US History

March 7, 2015

Content Objectives:

Students will demonstrate analysis of the tensions between the U.S. and the Soviet Union after World War II by annotating texts into a double entry journal using a guiding question.

Language Objectives:

Students will read, record, and orally share out evidence of the tensions between the U.S. and the Soviet Union after World War II using the guiding question, “Which country is more to blame for the tensions that arose after World War II, the United States or Soviet Union?”

Bellwork:

       After what you have learned about communism, why do you think most Americans would not to live under a communist government?

 “Which country is more to blame for the tensions that arose after World War II, the United States or Soviet Union?”

• Former Allies Clash p. 602
• Tension Mounts p. 604
• The Cold War In Europe p. 606
• Superpowers Struggle over Germany p. 607

 “Which country is more to blame for the tensions that arose after World War II, the United States or Soviet Union?”

United States:

“Relations had worsened after Stalin learned the U.S. had tried to keep its development of the atomic bomb a secret”

United States:

“Although all three nations had intended to unify their zones, they had no written agreement with the Soviets guaranteeing free access to Berlin by road or rail”

United States:

“Truman Doctrine: it must be the policy of the U.S. to come to the aid of countries who are vulnerable to subjugation by armed minorities or outside pressures” –U.S. helps Greece and Turkey so Communism does not look appealing to their citizens

Soviet Union:

“Stalin set up a blockade of his part of Berlin”

US History

February 24, 2016

Content Objective:

Students will demonstrate analysis of the treatment of Japanese Americans in the United States by completing a LINK activity.

Students will demonstrate evaluation of the pros and cons of the use of the atomic bomb to end the war by annotating primary sources in preparation for a class debate.

Language Objective:

Students will read, record, listen, and orally share out responses to questions about the treatment of Japanese Americans in the United States such as, “Was the treatment of Japanese Americans during WWII justifiable?”

Students will read, record, and orally share evidence of the pros and cons of the use of the atomic bomb to end the war in a class debate with the question, “Was the use of the atomic bomb on Japan a successful U.S. military strategy?”

Bellwork:

Use the article Children in Internment Camps and the book to answer the following in a micro-argument:

       “Was the treatment of Japanese Americans during WWII justifiable?”

Read and annotate the text, US History The Atomic Bomb Primary Sources , using the following guiding question:

“Was the use of the atomic bomb on Japan a successful U.S. military strategy?”

Read and annotate the article linked below.  Either on the article or on a separate sheet of paper, identify the following from the article:

The hypothesis

Variables (Both dependent and independent)

Any Bias

Participants

Results

Issues with results

Psychology Mother, Cocaine, and Childrearing

PscyhMod1 Study guide

Sigmund Freud Khan Academy 1

Sigmund Freud Khan Academy 2

US History.

February 16, 2016

Content Objective:

Students will demonstrate evaluation of the Holocaust by annotating oral histories to write diary journals of a day in the life of a victim.

Language Objective:

Students will read, record, and orally share out evidence of the experience of Holocaust victims by talking to the text using the guiding question, “What was it like for Holocaust victims once they arrived into the camps?”

Bellwork:

     Write a letter describing the most memorable day in your life.  Pretend you are writing to a friend on the other side of the world.

Classwork:

Choose from the following to portray the conditions of the Holocaust:

2 page letter from a Holocaust victim to a loved one

1 page rap, song, or poem

2 page play

2 page journal/diary entry

Psychology

February 16, 2016

Content Objective:

Students will demonstrate evaluation of the similarities and differences between psychoanalysis and behaviorism by cooperatively creating a thinking map.

Language Objective:

Students will read, record, and orally share out the similarities and differences between psychoanalysis and behaviorism by creating a double bubble map with the guiding question, “How do the major theories of human behavior compare?”

Bellwork:

     Think of a time where positive or negative reinforcement have shaped the way you behave.  Describe your experience.

Map guiding question: (Double-Bubble Map)

How do the major theories of human behavior compare?

-Psychoanalysis

-Behaviorism

For all classes:

Below is the checklist to help you write your essay.

Final Essay Checklist

Ingredients for War Classwork:

Russia, Germany, Japan, Italy, Spain, Britain, France, US

IngredientforWarWorksheet

Power Point Project:

World War II Power Point Project

US History

December 11, 2015

Content Objective:

Students will demonstrate evaluation of the Great Depression by completing a micro-argument.

Language Objective:

Students will read and record evidence based response in a micro-argument about the Great Depression using the questions, “What was the biggest factor that contributed to the Great Depression?”

Bellwork:

Answer the following:

How does the United States government help the poor (in modern times)?

After the test: (Answer all questions in complete sentences)

-P. 493 Analyzing Political Cartoons #1 and 2

-P. 497 History Through Photojournalism #1 and 2

-P. 513 History through Art #1 and 2

-P. 517 Skillbuilder #1 and #2

US History

December 10, 2015

Content Objective:

Students will demonstrate evaluation of the factors leading up to the Great Depression by annotating and creating a thinking map.

Language Objective:

Students will read and record the factors leading up to the Great Depression in a flow map after talking to the text using the guiding question, “What were the causes and consequences of the Great Depression?”

Bellwork:

     What does the word “economy” mean?  How do you think the U.S. measure the “health” of the economy?

Multi-Flow Map:

What were the causes and consequences of the Great Depression?