|
Today: June 13, 2011
Objective: To Review Our
Regents Practice Final
Essential Question:
Am I prepared to pass the Regents?
Aim: To figure out why I
got questions wrong.
Warm up: Review your
answers and look at the questions you got wrong.
Lesson: What questions were
most problematic?
Activity: Continue your
Regents Review.
Summary: Share your
results.
Hearts & Minds (Vietnam War Documentary).
June 8, 2011
Final Exam: Put your answers the scantron.
Will only count if it raises your grade.
It's a Regents exam so give it your best
shot.
Remember, There's NO Class.com for regents
Exams!
June 6, 2011
Final Wednesday- Regents Exam. Will count
only if it raises your grade.
Regents Review today
Homework:
Choose an old Regents exam (3 night cycle)
start with the most recent and work your way backward.
Night 1. Do 20 multiple
choice questions and half the short answers from the DBQ.
Night 2. The next evening do the rest
of the multiple choice questions and finish the DBQ short
answers. Check your answers using the scoring key
document.
Night 3. The third night
answer the DBQ essay using your answers from the short
answer section. Check your essay against the 5 and 4 rated
examples in the Rating Book in the teachers
scorebook. Score yourself. Ask yourself how you could
improve your essay.
Supplement multiple choice with
www.RegentsPrep.org
questions.
June 1, 2011
Objective: Take Cornell
notes on film
Hearts & Minds
Essential Question:
how did the U.S. carry out an imperialist agenda in Vietnam?
Aim: Why did the U.S. invade Vietnam?
Warm up: use Google to
define these terms.: Domino Theory, Viet Cong, Free Fire
Zone, Agent Orange, AWOL,
Lesson: View Film -
take notes
Activity: Share notes with
neighbor, make up questions notes have answered.
Summary: write a summary
and make up curiosity questions.
Homework:
Choose an old Regents exam (3 night cycle)
start with the most recent and work your way backward.
Night 1. Do 20 multiple
choice questions and half the short answers from the DBQ.
Night 2. The next evening do the rest
of the multiple choice questions and finish the DBQ short
answers. Check your answers using the scoring key
document.
Night 3. The third night
answer the DBQ essay using your answers from the short
answer section. Check your essay against the 5 and 4 rated
examples in the Rating Book in the teachers
scorebook. Score yourself. Ask yourself how you could
improve your essay.
Supplement multiple choice with
www.RegentsPrep.org
questions.
May 24, 2011
Teaching
to the Test
Objective: Student will lean the
4-Step method through practice on old Regents Exams
Essential Question: How do we guess intelligently on
multiple choice Exams?
Aim:
Practice the Kaplan 4-Step method
Warm Up: Review today's
agenda and review the Kaplan 4-Step Approach.
Activity: Practice the
Kaplan 4-step with question
from past Regents Exams. See the score book to
check your answers.
Work in pairs if you like.
(differentiation!)
Summary: go to the answer
key to check your results.
May 23, 2011
Teaching to the Test
Continues!
4- Step Method for
Multiple Choice Questions
Objective:
Student will learn about the 4-Setp
method and practice it.
Essential Question:
How can we better guess on Multiple
Choice questions?
Review pp. 45 - 57.
Activity: Guided and
Independent Practice. pp. 59 - 67
Summary:
page 69
May 20- Go to the Assembly for
Juniors on College Admissions!
May 19
4- Step Method for
Multiple Choice Questions
Objective:
Student will learn about the 4-Setp
method and practice it.
Essential Question:
How can we better guess on Multiple
Choice questions?
Review pp. 45 - 57.
May 17 - 18
Regents Review
Objective: Review our
review process
Warm up: Reflections pp. 24
- 28
Mini-Lesson pp. 29-34 (BLPT)
Activity pp. 35-40 Guided and independent
practice.
Summary: 42 (relection)
May 16, 2011
Finish Regents DBQ Essay and
whatever else you didn't do.
May 11, 2011
Regents Review Day 1
Agenda
Take a red book and do mini
test pages 4 - 15
Use Google Answer Sheet. Do NOT write in the book.
Return the book at the end of class.
Summary: Check your
answers.
Homework (every night):
Choose an old Regents exam (3 night cycle)
start with the most recent and work your way backward.
Night 1. Do 20 multiple
choice questions and half the short answers from the DBQ.
Night 2. The next evening do the rest
of the multiple choice questions and finish the DBQ short
answers. Check your answers using the scoring key
document.
Night 3. The third night
answer the DBQ essay using your answers from the short
answer section. Check your essay against the 5 and 4 rated
examples in the Rating Book in the teachers
scorebook. Score yourself. Ask yourself how you could
improve your essay.
Supplement multiple choice with
www.RegentsPrep.org
questions.
May 9, 2011
The Cold War
Objective:
To analyze historical accounts and
summarize them on Wiki space.
Essential Question:
How has U.S. empire during the Cold War violated nations'
rights to self-determination?
Aim: To analyze a U.S. policy toward a
particular country and post to a Wiki document.
Agenda:
Warm up:
Review today's agenda and reading of
declassified TOP SECRET documents:
Cold War Interventions
Lesson: Create
your Google Document and share with your group members and
me: jelfrank1@gmail.com
Activity: In groups
answer the questions.
Summary: upload your
answers by replying to the Google discussion post: Cold War
Interventions and attaching your answers. Please be sure to
put ll of your group member's names on the post.
May 6, 2011
The Cold War
Objective: To take Cornell
notes on the Atomic Cafe
Essential Question:
How did the Cold War era impact American society?
Aim: To take Cornell notes
Warm up: Review yesterday's
notes.
Lesson:
The Atomic Cafe- Civil Defense preparedness- The
age of complacency and fear.
Activity: Share your notes
with your neighbor and compare, make up questions your notes
have answered.
Summary: Write a summary
and share wit hyour neighbor
May 3 & 4, 2011 (under
construction)
The New Deal and WWII
Objective:
Help me finish this lesson by doing Google research using
university sources.
Essential Question:
How did the Great Depression change the way the U.S. does
business?
Aim: To answer your
question about the Great Depression and the New Deal?
Activity: Collective
Intelligence Exercise
Lesson: John will show how
the wiki document works. (5)
In pairs choose A, B or C. to answer.
Research information.
Create bullet points under your
question that you think answers it.
A. Programs of the New Deal that helped the
needy
B. Programs that changed the way Capitalism worked
in the U.S.
C. Argument that WWII was the reason why the
U.S. got out of the Great Depression.
Post answers on our shared document (find in
your email) along with your link (source).
Summary/Homework: Create a
Cornell notes entry based on this document.
Homework (everynight):
Choose an old Regents exam (3 night cycle)
start with the most recent and work your way backward.
Night 1. Do 20 multiple
choice questions and half the short answers from the DBQ.
Night 2. The next evening do the rest
of the multiple choice questions and finish the DBQ short
answers. Check your answers using the scoring key
document.
Night 3. The third night
answer the DBQ essay using your answers from the short
answer section. Check your essay against the 5 and 4 rated
examples in the Rating Book in the teachers
scorebook. Score yourself. Ask yourself how you could
improve your essay.
Supplement multiple choice with
www.RegentsPrep.org
questions.
May 2. 2011
The Photography
of the Great Depression
Objective: To interpret
photographs in historical context
Essential
Question: How did the Great Depression impact the
ordinary American?
Aim: To complete the
photo exercise
Warm Up: Review today's
agenda and Cornell notes from the film, The Grapes of
Wrath. Answer- Describe the hardships people were
facing at that time. (5)
Lesson: View the
photographs for today's lesson. Watch John model one
example. (5)
Activity: With your
neighbor. Match the photo with its description. (15)
Activity 2: Create a blog
post using the photo graph and your short story behind the
photo (as you imagine what his happening) 300+ words, OR,
your historical account of what the photo depicts. 200+
words.
Summary: Share your post
with your classmates. Visit and comment on each other's
work.
April 29, 2011
Objective: Take Cornell
notes on the Grapes of Wrath
Essential Question:
How did the Great Depression change America?
Aim:
How were families in the dustbowl disposed?
Warm up:
Read the 1st 3 paragraphs about the Dustbowls.
Lesson: Film-
The Grapes of Wrath
Activity: Take Cornell
notes and share with your neighbor.
Activity 2:
Develop questions notes have answered together.
Summary/Share: write your
summary and curiosity questions, share with your neighbor.
Homework: Regents Review on
Causes and
Effects of the Great Depression
April 28, 2011 - Special
Lesson: The
Royal Wedding
Objective: To analyze and argument and cast
judgment.
Essential Question: How does
the existence of the U.S. advocate for democracy?
Aim: Should Americans
boycott the royal wedding?
Warm up:
Review today's
agenda/assignment.
Homework:
Regents Review
Choose a topic you are unfamiliar with. Do 20 questions.
Take notes.
April 15, 2011
Spring Break Extra Credit -
Photo Gallery Blog
Worth up to 15 points
on your Class Participation Grade.
due May 2, 2011
Steps
1. go here:
http://www.nyc.gov/html/records/html/gallery/home.shtml
2. select 3 photographs, each from a
different category.
3. for each photo create a blog post,
upload the photo and do Internet research to write 200+ word
background for each. Use .edu sources only.
Test 4
April 13/14, 2011
Objective: Review for Tomorrow's
Test
Agenda
Warm up: Start
with March 28 to the Present
Review answers to these questions with your
neighbor ( you can expect 2-3 multiple choice questions for
each review question) see parts I and II:
1. What is
"Imperialism" and the Monroe Doctrine?
2. How did the
U.S. engage in imperial policy with the Spanish/American
War?
3. How is the U.S. engaged in imperialism today?
4. How did Women get the right to vote? What were the
arguments for and against a woman's right to vote?
5. What was the issue surrounding the Scopes Trial?
6. Describe the Jazz Age and Harlem Renaissance.
Why were they important to American culture and society?
7. How did Marcus Garvey's vision for African Americans
differ from that of the NAACP's vision for the future?
Be sure to do the homework
from: 3/22, 3/23, 3/16, Review from 3/30.
April 12, 2011
The Harlem Renaissance - Research Blog
Objective: To research and
create a blog post on an aspect of the Harlem Renaissance
Essential Question: How did the Harlem
Renaissance produce much of the best African American
contributions to American culture?
Aim:
How was a particular aspect of American culture
influenced by the Harlem Renaissance?
Agenda
Warm Up: Review today's
agenda
Lesson: Read this introduction
of the Harlem Renaissance
"We return.
We return
from fighting.
We return
fighting.
Make way for Democracy! We saved it from France, and by
the Great Jehovah, we will save it in the United States
of America, or know the reason why."
W. E. B. Du
Bois, "Returning Soldiers," The
Crisis ,
XVIII (May 1919)
Beginning in 1904, Harlem, centered around 135th Street and
5th Avenue, became a mecca for middle-class
African-Americans moving north from Hell's Kitchen, Clinton,
and other neighborhoods in New York City. Black
intellectuals, writers, and other artists were among the
first inhabitants of Harlem, the home of the New
Negro movement,
as the literary and cultural aspects of the renaissance came
to be called.
Importantly prefigured by the writings of W. E. B. Du Bois
and Booker T. Washington, the Harlem Renaissance and the New
Negro movement generated an explosion of creativity unique
in its breadth and depth; it included groundbreaking work in
poetry, fiction, essays, music, dance, and theater. Earlier
racism, including rashes of lynchings and officially
sanctioned murder, had forced many creative black Americans
abroad—among them Josephine Baker and Paul Robeson (later
James Wright and James Baldwin would also become exiles).
Black soldiers returning home from the war were defiant in
the face of white people's lack of appreciation for their
service; the U.S. Army's policy had forbidden them from
marching in the victory parade on the Champs Elysées in
Paris, but the formidable 369th Regiment, better known as
the Harlem Hellfighters, marched up Fifth Avenue to Harlem
on February 17, 1919. They had served longer than any other
U.S. regiment (191 days on active duty). Their triumphant
return was a point of pride for the community and stirred
the rallying cry from the political leaders of Harlem for
black equality in exchange for their sacrifice. At the same
time, Marcus Garvey's Back to Africa movement inspired
working-class African Americans to take control of their
lives and histories. Garvey told UNIA members, "We have a
beautiful history, and we shall create another one in the
future."
From:
http://www.hrc.utexas.edu/
Activity:
1. Pick an aspect of the Harlem Renaissance you are
interested in: Music, Poetry, Politics, Art (Painting)...
2. Use your Google search techniques find university sources
focused on one major historical figure, movement or event
from this Renaissance period.
3. Provide a 250+ word description in a blog post, titled
for the person, movement and/or event. Be sure to include
why they/he/she/it was important.
4. Find an appropriate image or video to accompany the post
(video you can upload from home).
Summary: Share with your neighbor and
comment on their post.
April 11, 2011
Race During the 1920s
Objective: To compare and contrast the
ideas of Marcus Garvey with the NAACP at that time.
 Essential
Questions: How has the Black community in the U.S.
had divergent views about improving their situation?
Aim: Does Marcus Garvey's vision have
relevance today? And/or, To what extent has the NAACP been
successful at accomplishing their goals?
Warm up: Review today's agenda.
Lesson:
Reading on
Race,
Put these questions into a Cornell Notes
post:
1. What is implied in the first few paragraphs as a
cause of the racial tension?
2. Explain Garvey's solution to racial problems in
the U.S.
3. Contrast the program of the NAACP with
Garvey's. How did it differ?
4. Which course has most African-Americans taken since
the twenties? Has it been successful?
Put your answers
in the notes section.
Activity:
Compare your answers with your neighbor's. Make
corrections/additions.
Summary:
Create a summary and our curiosity question in Cornell notes
and submit. Include your answer to the Aim.
Homework:
Regents Review - Great Depression questions 1-20. Take
Cornell notes.
April 8, 2011
The Roaring Twenties
Objective:
To review questions related to the
1920s and take Cornell notes.
Essential Question:
How has the U.S. undergone
cultural and economic changes?
Aim:
How do we review using Cornell notes?
Warm up: Open links below
and review today's agenda.
Regents Review:
Roaring Twenties
Take Cornell notes: John
will demonstrate
using
the 5-Step method. (5)
Activity: Students will do
Regents review questions converting them to Cornell notes.
Students will compare notes and questions. (25)
Summarize: in Cornell
notes.
April 6, 2001
Prohibition- Why it didn't work
Objective: To read and
answer thinking questions.
Essential Question:
How have attempts at regulating morality failed?
Aim: Why did prohibition fail?
Agenda
Warm up:
Why is alcohol legal and marijuana illegal?
Lesson/Activity: Read in pairs and
answer worksheet on
Prohibition in your Cornell notes.
Summary:
Write your summary, curiosity questions and answer to the
Aim in Google discussion in the Prohibition thread.
Homework:
Regents Review:
Red Scare and (1 - 20) take Cornell notes.
April 5, 2011
Boom to Bust:
The End of Capitalism in the U.S. 1920s
Objective: Take Cornell Notes on the film
Essential Question: How did the forces of religion
and science collide in the Roaring Twenties?
The real lawyers from the Scopes Trial.
Clarence Darrow and William Jennings Bryan.
Warm up: Working with your
neighbor
review the terms that arose out of the Jazz Age
(1920s). Match the term with what you think is the
definition.
Lesson: Review notes from
last class on this subject 4/1/2011.
Activity: Watch trial
scene.
1. What Biblical truths does Drummond challenge?
2. Was he successful in your assessment? 3. How was
"fundamentalism" challenged?
Summary: complete
questions, summary and curiosity questions with your
neighbor.
Homework:
Read about the significance of the trial. Take Cornell
notes. Due tomorrow.
April 4, 2011 - Special Lesson
 Martin
Luther King, Jr. - More than Civil Rights
Objective:
To view the film and read an analysis of MLK.
Essential Question: How was Martin Luther King Jr.
a complex historical figure?
Aim: How
is King's labor message relevant to today?
Warm up:
What comes to mind when you hear the
name Martin Luther King Jr? Jot down in your Cornell Notes.
View film:
http://www.youtube.com/watch?v=IBodqhUGoq0 (from home)
Martin Luther King Speaks on Workers' Rights. Discuss what's
different.
Lesson:
Read article on the relevance of Dr.
King today.
Activity:
Take Cornell Notes and share and
develop questions with your neighbor.
Summary:
Write your summary and curiosity questions.
Homework:
Regents Review Assignment
April 1, 2011
Boom to Bust:
The End of Capitalism in the U.S.
1920s
Objective: Take Cornell Notes on the film
Essential Question: How did the forces of religion
and science collide in the Roaring Twenties?
Warm up: Working with your
neighbor
review the terms that arose out of the Jazz Age
(1920s). Match the term with what you think is the
definition.
Lesson:
March 31, 2011
Objective: Take Cornell
notes on animation
Essential Question- Does
empire undermine democracy at home?
Aim:
How has the U.S. expanded its empire throughout the
world?
Warm up: view agenda and
write in your Cornell notes what comes to mind when you
think of "empire"?
Lesson: A People's History
of U.S. Empire. (Film 25)
March 30, 2011
Objective Review for Regents Exam
Essential questions:
1. How did the U.S. expand its
influence through a policy of imperialism?
2. To what
extent were civil freedoms limited during WWI?
Lesson: Regents Review
1.
American Imperialism - read answer explanation and take
Cornell notes. Use MC question for your questions. One post
for this topic.
2.
World War I - read answer explanation and take Cornell
notes. Use MC question for your questions. One post for this
topic.
Share Activity: Share you
summaries with your neighbor.
Homework:
March 28 & 29, 2011
Women's Suffrage
Objective:
To read and complete a close passage.
Essential
Question: How have minorities had to struggle for
equal rights? How as the Constitutional amendment process
been used to expand rights?
Aim: How
did women and men have to struggle to get suffrage for
women?
Agenda
Warm
up: Review agenda. Who got the right to vote first-
Women or Black Males?
Lesson:
Reading on Women's
Suffrage Struggle.
Activity:
Answer close
passage questions. Will count as a test.
Summary: Answer questions
on images.
March 25, 2011 -
SPECIAL LESSON
100th Anniversary of the Triangle Fire
Objective:
To take Cornell notes on a documentary
Essential Question:
How does collective bargaining empower workers.
Aim: How did
the Triangle Fire change America?
Warm up:
Login and review the agenda. Use Google Maps and find out
where exactly did the famous Triangle Fire take place. (5)
Lesson:
Film-
Triangle Returns/Discussion (25 min).
Research the details of the
Triangle and Bangladesh Fires using the new Google search
methods(10)
Summary:
Share your findings on the Google Discussion Thread
"Triangle Fire". (5)
Today
3/23/2011
Visual
Literacy in History
Objective:
To
practice analyzing images in historical context.
Essential Question:
To what extent is the need for security compatible with
individual rights?
Aim: How
do we interpret images and investigate the sources behind
them?
Agenda:
Warm up:
1. Review today's agenda and view this image 2. Jot down
your impression of what this image is telling you in your
notebooks and be prepared to share with the class.
image source:
http://www.campaignforliberty.com/blog.php?view=7567
Lesson: Watch how John locates images,
researches the source and cites for our blog purposes. What
is the political perspective? How does the image make this
point? Who do you think is the intended audience?
What is it about the nature of information on the Web that
puts a premium on vetting images and text we find there?
Activity: Research U.S. Imperialism
images using Bing.com. Choose an image that pertains to
imperialism from the early 20th Century.
Download
the image and save to your drive.
Copy and paste the
image source on a new post in your blog.
Ask your
neighbor for help.
Go back to the image source and
identify who posted the image and what kind of organization/
person they are. Write a citation for the image and a brief
annotation of its source.
Write a paragraph
providing the historical setting the image pertains to.
Summary: Comment on your neighbor's
post using the comment feature. Offer questions, and/or
constructive advice.
Homework:
Do Regents Review Questions on Imperialism, Take Cornell
notes on the answers for questions 11 - 28, put the question in the question box.
Challenge
homework on You Tube-
Noam Chomsky on History of U.S. Imperialism
Part 3. Take Cornell notes. Topic: Challenge Homework (you
must do part 1 from yesterday first).
3/22/2011
Effective
search strategies using Google
Objective:
To
practice developing queries and using Google search techniques
to find information.
Essential Question:
To what extent is the need for security compatible with
individual rights?
Aim: Does
the Espionage Act violate the First Amendment?
Agenda:
Warm up:
Review today's agenda. What is the
objective and aim?
Lesson -
How does web content differ from books and newspapers? Why
does that require us to approach it differently? Why are
Google and Wikipedia not acceptable as sources for research?
Take notes.
Dynamic/Hyper-Textual
Paragraphs
Direct sources
Activity:
Query- Does the Espionage Act violate the First Amendment?
Review
the advanced Google search techniques (15),
1. Work
with your neighbor
2. Discuss the search results
NOW
using the advanced search techniques limit your searches to
university web sites with articles no older than 2007.
3. Take notes in Word on your findings.
4. Create a new
post to your blog, title it with our Aim and report 200+
words on your findings, followed by your opinion on the
question 100+ words.
Refer to the
blog rubric for
general guidelines of what's expected of blog content.
Homework:
Do Regents Review Questions on Imperialism, Take Cornell
notes on the answers for questions 1 - 10, put the question in the question box.
Challenge
homework on You Tube-
Noam Chomsky on History of U.S. Imperialism
Part 2. Take Cornell notes. Topic: Challenge Homework (you
must do part 1 from yesterday first).
3/21/2010 Effective
search strategies using Google
Objective:
To
practice developing queries using Google search techniques
to find information.
Essential Question:
To what extent is the need for security compatible with
individual rights?
Aim: How is the
Espionage Act applied today?
Agenda:
Warm up-
Review today's agenda. What is the
objective and aim?
(5)
Lesson - Query:
What was the Espionage Act?
Review
Basic Google Search Techniques. (10)
Activity in Pairs- (10)
1. Fashion an appropriate query to
answer today's aim using the techniques from the lesson.
2. Review the results - how many
pages, how accurate?
3. Revise your query to reduce and focus results.
Activity 2. Google U.S. Imperialism and
find an appropriate image to accompany your text. Explain in
your post what the images means and provide its source.
Summary Activity (10)
Create a new blog and enter a starter post about the
Espionage Act.
Homework - Intro
to the Spanish American War -
Why did the U.S. invade Cuba?
Watch and take Cornell
notes.
Challenge
homework on You Tube-
Noam Chomsky on History of U.S. Imperialism
Take Cornell notes on part 1. For extra-credit.
3/16/2011
Blog Project
Objective: To
produce our first blog post.
Essential Question:
How do media influence change in society?
Aim:
How do we publish a quality post?
Warm up: Open your
blog and finish the draft of your first post.
Lesson:
Watch a demo on sharing your post and editing your
neighbor's work. (10)
Activity: Take your neighbor's advice, what you agree
with and modify accordingly. (25)
Summary: Share your
work by uploading it.
Homework: Regents
Review - Immigration 1 Go to:
http://www.regentsprep.org/Regents/ushisgov/themes/immigration/index.htm
and Read the sections, then do the practice questions. Take
Cornell notes on the session pointing out the main ideas
(notes) and questions answered (questions section),
Summarize and submit. Due Thrusday.
3/15/2011
Blog Project
Objective: To
produce our first blog post.
Essential Question:
How do media influence change in society?
Aim:
How do we publish a quality post?
Warm up:
Open the project
page and review the steps and rubric.
Lesson: Watch demo on stating the
purpose of your blog and creating a post (10)
Activity: Now research and write a draft post.
(25)
Summary: Comment on your
neighbor's post.
Homework: Regents
Review - Immigration 1 Go to:
http://www.regentsprep.org/Regents/ushisgov/themes/immigration/index.htm
and Read the sections, then do the practice questions. Take
Cornell notes on the session pointing out the main ideas
(notes) and questions answered (questions section),
Summarize and submit. Due Thrusday.
3/11/2011
Open this
Page for Test 2
3/10/2011 - Have it your way day!
Objective: To move ahead and prepare for tomorrow.
Either:
Work on your project, review for tomorrow's test (see
homework from March 1 to present, or watch the film and take
notes: Modern Times.
What you don't choose to
do now you can do tonight.
Film links:
Part 5
|
Part 6 |
Part 7 |
Part 8 |
Part 9
3/9/2011 - Introducing the Blog Project - Student
Muckrakers
Test 2 on Friday on all
homework readings
since 2/15.
Objective -
to begin our project
Essential Question:
How have democratic freedoms been used to improve life for
Americans?
Aim:
To register and start our blog project.
Agenda
Warm up: Review agenda.
(5)
Lesson:
Go to project
description, read and follow instructions. (15-20)
Activity: Create your blog and choose a
topic. (10-15)
Summary: Post your
introductory post and share with the world.
Homework:
Read-
The Roots of Progressivism, the
Promise of American Life and
Newsies and take Cornell notes. Due Friday.
3/8/2011 - Commandments of Capitalism
Objective:
Discuss is Life Fair in light of social/economic theory?
Essential Question: How is capitalism supported by
social-economic theory?
Agenda:
Warm up - Ask yourself,
Do you give on the subway? Why or why not? Discuss
with your neighbor. (5)
Lesson: Read and answer questions in your Cornell
Notes -
The Commandments of Capitalism.
You can use the questions at the bottom for your Cornell
questions section. (20)
Activity: Answer the questions with your neighbor.
(10)
Summary: Why is the lesson
titled "The Commandments" of Capitalism? Explain in your
summary. (5)
Homework: Review and
Take notes in Regents Prep
3/4/2011 - Labor
before unions
Objective - to view
a silent film and take Cornell notes
Essential Question:
How did organized labor fight the
conditions of exploited labor in pre-New Deal America?
Warm up: Finish
yesterday's work, upload to Google docs and share with your
partner and jelfrank1@gmail.com (10)
Lesson: Watch film
-
Modern
Times and take Cornell notes. (25)
Activity:
Compare notes with your neighbor. (5)
Discuss:
How is viewing a silent movie
different? (5)
Activity 2:
Research the film, Who was Charlie
Chaplan? What is the history of the film? (10)
Summary:
Share your notes and develop questions
and summary.
Homework:
Finish what you didn't have time to in
class (including yesterday's work)
3/3/2011 - Child
Labor
Objective - To
interpret primary source documents
Essential Question:
Warm up:
What do you think is the difference
between your history text book and a primary source
document? Write your answer in your notebooks.
Lesson:
How to read primary source documents
Review this guide |
Activity:
Read the primary source - Interviews
and Complete the
Document on Analyzing the Primary Source (choose Save,
then open)
Share:
Go to Google Discussion and attach you
and your partner's analysis page to your reply on the Child
Labor thread. Include a one paragraph explanation of what
you learned from doing this exercise about child labor and
primary source material.
3/2/2011
Objective - To
present our presentations to the class
Essential Question: Did the Progressive
Movement help improve the social standing of traditionally
marginalized people?
Aim: To
explain our topic to the class
Warm up:
meet with your group
members, review your presentation and what you want to say.
(15)
Lesson:
Present/take Cornell notes
for each presentation. (20)
Summary:
Write your summary in your
notes.
Homework:
Read
the Origins of Trade Unionism and take Cornell Notes
3/1/2011
Read and Take
Cornell Notes on
the Drive for Unionization and the
Great Railroad strike.
2/28/2011
Objective - To
present our presentations to the class
Essential Question: Did the Progressive
Movement help improve the social standing of traditionally
marginalized people?
Aim: To
explain our topic to the class
Warm up:
meet with your group
members, review your presentation and what you want to say.
(15)
Lesson:
Present/take Cornell notes
for each presentation. (20)
Summary:
Write your summary in your
notes.
Homework:
2/15-17/2011
Objective:
Students will begin a jigsaw project
sharing information, via social networking tools, about the
Black experience during the Progressive Era
Essential Question: Did the Progressive
Movement help improve the social standing of traditionally
marginalized people?
Aim:
To research our assigned topics and
post our findings to Google Discussion.
Warm up:
Login and review today's agenda
Intro to
the Progressive Era Jigsaw of the Black Experience.
Homework:
Read and take Cornell Notes on
Labor and Sources of
Worker Unrest during the Progressive Era and work on
your project.
2/14/2011
Kill the Indian -
Save the Man
|
Essential
Question: How did the U.S. government carry out
a policy of ethnic cleansing in the Great Plains?
Aim:
To what extent was the
experiment of converting Native Americans to whites
doomed to failure?
Warm up:
Open your notes from:
"Kill the Indian, Save the Man"
Lesson:
Compare your notes with the
demonstration.
Activity:
With your neighbor, read each
paragraph and write one note point.
Activity 2:
View the image here (click on it)
 1.
What do you see? Discuss with your neighbor.
2. Given
what you know about the school write a 5
sentence description to put in your notes.
Summary:
View video on YouTube -
http://www.youtube.com/watch?v=L6PU7eNrJnE
Kill the Indian, Save the Man.
How does this poem speak to the condition of the
Native Americans at this time? Share on Google
Discussion thread - "Kill the Indian, Save
the Man".
|
Closing of the
Frontier
2/10/2011
Objective: To view the film
and take notes.
Objective:
To take notes and discuss the topic.
Essential Question:
How did the U.S. government carry out
a policy of ethnic cleansing in the Great Plains?
Aim:
How was life on the plains difficult
and exhilarating?
Agenda -
Newbees
do the first day activities
below first.
Warm up:
1.
Enter in Google group thread - The
Disappearance of the Plains Indians. Describe what
life seemed like on the plains in those days. Enter in
Google group thread - The Disappearance of the Plains
Indians. (5-10)
Activity:
2.
Application: View except from
Dances with Wolves (68 min. mark) and take
notes, 98 min mark (15)
3.
Share your notes with your neighbor
and generate questions for your notes, write a summary and a
curiosity question
Homework
"Kill the Indian, Save the Man" take Cornell Notes
2/9/2011
Objective/Aim: To review and
take a test.
Agenda
Warm up:
Login and open your notes and homework.
(5)
Activity 1:
Compare your notes with your neighbor's
notes. Discuss and update your notes based on your
conversation.
Review: All three home work,
Regents Review questions
10 - 20. . (10-15)
Begin Test 1 when ready
- Take by yourself. (10 - 20)
2/8/2010
Review for the test
tomorrow.
2/7/2011 - Regents
Prep - Closing the Frontier
Test Tomorrow on all
homework and class notes.
Objective:
To practice a systematic approach to related Regents
questions.
Essential Question:
How did the U.S. carry out a policy of ethnic cleansing on
the frontier?
Aim:
How do we approach the Regents multiple choice questions
systematically?
Warm up:
Review the login and open the links
(5)
Crazy Horse Memorial
Lesson:
Review the 5 -
Step method to approaching multiple
choice questions. (10)
Activity:
With your neighbor -
read the review questions aloud and go through the
5-step process for questions 1 - 5 (5 - 10)
Debrief:
How is it working for you? (5 - 10)
Summary Activity 2:
Do practice questions 6 - 20. (5 - 10)
Homework:
Review your Cornell notes for the
test. Describe the incidents at Sand Creek and Little Big
Horn. What did they tell us about white/Indian relations?
Also review the answers to the Regents review questions.
2/4/2011 Regents
Prep - The Closing of the Frontier
1.
Do these practice multiple choice questions.
2.
DBQ on Native Americans from the Smithsonian Institution
Choose one of the 4 documents and answer the questions.
Put your answer in Word, save and show me Monday.
2/3/2011
Objective:
To take notes and discuss the topic.
Essential Question:
How did the U.S. government carry out
a policy of ethnic cleansing in the Great Plains?
 Aim:
How was life on the plains difficult
and exhilarating?
Agenda -
Newbees
do the first day activities
below first.
Warm up:
1.
Enter in Google group thread - The
Disappearance of the Plains Indians. Describe what
life seemed like on the plains in those days. Enter in
Google group thread - The Disappearance of the Plains
Indians. (5-10)
Activity:
2.
Application: View except from
Dances with Wolves (28 min. mark) and take
notes, 48 min mark (15)
3.
Share your notes with your neighbor
and generate questions for your notes, write a summary and a
curiosity question.
Homework 2/3 Read
about the
Sand Creek Massacre and
Battle of Little Big Horn.
Take Cornell notes. Due
Friday.
2/2/2011
Objective:
To take notes and discuss the topic.
Essential Question:
How did the U.S. government carry out
a policy of ethnic cleansing in the Great Plains?
Aim:
How was life on the plains difficult
and exhilarating?
Agenda -
newbees do yesterday's activities
below first.
Warm up:
1.
Open you Cornell notes from yesterday
and review (5)
Activity:
2.
Watch demonstration of note-taking done by John. (10)
3.
Application: View except from
Dances with Wolves (28 min. mark) and take
notes, describe what life seemed like on the plains in those
days. Enter in Google group thread - The Disappearance of
the Plains Indians. (15)
4.
Share your notes with your neighbor
and generate questions for your notes, write a summary and a
curiosity question.
Homework 2 Read
about the
Sand Creek Massacre and
Battle of Little Big Horn. Take Cornell notes. Due
Friday.
2/1/2011
Welcome
Objective:
Register for the class
Essential Question:
Aim:
To register for the class and
Discussion board.
Agenda
Warm up:
1.
Register for the Class
Activity:
2.
Review Course Requirements
3.
Register
for Google discussion, select login and apply...
Get started on
homework 1
the Thirty Years War
(Against the native Americans) :
Read and take Cornell Notes Due Tomorrow.
|