h21 UnitStandards:
E.7.8.1 Analyze changing wants and needs of people over time
E.7.8.2 Analyze the impact of present choices on future consequences
E.7.8.3 Analyze periods of time when scarcity affected economic wants and needs of people in regions or countries
H.6.8.29 Examine changes brought about by world leaders
G.3.8.1 Examine effects of push-pull factors on various regions (e.g., disease, resources, industrialization, technology)
C.4.8.1 Analyze forms of government pertaining to the legislative, executive, and judicial branches:
• democracy• dictatorship • monarchy • oligarchy • theocracy
• totalitarianism
C.4.8.2 Research individuals and their roles in changing governments
C.4.8.3 Discuss the origins of political parties/movements (e.g., Communist Party, Fascist Party, Green Party, Nazi Party, socialist parties, nvironmentalist movement, human rights movement, feminist movement)H.6.8.1 Examine ways viewpoints expressed in political cartoons and other primary and secondary source documents have changed policy and public
perception
H.6.8.2 Compare historical events on a timeline to discover correlations
H.6.8.16 Investigate 19th century social and political reform movements (e.g., abolition, education, extension of suffrage, labor movements,rise of socialism, temperance)
H.6.8.17 Explain the influences that changing technology had on
World War I and World War II (e.g., weapons, medicine, transportation,
communication)
H.6.8.18 Examine the impact of the Cold War on global relations
H.6.8.19 Discuss the downfall of communist governments (e.g., Soviet Union, Poland)
H.6.8.20 Examine reasons for the transformation of world economies
in the late 20th century
H.6.8.23 Describe causes and consequences of World War I (e.g., lmperialism, militarism, nationalism, alliances, Treaty of Versailles, League of Nations)
H.6.8.24 Discuss the Russian Revolutions and the establishment of a Communist state (e.g., Bolsheviks, Lenin, Stalin)
H.6.8.25 Describe causes and consequences of World War II (e.g., fascism,
anti-Semitism, Pearl Harbor, atomic bomb, satellite countries)
H.6.8.26 Examine the following battles as turning points of World War II: Battle of Britain, Battle of the Bulge, D-Day, Midway, Pearl Harbor, Stalingrad.
H.6.8.27 Identify the functions of World War II international organizations (e.g., Southeast Asia Treaty Organization [SEATO], North Atlantic Treaty Organization [NATO] Warsaw Pact, United Nations)
H.6.8.28 Disucss causes and effects of post-World War II conflicts (e.g., Southeast Asia, Middle East, Balkans, Sub-Saharan Africa)
H.6.8.40 Investigate Asian-American relations prior to World War II (e.g., Open Door Policy, Boxer Rebellion, Gentlemen's Agreement, Manchuria, rearment)
H.6.8.35 Compare and contrast historical and cultural maps of each continent (e.g., political boundaries, migration patterns, trade routes, colonization.
H.6.8.38 Examine causes and consequences of genocide and ethnic cleansing (e.g., Armenia, Holocaust, Kosovo, Rwanda.)
H.6.8.34 Illustrate the expansion of communism (e.g., Asia, Cuba, Europe, Latin America)
Common Core State Standards >
English Language Arts in history
1. Read closely to determine what the
text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
11/14 Starter: Define the following terms in quizlet.
Create a new set: Chapter 21 Read pages 804-812.
Great Depression
Bankruptcy
Dust Bowl
Credit
Black Tuesday
Recession
Economic Problems Outline
-World War I effects on Germany
-World War I effects on other European Countries
-Great Depression
Bankruptcy
Dust Bowl
Credit
Black Tuesday
Recession
Economic Problems Outline
-World War I effects on Germany
-World War I effects on other European Countries
-Great Depression
C.C. Standards:
2. Determine the central ideas of information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
9. Analyze the relationship between a primary and secondary source on the same topic.
2. Determine the central ideas of information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
9. Analyze the relationship between a primary and secondary source on the same topic.
11/18 Starter:Define the following terms in quizlet.
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Soup Kitchen LineUnemployed men gather at a Chicago soup kitchen in February 1931. Roosevelt's New Deal was a response to the severe economic decline that engulfed the nation in the first years of the Great Depression. Two years after the September 1929 crash of the stock market 33 percent of the labor force was unemployed. NATIONAL ARCHIVES AND RECORDS ADMINISTRATION http://www.history.com/videos/the-new-deal#national-recovery-administration-created 11/18 Classwork:
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11/21 Define these terms in Quizlet.
1. Luftwaffe
2. RAF
3.tactic
4.vectored
5. Britain's new radar system
2. RAF
3.tactic
4.vectored
5. Britain's new radar system
11/21 CLASSWORK: Read the following passages and answer the questions below.
The Battle of Britain
Map:
The first published Air Ministry account The Battle Of Britain (1940-1941) says that in early August 1940, the Luftwaffe in the first phase of the battle attacked coastal shipping, starting with the dive-bombing of convoys off Wight and Bournemouth by up to 130 Stukas(Germans), switching to attacking ports a few days later raids on Weymouth and Portland.
But the German planes proved easy prey for the RAF Spitfires and Hurricanes. The Luftwaffe switched to bombing airfields using fighter-bombers, a tactic that could soon have put the RAF front-line bases [shown above on an official MOI map] out of action.
However, they changed tactics to target London and other port-cities such as South Hampton with heavy bombers, allowing Fighter Command time to recover and return to its previous effectiveness. The RAF fighters were directed or ‘vectored’ to the enemy by Britain's new radar system.
272 British children arrived in New York City on board the Britannic and the Cameronia on route to the homes of family or friends. They were evacuated by their parents on July 29,1940.
On August 15, 1940 Germany sent 1,000 planes over Britain.On October 1, 1940 Albert Einstein, his daughter Margot, and his secretary, Miss Helen Dukas, took the oath of allegiance in the U.S. District Court, in Trenton, N.J., and thereby became U.S. citizens. London mothers and children were being evacuated to the country at the rate of 2,000 a day.
Attorney General Jackson assured President Roosevelt in a formal opinion, on August 27, 1940, that the Constitution did not require the Chief Executive to get consent of Congress to trade 50 overage destroyers for U.S. naval and air bases in British western hemisphere possessions. Thereupon Mr. Roosevelt concluded the deal. Congress was not informed and no public announcement was made until September 1 Germany dropped incendiary and screaming bombs on London on August 29, 1940.
On November 4, 1940 Franklin D. Roosevelt was elected for a third term as President of the United States. No other President has ever been chosen for more than two of the constitutional 4-year periods.
The first published Air Ministry account The Battle Of Britain (1940-1941) says that in early August 1940, the Luftwaffe in the first phase of the battle attacked coastal shipping, starting with the dive-bombing of convoys off Wight and Bournemouth by up to 130 Stukas(Germans), switching to attacking ports a few days later raids on Weymouth and Portland.
But the German planes proved easy prey for the RAF Spitfires and Hurricanes. The Luftwaffe switched to bombing airfields using fighter-bombers, a tactic that could soon have put the RAF front-line bases [shown above on an official MOI map] out of action.
However, they changed tactics to target London and other port-cities such as South Hampton with heavy bombers, allowing Fighter Command time to recover and return to its previous effectiveness. The RAF fighters were directed or ‘vectored’ to the enemy by Britain's new radar system.
272 British children arrived in New York City on board the Britannic and the Cameronia on route to the homes of family or friends. They were evacuated by their parents on July 29,1940.
On August 15, 1940 Germany sent 1,000 planes over Britain.On October 1, 1940 Albert Einstein, his daughter Margot, and his secretary, Miss Helen Dukas, took the oath of allegiance in the U.S. District Court, in Trenton, N.J., and thereby became U.S. citizens. London mothers and children were being evacuated to the country at the rate of 2,000 a day.
Attorney General Jackson assured President Roosevelt in a formal opinion, on August 27, 1940, that the Constitution did not require the Chief Executive to get consent of Congress to trade 50 overage destroyers for U.S. naval and air bases in British western hemisphere possessions. Thereupon Mr. Roosevelt concluded the deal. Congress was not informed and no public announcement was made until September 1 Germany dropped incendiary and screaming bombs on London on August 29, 1940.
On November 4, 1940 Franklin D. Roosevelt was elected for a third term as President of the United States. No other President has ever been chosen for more than two of the constitutional 4-year periods.
Homeless ChildrenThese childern were not evacuated before the blitzing destroyed their home. Common Core State Standards > English Language Arts in history 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 1. Cite specific textual evidence to support analysis of primary or secondary sources. 4.Determine the meaning of words and pharses as they are used in a text, including vocabulary specific to domains realted to history/social studies. 6.Identify aspects of a text that reveal an author's point of view or purpose. |
C.S. Lewis was born 1898 in Belfast, Ireland. His parents were both college
graduates, and his father was an attorney. He had one older brother, Warren. All the Lewises were great readers, and their big, rambling house was crammed with books. Jack, as Lewis called himself, read voraciously and wrote constantly from an early age. It’s not surprising that he decided, when he was only six, that he wanted to grow up to be a poet – a famous poet. Jack and his brother were close. They played one of their best-loved games in their attic hideout, constructing an imaginary world called “Boxen.” They started out playing with stuffed animals and china figures, but gradually Boxen became a whole elaborate alternate universe. They drew maps and pictures of it, they wrote plays and stories set in Boxen, and when Warren was away at school, Jack sent him reports of current events in Boxen. At the age of nine, Jack Lewis suffered a trauma that shaped the rest of his life. He’d had a carefree childhood up until that time, and he’d never been away from home except on family vacations to the seashore. But when he was nine, his mother died. And only two weeks later, Jack’s father sent him off to boarding school in England. From that time on, Jack spent only holidays at his childhood home in Belfast. Most of the year he lived in England: first at boarding school, then with his tutor, then at Oxford University.World War I had started before Jack reached Oxford. As soon as he was old enough to volunteer, he joined the army and went to France to fight in the muddy trenches. He was wounded and sent home; the war ended, and he returned to his studies at Oxford. After graduation, he began teaching English at Magdalen College, Oxford.Jack begins writing childrens books and The Lion, the Witch and the Wardrobe is published in 1950. The story begins in 1940 during World War II, when four siblings--Peter, Susan, Edmund, and Lucy Pevensie—are evacuated from London to escape the Blitz. They are sent to live with Professor Digory Kirke, who lives in a country house in the English countryside |
11/22 2nd Annual Dinner Party!
12/2 Starter define these terms in Quizlet & Read Page 810 & 818.1. Five year Plan
2. USSR 3. Ukraine 4.Famine C.C. Standards:
4. Determine the meaning of words and pharses as they are used in a text, including vocabulary specific to domains related to history/social studies. |
Russia- Stalin and Hitler during WWIIPages 810, 815, & 818
Read these pages and take notes of dates and major events. Then use the notes to answer the questions below. Hitler invades the Soviet Union http://<iframe width="420" height="315" src="http://www.youtube.com/embed/cELG5c3jo34?rel=0" frameborder="0" allowfullscreen></iframe> |
C.C. Standards:
R9. Analyze the relationship between a primary and secondary source on the same topic.
W 2. Write informative/explanatory texts, including the narration of historical events.including introduction,facts, definitions,details, quotations,
transitions, vocabulary to explain the topic, formal style, concluding statement.
W8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
R9. Analyze the relationship between a primary and secondary source on the same topic.
W 2. Write informative/explanatory texts, including the narration of historical events.including introduction,facts, definitions,details, quotations,
transitions, vocabulary to explain the topic, formal style, concluding statement.
W8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
12/4
Starter&Classwork: FACT OR OPINION
Define these terms in quizlet.
1. ALLIED POWERS
2. DICTATOR
3. MEIN KAMPF
4. AXIS POWERS
Watch the video and fill out the fact or opinion sheet online. Save a copy of the f/o sheet in Ch 21 notes.
pmg4 apache
W9. Draw evidence from informational texts to support analysis reflection and research.
1. ALLIED POWERS
2. DICTATOR
3. MEIN KAMPF
4. AXIS POWERS
Watch the video and fill out the fact or opinion sheet online. Save a copy of the f/o sheet in Ch 21 notes.
pmg4 apache
W9. Draw evidence from informational texts to support analysis reflection and research.
C.C. Standards:
R9. Analyze the relationship between a primary and secondary source on the same topic.
W 2. Write informative/explanatory texts, including the narration of historical events.including introduction,facts, definitions,details, quotations,
transitions, vocabulary to explain the topic, formal style, concluding statement.
W7. Conduct a short reseach project to answer a question.
W8. Gather relevant informations from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
R9. Analyze the relationship between a primary and secondary source on the same topic.
W 2. Write informative/explanatory texts, including the narration of historical events.including introduction,facts, definitions,details, quotations,
transitions, vocabulary to explain the topic, formal style, concluding statement.
W7. Conduct a short reseach project to answer a question.
W8. Gather relevant informations from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
12/5
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12/8
Starter:
Read Ch 21 section 3 Create a table and list the Allied Powers and the Axis Powers with the leaders of each country.
C.C. Standards
R1. Cite specific textual evidence to support
analysis of primary and secondary sources.
W9. Draw evidence from
informational texts to support analysis reflection and research.
Read Ch 21 section 3 Create a table and list the Allied Powers and the Axis Powers with the leaders of each country.
C.C. Standards
R1. Cite specific textual evidence to support
analysis of primary and secondary sources.
W9. Draw evidence from
informational texts to support analysis reflection and research.
Classwork: answer the question below and write your campaign speech.
What Presidents were in office during WWII? Research their goals for America.
Write a complete sentence!
Class work:
Today you are running for the Office of the President of the United States.
What goals would you have as President of the United States of America?
1. Choose 2 main ideas you would focus on during your Presidency.
Healthcare, gun control, education, public safety, terrorism, family values,
2. Brainstorm a list of research topics with your table that would help you know more about these 2 main ideas.
3. Write a short campaign speech that you would give to explain what goals you would set for America during your time as President.
4.Create a document (Named Campaign Speech) to show your brainstorming ideas and your speech. Be sure to include a list of resources. Share the document with Mrs. Taylor by adding it to your history folder.
12/9 Chapter 19-20 "Dinner Party"
12/10 Starter: review your quizlet terms for the quiz.Review quizlet and your notes over the video before you begin the quiz. You must show me your score before you log out. pmg4 apache
Be sure you have these notes: http://www.brainpop.com/socialstudies/ushistory/worldwarii/experiment/ |
12/11 Starter:Click the button below to answer.
"The only thing we have to fear is fear itself." |
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