Quia 1920's test

1920's project work time

1920's quiz

1920's project check-in

Red Scare internet activity

Red Scare Game

1920's game

1920's test terms

Journal

Music Search

Find a song that reflects today's culture.

Paragraph 1: Describe the message that the song is getting across.  Be sure to use specific examples from the song.

Paragraph 2: Answer the following questions:
80 years from now, if people listen to this song, what will they think about us?  Will it accurately portray our time? Why? 

-Black Codes group activity

-Prohibition video and notes

Find a song that reflects today's culture.

Paragraph 1: Describe the message that the song is getting across.  Be sure to use specific examples from the song.

Paragraph 2: Answer the following questions:
80 years from now, if people listen to this song, what will they think about us?  Will it accurately portray our time? Why?

Jazz video and music experience

Find a song that reflects today's culture.

Paragraph 1: Describe the message that the song is getting across.  Be sure to use specific examples from the song.

Paragraph 2: Answer the following questions:
80 years from now, if people listen to this song, what will they think about us?  Will it accurately portray our time? Why?

- 19th Amendment Website search, Discussion Questions and Video

-Eugenics Video and Discussion Worksheet
-Explanation of Test

1920's Partners

19th Amendment Questions

www.pbskids.org/wayback/civilrights/features_suffrage.html

1920’s Assessment

In a group of three or four, you will pick a major topic of the 1920’s and present it creatively to the class. Your topics can be anything we covered in our 1920’s unit or something else from the 1920’s you find interesting. Examples of topics include:

Prohibition

Electricity

Radio and Music

Movies and Popular Culture

Communist fears

Ku Klux Klan

Harlem Renaissance

The Automobile

Once you have picked your topic, you will need to answer the following questions about your topic.  You should use information used from the unit as well as information found from two additional sources. WIKIPEDIA IS NOT AN OPTION.

1.      What is your topic?

2.      What important people were involved with your topic?

3.      Describe two events from your topic.

4.      Explain how your topic affected US history and your lives.

These four questions need to be written down on a piece of paper, in complete sentences, one per group. Once you have done this, you need to get the four questions and your two sources checked by Miss Dymit to continue.

Once you have picked your topic and answered the four questions, you need to find a creative way to present your topic.  Here are some things that you have to choose from:

Write a short play depicting one of the events from your topic.  Every group member must have a role and you must turn in a script along with your paper

Perform a news broadcast highlighting the events and people in your topic.  Every group member must have a role and you must turn in a script along with your paper.

Create a Newspaper with stories talking about your topic. Each group member must write a news article and briefly describe the article to the class.

Perform a debate arguing for or against a controversial issue as a part of your topic.  Every group member must participate in the debate, and you must turn in your debate arguments as well.

Write a song/poem that could be performed in the 1920’s. You must turn in the lyrics and every person must contribute to the writing of the song. 

Or anything else that you can think of doing! Be as creative as you want, if you can think of a fun way to present your topic to the class, go with it.

Make sure that the information found in the four questions are included in your presentation. When you have picked a presentation style, get it OK'ed by Miss Dymit, and then start working on your presentation.

Here is how you will be graded on your presentation.

Progressive Problem and Solution Rhyme (due Th/Fri)-- (mon/tu not late)
During the Progressive Era, people worked to solve problems related to food safety, working conditions, immigration, discrimination, corruption, housing, education, etc.
History rhymes are situations in the present that are similar, but not identical to the past.
Your assignment is to find an article (newspaper, magazine, Internet, etc.) that describes a problem of concern to you in society today.
On a piece of paper:
1) Describe your problem in terms of what the problem is and who it affects.
2) Describe what you consider to be a good solution to the problem.
3) Create a one-sided visual image with a caption that presents your problem and solution.
4) Fasten your paper to the article and turn them in.

Review for the Titans of Industry Test (Thursday/ Friday)
Practice Test: http://www.district87.org/staff/wetzelw/0607%20materials/0607practiceframe.htm
Review Games: http://www.quia.com/pages/8bhistorygames.html

Research for the Titans of Industry Essay (Wednesday)
In a paragraph, please list and describe a social problem from the Progressive Era with at least one sentence discussing each of the following:
1)       List and describe the problem.
2)       List and describe the involvement of specific people related to the problem.
3)       List and describe efforts to fix the problem.
4)       Explain whether you think the solution was a good one.
Students who include information that is original (comes from independent study, not from class) in their response will receive a higher score.

Here is the link to the STTA Folder where you upload your file: http://sharepoint.district87.org/sites/8b_history/0607%20EW%20Book/Forms/AllItems.aspx?RootFolder=/sites/8b_history/0607%20EW%20Book/0607%20Q2%20STTA%20Files&View={121CDC4D-6460-4C36-8B1A-521162FF3F65}
If you finish and are completely satisfied with your work, you may:
Copy terms to the EW Spiral
Review for the Titans of Industry Test
Practice Test: http://www.district87.org/staff/wetzelw/0607%20materials/0607practiceframe.htm
Review Games: http://www.quia.com/pages/8bhistorygames.html
Research for the Titans of Industry Essay
Here is the latest draft of the essay prompt:
In a paragraph, please list and describe a social problem from the Progressive Era with at least one sentence discussing each of the following:
1)       List and describe the problem.
2)       List and describe the involvement of specific people related to the problem.
3)       List and describe efforts to fix the problem.
4)       Explain whether you think the solution was a good one.
Students who include information that is original (comes from independent study, not from class) in their response will receive a higher score.

 Assist others with finishing up their STTA (only with permission from me)

There are more in the Share Point Folder: http://sharepoint.district87.org/sites/8b_history/0607%20EW%20Book/Forms/AllItems.aspx?RootFolder=%2fsites%2f8b%5fhistory%2f0607%20EW%20Book%2f0607%20teacher%20added%20materials&View=%7b121CDC4D%2d6460%2d4C36%2d8B1A%2d521162FF3F65%7d
 

http://www.unitedstreaming.com/studentCenter/index.cfm?cdCode=TC5F8-74A6
 

How did American attitudes affect our interactions with Native Americans during the 19^th Century?  Use a specific example to support your response.

How did American needs affect our interactions with Native Americans during the 19^th Century?  Use a specific example to support your response.

How did American decisions affect our interactions with Native Americans during the 19^th Century?  Use a specific example to support your response.

Based on your responses to questions 1 -3, was our growth as a country the result of destiny or decisions?  Explain.

http://www.unitedstreaming.com/studentCenter/index.cfm?cdCode=T6E7A-5E4E
 

Due Monday: 
MLK Interview/ Reaction (Interview guidelines below/ Reaction format link: Reaction)
Find 5 people to interview.  Try for ages 15, 30, 45, 60 and 75-- do not count yourself.
Ask them about MLK: the holiday, what he did, why/ how much he matters, what he was like as a person, methods he used to work for change, how should he be remembered, specific knowledge they have, specific memories they connect to him, and what would he say/do today?

Step 1 is to conduct the 5 interviews—possible questions listed above.  The interviews can be brief and do not need to be conducted in person (phone or e-mail is fine).  Take notes and submit them with your reaction.  Please try to find at least two people old enough to remember Dr. King as a living person.

Step 2 is to follow the steps for a reaction:
1)       Title
2)       PMI:  2 sentences each—something plus, minus and interesting about the interviews in terms of the content or process.
3)       Definitions: list and define 2 new/ good words that were used in the interviews.
4)       Reaction Paragraph—the tough part: Write a solid (5-7 sentences?) paragraph describing your reaction (your thoughts and ideas about what was discussed/ understood) to the interview.
5)       Yes/ No Recommendation: Would you recommend that students do this assignment next year?  Why/ Why not?
6)       Picture and caption: Draw a picture (stick figures are fine) with a descriptive caption that goes with your interviews.
7)       EW Connections: Explain how the material discussed in your interview connects to two Essential Words.  

Due Monday: 
MLK Interview/ Reaction (Interview guidelines below/ Reaction format link: Reaction)
Find 5 people to interview.  Try for ages 15, 30, 45, 60 and 75-- do not count yourself.
Ask them about MLK: the holiday, what he did, why/ how much he matters, what he was like as a person, methods he used to work for change, how should he be remembered, specific knowledge they have, specific memories they connect to him, and what would he say/do today?

Step 1 is to conduct the 5 interviews—possible questions listed above.  The interviews can be brief and do not need to be conducted in person (phone or e-mail is fine).  Take notes and submit them with your reaction.  Please try to find at least two people old enough to remember Dr. King as a living person.

Step 2 is to follow the steps for a reaction:
1)       Title
2)       PMI:  2 sentences each—something plus, minus and interesting about the interviews in terms of the content or process.
3)       Definitions: list and define 2 new/ good words that were used in the interviews.
4)       Reaction Paragraph—the tough part: Write a solid (5-7 sentences?) paragraph describing your reaction (your thoughts and ideas about what was discussed/ understood) to the interview.
5)       Yes/ No Recommendation: Would you recommend that students do this assignment next year?  Why/ Why not?
6)       Picture and caption: Draw a picture (stick figures are fine) with a descriptive caption that goes with your interviews.
7)       EW Connections: Explain how the material discussed in your interview connects to two Essential Words. 

Project Topics

Project Description (Quarter 1)  OPPORTUNITY!  PLAY? MOVIE? CARTOON? ON THE SCENE? COMICS? POETRY? VISUAL ART?

1) What is your topic?  Provide details about exactly what topic you are proposing?

2) Why did you pick this topic?  What do you already know about it?  Why does it interest you?

3)  What will the goal of your project be?  (It must include some goal besides providing information)  Why should others know about this topic?  What should they do with their knowledge?

4) Describe your plans to learn more about your topic.

5) Predict what your final product will communicate and what form it will take. 

Project Description (Quarter 1)  OPPORTUNITY!  PLAY? MOVIE? CARTOON? ON THE SCENE? COMICS? POETRY? VISUAL ART?

1) What is your topic?  Provide details about exactly what topic you are proposing?

2) Why did you pick this topic?  What do you already know about it?  Why does it interest you?

3)  What will the goal of your project be?  (It must include some goal besides providing information)  Why should others know about this topic?  What should they do with their knowledge?

4) Describe your plans to learn more about your topic.

5) Predict what your final product will communicate and what form it will take.

Project Description due by October 19-- early submissions (by 10/13) will receive a pregrade.

2) Why did you pick this topic?  What do you already know about it?  Why does it interest you?

3)  What will the goal of your project be?  (It must include some goal besides providing information)  Why should others know about this topic?  What should they do with their knowledge?

4) Describe your plans to learn more about your topic.

5) Predict what your final product will communicate and what form it will take.

30        Essential Words Activities
                        Test(s) (25)
                        EW Book (5)
30        In-class work
                        In-class activities (10) (12)
                        U.S. Journals (10)  (12)
                        Participation (10)  (6)
16        Tests and Quizzes
                        Tests (10) (Scheduled)
                        Quizzes (6) (Not scheduled)
24        Homework
                        Field Reports (6)
                        Presentations (6) (STTA)
                        Assignments (6)  (Q & A, Bumper Sticker & Photo Hunt)
                        Project (6)  (Proposal)

L) Q & A Post It
1) Develop a topic question (event, vocabulary, map, black history, women’s history, Hispanic history, etc.) related to an Essential Word that you would like to research.
2) Explain why you want to know more about this topic.
3) Submit parts 1 and 2 for teacher approval. (dymitk@district87.org)
4) find information to answer your question.
5) list your source(s) of information.
mail.district87.org (to check your e-mail from home) (BE SMART!!!)

http://en.wikipedia.org/wiki/Image:Stonewall.jpg
http://en.wikipedia.org/wiki/Stonewall_riots

L) Q & A Post It
1) Develop a topic question (event, vocabulary, map, black history, women’s history, Hispanic history, etc.) related to an Essential Word that you would like to research.
2) Explain why you want to know more about this topic.
3) Submit parts 1 and 2 for teacher approval. (dymitk@district87.org)
4) find information to answer your question.
5) list your source(s) of information.
6) send results to Miss Dymit

J) Field Reports:  Students are expected to spend 150 minutes every quarter independently learning about history/ government outside of the classroom.  Students may watch a documentary/ movie, interview/ discuss a topic with others, visit a historical site or engage in some other type of learning activity for about 120 minutes.  In order to receive credit, students must write up a description of the activity(notes), explain what they learned, and explain how it connects to history/ government (3 Essential Words). 

Q1 STTA Presentation (150 - 180 seconds)
1)      page#
2)      describe the image/ content
3)      describe a related smell
4)      create a related sound effect
5)      2 related vocabulary words
6)      Why is this in the book?  (context)  What is it all about?
7)      How does it connect to two Essential Words?
8)      Presentation will be scored based on the presentation description provided in the course introduction.