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= = =Unit: The Civil Rights Movement= media type="youtube" key="ha3dS0JTrOg" height="344" width="425" media type="youtube" key="PbUtL_0vAJk" height="344" width="425" [] =Unit: The Cold War=

Friday May 29, 2009 1. FRIDAY SONG!!! Play this video the first five minutes of class 1st and 2nd hours: [] Play this video for the first five minutes of class (AFTER SSR) 4th hour: []

2. Grab your spiral notebook. Put your post-it notes in for 30.3 and 30.4. The clips you are going to see today will serve as the springboard for your 'journal' of the day. The primary topic: Music and protest in the Vietnam War.

Introduction: I found this student created video that includes interviews and portions of original music/footage of events surrounding the Counterculture movement of the 1960's. __As you watch the video, create a list in your spiral notebook of adjectives to describe the counter-culture movement of the 1960's.__ If the embeded video doesn't work, this is also a link to the same video: [] media type="custom" key="3894205"

3. Listen to the song below- click on "more information" on the right margin to expose the lyrics as you listen. After you listen, your job is to interpret the lyrics by summarizing in __one complete paragraph__ what you believe the intended message was within the song. Be sure to incorporate the term "Patriotism" within your response as you describe what effects this song could have had on listeners in 1969. media type="custom" key="3893795" 4. Watch Peter, Paul, and Mary singing "Blowing In the Wind." Answer the following questions in your journal: __Who does this song appeal to and why?__ Be sure to include specific references to the lyrics within your response.

media type="youtube" key="3t4g_1VoGw4" height="344" width="425" 5. Watch Jimi Hendrix playing the national anthem at Woodstock 1969, then the short clip of him being interviewed on the Dick Cavett show. Before discussing as a class answer the following question in your spiral: __Was Jimi Hendrix' version of the SSB unpatriotic? Why might someone interpret this 'unorthodox' version as being Anti-American? Also- explain why someone might believe it was a perfect example of what being an American is all about__. When students have finished writing, please share your responses/discuss with the general feedback from the class. Do you all agree? Disagree? Why or why not? media type="custom" key="3893993" media type="youtube" key="B-ZYUaRKQkk" height="344" width="425"

6. Political Cartoon Dissection: In one paragraph, explain the symbols represented in this cartoon, the relevant wording within the cartoon, and finally- your overall analysis of what the artist is intending to convey within the cartoon.

7. If time permits, this is part 2 of the introductory video showed at the beginning of class. __Please CONTINUE your list of adjectives by adding specific people, places, and things that affected the momentum of the movement.__ media type="custom" key="3894215" OR [] Looking ahead... Monday: The End of the War Tuesday: TEST chapters 26, 28.1, and 30



media type="youtube" key="uf-6ff2B0yg" height="344" width="425" [|The Truman Doctrine] media type="youtube" key="9oaYL8gjTM4" height="344" width="425"

=media type="youtube" key="jR-A4QFHZBA" height="344" width="425"= =Unit: World War II=

media type="youtube" key="MhSKqzwwypQ" height="344" width="425" [|American jusitifcation for dropping the bomb.]

After watching this cartoon, describe the reasons why it would not be viewed as an appropriate measure of propoganda according to today's standards. What goals does this presentation have regarding American attitudes during World War II?

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[|Remembering Kristallnacht] media type="youtube" key="OPqcKeKBh4E" height="344" width="425" media type="youtube" key="TAH3RTRlCHY" height="344" width="425"

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= = =Unit: The Great Depression= This presentation is the information from chapter 22 in our textbook. This presentation is the information from chapter 23 in our textbook. (See the embeded video of FDR delivering this speech below).

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Reading Assignments for "Out of the Dust" ||  || 1. After each reading session, you will add to your spiral notebooks a bullet point list of the questions that were answered within the reading. We will brainstorm a list of questions as a class before you write. You will record the date and the pages read each day before you create your list. || 2. You will write a RAFT writing assignment after each reading session. This will be collected at the end of this unit. Your Topic is "The Dust Bowl," your Format is a Diary. You may select your Role independently. || media type="youtube" key="dkAxuqrVNBM" height="344" width="425"

February 18,2009 media type="youtube" key="UAF2g5X-P4c" height="344" width="425" [|Clara Bow] [|Valentino]

[|Women's Fashion]

February 17, 2009 Lesson Plan: 1. Spelling Quiz on Week #1 Words (define 5 of them in full sentences on the back). 2. 1920's Slang!
 * Read the article in Update Magazine titled "What Made the 1920's Roar?" aloud with your seat partner.
 * Take the laminated list of slang words from the 1920's and create a dialogue with your partner incorporating all of the words appropriately.
 * "Perform" your dialogue!!

February 16, 2009 Lesson Plan:

1. Watch this video clip: There is NO sound- but you will have to READ the slides. It is about 6 minutes long. [|Link to Video:]

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2. **With** your seat partner, create a chart that looks like this: [|Causes of Prohibition Chart.doc] > 3. Complete a Political Cartoon Dissection on this: [|Prohibition_Cartoon.gif] > Step 1: List all images you see > Step 2: List all words you read > Step 3: Beside each of your 'images' and 'words' explain what you believe the symbolism is > Step 4: Write 2-3 complete sentences explaining what you believe the artist intended to communicate with this piece. > > 4. Discussion questions (Mr. Johnson can ask/facilitate these questions):
 * On the board, create a two columned chart and fill it with our answers.
 * Discuss the 'causes' of prohibition, but determine what was the largest problem with the illegalization of alcohol.
 * Optional: View this video as a re-cap of the chart assignment:[|Prohibition]
 * Do you believe it was the right choice to make alcohol illegal? Why or why not?
 * Do you see any similarities between the problems of illegal alcohol consumption and drug use today?
 * Do you believe it would be appropriate to consider legalization of other illegal drugs? Support your beliefs (i.e. saying "we should make legal becuase it's dumb that it's not" is NOT an intelligence and thoughtful answer).

5. Philosphical chairs? If you are up for it- select a discussion facilitator and use this statement: Strongly Agree on the left side of the room. Strongly Disagree on the right side of the room.
 * The United States made a mistake in giving up on Prohibition when it did in 1933.**

6. Time left? Post it notes for the rest of chapter 21. I will check 20.3, 21.1, 21.2 TOMORROW.





=Unit I: Early Development of America = Power Point Presentations Unit I (I encourage you to print slide handouts to help study for exams): [|Early Development of America Enduring Understandings.doc]

=Unit II: Reconstruction = Power Point Presentations Unit II: [|Civil War and Reconstruction Enduring Understandings.doc]

=Unit III: Migration and Industry = [|Industrializatoin and Population Shift Enduring Understandings.doc]

=Unit IV: Immigration and Progressivism = [|Progressivism Imperialism Enduring Understandings.doc] [|Immigration and Expansion Board Game.doc]

=Unit V: Imperialism and World War II =

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=Unit VI: The 1920's =

Class notes on Chapter 20 from your textbook Class notes on Chapter 21 from your textbook

Journal 20.1: Using the terms below, explain how rising Nativism led to post World War I controversies/conflicts in the United States (KKK, Immigration Quotas, Red Scare, Palmer Raids, Anarchism, Isolationism).

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Decision 2008 media type="custom" key="2629659" media type="custom" key="2629699"