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 29, 2008
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.
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)
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!!
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.
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
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