Announcements: Students will take notes using the Cornell Note Format. Click on the following link for a Word Cornell Note Template.
Honors World History 2nd semester 2019
This spring semester, our class starts with Imperialism. From there we will move on to the Industrial Revolution, World War 1, World War 2, and try to cover as many topics as possible.
Day to Day Instructions:
Directions
For each class I will post what we did that period. Some days there will be book work assignments. Some days there will be power points to review, notes to take, or some other assignment or activity to complete. Each day will be different. I believe that students do not like the same old, same old. They like to do different types of activities and projects. This is the reason I like to keep class assignments mixed up. This Website will help you to keep up or get you caught up. Look on this page everyday for the updated list of class activities and assignments.
Day to Day Instructions:
Directions
For each class I will post what we did that period. Some days there will be book work assignments. Some days there will be power points to review, notes to take, or some other assignment or activity to complete. Each day will be different. I believe that students do not like the same old, same old. They like to do different types of activities and projects. This is the reason I like to keep class assignments mixed up. This Website will help you to keep up or get you caught up. Look on this page everyday for the updated list of class activities and assignments.
1/8-10/19
Essential question: What were the effects of the world changing from a rural to a urban society?
Unit Learning Targets: I can trace the impact that inventions during the industrial revolution had on society at that time to impacts that the invention brought to my life today.
Lesson goal
Understand how new industrial technology and inventions led to the start of the industrial revolution.
History Standards: 4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson plan
Bell ringer: Write a 1 page summary over your break.
Team Builder- 2 truths and a lie. Students will write down on a note card two truths from Winter Break and a lie. Students will take turns sharing their answers with their small groups.
Students will watch a PowerPoint of pictures of different items. They will write down what they think it is or what it does. We will have a class discussion over these items.
Students will take Cornell notes over the industrial revolution
Unit Learning Targets: I can trace the impact that inventions during the industrial revolution had on society at that time to impacts that the invention brought to my life today.
Lesson goal
Understand how new industrial technology and inventions led to the start of the industrial revolution.
History Standards: 4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson plan
Bell ringer: Write a 1 page summary over your break.
Team Builder- 2 truths and a lie. Students will write down on a note card two truths from Winter Break and a lie. Students will take turns sharing their answers with their small groups.
Students will watch a PowerPoint of pictures of different items. They will write down what they think it is or what it does. We will have a class discussion over these items.
Students will take Cornell notes over the industrial revolution
1/11/19
Essential Question: How do theories, beliefs, and inventions transform society?
Lesson Goal: To understand what Horsepower is and where the term came from.
Lesson Plan:
Class will begin a Horsepower activity. Today, we are going to figure out what your horsepower is! You will need a partner or 2 in order to complete this activity. You also need to read the instructions on the attached doc. carefully before conducting the experiment.
Students will have a class discussion over the Horse Power activity.
Lesson Goal: To understand what Horsepower is and where the term came from.
Lesson Plan:
Class will begin a Horsepower activity. Today, we are going to figure out what your horsepower is! You will need a partner or 2 in order to complete this activity. You also need to read the instructions on the attached doc. carefully before conducting the experiment.
Students will have a class discussion over the Horse Power activity.
1/14/19
Lesson goal
Understand how new industrial technology and inventions led to the start of the industrial revolution.
Unit Learning Targets: I can trace the impact that inventions during the industrial revolution had on society at that time to impacts that the invention brought to my life today.
History Standards: 4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson Plan:
Students will continue to take Cornell Notes over the I.R. Notes.
Students will do the Selective Breeding Dag Activity.
Selective Breeding Dog activity. Students will understand selective breeding and how it affected the Agricultural Revolution. Directions: Students will pick a dog breed and research the 5 W's They will create a Google Doc with pictures and place the information on it. Information must include What is the name of the Breed? Why were they bred? (purpose of the breed) What is it's personality traits. Are there any health concerns. Anything else that is interesting about the breed. Students will turn it in on Google Classroom.
Understand how new industrial technology and inventions led to the start of the industrial revolution.
Unit Learning Targets: I can trace the impact that inventions during the industrial revolution had on society at that time to impacts that the invention brought to my life today.
History Standards: 4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson Plan:
Students will continue to take Cornell Notes over the I.R. Notes.
Students will do the Selective Breeding Dag Activity.
Selective Breeding Dog activity. Students will understand selective breeding and how it affected the Agricultural Revolution. Directions: Students will pick a dog breed and research the 5 W's They will create a Google Doc with pictures and place the information on it. Information must include What is the name of the Breed? Why were they bred? (purpose of the breed) What is it's personality traits. Are there any health concerns. Anything else that is interesting about the breed. Students will turn it in on Google Classroom.
1/15/19
Lesson goal
Understand how new industrial technology and inventions led to the start of the industrial revolution.
Unit Learning Targets: I can trace the impact that inventions during the industrial revolution had on society at that time to impacts that the invention brought to my life today.
History Standards: 4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson Plan:
Students will have 15 min to finish up Dog Breeding activity. Students will be chosen at random to present.
When presentations are finished students will continue to take Cornell notes
Understand how new industrial technology and inventions led to the start of the industrial revolution.
Unit Learning Targets: I can trace the impact that inventions during the industrial revolution had on society at that time to impacts that the invention brought to my life today.
History Standards: 4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson Plan:
Students will have 15 min to finish up Dog Breeding activity. Students will be chosen at random to present.
When presentations are finished students will continue to take Cornell notes
1/16-17/17/19
Lesson Plan:
Students will continue to take Cornell Notes over the attached power point.
Last 30 minutes of class students will be broken up into small groups and given a piece of raw cotton. Students will have a competition to clean the cotton and produce a string from it. The group that produces the longest string will win a prize.
Students will understand the amount of labor that was involved in cleaning cotton and producing cloth.
Students will continue to take Cornell Notes over the attached power point.
Last 30 minutes of class students will be broken up into small groups and given a piece of raw cotton. Students will have a competition to clean the cotton and produce a string from it. The group that produces the longest string will win a prize.
Students will understand the amount of labor that was involved in cleaning cotton and producing cloth.
1/18-22/19
Introduce Industrial Revolution Inquiry Design Model (IDM)
Compelling Question= How Did the Industrial Revolution Move People?
Standards and Practices=
1.1 The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures.
4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
5.1 The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.
Staging the Question= How did technology change people’s way of life? What are some current inventions that we could not live without?
Supporting Question 1= Where did people move to/from during the Industrial Revolution?
Supporting Question 2= How did daily life move before and during the Industrial Revolution?
Supporting Question 3 = How did the Industrial Rev move society forward and how did it move it backward?
Lesson Plan:
Students will work on class activity.
-Every student will write down their daily schedule. From the time they get up until they go to bed.
-Next they will look at a schedule for a child around their age from the Industrial Revolution and write
notes comparing their schedule to the child’s from the Industrial Revolution.
Industrial Rev. short power point topics-
Students will be broken into groups and given a subject. Students will create a short power point about their topic. I want you to tell a story, using pictures and real life examples. Try to put yourself in the shoes of the people or subject you are researching. It should be 5-10 slides, worth 30 points. Know the information!!!!! Put it in your own words!!!!!!! Use Note CARDS!!!!!! Make EYE contact!!!! Attached below is the Grading Rubric.
1. Child coal miner
2. Child textile worker
3. Woman textile worker
4. Unemployed man
5. Factory owner
6. Farmer
7. Tenements
8. Pollution
9. Assembly line
10. Labor movement
Answer the 5 W’s
Who, What, When, Where, Why
Compelling Question= How Did the Industrial Revolution Move People?
Standards and Practices=
1.1 The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures.
4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
5.1 The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.
Staging the Question= How did technology change people’s way of life? What are some current inventions that we could not live without?
Supporting Question 1= Where did people move to/from during the Industrial Revolution?
Supporting Question 2= How did daily life move before and during the Industrial Revolution?
Supporting Question 3 = How did the Industrial Rev move society forward and how did it move it backward?
Lesson Plan:
Students will work on class activity.
-Every student will write down their daily schedule. From the time they get up until they go to bed.
-Next they will look at a schedule for a child around their age from the Industrial Revolution and write
notes comparing their schedule to the child’s from the Industrial Revolution.
Industrial Rev. short power point topics-
Students will be broken into groups and given a subject. Students will create a short power point about their topic. I want you to tell a story, using pictures and real life examples. Try to put yourself in the shoes of the people or subject you are researching. It should be 5-10 slides, worth 30 points. Know the information!!!!! Put it in your own words!!!!!!! Use Note CARDS!!!!!! Make EYE contact!!!! Attached below is the Grading Rubric.
1. Child coal miner
2. Child textile worker
3. Woman textile worker
4. Unemployed man
5. Factory owner
6. Farmer
7. Tenements
8. Pollution
9. Assembly line
10. Labor movement
Answer the 5 W’s
Who, What, When, Where, Why
1/23/19
Snow Day
1/24-25/19
Essential Question(s): What causes social change and what are the impacts?
History Standards:
1.1 The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures.
4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Unit Learning Targets:
I can describe how society has changed over time locally, nationally, and internationally based on the industrial revolution.
IDM Questions: Today's assignment will cover all three IDM questions
Supporting Question 1= Where did people move to/from during the Industrial Revolution?
Supporting Question 2= How did daily life move before and during the Industrial Revolution?
Supporting Question 3 = How did the Industrial Rev move society forward and how did it move it backward?
Lesson Plan:
Students will create a map showing the evolution of a city during the Industrial Revolution. Students will receive a piece of paper and will create a city following the teachers instructions. This will take the whole class period.
-Once students are with the class activity, they will then have to design their own city and write a 1/2 to 1 page reflection over the Urban Game and what they learned during the activity.
If you were absent, follow the directions on the attached power point. Create your own map following the steps provided. Do Not look ahead.
History Standards:
1.1 The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures.
4.3 The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Unit Learning Targets:
I can describe how society has changed over time locally, nationally, and internationally based on the industrial revolution.
IDM Questions: Today's assignment will cover all three IDM questions
Supporting Question 1= Where did people move to/from during the Industrial Revolution?
Supporting Question 2= How did daily life move before and during the Industrial Revolution?
Supporting Question 3 = How did the Industrial Rev move society forward and how did it move it backward?
Lesson Plan:
Students will create a map showing the evolution of a city during the Industrial Revolution. Students will receive a piece of paper and will create a city following the teachers instructions. This will take the whole class period.
-Once students are with the class activity, they will then have to design their own city and write a 1/2 to 1 page reflection over the Urban Game and what they learned during the activity.
If you were absent, follow the directions on the attached power point. Create your own map following the steps provided. Do Not look ahead.
1/28/19
Students were given presenting projects
1/29/19
Students will present projects.
1/30/19
Snow Day
1/31-2/1/19
Lesson Plan:
Students will finish presenting projects.
Once students have done this they will watch the attached video clip.
To check for mastery students will take a open note test over the beginnings of the I.R.
Students will then break up into small groups. They will be given one of the following documents. Students will then read and discuss the Doc. with in their group. They will then participate in a class discussion explaining the doc and review the questions that go along with it.
Students will finish presenting projects.
Once students have done this they will watch the attached video clip.
To check for mastery students will take a open note test over the beginnings of the I.R.
Students will then break up into small groups. They will be given one of the following documents. Students will then read and discuss the Doc. with in their group. They will then participate in a class discussion explaining the doc and review the questions that go along with it.
2/4/19
Today I will be gone. I am at home sick. Follow the lesson plans below and I will see yo on Tuesday, I hope!!!!
Lesson Plans:
Read and take Cornell Notes over the attached Google Slides. Once you have done this define the Key Ideas and People attached below. I will also put this on Google Classroom.If you get finished defining the words then use whatever time you have remaining to work on any missing work you have.
Lesson Plans:
Read and take Cornell Notes over the attached Google Slides. Once you have done this define the Key Ideas and People attached below. I will also put this on Google Classroom.If you get finished defining the words then use whatever time you have remaining to work on any missing work you have.
2/5-6/18
Lesson Plan:
Class Activity Differences in economic systems.
1. Each group will need someone who can write legibly and a spokesperson who can clearly speak. Each group will create a question for each of the other groups on a slip of paper; so each group will create 5 different questions from their perspective to each of the other groups. Hold on to them.
2. When everybody is done creating questions, one person from each group will deliver their questions to the various other groups.
3. Each group will then brainstorm/problem and solve the questions directed to them. –hold on to them.
4. when all groups are done answering the questions directed to them, do not deliver them, hold onto them. The individual group spokesperson will report the questions and their answers, from their perspective to the class.
Class Activity Differences in economic systems.
1. Each group will need someone who can write legibly and a spokesperson who can clearly speak. Each group will create a question for each of the other groups on a slip of paper; so each group will create 5 different questions from their perspective to each of the other groups. Hold on to them.
2. When everybody is done creating questions, one person from each group will deliver their questions to the various other groups.
3. Each group will then brainstorm/problem and solve the questions directed to them. –hold on to them.
4. when all groups are done answering the questions directed to them, do not deliver them, hold onto them. The individual group spokesperson will report the questions and their answers, from their perspective to the class.
2/11/19
Students will finish the Economic system activity
2/12/19
Students will have a make up day. Students will need to make up any missing work.
2/13-14/19
Lesson Plan:
Industrial Revolution Writing Assessment
Directions: Students will write an argumentative essay in which they must decide, taking all that they know of the Industrial Revolution, the positives and the negatives, was it ultimately worth it?Requirements: Students must have an introduction, main bodies, and conclusion. The introduction must state the TIME and PLACE, and have a THESIS Statement. There is a minimum of 3 paragraphs. DO NOT COPY AND PASTE or Plagiarize in anyway!!!
This will be posted on Google Classroom
Industrial Revolution Writing Assessment
Directions: Students will write an argumentative essay in which they must decide, taking all that they know of the Industrial Revolution, the positives and the negatives, was it ultimately worth it?Requirements: Students must have an introduction, main bodies, and conclusion. The introduction must state the TIME and PLACE, and have a THESIS Statement. There is a minimum of 3 paragraphs. DO NOT COPY AND PASTE or Plagiarize in anyway!!!
This will be posted on Google Classroom
2/15/19 Snow Day
2/18/19
Black History Round Table assignment.
The Non- Dead White Guy assignment
Directions:
Students will pick a Person of African American Decent or a Person of Color. Students will have to research their person and create a Short google slides presentation over them and their contributions to History. Students will then have a round table discussion over their people, using the projector to help present their information.
What you need in your presentation./ How you are graded.
1. Create a short Google Slide presentation(8 Slides) (10)pts
a. Make sure you add a lot of pictures.
b. Do not Copy and Paste you information. Must be in your own words.
2. Quality of Information (10) pts
a. Make sure you cover the 5 W'S (but it is a guide not a format)
b. Tell their story!!!!
c. Why are they important
3. Students will have a Round table discussion over their person. (10pts)
a. you must speak and share your person
b. you need to add to discussion
The Non- Dead White Guy assignment
Directions:
Students will pick a Person of African American Decent or a Person of Color. Students will have to research their person and create a Short google slides presentation over them and their contributions to History. Students will then have a round table discussion over their people, using the projector to help present their information.
What you need in your presentation./ How you are graded.
1. Create a short Google Slide presentation(8 Slides) (10)pts
a. Make sure you add a lot of pictures.
b. Do not Copy and Paste you information. Must be in your own words.
2. Quality of Information (10) pts
a. Make sure you cover the 5 W'S (but it is a guide not a format)
b. Tell their story!!!!
c. Why are they important
3. Students will have a Round table discussion over their person. (10pts)
a. you must speak and share your person
b. you need to add to discussion
2/19/19
Students will present their presentation and have a Round Table Discussion over their NDWG.
2/25/19
Lesson Plan:
Introduce MANIA and Imperialism
List out the word MANIA have students break up into small groups and brainstorm what each letter means.
Review the lists and teach the information.
Activity: Students will Play a Imperialism Game
Once the game is complete, we will discuss the outcome of the game.
Introduce MANIA and Imperialism
List out the word MANIA have students break up into small groups and brainstorm what each letter means.
Review the lists and teach the information.
Activity: Students will Play a Imperialism Game
Once the game is complete, we will discuss the outcome of the game.
2/26/19
Lesson Plan:
Finish Imperialism video and complete the worksheet attached with the video.
Take Cornell Over Imperialism Google Slides.
Finish Imperialism video and complete the worksheet attached with the video.
Take Cornell Over Imperialism Google Slides.
2/27-28/19
Lesson Plan:
Students will take Cornell notes over the Imperialism Slides.
Students will then do the attached activity.
Students will take Cornell notes over the Imperialism Slides.
Students will then do the attached activity.
3/1/19
Students will finish their Imperialism Art project.
3/4/19
Well I am home with two sick kids. You are going to have to do some work today if we want to get everything in that we have to before Spring Break. Please put in this work.
Lesson Plan:
The next two days are to prep for our DBQ. The goal of the week is to use Monday and Tuesday to prepare for the DBQ and start writing it on our long day and finish it up on Friday. We have to work hard and be focused to get this accomplished.
Today we will watch a short video clip over the M.A.I.N. causes of WW1. You should watch it closely and take notes. Then will take Cornell notes over the attached Google Slides. (The Causes of WW1) Make sure you pay attention!!! This will help you on your DBQ!!! Once you have taken your Cornell Notes complete the work sheet. I will attach it below and put it on Google Classroom.
Lesson Plan:
The next two days are to prep for our DBQ. The goal of the week is to use Monday and Tuesday to prepare for the DBQ and start writing it on our long day and finish it up on Friday. We have to work hard and be focused to get this accomplished.
Today we will watch a short video clip over the M.A.I.N. causes of WW1. You should watch it closely and take notes. Then will take Cornell notes over the attached Google Slides. (The Causes of WW1) Make sure you pay attention!!! This will help you on your DBQ!!! Once you have taken your Cornell Notes complete the work sheet. I will attach it below and put it on Google Classroom.
3/18/19
Essential Question:
What made WWI a different kind of war, a war like no one had experienced before?
Lesson Goal:
Understand the nature of war and its human cost on all sides
Lesson Plan:
1. Bell Ringer- Students will get into groups and read and discuss the article above. We will have a class discussion over article.
2. Students will then take Cornell Notes over the attached power point.
What made WWI a different kind of war, a war like no one had experienced before?
Lesson Goal:
Understand the nature of war and its human cost on all sides
Lesson Plan:
1. Bell Ringer- Students will get into groups and read and discuss the article above. We will have a class discussion over article.
2. Students will then take Cornell Notes over the attached power point.
3/19/19
Lesson plan:
Students will finish taking Cornell Notes over the above Google Slides. Once this is finished students will begin working on their Shark Tank Activity.
World War 1 Shark Tank Activity
Task
You will be choosing a new WW1 technology and creating a business proposal. Imagine you were planning to pitch your idea to the entrepreneurs on the TV show, Shark Tank.
As you choose your project, think about the episodes of Shark Tank you’ve watched. What products did the sharks invest in? Why? What products did the sharks reject?
Create a unique product idea
Develop a business plan
What is your company called?
What is your product called?
Slogan?
Owners names
Business logo
Business philosophy/purpose
Ex) McDonalds - "To provide the fast food customer food prepared in the same high-quality manner world-wide that is tasty, reasonably-priced & delivered consistently in a low-key décor and friendly atmosphere."
Presentation (50 points)
Knowledgeable of product (10)
Poised/confident demeanor (10)
Engaging presentation/creative (10)
Creative (10)
Persuasive (10)
The Sharks’ Scores (10 points)
This score is based on whether or not the sharks wanted to invest in your product
Total= 60
Possible topics
Poison Gas
Military Uniforms
U-boats
Zeppelins
Airplanes
Machine guns
Tank
Students will finish taking Cornell Notes over the above Google Slides. Once this is finished students will begin working on their Shark Tank Activity.
World War 1 Shark Tank Activity
Task
You will be choosing a new WW1 technology and creating a business proposal. Imagine you were planning to pitch your idea to the entrepreneurs on the TV show, Shark Tank.
As you choose your project, think about the episodes of Shark Tank you’ve watched. What products did the sharks invest in? Why? What products did the sharks reject?
Create a unique product idea
Develop a business plan
What is your company called?
What is your product called?
Slogan?
Owners names
Business logo
Business philosophy/purpose
Ex) McDonalds - "To provide the fast food customer food prepared in the same high-quality manner world-wide that is tasty, reasonably-priced & delivered consistently in a low-key décor and friendly atmosphere."
Presentation (50 points)
Knowledgeable of product (10)
Poised/confident demeanor (10)
Engaging presentation/creative (10)
Creative (10)
Persuasive (10)
The Sharks’ Scores (10 points)
This score is based on whether or not the sharks wanted to invest in your product
Total= 60
Possible topics
Poison Gas
Military Uniforms
U-boats
Zeppelins
Airplanes
Machine guns
Tank
3/20-21/19
Lesson Plan:
Students will watch the movie War Horse and work on their Shark Tank Project.
Students will watch the movie War Horse and work on their Shark Tank Project.
3/25/19
Finished the movie War Horse and continued working on our Shark Tank Project.
3/26/19
Last day to work on Our Shark Tank Project. We will present them next class period.
3/27-28/19
Students will present their projects. Students will be called randomly. If a student or group is not ready to present they will lose 25%
3/29/19
Students will take notes over the Lusitania Slides and then work on Propaganda activity'
4/1-2/19
Block Day
Lesson Plan:
Students will have 40 minutes to complete the Propaganda Activity. We will then choose 5 students to share their work.
Students will take Cornell Notes over WW 1.
Teacher will Introduce the Rationing assignment.
Students will begin Rationing activity.
Lesson Plan:
Students will have 40 minutes to complete the Propaganda Activity. We will then choose 5 students to share their work.
Students will take Cornell Notes over WW 1.
Teacher will Introduce the Rationing assignment.
Students will begin Rationing activity.
4/3-4/19
Lesson Plan:
Students will Complete the Rationing Assignment
Students will Complete the Rationing Assignment
4/5/19
Lesson plans:
Students will take Cornell Notes over the War Ends Slide show.
Start studying for your test over WW1. This will be next week. Make sure you use the study guide provided below.
Students will take Cornell Notes over the War Ends Slide show.
Start studying for your test over WW1. This will be next week. Make sure you use the study guide provided below.
4/8/19
Lesson Plan:
Today we will review for the test. WW1 Test will be next class period.
Lesson Plan: Students will have 30 minutes to write 4 test questions and answers for each of the Google Slides of WW1.
Causes of WW1,
A New Kind of War
American get involved notes
Home Front Notes
The War ends
Students will play a game to review for the test(30)
Teacher will review for the test.
Today we will review for the test. WW1 Test will be next class period.
Lesson Plan: Students will have 30 minutes to write 4 test questions and answers for each of the Google Slides of WW1.
Causes of WW1,
A New Kind of War
American get involved notes
Home Front Notes
The War ends
Students will play a game to review for the test(30)
Teacher will review for the test.
4/12/19
Lesson Plan:
students will watch the attached video and define the key terms work sheet.
students will watch the attached video and define the key terms work sheet.
4/15/19
Lesson Plan:
Students will review Russian Revolution Vocab. words.
Once this is finished students will take Cornell Notes over the Start of WW2.
Students will review Russian Revolution Vocab. words.
Once this is finished students will take Cornell Notes over the Start of WW2.
4/22/19
Lesson Plans:
Students will take Cornell Notes over the attached Google Slides
Students will take Cornell Notes over the attached Google Slides
4/24-25/19
Lesson Plans:
Students will present their WW2 Leader Battle.
Students will present their WW2 Leader Battle.
4/26/19
Students I will be gone today. I should be a easy day. Remember the school year is fast approaching. You need to make sure that your grade is where you would like it to be. Check Power School!!! Check Classroom!!!! I will accept anything From the WW1 and WW2 units. GET YOUR GRADES UP!!!! THERE IS NO EXCUSE TO FAIL!!!!
Lesson Plan: 4/26/19
Students will complete the worksheet that is provided on Classroom and on the link below. These are due on Monday. If and when you finish work on any missing work.
Lesson Plan: 4/26/19
Students will complete the worksheet that is provided on Classroom and on the link below. These are due on Monday. If and when you finish work on any missing work.
4/29/19
Lesson Plan:
Students will have a work day to get caught up.
Students will have a work day to get caught up.
4/30/19
Lesson Plan
Students will Take Cornell Notes over the War Begins Slides.
Students will Take Cornell Notes over the War Begins Slides.
5/1-2/19
Lesson Plan:
Students will finish taking notes over Operation Barbarossa
Students will review the information about Pearl Harbor.
Students will watch clips from the movie Pearl Harbor.
Students will then take Cornell Notes and have a class discussion over the American Home front
Students will finish taking notes over Operation Barbarossa
Students will review the information about Pearl Harbor.
Students will watch clips from the movie Pearl Harbor.
Students will then take Cornell Notes and have a class discussion over the American Home front
5/8-9/19
Students will finish the Home Front Notes
Student will then take notes over the Allied Response.
Student will then take notes over the Allied Response.
5/10/19
Lesson Plan:
Students will share their facts about the topic they were given. This will be a class discussion. All students must share at least one fact from the research.
Students will complete the attached worksheet over the U.S. Homefront and Allied Response Google slides.
Students will share their facts about the topic they were given. This will be a class discussion. All students must share at least one fact from the research.
Students will complete the attached worksheet over the U.S. Homefront and Allied Response Google slides.
5/13/19
Lesson Plan:
Finish Cornell Notes over Allied Response.
Discuss Baatan Death March, Battle of Midway, Island Hopping.
Finish Cornell Notes over Allied Response.
Discuss Baatan Death March, Battle of Midway, Island Hopping.
5/14/19
Lesson Plan:
Introduce D-Day by watching the opening of Saving Private Ryan
Introduce D-Day by watching the opening of Saving Private Ryan
5/15-16/19
5/17/19
Lesson Plan:
WW2 Open Note Test
WW2 Open Note Test