Sunday, November 11, 2007
Saturday, November 10, 2007
Friday, November 9, 2007
Week 14 Syllabus
Mr. Ditzenberger-U.S. History
Lesson: Abolition, Manifest Destiny, and Expansion
Time: Week 14, November 12-16
Unit: Westward Expansion and Conflict with the South
Objectives:
1. Students will take a quiz over the main aspects and consequences of Manifest Destiny and the Mexican-American War.
2. Students will research and create a narrative of the attempts to compromise and hold the Union together.
3. Students will list the main events and developments regarding the Civil War.
4. Students will watch a movie and answer questions about key battles and effects of the Civil War.
Monday
1. Finish Manifest Destiny.
2. Take Quiz
1. An Uneasy Balance and Compromise Comes to an end-student led narrative
2. Write a paragraph summarizing the narrative.
3. Read chapter 11, section 3 expect a quiz tomorrow.
Wednesday
- Quiz over chapter 11, section 3.
- Overview of the war, Lecture, Chapter 12: attempts to compromise, fall of Ft Sumter, advantages of each side, 1st Battle of Bull Run, military strategies, life of a soldier, home front and civilians, opposition, Mississippi River, Union’s victory at Antietam, African American soldiers, Battles of Fredericksburg and Chancellorsville, Gettysburg, Vicksburg, General Grant and the summer of ’64, Sherman’s strategies, surrender at Appomattox.
Thursday
1. Movie: Civil War Battles-guided viewing
Friday
1. Movie: Civil War Battles-guided viewing
Tuesday, November 6, 2007
Review Questions for Manifest Destiny
1.What is Manifest Destiny?
2. What country did Spain gain its independence from?
3.Who was Stephen F. Austin and why did he end up in prison?
4.Why did the Texan immigrants resent the Mexican government?
5. Who was the man simply known as “Santa Anna”?
6.What is significant about the Alamo and San Jacinto?
7.Why did the Republic of Texas struggle? (2 reasons)
8.Why were northerners opposed to the war?
9.What Mexico loose as a result of the war?
10.What is the name of the treaty that ended the war and what did Americans get from it?
11. How were some Mexican Americans treated after the war?
2. What country did Spain gain its independence from?
3.Who was Stephen F. Austin and why did he end up in prison?
4.Why did the Texan immigrants resent the Mexican government?
5. Who was the man simply known as “Santa Anna”?
6.What is significant about the Alamo and San Jacinto?
7.Why did the Republic of Texas struggle? (2 reasons)
8.Why were northerners opposed to the war?
9.What Mexico loose as a result of the war?
10.What is the name of the treaty that ended the war and what did Americans get from it?
11. How were some Mexican Americans treated after the war?
Sunday, November 4, 2007
Syllabus Week 13
Mr. Ditzenberger-U.S. History
Lesson: Abolition, Manifest Destiny, and Expansion
Time: Week 13, November 5-7
Unit: Westward Expansion and Conflict with the South
Objectives:
1. Students will analyze the ethics of the Manifest Destiny mindset.
2. Students will analyze the value of the Mexican-American War to the U.S. and evaluate whether the war was just.
3. Students will summarize the main events and people leading up to the Civil War.
4. Students will learn how the abolitionist movement intensified and the events that made war virtually inevitable.
Monday
1. Go over test.
2. Opener: When is war justified?
3. Write down a list of 10 observations of the Manifest Destiny photograph.
4. Manifest Destiny and the Mexican War
5. Homework-Chapter 10, Section 4, numbers 3 and 4-a, b, and c.
1. Manifest Destiny and the Mexican War Continued.
2. Homework: Read section 1. Pop quiz over section 1. (checking to see if the syllabus is ever checked) over the material tomorrow.
Wednesday
Quiz
Section 2. How far is too far when fighting evil?
Homework-read section 3 and complete #3-a, b, and c.
Thursday
Deepavali.
Friday
Teacher in-service.
Lesson: Abolition, Manifest Destiny, and Expansion
Time: Week 13, November 5-7
Unit: Westward Expansion and Conflict with the South
Objectives:
1. Students will analyze the ethics of the Manifest Destiny mindset.
2. Students will analyze the value of the Mexican-American War to the U.S. and evaluate whether the war was just.
3. Students will summarize the main events and people leading up to the Civil War.
4. Students will learn how the abolitionist movement intensified and the events that made war virtually inevitable.
Monday
1. Go over test.
2. Opener: When is war justified?
3. Write down a list of 10 observations of the Manifest Destiny photograph.
4. Manifest Destiny and the Mexican War
5. Homework-Chapter 10, Section 4, numbers 3 and 4-a, b, and c.
1. Manifest Destiny and the Mexican War Continued.
2. Homework: Read section 1. Pop quiz over section 1. (checking to see if the syllabus is ever checked) over the material tomorrow.
Wednesday
Quiz
Section 2. How far is too far when fighting evil?
Homework-read section 3 and complete #3-a, b, and c.
Thursday
Deepavali.
Friday
Teacher in-service.
Thursday, November 1, 2007
Rubric for U.S. History 2nd Quarter Project
Name: _______________________________________ Date: ______________
Category 10 8 6 4 0
Analysis X 2
The analysis of the historical accuracy of the film is complete. The analysis is critical (not necessarily negative) and objective, using historically trustworthy sources. (For information on trustworthy sources, see the ICS H.S. research/writing guide).
The analysis is almost complete and only lacking in very minor aspects.
The analysis is incomplete in two or three significant ways.
The analysis fails in three or more important aspects of the movie and shows very little effort to critically review the historical accuracy of the movie.
There is no criticism of the historical accuracy of the movie.
Reflection
The reflection clearly and insightfully focuses on the value of watching historically based movies with an informed, aware perspective. The reflection demonstrates that the writer understands the pros and cons of historically based film.
The reflection expresses what has been learned from this project, but the pros and cons are not clearly expressed.
The reflection expresses little about what has been learned and the pros and cons are not clearly expressed.
There reflection shows that there is much still to be learned about evaluating historically based movies.
No reflection is submitted.
Writing Quality
The writing includes a introductory paragraph with a clear thesis, transition sentences where appropriate, supporting sentences for each paragraph, and specific examples that relate to the paragraph’s purpose and/or focus.
The writing is missing the elements listed to the right in minor ways only.
The writing is frequently missing significant elements listed in the first column, but shows some effort.
The writing offers very little evidence of the writing skills stated in the first column.
The writing is abominable.
Organization, Structure, and Flow .5
The project is organized, structured and neat, and flows from one idea or section to the next.
The project has minor deficiencies in one of the areas or is somewhat difficult to read.
The project has significant deficiencies in one of the areas or is slightly deficient in all areas.
The project has significant deficiencies in more than one area.
The project has little or no semblance of organization, structure, and flow.
Conventions (Spelling, Punctuation, Grammar) .5
Zero to three errors
Four to eight errors
Nine to fifteen errors
Sixteen to twenty-five errors
More than twenty-five errors
In-Text Citations .5
Information that is provided in the report is thoroughly documented so that the reader knows where the information originated.
Information that is provided in the report is documented in most cases.
Information that is provided in the report is documented only occasionally.
There is a considerable lack of in-text citations.
There are no in-text citations.
Works Cited Page .5
There are at least four sources (two non-internet) in MLA format on the works cited page.
There are four sources, but not in proper MLA format.
There are three sources.
There are one or two sources.
There are no sources.
Name: _______________________________________ Date: ______________
Category 10 8 6 4 0
Analysis X 2
The analysis of the historical accuracy of the film is complete. The analysis is critical (not necessarily negative) and objective, using historically trustworthy sources. (For information on trustworthy sources, see the ICS H.S. research/writing guide).
The analysis is almost complete and only lacking in very minor aspects.
The analysis is incomplete in two or three significant ways.
The analysis fails in three or more important aspects of the movie and shows very little effort to critically review the historical accuracy of the movie.
There is no criticism of the historical accuracy of the movie.
Reflection
The reflection clearly and insightfully focuses on the value of watching historically based movies with an informed, aware perspective. The reflection demonstrates that the writer understands the pros and cons of historically based film.
The reflection expresses what has been learned from this project, but the pros and cons are not clearly expressed.
The reflection expresses little about what has been learned and the pros and cons are not clearly expressed.
There reflection shows that there is much still to be learned about evaluating historically based movies.
No reflection is submitted.
Writing Quality
The writing includes a introductory paragraph with a clear thesis, transition sentences where appropriate, supporting sentences for each paragraph, and specific examples that relate to the paragraph’s purpose and/or focus.
The writing is missing the elements listed to the right in minor ways only.
The writing is frequently missing significant elements listed in the first column, but shows some effort.
The writing offers very little evidence of the writing skills stated in the first column.
The writing is abominable.
Organization, Structure, and Flow .5
The project is organized, structured and neat, and flows from one idea or section to the next.
The project has minor deficiencies in one of the areas or is somewhat difficult to read.
The project has significant deficiencies in one of the areas or is slightly deficient in all areas.
The project has significant deficiencies in more than one area.
The project has little or no semblance of organization, structure, and flow.
Conventions (Spelling, Punctuation, Grammar) .5
Zero to three errors
Four to eight errors
Nine to fifteen errors
Sixteen to twenty-five errors
More than twenty-five errors
In-Text Citations .5
Information that is provided in the report is thoroughly documented so that the reader knows where the information originated.
Information that is provided in the report is documented in most cases.
Information that is provided in the report is documented only occasionally.
There is a considerable lack of in-text citations.
There are no in-text citations.
Works Cited Page .5
There are at least four sources (two non-internet) in MLA format on the works cited page.
There are four sources, but not in proper MLA format.
There are three sources.
There are one or two sources.
There are no sources.
2nd Quarter Project
Second Quarter Movie Review Project for U.S. History
Glory-Singapore PG, US R
Gettysburg-Singapore PG, US PG
The Alamo-Singapore PG, US PG-13
Amistad-Singapore-NC 16, US R
Far and Away-Singapore PG, US PG-13
The Crucible-Singapore NC-16, US PG-13
The Last of the Mohicans –Singapore PG, US R
Gone with the Wind –Singapore No Rating, US G
The Grapes of Wrath –Singapore No Rating, US Approved.
Dances with Wolves-Singapore PG, US PG-13
All Quiet on the Western Front-Singapore no rating; US Unrated
1776 (adapted from a Broadway musical)-Singapore PG, US PG
The Patriot-Singapore PG, US R
Matewan-Singapore no rating, US PG-13
Some of these movies may not be acceptable for you to watch according to your parents’ standards. Please choose a movie that is acceptable to their standards. This project in no way represents license to dishonor your parents and the standards they believe are best for you and honoring to God.
You may choose from the above list of movies to review. These movies were chosen because they are set in a historical setting that relates directly to the U.S. history that we have covered so far or will study in the coming weeks. You can choose from other movies, but your chances of getting other movies approved by me are slim. You must first get written approval from me.
Your review, however, differs from a typical, “thumbs up” or “thumbs down” review that compels or repels potential movie goers. Instead, your review will be on the historical accuracy of the movie. You will need to watch the movie and then evaluate it in terms of its historical accuracy-the places, the clothes that are worn, the key figures, technologies that are used, etc.
You will need to use sources to help you with this evaluation. The evaluation that you will create based on your analysis of the historical accuracy of the film should be presented in typical MLA fashion with in-text citations and a works cited page. You need to have at least two, non-internet sources (Questia is non-internet) and at least four sources in all. Your sources must meet the standard of the ICS research handbook.
After your report is complete, you should submit, at the same time as your report, a separate two-page double-spaced reflection on what you learned from this project. Movies should be entertaining, but people should not switch to autopilot as they watch movies and uncritically absorb what they are watching. Discernment should not only be applied in a moral sense, but in a historical sense as well. Hollywood production companies are very adept at telling stories, but often they take great liberties with the accuracy of the film. This project is meant, in part, to help train you to think critically about what you watch.
Lastly, if you cannot find a movie to purchase and/or would rather read a piece of historical fiction, you can do the same project by reading a book. Please approve this first as well. Mr. Eiler has Amistad and is willing to loan it juniors who he knows are responsible and trustworthy. Of course, some of your classmates may have some of the other movies that you may be able to borrow. Movies can also be purchased through Amazon.com and can be delivered through VPost, a service of Singapore Post. This may take a while, however, to arrive.
The project is due December 6th. There is not a length requirement because the movies will vary in the amount of material that is historical and whether the material is accurate. However, three to five, typed, double-spaced pages should be adequate space for you to evaluate the movie. If the movie is exceptionally historically accurate, you should discuss how you found this to be true and give the movie its just praise for accurately telling the story.
Students may also work on teams in this project. What fun is watching a movie alone? Have fun watching the movie. The reason I am giving you this project is to give you a chance to enjoy a project and learn some history at the same time. Popcorn stains on the paper, however, will not be accepted, unless of course movie tickets provided for the teacher’s benefit are used to cover up any remains of greasy fingers! Because teams of two are optional, if you decide to work in a team, you must conduct an honest self-assessment and a honest team member assessment and submit this with your paper. These assessments will be a part of your grade.
Please read this: The reflection piece needs to be written by each individual. A rubric will be designed later and provided within the week. Please read the rubric carefully and ask me any questions so you know how you will be assessed!
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