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US History and Government
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US History and Government

 US History 2014-15

Week of October 27-30, 2014    XBABA WEEK

Monday October 27, 2014        Non- Student Work Day- No School!

Tuesday October 28, 2014 IMMIGRATION

The purpose of today's class (objective): To understand the factors involved in immigration that linked to industrialization by taking reading challenge on ch.15 and by taking notes on various activities/partner discussion.

Announcements: National College Fair is a week from Saturday on 11/1 at WA State Convention and Trade Center- sign up now. YOU HAVE NEW SEATS :)

In Class:  NEW SEATS
1.  Logistics:
a) NEW SEATS
b) stamp HW- ch.15
c) make sure you have shared your EVERNOTE Notebook with me so that I can check your notes today- DUE RIGHT NOW!
2. hw and agenda, explain Biography write-up
3. Reading challenge- ch.15- you may use your history notebook. You have 10 minutes.
4. Industrialization
a) finish ppt- p.4 slide 5, p.6 slide 6
b) wealth and democracy chart
c) add to notes- vocab
d) watch film on Gilded Age

HW:
1. Read TCI ch.14 on Labor's Response to Industrialism- in your History Notebook, do NOTEBOOK ACTIVITY USING HANDOUT.
2. Biography of your character- due Thursday 10/20. FOLLOW ALL INSTRUCTIONS ON THE TOWN HALL HANDOUT- SEE DOCUMENTS PAGE FOR ASSIGNMENT IF YOU CAN NOT FIND YOUR PINK HANDOUT.

NOTE- Look in DOCUMENTS on this website if you need the GREEN TRANSFORMATION AND CHANGE KEY TERMS that we used for notes today.

 


Thursday October 30, 2014         END OF QUARTER 1

The purpose of today's class (objective): To analyze the connection between industrialization and immigration in the Gilded Age by adding to notes and discussion activities.

Announcements: National College Fair is THIS Saturday November 1st 12-4 at WA State Convention Center. Are you signed up???

In Class:
1. HW and agenda, Return GRADED NOTES
2. Turn in Autobiography
Autobiography Rubric:         
•    Appropriate length (1- 1 ½ pages min – Typed and double spaced)
•    Provides an complete picture of their life -  highlighting key moments
•    Provides accurate picture of person – grounded in facts/research
•    Cited sources using Parenthetical notation
3. Industrialization
a) wealth and democracy chart, add to vocab notes
b) finish film and with partner- write main ideas sentences
c) your attitudes? Survey- what is Social Darwinism and what is Laissez-Faire capitalism?
4. Immigration
a) intro
b) immigration today activity- read the following articles:
c) http://www.tolerance.org/sites/default/files/general/TT47_Immigration%20Debate%204.pdf
b) Immigration over-haul

HW:
1. Prepare Town Hall Preparation Questions- due Tuesday 11/4/14- with MLA page (same one you have used all along, with any additional sources added in alphabetically). Prep Q Rubric-
•    Responded to all parts of both prompts
•    Answers question fully – about 1-2 paragraphs per question
•    Shows understanding of that person’s perspective
•    Integrates facts/details from research
•    Able to analyze the question, person, and period to address the complexities of issue
•    Cited sources using Parenthetical notation

2. Read TCI chapter 16.3, 16.4, 16.6- list 5 ideas per section, and MAIN IDEAS BUTTON for ch.17 TCI (Progressives Respond)- list 3 ideas per section. Put these in your History Notebook- due Tuesday.

3. EXTRA CREDIT OPTION: Read handout on Social Darwinism- answer questions 1-3 from page 59 of handout. Due Thursday.


 

Week of October 20-23, 2014    BBABA WEEK

Monday October 20, 2014

Purpose: To analyze the impact of the rise of Jim Crow segregation in the USA by reading/discussing 3 African American Views article and completing Plessy v. Ferguson HW.

In Class:
1. hw and agenda
2. Show Evernote example- clarify notes and partner check evernote notes- by slugs
3. Three African American Views- Review article, then 3 Corners activity and discussion- main views of Marcus Garvey, WEB DuBois and Booker T Washington
4. slavery reparations agree/disagree continuum and discussion
5. T and C research in library- second half of class

HW:
1. Take notes on 2 additional sources for your Town Hall project character- add MLA to bibliography, then take notes. These additional 2 sources due Tuesday.
2. Complete handout on Plessy v. Ferguson Supreme Court case- SUPER IMPORTANT- due Tuesday.

 Tuesday October 21, 2014

The purpose of today's class (objective): To analyze the role that westward expansion played in shaping the industrial era, and to solve the mystery- where did all the buffalo go- by participating in small group activities and watching documentary.

Announcements: No school for you this Friday AFTERNOON or all day next Monday!

In Class:
1. hw and agenda, check Blue Notebook list- stamp and number pages
2. Reading Check- Quiz and Check History Notebook- blue sheet check-in
3. Westward Movement- what happened? Relationship to T and C?- PLACARDS
a) sing
b) How to read a document- homestead Act- OPVL RUBRIC
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=3978
c) Where did all the buffalo go activity?
d) watch earth and Am. dream
e)  Dawes Act
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=4029

4. Intro to ch. 13- The Age of Innovation and Industry- 13.1 activity
5. Library research- last time- 30 mins- focus on primary sources if you do not yet have at least 2-3 primary sources!

HW:
1. Add two more sources to your notes- all notes are due no later than start of class on Tuesday 10/28. Your autobiography is due Thursday 10/30. Town Meeting will be 1st week of November.
2. Complete Notebook guide for chapter 13: The Age of Innovation and Industry- 13.2-13.5. Due Thursday.

DUE DATES FOR TOWN HALL

TU  Oct 28:     FINAL Notes and divided MLA due for T and C- primary and secondary sources identified- You should have already shared Evernote             w/me

TH  Oct 30:      Autobiography Due- typed- includes Parenthetical Notation throughout your autobiography and MLA page printed out

T  Nov 4:     TYPED Town Preparation Paragraphs Due (1-2 paragraphs PER question)- includes Parenthetical Notation and Printed MLA Page.

TH  Nov 6:     Town Hall- DRESS UP HISTORICALLY AND APPROPRIATELY!

Thursday October 23, 2014

The purpose of today's class (objective): To understand the factors contributing to Industrialization in late 19th century US History and to analyze the economic inequality of this time period by checking notes and understanding in class activities.  

Announcements: National College Fair

In Class:
1. hw and agenda,
2. OPVL RUBRIC- self reflection on Emancipation Proclamation- use pencil on rubric
3. Conflict on the Plains
a) Where did all the buffalo go- discussion
b) Outcomes- The Dawes Act- OPVL in pod-quad
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=4029
4. Industrialization
a)  Intro to ch. 13- The Age of Innovation and Industry- 13.1 activity
b) Industrialization PPT

HW:
1. Read Ch. 15 TCI- take EXCELLENT Cornell Notes on Immigration. Due Tuesday.
2. All Town Hall Notes and MLA due Tuesday. USE PROJECT RUBRIC AS A CHECKLIST!
NOTE- For Notes Slug about "Relationship to Others"- this means your group's relationship to other groups. (If you can find notes on specific people, that is fine, but hard to do). For Example- if you are Andrew Carnegie- how did you think about and relate to labor leaders? To immigrants? To Progressives? etc. In general, how did your character think about the other groups and those groups' ideas?

 

Week of October 13-16, 2014    ABABA Week (PSAT on Wed)/Homecoming!

Tuesday October 14, 2014

The purpose of today's class (objective): To analyze what happened in US History during Reconstruction (immediately following the Civil War) by taking notes on powerpoint and video clips and small group discussion.

Announcements: QUIZ CORRECTIONS MUST BE DONE BY END OF DAY THURSDAY AFTER SCHOOL 3:30 PM.

Start thinking of a History Day topic! Leadership and Legacy in History :)

In Class:
1. HW and agenda, keep adding to your Green Key Terms sheet during this unit.
2. Quad-pod- what did you learn about the Civil War and OPVL of Emancipation Proclamation?
3. Reconstruction- ppt and notes

HW:
Read TCI- Ch.11- take CN- you will tape this into your History Notebook. Take notes on what you DO NOT KNOW from today's lesson/lecture. Due Thursday.

Thursday October 16, 2014    Reconstruction and T and C Project

The purpose of today's class (objective): To analyze the impact of the retreat from Radical Reconstruction by taking notes on lecture/video and reading/discussing 3 African American Views article.

Announcements:  Keep up with your History Notebook. National College Fair- free-12-4 on Saturday November 1st- WA State Convention and Trade Center.

In Class:
1. hw and agenda,
2. Logistics:
- return History Notebooks, comments
- download T and C documents
- take number
- stamp 3 Cornell Notes on blue sheet- list on NEW blue sheet marked #2- number your pages and list the pages to the left of the date box- far left space on blue sheet.
    1. 10/9/14  Ch.9 TCI Cornell Notes- A Dividing Nation
    2. 10/14/14  Cornell Notes- John Green Crash Course: Civil War
    3. 10/14/16 Slavery Reparations Questions
    4. 10/16/14  TCI Ch. 11 TCI Cornell Notes:  Reconstruction
3. Finish Reconstruction lecture
4. Explain Town Hall Meeting project, Sign up during reading time.
5. 3 African American Views- Read article, then 3 Corners activity and discussion- main views of Marcus Garvey, WEB DuBois and Booker T Washington
6. T and C Project-
-  explain note taking system- use EVERNOTE and share with notebook with me.
- Library research- find and take notes on TWO SOURCES today and for your HW.

HW:
1. Read TCI Ch. 12- Change and Conflict in the American West- take Cornell Notes. Due Monday.
2. Find and read two sources on your Town Hall person- use the note taking system I taught you. Due Monday. All notes (in EVERNOTE)- make your 4 pages with slugs in Evernote per my instructions. Use SL naming convention class period-lastnamefirstinitial-topic for Town Hall (ex: Carnegie). All Notes and MLA Bibliography due Thursday 10/23.

Week of October 6-9, 2014        BBABA Week

The purpose of today's class (objective): To understand how the 3 branches of government work under the US Constitution and the significance of the 1st amendment through participating in skits and small group discussion.

Monday October 6, 2014

Announcements: National College Fair is FREE and on November 1, 2014- WA State Convention Center downtown Seattle. www.gotomyncf.com
Don’t forget to ask if the college you are learning about is a for-profit or non-profit college.

Did you register for PSAT? Do so by 10/10- this Friday!!!!!! $14 in business office or go to counselor for financial assistance with registration. ALL JUNIORS SHOULD TAKE THIS!

In Class:
1. hw and agenda, stamp Constitutional Pursuit
2. Test review and techniques- study tips
3. How the Constitution Works
ch. 7 TCI- 7.2, 7.3, 7.4 jigsaw activity- performance and poster share out- take notes on the 3 branches sheet
4. bill of rights ppt and activity

HW:
1. Prepare your 3X5 notecard (both sides) for TOMORROW'S test- 10/7. Make sure your name is on it. Study for the test. I recommend first making a one page study sheet using colors to help you categorize ideas, then break this down to your note card. Test will be scantron- matching, T/F, multiple choice- about 55 questions, blue some bonus questions.
2. REMEMBER THAT I AM GIVING EXTRA CREDIT FOR UP TO 2 COLLEGE/POST-HS TRAINING PROGRAM VISITS HERE AT SHOREWOOD- CAREER CENTER DURING SAS OR LUNCH.  Write your notes, write up a one paragraph response- what do you think of this school/program and why, and provide me verification of your attendance. I will return your notes to you and you should keep them in a folder or box you create now that says College Search (or post-HS programs). You can place mailings of schools you are interested in this folder/box. You will use it next year.

Tuesday October 7, 2014

The purpose of today's class (objective): To analyze ways that the 1st Amendment impacts your life by note-taking/socratic seminar, and formatively assessing your understanding of the Founding Ideals unit (a test :)

Announcements: --National College Fair is FREE and on November 1, 2014- WA State Convention Center downtown Seattle. www.gotomyncf.com
-- Sign up for PSAT by THIS FRIDAY 10/10

In Class:
1. hw and agenda, tab History Notebook and check Blue Sheet- MUST HAVE YOUR NAME ON IT, then turn in History Notebook
2. explain quiz corrections
3. Test- Founding Ideals- turn in notecard
4. Fill in formative assessment- "pre-test" on slavery in America handout
5. Bill of Rights activity-  if time

HW:
YOU HAVE UNTIL NEXT THURSDAY 10/17 TO DO QUIZ CORRECTIONS- DO THEM DURING SAS, OR BEFORE OR AFTER SCHOOL IN MY ROOM- TH, T, TH.
1. Take Cornell Notes on TCI ch. 9- a Dividing Nation. Due next class.

 

Thursday October 9, 2014      Transformation and Change: Slavery, War and Reconstruction

The purpose of today's class (objective): To understand specific historical incidents related to slavery leading up to the Civil War by participating in small group discussion and OPVL-izing a primary source document.

Announcements: QUIZ CORRECTIONS MUST BE DONE BY END OF DAY THURSDAY 10/16 AFTER SCHOOL 3:30 PM.

In Class:
1. hw and agenda, stamp Cornell Notes and sign new blue sheet for History Notebook
2. Intro to Transformation and Change Unit
a) ess Qs
b) basic understandings
3. Slavery video- J Green
a) crash course video- slavery
b) small group activity- become the expert- share out in small groups, big picture- AHA MOMENT
--where is slavery in the US Constitution? (article I twice, article IV, 13th Amendment, 15th Amendment)
--Missouri Compromise
--differences between N and S
--Lead-up to Compromise of 1850, actual Compromise and fugitive slave law
-- Kansas-Nebraska Act of 1854
-- Dred Scott Case and implications
--John Brown and other abolitionists, plus secession and outcome
4. The Civil War
a) watch John Green- The Civil War Part 1 (#20)
http://www.youtube.com/watch?v=rY9zHNOjGrs
b) OPVL- The Emancipation Proclamation
c) what does it all mean?

HW:
1. Watch John Green's Crash Course on US History- The Civil War Part 2 (#21)
http://www.youtube.com/watch?v=GzTrKccmj_I
Take notes in your history notebook
2. Read the article below on Reparations for Slavery- answer the questions at the bottom of the article- DUE TUESDAY. Answer these questions on a separate sheet of paper and list this in your history notebook blue sheet. You will tape this into your notebook when you get it back next week. Here is the link to the Constitutional Rights Foundation reading:
http://www.crf-usa.org/brown-v-board-50th-anniversary/reparations-for-slavery-reading.html

Week of September 29-October 2, 2014

Monday September 29, 2014  Teacher Work Day- NO SCHOOL FOR STUDENTS

Tuesday September 30, 2014

The purpose of today's class (objective): To understand how the Constitution came to be formed (frames of reference) and how current events on government relate to the structure of the Constitution by participating in small group activities.

Announcements: OPEN HOUSE IS THURSDAY EVENING 10/2 7 PM- please invite Parent/Guardians and send them with a map and a list of your classrooms!

PSAT is Wednesday 10/15 at SW. Juniors must register and pay for this now! Get a waiver if eligible (see your counselor for this). National Merit Scholarships are based on PSAT Junior year!
- National College Fair is Saturday 11/1- 12-4 FREE at WA State Convention Center downtown Seattle.

In Class:
1. hw and agenda
2. Entry task- cartoon on Shay's rebellion- 5 mins- write in History Notebook- Shay's Rebellion video clips- What issues are they facing? Are they justified or not in resorting to violent civil disobedience? What is at stake?

3. Preamble quiz
4. current events check-in, Ms. M's current event and editorial. Tie into study of govt- 5 groups
5. Forming the Constitution- Constitutional Convention- 1787- who made the Constitution?
VOCAB- Unicameral vs. Bicameral Legislature, VA Plan vs. NJ Plan= Great Compromise, 3/5 compromise, Electoral College, ratification, Federalists, Anti-Federalists, Bill of Rights (5 groups- report out)

HW:
1. In your history notebook, complete TCI ch. 7- 7.6, 7.7, 7.8-- follow instructions on notebook guide handout from last Thursday. Due Thursday
2. Study for Founding Ideals exam- you may prepare one 3X5 notecard for the test- your name on it, your writing and ideas. Study from your History Notebook, review Ch. 2, 5,6,7 and notes.  Test will be Tuesday 10/7. YOU WILL TURN IN YOUR HISTORY NOTEBOOK ON TEST DAY- FOR MANY POINTS!

 

Thursday October 2, 2014  

The purpose of today's class (objective): To understand how the Constitution is organized and locate basic ideas within the US Constitution by participating in jigsaw activity and playing game.

Announcements:
OPEN HOUSE IS TONIGHT! SEND YOUR PARENT/GUARDIANS.
I will collect your History Notebook (spiral) next week- Tuesday 10/7, DAY OF EXAM!

In Class:
1. hw and agenda
2.  Finish Group activity report out- 3/5 compromise- ENTRY TASK-p.4 Garry Wills on 3/5 , Electoral College, ratification, Federalists, Anti-Federalists, Bill of Rights

3. The actual Constitution- how does it work?!
a. what are 3 principles of Constitution- Govt 101 (limited Govt, federalism, separation of powers)
b. 3 branches of government
-- Three Ring Circus Song
-- ch. 7 TCI- 7.2, 7.3, 7.4 jigsaw activity
c. Constitutional Pursuit Game search- hw to finish game- no time

HW:
1. Do Constitutional Pursuit search game at home- fill out #8-20 on your sheet and tape into your History Notebook- due Monday.
2. Study for Founding Ideals exam- you may prepare one 3X5 notecard for the test- your name on it, your writing and ideas. Study from your History Notebook, review Ch. 2, 5,6,7 and notes.  Also, study the Bill of Rights for your test- Know ALL major parts of bill of rights (know all of Am. 1 and then 1-2 major ideas per other amendments)Test will be Tuesday 10/7.
YOU WILL TURN IN YOUR HISTORY NOTEBOOK ON TEST DAY- FOR MANY POINTS!

Week of September 23-25, 2014    ABABA

Tuesday September 23, 2014 THEME= CREATING CONSTITUTION

Announcements: Open House is Thursday October 2nd at 7 PM- invite Parent/Guardian. Preamble quiz next Monday, Test on formation of USA history- next week.

The purpose of today's class (objective): To understand how the US came to develop its current system of government and the US Constitution by taking notes, working in small group discussion and reading TCI.

In Class:
1. Turn in Essay on 5 Ideals in D of I
2. HW and agenda
3.  Give out free HW/LATE and NO PROBLEM PASSES- can't use free HW pass with essay due today :)  You CAN use Free Late pass for it.
4. Why a Revolution? -- ppt and add to your Cornell Notes
5. Preamble song
6. TCI ch. 6- Creating the Constitution
VOCAB- Federalism, Great Compromise, Slavery, Electoral College, Federalists and Anti-Federalists, Bill of Rights

Homework:
1. Start memorizing Preamble- quiz on Tuesday 9/30.
2. TCI-finish reading and doing Notebook Guide for Chapter 6 in your History Notebook- Creating the Constitution, all sections through section 5- follow Notebook guide-you do not have to do the Processing part at the end. Due Thursday.

Thursday September 25, 2014

The purpose of today's class (objective): To understand early government of new USA (successes, failures) and frames of reference that influenced the political moment by taking self-quiz, small group and class discussion activities.

Announcements:
    •    I see you T, Th next week- no school for you on Monday!
    •    Invite families to Open House Th 10/2.
    •    First Data Dashboard grades upload is today!
    •    Preamble quiz on Tuesday (for sure),  
    •    History quiz on Thursday or following Monday 10/6 (start studying all notes/assignments in your history notebook- I collect history notebooks on test days).

 In Class:
1. hw and agenda, Return graded work and check Data Dashboard
2. What the Constitution Isn't Activity- I stamp ch. 6 TCI HW in History Notebook

3. Debriefing ch. 6- Creating the Constitution
a) Articles of Confederation ratified in 1781--strengths and Weaknesses- Small group and T Chart on board (Govt packet pp. 6-7, TCI 6.2 and 6.3)  VOCAB: Unitary, Confederation, Federalism, republic, Northwest Ordinance (law that sets up local regulations), Shay's Rebellion

b) Who is an American and what is America at this moment in time?  Constitutional Convention- 1787- who made the Constitution?
Govt. packet activity- has America lived up to its founding ideals? Who was "in" and who was "out" at forming of our government?- list of attendees, letters- Abigail and John Adams, Epitaph of a Proud Man

Homework:
1. Study for general history quiz next Thursday or maybe the following Monday! Study your History notebook and ideas from chapters 2, 5 and 6 and 7 (parts intro, 2 and 3 in ch. 6 creating Constitution).
2. Memorize Preamble of US Constitution - QUIZ on Tuesday (youtube School House Rock to help you sing it!).
3. Study Government 101 handout
4. Read 7.1 TCI and do 1st questions for from the handout in your History Notebook.
5. Current event- find a current event related to government- write up MLA and 2 paragraphs- one paragraph summary and one paragraph of analysis, then 2 questions you have. Put this in your History Notebook- due Tuesday. 

 

Week of September 15-18, 2014    BBABA

Monday September 15, 2014

Announcements: TCI accounts today!

The purpose of today's class (objective): To clarify different ways to determine veracity of source through class discussion of activities and homework, and to understand founding ideals of the USA through SOAPSSing two primary source documents.

In-Class:
1. hw and agenda, turn in What is History Qs
2. Kensington stone
a) debrief- fraud or no?
b) Read Truthiness article- discuss
c) current events- quality, reliability and veracity of source? Snopes? VOCAB
d) what is history?- Fenton and primary vs. secondary sources- ch.1 TCI

3. TCI online accounts- give out cut slips and register.  

4. What is America and who is an American?
a) my survey
b) Founding Ideals survey on TCI handout- discuss
c) read TCI ch. 2.1, start HW with TCI 2.2

Homework: VOCAB-  VERACITY, CREDIBLE, IDEAL
Read Pursuing American Ideals textbook Ch.2- sections 2.2-2.7- fill in boxes on back of notebook worksheet. Do not recopy into your notebook- we will glue/tape it into your notebook :)  Due next class.

 

Tuesday September 16, 2014

The purpose of today's class (objective): To understand text and analyze meaning of 2 primary source documents and work with small and large groups to find ways that 5 ideals are found in US history.

Announcements: Note- if you were absent yesterday, make sure you have logged into TCI online account- get cut slip from Ms. McFarlane.

In-Class:
1. NEW SEATS!
2. hw and agenda, teacher stamps ch.2 notebook guide hw (tape into history notebook and add to blue notebook list), give out free hw and late work passes, no problem pass
3. D of I- why so important?!
a. secret doc
b. purpose of govt ppt TCI
c. D of I vocab in notebook- Vocab: Unalienable, Abolish, Sovereignty, Confederation, Federal, Unitary
d. class- examine doc with ppt, then pairs- political ideology of the Am. Rev.
4. Start Ch. 5 TCI- read 5.1, start HW if time

HW- Cornell Notes in your History Notebook- TCI Chapter 5.2, 5.3, 5.4- just set up and take notes- write down date, title, essential question and take your notes on 2/3 of page to right. Leave space on the left side. We will "Cornellize" your notes next class- adding questions and categories to left and writing one paragraph summary of understanding.


Thursday September 18, 2014

The purpose of today's class (objective): To analyze ways in which the USA has and has not lived up to the 5 founding ideals from the D of I throughout US History by reviewing pictures and quotes with a partner, classroom discussion and writing a 5 paragraph essay!

Announcement: Please invite your parent/guardians to Open House- Thursday October 2, 2014 at 7 PM.

In Class:
1. hw and agenda,
2. Review D of I- significant ideas- elbow partner
3. Founding ideals activity- Placards-
Start Essay Organizer with thoughts fresh in your head.
4. Why a Revolution? SCOTLAND'S VOTE TODAY?????
- Cornellize your notes on Ch. 5 with pod-quad-- I stamped hw- write higher level Qs and categories on side, and write summary paragraph- main meaning of the reading- 3-5 sentences at bottom of notes.

HW- Finish organizer, write draft and final version of your 5 paragraph essay on ideals- due next Tuesday!  Essay question: Have Americans lived up to the ideals expressed in the Declaration of Independence?
NOTE: IF IT HELPS YOU, THERE IS A COPY OF THE PLACARDS ON MY DOCUMENTS PAGE.


Week of September 9-11, 2014     ABABA

Tuesday September 9, 2014

The purpose of today's class (objective): To understand the historical method used by historians (historiography) by participating in small and large group discussion, observing video clips and reading articles on Ferguson, MO and taking notes on the historical method.

In-Class:
1. Turn in HW- scavenger hunt, confidential info sheet if not yet in, make sure I have Parent/Guardian emails.
2. hw and agenda, announcements
3. Your generation-
a) finish explaining in p.6, do you agree?
b) VOCAB- NARCISSISM- how do others define you? Do you agree?
c) what would you call your parent/guardian's generation? Associations?
4. What is History
a) Your Personal History- Quad Pod activity-
During class reading today I will check off your planner system and history notebook and binder with dividers.
b) classification exercise
c) frame of reference activity
- article and notes- How Historian Inquires into Past- teacher checks off planner, binder, dividers and history notebook


Homework:  
Read: How the Historian Uses Hypotheses:  The Riddle of the Kensington Stone. (Handout).  On a separate sheet of paper, with a complete heading in the right corner, and a title across the top of the front page, please answer the following questions.  Please mark up your reading with highlighter/underlining and margin notes (this is also called annotating your notes). DUE THURSDAY 9/11.
1.  What is the source of this article?
2. The author of the article states several facts at the beginning of the article- name one and offer your response to this fact.
3.  After these facts, what, hypothesis does he discuss first in the article- this hypothesis is based on Breda’s work?
4.  What evidence does he give for this hypothesis?
5.  What hypothesis does he discuss next- based on Holand’s work?
6.   How does he support the second hypothesis?                   
7.  Do you think he proved the hypothesis that the stone is an authentic relic?  Support your answer.

 

Thursday September 11, 2014

Announcements: Bring your binder and history notebook  EVERYDAY!  
PUT YOUR NAME, MY NAME, 2013-14 IN FRONT OF YOUR TCI BOOK, & COVER YOUR BOOK.

The purpose of today's class (objective): To apply PERSIAN and social science concepts to a study of events in Ferguson, MO in order to formulate hypotheses by speaking in pod-quads and whole class and recording specific evidence found in various texts/videos/photos .

In-Class:
1.  hw and agenda
2. Entry task on Kensington Stone (label your entry this)- Write in your History Notebook for 3 Minutes- Is the Kensington Stone real or not? Why?

3. Logistics:
a) Make Two Truths and a Lie (TTL) card
b) Teacher passed out No Problem and free HW pass
c) if you missed any part of check-off on supplies (missing dividers, binder, planner), show me now.
d) Teacher stamps HW- annotated article and 7 questions- How Historian Uses Hypotheses

4. What is History- frame of reference activity
a) discuss article and notes- How Historian Inquires into Past- methodology
b) examine examples- Ferguson, MO and PERSIAN

Business Week article on County Map
http://www.businessweek.com/articles/2014-08-15/how-st-dot-louis-countys-map-explains-fergusons-racial-discord

California Newsreel on Redlining
https://www.youtube.com/watch?v=mW764dXEI_8

This one is about breaking out of one's paradigm :)
http://www.theatlantic.com/politics/archive/2014/08/self-segregation-why-its-hard-for-whites-to-understand-ferguson/378928/

5. What is History- The Kensington Stone
a) Pod-quad and large group activity based on reading
b) add a new paragraph to History Notebook- now what do you think? Is the Kensington Stone real or not? Why? Most convincing evidence for you?
b) turn in stamped HW- staple 7 questions to your article

Homework: NOTE- IF INTERESTED IN MORE ON FERGUSON, SOME INTERESTING LINKS FOR YOU ABOVE
1.  Read "Why Study History" by Edwin Fenton. Answer questions on handout. Due Monday 9/15.
2.  Go to www.snopes.com- look up two urban legends.  Examine this site- how this might be a useful site for you? Write two sentences in your history Notebook.
3. Current events in US History- Pick a current event to investigate- one topic.  Read at least 3 different news sources (draw from the list and links below) on this one current event (so read 3 articles on this one topic). IN YOUR HISTORY NOTEBOOK--For each of the 3 sources, write down the name of the source (website), article title and one sentence per source on your opinion as to the quality of this news source- think about perspective, bias, depth. Due Monday 9/15.
Current Events links:
BBC    http://www.bbc.com/
CNN    http://www.cnn.com/
NPR    http://www.npr.org/
Fox    http://www.foxnews.com/
NBC    http://www.nbcnews.com/?OCID=ggl|NBC+News+awareness|MSNBC|msnbc|Exact
Al Jazeera    http://www.aljazeera.com/
Democracy Now    http://www.democracynow.org/

 

Week of September 3-4, 2014

The purpose of today's class (objective): To get to know teacher and others, and to identify procedures/locate necessary materials in this class by listening to the teacher, speaking/listening to other students and recording information on scavenger hunt.

Wednesday September 3, 2014 C Day Opening Day- 45 min. class

Announcements:  Welcome to US History- I am glad you are here!

In-Class:
1.  Welcome, attendance, make your name card
2. Create your notecard, fill in Student Info Sheet- fill this in at home.
3. About Ms. M, about you
4. Homework and planner vs. ical/electronic calendar for the year- you need a system! A few other procedures

Homework:
1.  Student info sheet due tomorrow, if not completed in class today- 9/4
2. Scavenger hunt due Tuesday 9/9
3.  Signatures and P/G email to Ms. M- due Tuesday 9/9
4.  ical/calendar set up by Tuesday 9/9- I will check
5.  Supplies and notebook set up due Tuesday 9/9 for Notebook check

 


Thursday September 4, 2014 B Day

The purpose of today's class (objective): To define your generation and analyze your generations' role in history through small group and class discussion, and writing.

Announcements: Get your supplies. Tell your families about Open House- Thursday October 2, 2014.

In Class:
1.  Turn in Confidential Student info sheet if not in yet, and any signed course sheets that are done. Sign out textbook- cover your book at home. RIGHT NOW- put your name, McFarlane and 2014-15 in the front of the book. Keep your book safely at home! We will do TCI accounts next week for online access.
2. Entry Task: Write down this definition in your history notebook-- VOCAB PARADIGM
 A paradox is when two ideas seem to contradict/be the opposite of each other, but are both true.
    Look at the bulletin board with the words "ideal" and "real"- how do you think the         word Paradox applies to the ideas presented here?

    Go over ideas, and explain blue History Notebook Check paper- tape into front of         History Notebook.

3.  Attendance, hw and agenda
4. More on overview of class/projects, history day, norms and protocol- absence folder, food, grading/late work- turn in and pick up, respect norms- brainstorm what you are excited to learn about in US!
5. Finish discussion from Wednesday- book, summer, influential movie, current event (record)
6. Why study history?
a)  pair discussion- no “so we don’t repeat the past”
b)  story/ppt
c) 9/11- history or a current event?
6. My Generation- Vocab- NARCISSISM
a) group exercise on my generation-
b) empty pockets- define/find object for your generation- discuss
c) name and define your and your parent/guardians’ generation

7. The links below are for HW: Read at least two of the four articles below on "your generation"- write your paragraph in your history notebook, as explained in the HW section
"Millennials are Old News"
http://www.businessinsider.com/generation-z-spending-habits-2014-6

"Contrasting Gens Y and Z"
http://www.huffingtonpost.com/tim-elmore/contrasting-generation-y-_b_5679434.html

"Recession generation? Young adults brace for simpler lifestyle"
http://usatoday30.usatoday.com/news/nation/2009-06-23-millennial-recession_N.htm

"Gen Z- Lazy and Unaware?"
http://www.huffingtonpost.com/2012/03/06/apathetic-teens-generatio_n_1323577.html

Homework: VOCAB- PARADIGM, NARCISSIM
1.  Due Tuesday 9/9: Scavenger hunt, Signatures and P/G email to Ms. M, have ical/calendar set up, Supplies and notebook set up- - I will check planner, binder and spiral bound history notebook.
PLEASE SEE ME IF YOU NEED HELP WITH THIS, OR HELP WITH SUPPLIES.
2. Due Tuesday 9/9. Read 2 of the four articles above about  "your generation" (links are in in-class section), write a one paragraph  analysis in your history notebook: Do these articles accurately portray your generation?  Explain, and cite examples from the articles. Use complete heading and underline title of the assignment (see syllabus for example- syllabus should be stored in front of US History section of binder).
3. Complete your Personal History assignment- due Tuesday 9/9
4. Read TCI CH.1.1 and 1.2- on history. Fill in chart on back side of personal history- due Tuesday 9/9.

HOLLYWOOD AND HISTORY

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Week of October 27-30, 2014

Monday October 27, 2014    Teacher Work Day- NO SCHOOL FOR STUDENTS

Tuesday October 28, 2014     

Purpose: To analyze the impact of the the "combat film" on the American psyche during WWII by taking notes on the film and participating in discussion.

In Class: NEW SEATS
1. hw and agenda
2. Reading Quiz- HH packet on Combat Films and gender (HH packet pp.68-75)
3. Finish Bataan
4. Discussion on Bataan- Leaders: Connor, Andre and Brandon N

HW:
1. Write review on Bataan- due Thursday 10/30 on turnitin.com and paper copy.

Tender Comrade Discussion Leaders- begin your research- at least 2 articles on topic and/or film background. Discussion will be next Tuesday November 4th. -- Alina P, Mikayla M and Zoe R


Thursday October 30, 2014        END OF QUARTER 1

Purpose: To gain a sense of the role women played on the Homefront during WWII by watching the film "Tender Comrade."

1. hw and agenda, turn in Bataan review, share ELA
2. Intro to Women and War
3. Watch Tender Comrade (1943, 102 mins)
4. Check Data Dashboard, return work

HW:
1. Read HH packet pp. 75-80  (and review 81-83) on women during WWII- due Monday. Take notes- potential quiz.
2. Discussion Leaders for Tender Comrade- do your research- Turn in MLA for 2 sources each and share background with class prior to discussion- be prepared for Tuesday discussion- Alina P, Mikayla M and Zoe R

 

Week of October 20-23, 2014  BBABA Week

Monday October 20, 2014  

The purpose of today's class: To identify elements of both propaganda  and the US experience in WWII in 1942 ivy discussing the film Casablanca.

In Class:
1. HW and agenda
2. Watch Casablanca
3. Reading Casablanca background- HH packet pp.64-67 and the following website- the sections entitled "Hollywood and the Homefront" and "United Nations on the Silver Screen"
http://www.brightlightsfilm.com/55/casablanca.php#.VEUmtxlXB78
3. Class discussion on Casablanca-- discussion leaders will be: Naomi H,  Leah N and Abdul A
4. Sign up for Quarter 2 discussion leader roles

HW:
1. Read HH Packet pp.68-75 (background analysis of Hollywood and combat films- to prepare for Bataan)- add to your film notes.
YOUR POST-HOMECOMING GIFT- NO REVIEW ON CASABLANCA- EXCUSED.
2. Work on ELA #1- due THIS THURSDAY 10/23.

Tuesday October 21, 2014    

The purpose of today's class: To understand historical background and experiences of the US war in the Pacific, particularly as related to Bataan, and portrayal of the "enemy" by participating in small group discussion, reading article and watching film.

In Class:
1. hw and agenda
2. Sign up for Quarter 2 discussion leader role
3. Intro to Bataan- the WWII "Combat Film"
a) Bugs Bunny cartoon on "nipping the nips"- 1944
https://www.youtube.com/watch?v=JsCZKkjR8NI
b)  quad-pod- discuss what you remember from last year about US fighting in the Pacific in WWII- how US got into war, the battle for Bataan and the Death March.
c) read then discuss
http://articles.latimes.com/2012/dec/02/travel/la-tr-philippines-timeline-20121202
4. Start Bataan (114 mins, 1943)- Discussion leaders on Bataan- prepare for next Tuesday 10/28- Brandon N, Andre R and Connor E

HW:
1. Might be a reading quiz on Monday night's reading- on Thursday
2. ELA #1 Due on Thursday

Hollywood and History Extended Learning Assignment (ELA) #1

Examine approved ELA list of films in packet- this is the second column of films on pp.3-4 in your HH reading packet. Select one film  from this list to watch and prepare a creative response for by Thursday October 23, 2014.

Due Date:  THURSDAY October 23, 2014

Your Task:
1. Select your film from the list.
2. Make a creative response: This could be a drawing, a cartoon, a thoughtful poem (Haiku is not going to do it), or some other piece.
3. Write two paragraphs: one paragraph of analysis/review of the film (not the same as a plot summary!) and one paragraph connecting the film to other film(s)/eras we have studied.

Due October 23, 2014for sharing with class and teacher evaluation! This will be posted :)

Note: Free Homework Pass does not work for ELA assignment. You may use a late pass.


Thursday October 23, 2014

Purpose: To share out Extended Learning Assignment movies and to interpret the film "Bataan" for elements of the "combat film" and for portrayal of the "enemy."

In Class:
1. hw and agenda
2. TURN IN ELA #1
3. Anti-Japanese propaganda PPT
4. Watch Bataan (114 mins, 1943)

HW:
WWII in Hollywood reading from Packet- pp.75-80. Take notes to turn in Tuesday- reading quiz on last two packet readings on Tuesday (HH packet pp. 68-75).

Discussion Leaders for Bataan- prepare 2 articles each and questions, come up with discussion format: due Tuesday 10/28- Brandon N, Andre R and Connor.

 

Week of October 14-16, 2014      ABABA HOMECOMING WEEK

Tuesday October 14, 2014

Announcement: No SAS today- Healthy Youth Survey in period 2.

The purpose of today's class: To Discuss elements of the US entry into WWII in North Africa and the role Hollywood played in shaping the US perception of this by examining several primary and secondary source materials on this part of the war.

In Class:
1. hw and agenda, return graded work, keep checking Data Dashboard
2. Finish The Great Dictator
3. Discussion on Great Dictator-  include US response to Holocaust
Discussion leaders:  Gregory Y, Ryan K and Dakota L
4. Inro to Casablanca

a) examine this photo essay on WWII in North Africa:
http://www.theatlantic.com/infocus/2011/09/world-war-ii-the-north-african-campaign/100140/

b)  find one article about one of the following: the war in North Africa, the underground/resistance movement, or Vichy France. Note MLA and take notes. Share with small group

c) Casablanca as propaganda? Click on link at bottom, too
http://www.digitalhistory.uh.edu/learning_history/casablanca/casablanca_menu.cfm

d) The link between the motion picture industry and the US Government during WWII- peruse some of these primary source documents.
http://collections.libraries.iub.edu/IULMIA/exhibits/show/world-war-ii-propaganda-films

e) class discussion on materials

f) start Casablanca

HW:
1. Write Modern Times/Great Dictator Comparative Review- due on Thursday 10/16 (both paper copy with rubric attached and into turnitin.com). In 2 pages, address the prompt below:

How effectively does each film exemplify its historical moment, what do you take away as the most important concept from each film, and which film is the most effective at making its point and why?
Give a star rating to each film with your rationale. Make sure that you develop a thesis that lets the reader know what you think about these two films in your introduction. I would assume that at least your introduction and conclusion will refer to both films.

2. Work on your ELA #1 assignment- outside movie- due Thursday 10/23.
Hollywood and History Extended Learning Assignment (ELA) #1
Examine approved ELA list of films in packet- this is the second column of films on pp.3-4 in your HH reading packet. Select one film  from this list to watch and prepare a creative response for by Thursday October 23, 2014.

Due Date:  THURSDAY October 23, 2014

Your Task:
1. Select your film from the list.
2. Make a creative response: This could be a drawing, a cartoon, a thoughtful poem (Haiku is not going to do it), or some other piece.
3. Write two paragraphs: one paragraph of analysis/review of the film (not the same as a plot summary!) and one paragraph connecting the film to other film(s)/eras we have studied.

Due October 23, 2014 for sharing with class and teacher evaluation! This will be posted :)
Note: Free Homework Pass does not work for ELA assignment. You may use a late pass.



Thursday October 16, 2014

The purpose of today's class: To examine elements of early WWII reality in North Africa by watching the film Casablanca.

Announcement: ELA #1 due
In Class:
1. hw and agenda, turn in Modern Times/Great Dictator Comparative Review w/rubric half sheet- turnitin.com, also
2. Background and Watch Casablanca (1942) (102 mins)

HW:
1. Discussion leaders prepare for Casablanca discussion. Find and record MLA for 2 articles- be prepared to share questions and background ahead of time with me.
Next Monday- Casablanca discussion leaders will be: Naomi H,  Leah N and Abdul A

2. Work on ELA #1- due next Thursday 10/23.

 

Week of October 6-9, 2014     BBABA

Monday October 6, 2014

The purpose of today's class: To look for examples of Great Depression-era life and the impact of technology on labor in the film Modern Times by watching and discussing it.

In Class:
1. hw and agenda, turn in Gold Diggers of 1933 review
2. finish Modern Times
3. Discuss Modern Times

HW:
1. Read HH Packet on Chaplin- pp.47-53- add to notes. Due Tuesday 10/7. Note: last page is a primary source :)- second page p.52 (should be p.53) New York Times Review of Modern Times- titled "The Screen."
2. DO NOT YET WRITE REVIEW OF MODERN TIMES- we will have a comparative review of Chaplin's Modern Times and The Great Dictator, assigned after Great Dictator discussion.
3. Work on ELA- DUE OCTOBER 23rd- see below for reminder

Hollywood and History Extended Learning Assignment (ELA) #1

Examine approved ELA list of films in packet- this is the second column of films on pp.3-4 in your HH reading packet. Select one film  from this list to watch and prepare a creative response for by Thursday October 23, 2014.

Due Date:  THURSDAY October 23, 2014

Your Task:
1. Select your film from the list.
2. Make a creative response: This could be a drawing, a cartoon, a thoughtful poem (Haiku is not going to do it), or some other piece.
3. Write two paragraphs: one paragraph of analysis/review of the film (not the same as a plot summary!) and one paragraph connecting the film to other film(s)/eras we have studied.

Due October 23, 2014for sharing with class and teacher evaluation! This will be posted :)

Note: Free Homework Pass does not work for ELA assignment. You may use a late pass.



Tuesday October 7, 2014

The purpose of today's class: To review background knowledge on the origins of WWII and the Holocaust through small group activity, and to look for elements of this history in the Great Dictator.

In Class:
1. hw and agenda, return work, download 2 maps from documents- my website- Europe in 1930s and Holocaust Camps Map
2. Intro to Great Dictator- (1940, 125 mins)- Chaplin takes us from Great Depression into WWII and Holocaust
a) number off, small groups- examine maps, my posters, discuss what you know about how WWII started in Europe and origins of Holocaust
b) large group historical context- US response included

1- http://www.ushmm.org/wlc/en/article.php?ModuleId=10005182
2- http://www.ushmm.org/wlc/en/article.php?ModuleId=10007652

Discussion leaders this Thursday on Great Dictator will be:  Gregory Y, Ryan K and Dakota L

Leaders- PREP WITH AT LEAST TWO SOURCES, SHARE WITH CLASS, COME UP WITH QUESTIONS, SELECT DISCUSSION PROTOCOL WITH MS. M.  DISCUSSION WILL BE THURSDAY 10/9.

3. Start film

HW:
1. Read HH Packet on Chaplin and Great Dictator, pp.54-57.
2. Start on ELA #1 assignment- outside movie- due Thursday 10/23.
3. DO NOT YET WRITE REVIEW OF MODERN TIMES- we will have a comparative review of Chaplin's Modern Times and The Great Dictator, assigned Thursday.
 Discussion leaders this Thursday on Great Dictator will be:  Gregory Y, Ryan K and Dakota L
Leaders- PREP WITH AT LEAST TWO SOURCES, SHARE WITH CLASS, COME UP WITH QUESTIONS, SELECT DISCUSSION PROTOCOL WITH MS. M.  DISCUSSION WILL BE THURSDAY 10/9.

4. REMEMBER THAT I AM GIVING EXTRA CREDIT FOR UP TO 2 COLLEGE/POST-HS TRAINING PROGRAM VISITS HERE AT SHOREWOOD- CAREER CENTER DURING SAS OR LUNCH. 

 

 Thursday October 9, 2014

The purpose of today's class: To observe elements of satire related to the Holocaust and Europe's entry into WWII by watching The Great Dictator.

In Class:
1. hw and agenda
2. Watch The Great Dictator (1940, 125 mins) by and starring Charlie Chaplin

HW:
1. Read about US response to Holocaust:
A- http://www.ushmm.org/wlc/en/article.php?ModuleId=10005182
B- http://www.ushmm.org/wlc/en/article.php?ModuleId=10007652

2. If you want to start your review before The Great Dictator discussion, you can- NOT DUE UNITIL THURSDAY 10/16. Assignment below

Write Combination Review-Charlie Chaplin comparative review- Modern Times vs. The Great Dictator. The questions to address in this 2 page review are:
How effectively does each film exemplify its historical moment, what do you take away as the most important concept from each film, and which film is the most effective at making its point and why?
Give a star rating to each film with your rationale. Make sure that you develop a thesis that lets the reader know what you think about these two films in your introduction. I would assume that your introduction and conclusion will refer to both films.

3. Start on ELA #1 assignment- outside movie- due Thursday 10/23.

DISCUSSION LEADERS FOR TUESDAY- PREPARE FOR TUESDAY--  Gregory Y, Ryan K and Dakota L

Week of September 29- October 2, 2014    XBABA

Monday September 29, 2014  TEACHER WORK DAY- NO STUDENTS

Tuesday September 30, 2014

The purpose of today's class: To make connections between economy of 1933 and today by discussing current events, and to analyze Gold Diggers of 1933 for elements of race, class, gender and cinema through student-led discussion.

In Class:
1. hw and agenda
2. Discuss economy of 2014 vs. 1933- turn in current event
3. Finish Gold Diggers of 1933 (1933, 97 mins)
4. Discussion- Gold Diggers
Discussion leaders  today will be: Jordan B, Dawit B, Minjee J and Aayam S

HW:
1. Write Review for Gold Diggers of 1933- due on turnitin.com and in paper copy, with review rubric, no later than MONDAY 10/6.

 

Thursday October 2, 2014      SW OPEN HOUSE IS TONIGHT!

The purpose of today's class: To look for examples of the impact of both industrialization and the Great Depression on people's daily lives by watching Charlie Chaplin's Modern Times.

In Class:
1. hw and agenda, turn in review for Gold Diggers of 1933 if ready- not required until Monday 10/6
2. Explain ELA #1 Creative Assignment
3. Intro to and watch Modern Times (1936, 87 mins)
4. Go over reviews again and refine criteria- clarify thesis for Gold Diggers of 1933 review.

Note- on Monday, Discussion Leaders for Modern Times will be: Viola N, Eva W, Abiel T
Leaders- PREP WITH AT LEAST TWO SOURCES, SHARE WITH CLASS, COME UP WITH QUESTIONS, SELECT DISCUSSION PROTOCOL WITH MS. M.  DISCUSSION WILL BE MONDAY.

HW:  
1. Write review of Gold Diggers of 1933- due Monday 10/6/14. Paper copy with rubric and turnitin.
2. Think of ELA movie.
3. Read HH packet pp.44-46 on Chaplin's life. Add to notes in film journal.

Discussion leaders for Modern Times- prepare for Monday's discussion.  Viola N, Eva W, Abiel T

 

Week of September 23-25, 2014    ABABA

Tuesday September 23, 2014

The purpose of today's class: To analyze the issues faced by WWI Veterans in the twenties,  questions of communism and capitalism in 1933 Great Depression and the question of "who is a hero in 1933?"  through class discussion of the film.

In Class:
1. hw and agenda, turn in current event on economy
2. Production Code QUIZ
3. Finish Heroes for Sale
4. Discuss Heroes for Sale
Discussion Leaders: Heroes for Sale- Dan E, Reed K and Sidra T

5. If time, intro to the musical genre…how does Production Code fit/not fit this film?

HW:
1. Write review- Heroes for Sale- Due Thursday- add more historical context, and make sure you use the 2nd paragraph to address the film overall- including my questions and SPECIFIC examples from the film, and that 3rd paragraph for deeper analysis of a single issue, with MORE EXAMPLES from the film. Don't forget your star rating and rationale in your 4th paragraph.

Thursday September 25, 2014

The purpose of today's class: To observe the genre of the early musical and look for Great- Depression era elements from Gold Diggers of 1933 related to race, gender, class, pre-Production Code examples by watching the film and taking notes.

1. HW and agenda, turn in Heroes for Sale review
2. The musical genre of early 1930's…how does Production Code fit/not fit this film?
3. Start Gold Diggers of 1933 (1933, 97 mins)
Discussion leaders  on Tuesday 9/30 will be: Jordan B, Dawit B, Minjee J and Aayam S
4. Return some work- Data Dashboard

HW:  
1. Find and read one article on the current US economy and issues we face today. Write MLA and 2 paragraphs- one summary and one analysis- your opinion and making links to 1930s. Due Tuesday.
2. Read HH packet pp.39-40- more background on Gold-diggers

NOTES FOR DISCUSSION LEADERS-
- Prior to your discussion day, research at least 2 sources- read about your film, find photos, ideas, clips (maybe) to share. Share with class before or during discussion
- Meet with Ms. M and your partner to go over your questions, the packet questions, and decide on a discussion protocol in advance
- After the discussion, turn in your notes and questions to Ms. M

 

Week of September 15-18, 2014     BBABA

Monday September 15, 2014

The purpose of today's class: To understand the impact of the Great War (WWI) on the American economic experience, and the reality of the Justice system for some Americans through watching the film I am a Fugitive from a Chain Gang.

In Class:
1. turn in review- Public Enemy with rubric attached- make sure it is in turnitin.com, too.
2. HW and agenda
3. Go over Quarter 1 films, sign up to lead discussion on 1 movie- just for quarter 1.
4. The Great Depression-  
a) Individually, read HH packet pp. 21-23- this is an excerpt from Howard Zinn's A People's History of the United States. Take Cornell Notes in your Film Journal on what life was like for most people in the US during the Great Depression. List at least 8 ideas (include the Bonus Army).
b) Discuss with partner
c) photo activity
d) class discussion
5. Background on The Great War and role of the economy and veterans in WWI.
6. Start "I am a Fugitive from a Chain Gang." (1932, 92 mins)

HW:
1. Listen to or read NPR story on the Bonus Army- add some notes in your film journal
http://www.npr.org/2011/11/11/142224795/the-bonus-army-how-a-protest-led-to-the-gi-bill
2. Note- see link below if you are interested in Crisis of Credit cartoon video- to understand some of the roots of the recent Great Recession. This is for enrichment- not an assignment :)
http://crisisofcredit.com/

Discussion Leaders for Tuesday 9/16/14-"I am a Fugitive from a Chain Gang" will be: Nicole J and Talia W

REMEMBER: discussion leaders are exempt from writing the review :) Discussion leaders will turn in their questions and notes with name on it, with discussion leader and date and film at the top.

NOTES FOR DISCUSSION LEADERS-
- Prior to your discussion day, research at least 2 sources- read about your film, find photos, ideas, clips (maybe) to share. Share with class before or during discussion
- Meet with Ms. M and your partner to go over your questions, the packet questions, and decide on a discussion protocol in advance
- After the discussion, turn in your notes and questions to Ms. M

 

Tuesday September 16, 2014

The purpose of today's class: To analyze the historical context of the Great Depression and issues surrounding the 1930s Justice System through discussion of "I am a Fugitive from a Chain Gang."

In Class:
1. hw and agenda, Brother Can You Spare a Dime
2. Finish Fugitive from a Chain Gang (1932, 92 mins)
3. Activity- discuss  Bonus Army
4. Discussion- I am a Fugitive from a Chain Gang- Leaders:  Nicole and Talia

HW:
1. Write review for Fugitive- due Thursday 9/18/14. Note:  add more historical context to your review, for many of you. Also, most of you actually need more examples/evidence from the film to prove your generalizations- especially in paragraph 2- my prompts and general plot overview with analysis.
2. Read HH packet pp.36-38 on "I am a Fugitive from a Chain Gang". add to your notes in your Film Journal- within your film notes is fine- just indicate the source.  Due next class.


Discussion leaders for Heroes for Sale NEXT Tuesday 9/23 will be: Dan E and Sidra T

 

Thursday September 18, 2014- DUE FUGITIVE REVIEW

The purpose of today's class: To understand the complex issues faced by veterans of WWI, including the concept of shell-shocked, through watching the film Heroes for Sale.

In Class:
1. hw and agenda, Turn in Fugitive from Chain Gang Review- hard copy and turnitin.com
2. Recollections on Great War- primary source images and timeline
3. Watch Heroes for Sale (1933, 76 mins)

HW:
1. Read HH Packet on pp.15-20 on the Production Code- prepare for possible quiz on Tuesday.
2. But you do need to do a wee bit of reading to prepare for our next movie- a musical! Read HH packet pp.41-43 on "Golddiggers of 1933."

Discussion leaders for Heroes for Sale should prepare background on historical context and on issues presented in the film, background on the film itself, and questions for discussion. The discussion partners should be prepared with their discussion protocol when they arrive in class.

Discussion Leaders: Heroes for Sale- Dan E, Reed K and Sidra T

Week of September 9-11, 2014 (2 classes this week)

The purpose of today's class: To analyze the film The Public Enemy for elements of Historical Context by observing film, discussing with whole class, and writing a discussion question based on the film.

Tuesday September 9, 2014

In Class:
1. hw and agenda, turn in signatures for syllabus/any other paper work not yet in, pick up rubric for first review, stamp notes in film journal
2. Explain and sign up for Tunitin.com accounts
3. Finish The Public Enemy- 1931- 83 mins- why subtitles?
4. Write one question for the question basket for Thursday's discussion on The Public Enemy.

HW:
1.  Read HH Packet pp. 24-29 "Depression America and its Films"
Questions:- Use Title and Full Heading- put on separate paper- Due Thursday 9/11.
1. How did the Depression years strengthen studios?
2. What was the public attitude towards movies/film during the Great Depression?
3. Discuss various genres of Depression-era films. Which are you most attracted to and why?
4. How did Franklin Delano Roosevelt's election factor in to Hollywood?
5. What is your overall impression of Hollywood's impact on/response to the Great Depression?

2. Read background on Socratic Seminar- due Thursday.


Thursday September 11, 2014

The purpose of today's class: To evaluate the film "The Public Enemy" in a Socratic Seminar discussion through providing examples from the film and critiquing the film in class discussion; the goal is to have everyone speak and participate.
    
In Class:
1. Entry Task- look over the Primary Source Cartoon provided- "The Ladder of Success."  In your film journal, write down "The Ladder of Success" - note the source and date, and write quietly for 3 minutes. What is this cartoon about, why is the date significant and what messages is it sending? To whom?

After I call time, debrief with your partner, then class.

2. hw and agenda
3. Pass out, explain and go over passes
4. Pod-Quad activity- Depression America and its films.
5. Finish Public enemy, then discuss- Socratic Seminar format- GOAL- ALL PARTICIPATE
6. Go over sample reviews- RETURN SAMPLE REVIEWS TODAY


Homework:
1. Write review- The Public Enemy. Due Monday 9/15- to both Turnitin.com and paper copy with rubric attached.

 

Week of September 3-4, 2014

Wednesday September 3, 2014 C Day

The purpose of today's class:  Review procedures and expectations for this class and get to know others by listening/speaking during activities.

In Class:
1. Welcome and about Ms. M
2. hw and agenda, Sign out HH Packet #1
3. Intro activities
- name card
- student info card
- Welcome to Hollywood info sheet
-  start syllabus- go over class expectations, my website and safety/evacuation info
4. Intro The Public Enemy (1931- 83 mins) and start film- TAKE NOTES- tape into film journal.

Homework:
1. Finish reading syllabus and get parent/guardian signature by Tuesday 9/9/14.
2. Get supplies by Tuesday 9/9/14- Get spiral 3 hole punch notebook for film journal (will go with binder). Set up B Day binder (Hollywood will be one part)- have dividers, pens, pencils.
3. Finish Welcome to Hollywood sheet if needed. Due Thursday 9/4/14.
4. Questions from Blue Hollywood and History Reading Packet- due THURSDAY 9/4/14 on separate paper- use title and full heading. I have given you a slip of paper with these questions.

Response Questions for “The History of Film” p. 9-13
After reading the article please answer using complete sentences for next class period.

1.    Why does the article say film is different than other art forms?  Do you agree?  Why or why not?

2.    How did the film industry prevent government censorship of motion pictures?  

3.    How did the introduction of sound in 1927 change the industry?  (Go deeper than “people could hear now”)

4.    How did events in 1933/34 affect the film industry?

 

Thursday September 4, 2014  

The purpose of today's class: Analyze the history of early film in America by discussing specific historical details.

Announcement: The next day I see you will be Tuesday September 9th!

In Class:
1. Logistics:
a) turn in Welcome to Hollywood (OK to give me next Tuesday, if needed)
b) have me stamp 4 questions- last night's HW
2. hw and agenda
3. The history of film- small group/large group discussion, turn in stamped HW after discussion
SHOW EXAMPLES:
1878 Muybridge Horse Race
https://www.youtube.com/watch?v=IEqccPhsqgA

France- Lumiere, others
Melies Atrip to the Moon- 1902- France
https://www.youtube.com/watch?v=xbGd_240ynk

The Great Train Robbery- USA 1903
https://www.youtube.com/watch?v=Bc7wWOmEGGY

1915- DW Griffiths- Birth of a Nation- Black Face Al Jolson- not shorts anymore- longer film
https://www.youtube.com/watch?v=tkmLs-2UiNY

The Jazz Singer- 1927

4. Go over elements of syllabus/logistics of this class
5. Go over Movie Review criteria and rubric, look at examples
6. Go over background and start the Film- The Public Enemy- take notes in your history notebook

Homework:
1. Finish reading syllabus and get parent/guardian signature by Tuesday 9/9/14.
2. Get supplies by Tuesday 9/9/14- Get spiral 3 hole punch notebook for film journal (will go with binder). Set up B Day binder (Hollywood will be one part)- have dividers, pens, pencils.
3. Finish Welcome to Hollywood sheet if needed. Due no later than Tuesday 9/9.
4. Read HH Packet pp.30-35. Write additional notes in your film notebook to help you better understand the background for the film "The Public Enemy." Don't forget to cite your source in your notes- indicate page number in your notes. Remember, your HW on Tuesday night will be to write your first film review!