorrow.

Wednesday
1. http://www.youtube.com/watch?v=xNeBgpuNMSI
2. Go to blog. Analyze child labor photos by using the photo analysis worksheet. Each team of five people should chose five photographs, organize the photos in some logical order, and present their findings in a powerpoint as a group at the end of class. Each analysis of the photos should follow the instruction on the photo analysis worksheet (found at: http://ditzenberger.googlepages.com/home).
3. Read Section 3, “Labor Strives to Organize” Complete finding main idea. Quiz on “Labor Strives to Organize.” www.go.hrw.com and enter keyword sd3 hp15, choose the Labor Quiz. This will be your quiz for tomorrow.

Thursday
1. Quiz- sd3 hp15 from www.go.hrw.com
2. Lecture-“Cowboys-Myths and Facts” –not found in the book
3. Homework-complete Thinking Critically (1-5/all) on page 488, and Interpreting Maps and Analyzing Primary Sources on page 489 by Friday.

Friday
1. Turn in Chapter Review Homework
2. Lecture “The New Immigrants”
3. Homework: Chapter 16, “The Urban World” Quiz on Monday: http://go.hrw.com/activities/frameset.html?main=3276.html

Friday, January 18, 2008

Photo Analysis Worksheet

go to http://ditzenberger.googlepages.com/home and scroll toward the bottom of the links to find the photo analysis worksheet.

Lewis Hine-Child Labor Group 3





Lewis Hine-Child Labor Group 2





Lewis Hine-Child Labor Group 1





Sunday, January 13, 2008

Syllabus, Week 1

Mr. Ditzenberger-U.S. History
Lesson: American Indians and Industrialists Time: Week 1, January 14-18 Unit: A Nation Transformed/The Gilded Age
Objectives:
1. Students will analyze the stories of Native American massacres for consistencies in how they were treated by Euro-Americans.
2. Students will read and answer the main idea questions regarding the cattle and mining boom.
3. Students will describe how the development of steel and oil refining affected U.S. industry and the economy.
4. Students will list significant technological advancements and explain how they impacted life.
5. Students will write a paragraph summarizing how Thomas Edison dramatically changed lives in the Western world.

Monday
1. American Indian stories. Moving westward-Sand Creek, Little Bighorn, Wounded Knee, the Nez Perce-Jigsaw
2. American Indian quiz on Wednesday.

Tuesday
1. Go over test and movie comparison paper.
2. Farm Life-Lecture.
3. Read sections 3 and 4 for Thursday. Complete “Finding Main Idea” in each section for homework. Due Thursday.

Wednesday
1. No Apologies

Thursday
1. American Indian Quiz.
2. Lecture-“Age of Invention” Chapter 15, Section 1.
3. Homework-read the “Rise of Big Business” for homework. Short quiz tomorrow.

Friday
1. Quiz on Chapter 15, Section 2, “The Rise of Big Business.”
2. “Modern Asian Tycoons.” Lab if possible.
3. Read “Labor Strives to Organize” (section 3). Quiz on Monday.