Class Agenda

1.  Bellringer:  On a separate sheet of paper, take "Active Listening Notes" (like in ELA) on the Christmas Truce of 1914 (create a bulleted list:  What happened during the first Christmas of World War I?)  Listen to story below:

2.  Compare Active Listening Notes to the movie clip
3.  Review Zimmerman Note HW

HW - NIE due Wednesday January 4th

Class Agenda

1.  Bellringer:  Complete a document analysis ("The purpose of this document...) of the following letter from the trenches during World War I: 

• “In three days, on a front of about 200 yards, we lost 909 men, and the enemy casualties amounted to thousands…. Don’t ask about the fate of the wounded! Anybody who was incapable of walking to the doctor had to die a miserable death; some lingering in agony for hours, for days and even for a week…..There are moments when even the bravest soldier is so utterly sick of the whole thing that he could cry like a child.”  - - - Richard Schmieder (In the trenches): March 13, 1915

2.  Review HW (pg. 10-11)

3.  American Neutrality (pg. 12).  Were we REALLY neutral?  Do pg. 13...does this demonstrate "impartiality?"

HW - pg. 17-18 Zimmerman Telegram
* Xtra Credit:  pg. 16 on SEPARATE SHEET of paper (due Friday)

* NIE due Wednesday January 4th - be sure to follow directions on the entry form

Class Agenda

1.  Bellringer:  If you had 2 projects due on Friday, would you...work on 1 project at a time...OR...work on both at the same time?  Why?  What are the advantages and disadvantages of each strategy?  Bridge discussion into the German Schliffen Plan for WWI
2.  Powerpoint on Trench Warfare (view slides 14-34)
3.  Movie clip on Trench Warfare

HW - pg. 10-11

Class Agenda

1.  Bellringer:  Without looking at your notes....What were the long-term causes for World War I?  Hint....M.A.I.N.
2.  "The Spark" that starts the war (pg. 7-8)
3.  Geography of World War I (pg. 9...map on pg. 8B may help you.  You can skip question 5 on pg. 9)

HW - finish map
- NIE assignment due January 4

Class Agenda

1.  Bellringer:  How many of you have been blamed for something you didn't do (or only partially did)?  What is the cartoon saying about the blame for The Great War (World War I)?

2.  M.A.I.N - the causes of World War I (pg. 6).  Review class research with powerpoint (stop at slide 17).

HW - NIE Contest HW due Wednesday January 4th nn

Class Agenda

1.  Bellringer:  What were the motives for US Expansion?  Hint:  R.E.N.C.H....

2.  TEST:  Expansion

3.  DBQ Essays back - discuss rubric

HW - none

Class Agenda

1.  Bellringer:  Is there a short-cut that you take to get someplace?  Why do you use that route?
2.  Introduce the Panama Canal as a premier "short-cut."  Complete graphic organizer on pg. 23 while reading pgs. 16-22.  Follow up with discussion of current charges/tolls for the Panama Canal
3.  Review Activity (pg. 24) - you'll need to know these places for the test tomorrow!

HW - Test tomorrow (pg. 25 - review sheet.  Click here for flashcards)

Class Agenda

1.  Bellringer:  Why is the statement "I'm starving" a "figure of speech?"
2.  ELA in Social Studies (Mr. Corridori and Mrs. Bourcy would be so proud of us!)  Powerpoint exercise/activity

HW - Finish your simile cartoon

Class Agenda

Monday, December 12th:  I was out sick - I apologize for the delayed posting
1.  Bellringer:  New packet - pg. 11g
2.  Read "Open Door" Article (11a-11d) - do MVPs (11e-11f)

HW - none


Tuesday, December 13
1.  Bellringer:  Do pg. 15
2.  Discuss China (yesterday's classwork with the sub)
2.  "Big Stick" notes (pg. 12)

HW -

Class Agenda

Periods 2, 3 ONLY:  10:30 dismissal 
1.  Bellringer:  How did Progressives impact labor in America?
2.  Discuss child labor in the world today...

HW - none

Class Agenda

1.  Bellringer:  Yellow Journalism...pgs. 9-10
2.  Map Activity (pg. 8a-8b).
3.  Review Alaska & Hawaii
4.  Review Spanish-American War:  A visual history

HW - none

Class Agenda

1.  Bellringer:  Why is today a "date which will live in infamy?"  Bridge discussion into our lesson for today (in a new unit) on the expansion of American borders and the acquisition of Hawaii...
2.  America Becomes a Colonial Power (Notes:  pg. 4B)
3.  Activity:  Acquisition of Alaska and Hawaii (pg. 6-7)

HW - pg. 8c thru 8f:  Do questions 1-2 on 8f

Class Agenda

1.  Bellringer:  On pg. 1, create a "T" chart:  Identify 3 problems of this era, and 3 reforms that corrected these problems.
2.  TEST

HW - none

Class Agenda

1.  Bellringer:  Share your Progressive Bear with your table partner.  Turn in.
2.  Brain-pop on Teddy Roosevelt
3.  Notes (pg. 18a).  How did John Muir impact the movement toward conservation?
4.  Unit vocabulary review exercise (pg. 4a-b).

HW - Study for Progressive Era Test TOMORROW
- use flash cards

Class Agenda

1.  Bellringer:  Brain-pop on Women's Suffrage.  Looking at pg. 19 - make predictions on the blanks.
2.  Who Could Vote?  (pg. 19).
3.  Teddy Roosevelt Research:  Progressive Bear Assignment.  We'll be using our class text book to gather research in class (pg. 602-605).  However, if one is unavailable - you can consult this website for your research.

HW - Progressive Bear Assignment due MONDAY
UNIT TEST - TUESDAY

Class Agenda

1.  Bellringer:  Watch Susan B. Anthony clip and answer the questions on 18B.  Bridge discussion on women's suffrage into today's activity
2.  Group Reading Activity..."Winning Votes for Women" (pg. 18C - 18E).  Answer questions 1-2 on 18E.  Hallmark events:

• 1913 Parade:  How were the women treated?
• 1917 Imprisonment of Alice Paul:  How did the prison address her hunger strike?  Why was this important?

3.  Follow-up (pg. 19)
4.  Brain-pop Closure

HW -

Class Agenda

1.  Bellringer:  Reviewing what we learned with your muckraker research yesterday...why do you think that we have that particular picture on the cover of our packet?
2.  Summarize our research from yesterday, and complete pg. 14 with our notes.
3.  Watch clip on Sam Gompers - then answer the following questions:

• Summarize:  What did Gompers WANT for workers?
• What was the AFL?  
• What role was the Department of Labor (1913) to play?  

4.  Proceed to other Social Progressive reforms (pg. 18B).

•  Child Labor (pg. 17).  Answer questions and analyze the document. 

HW - finish pg. 17

Class Agenda

1.  Bellringer:  Why do companies have to put these labels on their products?

Informing consumers about food ingredients wasn't always a priority for companies....
2.  Group Activity:  Read pages 9-11 and complete the column on pg. 14 titled "What was exposed?"
3.  Rank the 3 muckrakers profiled today:  1 being the most important, 3 being the least important.  Which muckraker had the GREATEST impact on society?  Explain your ranking.

HW - none

Class Agenda

1.  Bellringer:  Review...Why was Thomas Nast and the Good Government League AGAINST Boss Tweed?  Review key vocabulary from before vacation.
2.  Political Reform Notes.
3.  Movie Clip:  How does this clip "spoof" the recall election of Gray Davis in 2003?

HW - none

Class Agenda

1.  Bellringer:  What is your own definition of teamwork?  Today we will be using teamwork to put together a skit for....
2.  Boss Tweed Theater!  In your group, you will have 2 minutes to organize a skit/dialogue/interaction between Boss Tweed, Thomas Nast, a member of the Good Government League, and a poor immigrant.  Your skit must include every member of your group in some way...and must be NO more than 2 minutes long.  Props are allowed.  Use your research from yesterday to help develop your skit.
3.  "Tweedie" Voting:  Vote for the:

• best actor
• best actress
• best group

HW - have a good vacation!

Class Agenda

1.  Bellringer:  As a machine, the car has advantages and disadvantages.  Create a "T" chart and list + and - of the car.  Bridge discussion into the + and - roles of political machines...
2.  Political Machine Case Study:  Boss Tweed (pg. 7).  Which groups liked/hated him?  How do you know.  Group research activity (Textbook pgs. 596-97).  Review.

HW - none

Class Agenda

1.  Bellringer:  Look at the pictures in this powerpoint:  Review...

• What was happening?
• What were the effects of this event?

2.  Bridge Bellringer discussion into....Progressive Era Unit Intro (notes...pg. 5)

3.  Table partner Activity (pg. 6).  Review activity as a class

HW - none

Class Agenda

DBQ:  Day 4...and our FINAL day of essay composition.

1.  Bellringer:  Review your work from yesterday and pick up where you left off in composing your DBQ essay.
2.  When you finish writing your essay, complete the DBQ Checklist.

HW - none

Class Agenda

DBQ:  Day 3

1.  Finish honing your outline...5-7 minutes.
2.  Begin writing the essay (use pen, on loose-leaf paper, skipping lines as you write).  Tomorrow you will finish writing the essay and complete a checklist of essential components.

HW - None

Class Agenda

DBQ:  Day 2

1.  Bellringer:  Read DBQ packet (pink):  pgs. 1, 4, 7.
2.  Review CRQ questions and analysis.  Discuss Part B (essay) directions.  How many documents do you have to use in your essay?
3.  Create thesis statement and an outline.  Essay writing will start tomorrow and wrap-up on Thursday.

HW - none

Class Agenda

DBQ:  Day 1  

Document Based Question Essay on the Industrial Revolution begins today!  :)  

Together, we will be working on reviewing and improving our DBQ Essay procedure.  

1.  Read DBQ Essay question/directions
2.  Brainstorm:  What were the + and - effects of the Industrial Revolution?  List BEFORE you read the CRQ (Constructed Response Questions) that are based on the documents.
3.  Read the DBQ directions in the "Guide to Writing DBQ's" packet (pg. 1):  Steps 1-2.  Read pg. 5 to review on "How and Why to Analyze Documents."

HW - Answer CRQ questions AND analyze EACH document.

Class Agenda

1.  Bellringer:  Why do you think that we have Veteran's Day as a holiday?  Watch...
2.  New Marking Period Starts MONDAY...so we'll get new seats today.  Reminder:  Every marking period we switch seats to change perspectives, and to be able to work with new people when we use "proximity" groups for collaboration.  Fresh start, new places, new faces.
3.  Veteran's Day Celebration.  Brain-Pop on Armed Forces.  Movie Clip:  The History of Veteran's Day.
4.  Industrial Revolution DBQ Essay begins on Monday!

HW - think of those who sacrificed for our nation!

Class Agenda

1.  Bellringer:  Do pg. 1...Essential Question.
2.  Test:  Industrial Revolution

HW - none

Class Agenda

1.  Bellringer:  What is the essential difference between a farmer's market and a stock market?  What is similar between the 2?  Create a "T" chart of similarities and differences.
2.  Brain-pop:  Stock Market...Check the "markets."  What is an index?  How does that represent the health of the economy?  What is a bull/bear market?
3.  Test Review:  on page 5, define the unit vocabulary in your own words.  Check your work.

HW - Study for test tomorrow:  Use the review sheet on pg. 29, and the Quia flashcards

Class Agenda

1.  Bellringer:  Why do people collect "stuff" like baseball cards, coins, stamps, autographs, etc?  Bridge discussion into the concept of "buy low, sell high"...a key principle of investment.
2.  Discussion of pg. 18.  Brain-pops on "Stocks."
3.  Stock case study:  Apple, Inc.  Using the internet, we will check the value of Apple stock today, and use "hindsight" to see what could have been, if we invested at various times over history.
4.  Happy Halloween...explore the history of this holiday!


HW - Industrial Revolution Test on WEDNESDAY.
        - Click here to review vocab flashcards.

Class Agenda

1.  Bellringer:  Pg. 26c.  Which predictions about the future came "true" or "kinda true?"
2.  Thomas Edison Brain-pop
3.  Inventions "webquest" (pg. 27).  We'll be using the laptops to collaborate and learn about some of the important inventions of the era.
4.  For fun...check out the "30 dumbest inventions."  Which is the worst?

HW - finish 27...if need be.

Optional Extra Credit - Due Monday:  Read the article, and write 3 paragraphs on the following:  Write 2 paragraphs summarizing what you read.  Then write 1 paragraph reacting to what you read.

Class Agenda

1.  Bellringer:  Pg. 28...on the bottom, write a statement contrasting the lives of the upper class with the lives of the working class.  Use your research to help you compose your statement.
2.  Movie - Profile on city life:  crime, poor immigrants, sanitation, and new inventions (pg. 26B).  Discuss.

3.  On a separate sheet of paper, write a poem synthesizing what we have learned over the past few days: 

Topic = What was life like for the urban poor?

• Length/style of the poem is up to you, but you must incorporate FOUR ideas/concepts/vocabulary words/names in your poem.  
• Packet pages 20 thru 28 have important details/information that will help you.  
• Be as creative as you like!

HW - finish poem

Optional Extra Credit - Due Monday:  Read the article, and write 3 paragraphs on the following:  Write 2 paragraphs summarizing what you read.  Then write 1 paragraph reacting to what you read.

Class Agenda

1.  Bellringer:  Pg. 26a...Jane Addams/Hull House question:  See clip... Jane Addams.
2.  Discuss and review pg. 25b
3.  Jigsaw Activity:  Town Meetings (pg. 28).  Contrast:  Life for the working class vs. life for the upper/middle class.

HW - none

Class Agenda

1.  Bellringer:  What are some of the + and - of a longer school day (8:00am-6:00pm)?  Bridge discussion into the painfully long days of factory workers during the Industrial Revolution.

2.  Notes (pg. 26a)
3.  Movie Clip - Mother Jones.  Answer question on the bottom of 26a.

HW - Do pg. 25

Class Agenda

1.  Bellringer:  What is the importance of our school fire drills?  List.
2.  Shirtwaist Factory Fire article and questions (pg. 20-23).  Discuss answers.
3.  Clip on the fire (time permitting)

HW - pg. 24

Class Agenda

1.  Bellringer:  Do top 2 questions on the sheet that the sub will distribute on the way into class.
2.  As a follow up to yesterday's guest author, watch movie on Auschwitz...this was the camp that Mrs. Lazan was en route to when she was liberated.  Auschwitz was one of the most notorious "death camps" of Nazi Europe.
3.  As a closure to our "mini-holocaust" unit - Complete and discuss the bottom 3 questions of the handout.

HW - Turn in your butterfly on MONDAY

Class Agenda

Periods 2-3:  Guest Author Visit:  Marion Blumenthal Lazan

Periods 6, 8, 9:  Guest author follow-up:  Butterfly Project.  Create butterflies to contribute to the efforts of the Holocaust Museum Houston.

HW - complete butterfl(ies)

Class Agenda

NOTE:  Today is a "set-up" day for our guest author who is visiting tomorrow:  Marion Blumenthal Lazan.  We are "pausing" our journey through the Industrial Revolution Unit.

1.  Bellringer:  Quote analysis
2.  Holocaust background:  Rise of Dictators
3.  Brain-pop:  Holocaust
4.  Read preface of "Four Perfect Pebbles."

HW - none

Class Agenda

1.  Bellringer:  A politician spends taxpayer money on his/her new car and house...why is this an example of corruption?
2.  Sherman Anti-trust Act primary source activity (pg. 8-10)
3.  Ida Tarbell vs. JD Rockefeller (video clip).  Answer the following questions:

• Define muckraker -
• How long did Tarbell work on her book?
• What was the effect of her book?  

HW - Do pgs. 17a thru 17c

Class Agenda

1.  Bellringer:  REVIEW...why are corporations bad for consumers, but good for the owners?
2.  Monopoly Men Activity (pg. 8).  Summarize:

• What industry did they monopolize?
• How did he create a monopoly?
• How big was their monopoly?

3.  Review Philanthropy...

HW - none

Class Agenda

1.  Bellringer:  Read "What is a Corporation" on pg. 16 of your unit packet.  How can corporations raise $?
2.  Tiered Activity (TA= tiered activity packet)...Day 2.  Do quiz on pg. 4 of TA.  Grade quiz as a class...then go on to page 5 and follow the directions based on what you scored on the quiz.  You might need to use your unit packet (as indicated on pg. 5 of TA).

HW - finish your assignment in the TA packet.  If you'd like to do one of the other assignments in packet for extra credit, that could be turned in on Monday.

PERIOD 2 ONLY:  Imagine that you are small business owner living during the age of these monopolies.  Using 5 vocabulary words on pg. 1(TA), write a letter to your Senator explaining reasons why they should regulate monopolies.  Use the back of the TA to complete this assignment, and turn it in.

Class Agenda

1.  Bellringer:  Why do you think that Monopoly the "world's most popular board game?"

2.  Mini-Project:  Tiered Activity (TA= tiered activity packet).  We will be using this packet WITH our unit packet (UP= unit packet).

• Review vocabulary you will encounter in your reading (pg.1 TA)
• Read article "Monopoly - Not Always a Game" (pgs. 12-16 UP) and complete the MVPs (on pg.2-3 TA) as you read each "Section."  An MVP is the "Most Valuable Point" of a section of reading.  Your must summarize (not copy) the most valuable point of each section of reading.  
• A "Section" is 2 paragraphs of reading.  For example, "Section 1" will be the first 2 paragraphs of the reading...Section 2 will be the next 2 paragraphs...and so on.  

HW - pg. 17
* OPTIONAL:  Lottery paragraph due tomorrow (see Wednesday's class agenda for further details)

Class Agenda

1.  Bellringer:  A unemployed man steals food to feed his hungry family.  Is he good, bad, or both?  Explain.  Bridge to discuss perspective and link bellringer concept to the contrasting terms of captain of industry and robber baron.
2.  Industrial Society Notes (pg. 7).  Powerpoint will bridge the class to pg. 6 activity.
3.  Brain-pop:  Industrial Revolution.

HW - none
* FIVE students from House 2 will be selected by lottery to share lunch next week with our guest author and Holocaust survivor, Marion Blumenthal Lazan.  Any student can be a part of the lottery by submitting a paragraph explaining why they would like to join Mrs. Lazan for lunch.  Due FRIDAY.

Class Agenda

1.  Bellringer:  Billionaire...pg. 4A-4B.  Discuss...and bridge to Homestead Act primary source analysis (pg. 4D)
2.  Homestead Notes (pg. 4C).  On the bottom of 4C, answer the following question after watching the video clip:  How were Native Americans impacted by the Homestead Act?  List 3.

* To access video at school:  

HW - none

PROJECT DAY!

Share your project with the class...

HW - Student gov't speeches due TOMORROW

Class Agenda

1.  Bellringer:  Do pg. 1
2.  Immigration Assessment

HW - PROJECT DUE MONDAY (Reminders and Resources)
* Student Government/Council speeches due TUESDAY!

Class Agenda

1.  Bellringer:  Without looking up definitions...define the vocabulary terms on pg. 4 IN YOUR OWN WORDS.  Then check your work.  This exercise is good review for the test.  Use my Quia site to review flashcards of important unit vocabulary.
2.  Statue of Liberty construction, and Immigration review.
3.  Project Advice and Q & A.  How do I make sure that I get a good grade?

• Follow ALL directions in the task
• Properly budget your time, so that your project is on time
• Be sure to include citation for your sources on the BACK of the poster (use the directions I gave you)
• Make sure it is neat, clean, and thoughtfully planned
• Make sure you have appropriate resources (I have poster board and other resources for those financially in need of help)

HW - Study for Immigration Assessment TOMORROW
- Book orders due TOMORROW - if you want one.
- Project due MONDAY (click here for project resources)
- Student Government speeches due MONDAY - if you are interested.

Class Agenda

1.  Bellringer:  Looking at the chart on pg. 21, answer the following question:  What happened to the number of Chinese immigrants between 1881-82?  1882-84?  Introduce immigration quota.  Review nativism.
2.  Activity:  Chinese Exclusion Act (pg. 19-20)
3.  Movie Clip:  After viewing the movie clip below, answer the following questions:

• How were Chinese launderers treated differently than white launderers in San Francisco?
• In the Yick Wo case, who did the Supreme Court decide in favor of?    

4.  STUDENT GOVERNMENT - Speech due date was extended:  MONDAY 10/17.

HW - Immigration Quiz on Friday
* Project Due MONDAY 10/17.  Click here for project information and resources.
* Book orders due Friday, for those interested in buying one

Student Government!

Student government/council elections will be next week during lunch (Thursday and Friday).  If you are interested in getting involved, a short speech needs to be prepared and turned in to Mr. Law or Mrs. Bissetta on Wednesday of next week.  The speech (30 seconds) should briefly highlight why you want to be in student government/council and what leadership qualities make them a good candidate.  This is your chance to get involved and make a difference!  

Class Agenda

PROJECT WORK DAY

1.  Turn in Contract
2.  Use laptop cart to make progress on:

• typing your research from your family interviews AND/OR...
• researching an immigrant group

3.  Use the following links as resources for your immigrant group research:

• Student Resources in Context.  Type in the search box "______________ Americans" OR "__________ Immigrants"...then look for appropriate references.  To access this site outside of the JDMS network, you may need to type in the pswd "empirelink"
• Wikipedia.  Type in the search box "____________ Americans"
• Optional:  
• Ancestry.com.  This is free for 14 days, but then costs money.  To register, you'll have to input an email address and a credit card.
• MyHeritage.com.  This has some services free, but it probably won't help you unless other family members built some info into this site.  Another drawback - Other services cost money.  Either way, you'll need an email account to register.  

4.  Plan out what your poster will look like...create a "blueprint" 

HW - Budget your time outside of class to work on your project...due 10/17

- Reminder:  Book order due on 10/14...if you want one...
- Student Government speech due WEDNESDAY (30 Seconds)

Class Agenda

1.  Bellringer:  What was the impact of immigration on modern culture?  A son of an Arab American, and Caucasian American created a company worth $300 Billion and employs around 50,000 people across the planet.  Steve Jobs was worth over $8 billion, and not only had a significant impact the economy, but on American culture as well.

2.  Review pg. 15... Discuss treatment of immigrants (pg.  16-17).  How did Ellis Island work?  Brain-pop:  Immigration
3.  Take Citizenship Test:  How can immigrants become US citizens?  Notes...see last page of slide show (pg. 18)

HW - Conduct interviews for Immigration Project (Project Contract due TOMORROW)

- Project Due on MONDAY 10/17

- Book orders due 10/14

Class Agenda

1.  Bellringer:  Do questions on pg. 10.  Using question 1, we will look at the change in the immigration of different groups, and discuss the emergence of nativism - the policy of protecting the interests of "native" inhabitants against those of immigrants.
2.  Group-Directed Activity:  Read "Coming to America" on pgs. 12-14.  As you read, complete chart on pg. 15 summarizing each era of immigration.
3.  Book Orders for our guest speaker coming later this month.

HW - Book orders due Friday 10/14
- Conduct interviews for Immigration Project (Project Contract due THIS Friday)
- Project Due on MONDAY 10/17

Class Agenda

1.  Bellringer:  Imagine that someone is going to move to J-D from Egypt.  What advice would you give them about how to adapt to life here?  List 3-5.  Bridge discussion to assimilation...
2. Mary Antin HW Review & Clip:

3.  Jacob Riis:  Contrast his expectations with the reality of life in America:

4.  Immigration Project Overview.  Anyone who needs help with supplies for the project should see me.
HW - Think about your project topic (talk to your family).  Contract is due on FRIDAY!
PROJECT DUE DATE:  Monday 10/17...so plan ahead!

Class Agenda

1.  Bellringer:  Think of a place that you would like to live (other than upstate NY):  Complete the "T" chart in the powerpoint (see agenda item #3 below)...what do you like about the place where you would like to live?  What would you NOT miss about living here?  Bridge discussion to push factors and pull factors
2.  Activity:  Complete pg. 9
3.  Review (powerpoint...see pg. 11)
HW - Pg. 7-8...do q's on pg. 8

Class Agenda

1.  Mrs. Butler, our 8th Grade Counselor, will be visiting Social Studies classes today for a "meet and greet" and to share some important information about 8th grade.

HW -

Class Agenda

1.  Bellringer:  Do pg. 1...this will be a good review for the test.  Use concrete examples.
2.  TEST:  Reconstruction
HW - none

Class Agenda

1.  Bellringer:  Do Q's on pg. 28.  How were Southern African-Americans negatively impacted after the Civil War?

2.  Sharecropping discussion:  Why is sharecropping sometime referred to as "the ghost of antebellum South?"

3.  Vocabulary Review (pgs 4-5).  Class Activity - in your groups identify and summarize the 13th, 14th and 15th Amendments.  Your summary must be 5 words or less!  Draw a picture to represent each amendment.  Divide a piece of notebook paper into thirds...using one section for each amendment.

HW - Study for Reconstruction test tomorrow!
(pgs. 4, 5, 29)
- Click for Vocab Flashcards

Class Agenda

1.  Bellringer:  Review - What were Jim Crow Laws?
2.  Roots of Segregation (pg. 27 notes).  Have you ever broken a rule at home?  Do you have any rules at home that have "loopholes?"  Bridge discussion to Jim Crow/segregation laws in the South.
3.  Plessy v. Ferguson:  What role did this case play in segregation?

HW - Do pg. 20....&....Remember that we have a test Wednesday

Class Agenda

Note:  Mr. Law is absent today

1.  Bellringer:  As a pre-read exercise, complete the True/False questions on pg. 21.
2.  Group-Read-Activity:  Read article on the Jim Crow South (pg. 22-26).
3.  Go back to pg. 21 and check/correct your T/F responses...for each question, provide "Evidence" at the bottom of the page for why the response is true or false.  What statement in the reading helped you draw your T/F conclusion?
4.  Review answers as a class.
HW - none

Class Agenda

1.  Bellringer:  View video clip (reviewing the impeachment topic from yesterday) and answer the questions below:

• What power did President Johnson use to block legislation from Congress?  
• How did Congress react?

2.  KKK - "A Failed Revolution" view last 2 minutes of clip (above) - discuss and view powerpoint.  What was the role of the KKK in the "New South?"  What kind of impact did they have?  

HW - none

Class Agenda

1.  Bellringer:  Which is best...A)  SU Football   B) SU Basketball  C)  SU Lax  D) None of the above
Introduce concept of bias - favoring one side or another.  Bridge concept to the political bias now, and post-Civil War...
2.  Contrast Moderate and Radical plans for Reconstruction (pg. 8...use pg. 6 to help complete pg. 8)
3.  Impeaching a President (pg. 13-17; Questions 1-3 at Top)
HW - finish pg. 18 (Questions 1-4 at bottom...use these charts to help)

Class Agenda

1.  Bellringer:  In your opinion, what is the hardest part of forgiving someone?  Explain.  Bridge discussion into the vocabulary term:  amnesty
2.  Freedman's Bureau Powerpoint (pg. 19 of packet)
3.  Lincoln's Death (pg. 11)
HW - Finish pg. 11?  If not done...

Class Agenda

1.  Bell Ringer:  View Video Clip on Sherman's Terrifying Tactics.  Identify 3 ways that southerners were affected by Sherman's March to the Sea.  Discuss.  How would this impact Reconstruction?  What other problems existed after the Civil War?
2.  Reconstruction Intro (p.pt.)
3.  SSR...in packet (pg. 74-75)
HW - Finish reading pg. 74-75

Class Agenda

HAPPY CONSTITUTION DAY!
1.  Test your knowledge on the Constitution with the Constitution IQ Quiz
2.  Why is the Constitution so important to us?
3.  Review Quiz:  Geography & Civil War
HW - none

Class Agenda

1.  Bellringer:  In your opinion, what is the most important right that we have as American citizens?  Briefly explain.  Review causes of the Civil War...Brain-pop.
2.  Civil War Battles - Quick Overview
3.  Quote Analysis:  Based on what you know about American History read the quote below and answer the following questions:

“I will say, then, that I am not, nor ever have been, in favor of bringing about in any way the social and political equality of the white and black races—that I am not, nor ever have been, in favor of making voters or jurors of Negroes, nor of qualifying them to hold office, nor to intermarry with white people….and I, as much as any other man, am in favor of having the superior position assigned to the white race.”             - 1858     

• Summarize:  What is this person saying about race in America?
• How would this person feel about secession and the Civil War that began just a few years later?
• Predict:  What kind of person do you think was responsible for the following quote?  You'll be shocked at the answer here...

HW - Use blog and packet to review for Review Quiz tomorrow.

Class Agenda

1.  Bellringer:  Describe a time when you "put something off," when it really needed to get done.  Has that ever happened with school work?  Explain.  Make connection to the compromises made in regards to the slavery issue in the decades before the Civil War.
2.  Civil War Review...discussion, graphic organizer review, & video clip
HW - Read handout (pg. 67-73).  Due Friday.

Class Agenda

1.  If you were visiting another state, and someone asked you where Syracuse is...how would you give them an idea about where you are from?  Introduce term - relative location
2.  5 Themes of Geography Notes
3.  Map Activity
HW - Finish Map Activity 

Class Agenda

1.  Trade and read "Me, Myself & I" paragraph...then turn-in.
2.  Bellringer:  What does this statement mean to you?  "An eye for an eye makes the whole world blind."  How does this apply to us on this anniversary of 9/11?  
2.  9/11 Discussion and Movie Clips:

• Brain-pop - "9/11"
  
• How 9/11 Changed Us (5 Min) 
• The day the 21st century began (6:20) 
• NYC Memorial (3:40)

HW - none

Class Agenda

1.  Collect Expectations Sheet
2.  Me, Myself and I Writing Exercise:  Draft a biographical paragraph about a classmate...remember "The Sandwich Method":

• Topic Sentence
• 3 Supporting facts/details
• Concluding Statement

HW - Finish Paragraph
- Late Expectations Sheet?

Class Agenda

1.  Collect Student Profile
2.  Review Class Expecations
HW - Sign Expectations
& Late Profile?

Class Agenda

WELCOME BACK!
1.  Attendance - seating charts
2.  Housekeeping - stuff about room 204, etc.
3.  Introduction of myself
4.  Student Profile
HW - complete Student Profile, get signature
Class Supplies - 1inch 3 Ring Binder, loose leaf paper, writing utensil

Class Agenda

1.  Global I Pre-Test
2.  Advice for the High School

• Academics become harder EVERY year.  Are you prepared to rise to the occasion?  
• Middle School is officially over.  Teams are gone, homebase is gone, “Houses” are gone, and for the first time - failing actually MEANS something.  Are you going to sink or swim?
• 9th Grade is the first day of the rest of your life.  It’ll shape a high school transcript which will determine what you will do when you graduate high school.  What are you going to do with YOUR first day?  

HW - Enjoy the summer!  Best of luck!!

Class Agenda

1.  Turn in textbook.
2.  Return of DBQs
3.  Historical Analysis & Application of portions of Forrest Gump (1994).  The movie spans the years of 1951-1984; What historical events does the story portray?  How does the character of Forrest Gump find in the hallmark political and social events of our nation's history?  What do you think the feather in the movie represents? 
HW -

Class Agenda

Final Exam Part II - Good Luck! 

Class Agenda

FINAL EXAM PART I - Good luck!
HW - Part II of Final Exam will be tomorrow.  Your review packet will help you prep for this portion

Class Agenda

1.  Bellringer:  What was the Watergate Scandal?  What happened to President Nixon after Watergate?
Watch Clip.
2.  Recent Presidents (pg. 17-18 in Review Packet)
3.  Work on Review Packet
HW - PART I of FINAL EXAM TOMORROW.  STUDY!

Class Agenda

1.  Bellringer:  Vietnam CRQ (pg. 20)
2.  Finish Vietnam Powerpoint (see June 1 for link.  Pg. 10 in packet)
3.  The Cold War Around the World (powerpoint)
HW - Use Review Packet to prepare for FINAL on THURSDAY & FRIDAY!!!

NO CLASS TODAY

NYS Science Test (written) today.  Good luck!
HW - Use Review Packet to prep for FINAL EXAM this Thursday AND Friday!

Class Agenda

Guest Speaker:  Vietnam Veteran Mr. Patton will be in class today.

HW - Work on Review Packet for FINAL EXAM on June 9-10.

No Class Today...

New York State Test for Science.  Good luck!

Class Agenda

1.  Bellringer:  Vietnam Statistics...answer questions (handout)
2.  Vietnam Notes (powerpoint)
3.  Brain-pop:  Vietnam
HW - Use review packet to prep for FINAL EXAM on JUNE 9-10

Class Agenda

1.  Bellringer:  Complete a "T" chart for review.  Label one side Western Bloc, and the other side Eastern Bloc....classify the following:  democracy, totalitarian, command economy, capitalism, NATO, Warsaw Pact, USSR, USA.  Bridge bellringer from review/known to new/unknown...
2.  The Rosenberg Trial (pg. 13).  Do questions on handout...vocabulary help is attached.
3.  Notes:  pg. 11-12
HW - Final Exam June 9-10:  Use Review Packet!!!

Class Agenda

1.  Bellringer:  Review...What were the successes of the Civil Rights Era?  List...
2.  Review "Charts" HW.
3.  "Superpower" - America in the tumultuous age of Civil Rights and the Cold War.  Preview the Cold War Part II Unit, which will begin on Tuesday.
HW - Enjoy the long weekend.

Class Agenda

1.  Finish last clip from Tuesday's Multi-media day.
2.  Quiz:  Civil Rights
3.  Evaluate:  How did the Civil Rights Movement change America (handout - charts)?
HW - Finish charts

Class Agenda: Tuesday May 24

1.  Bellringer:  Read page 816 and identify the beliefs of Malcolm X and the organization The Black Panthers.  How were those beliefs DIFFERENT than the beliefs of MLK, Jr?  Identify 2 ways.
2.  Brain pop:  Malcolm X
3.  Multi-media Day:  Watch several clips highlighting the important moments of the Civil Rights Era (handout).
HW - Quiz Wednesday

Class Agenda

1.  Bellringer:  Watch clip below.  What is civil disobedience? 

2.  Group Activity (pg. 2).  Use text pgs. 791 & 814-816.  Review in class
3. MLK, Jr.  Brain-pop...
HW - Finish pg. 2 (if not done in class)

Class Agenda

1.  Bellringer:  Brown v. Board of Education (Brain-pop)
2.  Roots of Segregation (powerpoint)
3.  Review HW - watch Central High Clip.  What problem remained AFTER Brown v. Board?

4.  Compare picture on pg. 10 with pg. 16.  What is the political cartoonist saying about modern times?
HW - pgs. 13-20; Do Q's on pg. 20

Class Agenda

NO class today.  NYS Field Testing will be administered during periods 2 & 3. 

HW - See Wednesday's post as a reminder for HW due FRIDAY.

Class Agenda

1.  Bellringer:  In 3 words or less...describe your reaction to watching "The Untold Story of Emmett Louis Till"
2.  Answer the question:   Why was Emmett Till so important to the Civil Rights Era? 
3.  Create a tombstone for Emmett Till.  Include an epitaph (definition - a concise phrase or statement written in memory of a person who has died).  Your epitaph MUST be 30 words or less...4 lines max...AND MUST relate to the question in 2 above.  Bonus for artwork, and/or if your epitaph is in the form of a poem or haiku.
HW - Pgs. 11-12 due FRIDAY.  Tombstone due FRIDAY.

Class Agenda

1.  Bellringer:  REMINDER:  Why was Emmett Till so important to the Civil Rights Era? 
2.  Complete "The Untold Story of Emmett Louis Till"
HW -

Class Agenda

1.  Bellringer:  What rights are we guaranteed by our Constitution?  Bridge discussion to the Civil Rights Era and segregation.  Rights were NOT guaranteed to our African-American citizens...
2.  Civil Rights Case Study:  Emmett Till.  Why was Emmett Till so important to the Civil Rights Era? 

HW -

FRIDAY MAY 13th

Due to an issue with the Blogspot network, I was not able to update our class agenda.  I apologize for any inconvenience.
CLASS AGENDA - FRIDAY MAY 13th:
1.  Complete 1950s Culture Story (see Thursday May 12 for link)
2.  Unit Quiz
HW -

Class Agenda

NYS Math Testing:  We will be following a 2 hour delay schedule.  Therefore, Mrs. Patton will be holding class today. 
1.  Bellringer:  How are your interests/hobbies/music/likes/dislikes different from your parents or guardians?  Create a "T" chart to contrast.  Introduce concept of generation gap
2.  1950s Culture Story (pgs. 28-33)
3.  Brain pop:  Elvis Presley
HW - Quiz tomorrow

Class Agenda

NYS Math Testing:  We will be following a 2 hour delay schedule.  Therefore, Mrs. Patton will be holding class today. 
1.  Bellringer:  (pg. 24) ... then movie clip

2.  Cuban Missile Crisis Notes (pg. 9)
3.  Enrichment Activities (pg. 25 or 26)
HW - Cold War Test Friday

Class Agenda

1.  Bellringer:  The Cold War is like a peanut butter and mayonnaise sandwich because...(add explanation here)
2.  "The Butter Battle Book" group read.  Complete pg. 21 by comparing and contrasting the Butter Battle vs. the Cold War
3.  Read pgs. 22-23, answer questions on bottom of 23
HW - Finish 22-23

Class Agenda

1.  Bellringer:  View clip...and indentify 2 vocabulary words from our study of the Cold War, AND your own definition.

2.  Pg. 3
3.  Ike and JFK's Cold War (powerpoint)
HW -

Class Agenda

1.  Bellringer:  Complete Map on pg. 20
2.  Finish Berlin Wall powerpoint (see Thursday May 5 for notes)
3.  Korea MVP (pg. 17, pg. 19, and handout)
4.  Brain pop:  Korean War.  Discuss current events...
HW -

Class Agenda

1.  Bellringer:  What would be the motivation for someone to "run away" from home?  Bridge into concept:  defect
2.  Brain-pop - Review/Preview Activity:  Identify 3 facts, concepts, ideas that you already have learned in regards to the Cold War.  AND 3 that we will be covering later...
3.  Review "Berlin Crisis (pg. 16)."  Bridge into discussion on Berlin Wall (powerpoint).  Apply concept:  defect
HW - 

Class Agenda

ELA Testing Day #2:  We will be operating on a 2 hour delay schedule...therefore, Mrs. Patton will be conducting class today.
1.  Bellringer:  Cold War Map (pg. 11)
2.  Notes (pg. 7-8)
HW - Berlin Crisis (pg. 15-16)

Class Agenda

ELA STATE TESTING:  NO Social Studies class today.  Good luck!

Class Agenda

BREAKING NEWS:  US forces hunt down and kill Osama bin Laden...for the latest coverage go to www.cnn.com

1.  Bellringer:  Create a "T" chart and label one side USA and one side USSR.  Classify the following vocabulary terms/adjectives for each nation during the Cold War.  Totalitarian, Democracy, Capitalism, Command Economy, Freedom, Controlled
2.  Notes (pg. 7)
3.  Read "A Curtain of Iron" (pg. 12)...and complete the MVP handout
HW - Finish MVPs.  Good luck on the ELA Exam!

Class Agenda

1.  Bellringer:  What does it mean when someone is acting "cold" to you (or someone is giving you the "cold shoulder?"  How does that make you feel?  Link this concept to the "Cold War"...
2.  Cold War intro (powerpoint).  Pg. 10a
3.  Intro notes (pg. 7)... UP TO "Soviet Expansion"
HW -

Class Agenda

1.  Finish Writing DBQ - and complete the DBQ checklist BEFORE you turn it in.
 HW -  Complete the Cold War reading and vocabulary assignment

Class Agenda

1.  Continue writing DBQ essay. 
2.  You'll only have 15 minutes tomorrow to complete the essay portion:  Budget time today accordingly!
HW -

Class Agenda

1.  Finish CRQ's and document analysis
2.  Use Outline BEFORE you write
3.  Begin Writing Essay
HW -

Class Agenda

1.  Bellringer:  Welcome Back!
2.  Review for DBQ...p. 31-34 (AND "Homefront" Chart handout)...pg. 37-38 (and "Japanese Internment" handout).
3.  Do CRQ's and start outlining essay
HW - Study pages above...

Class Agenda

1.  Women Combat Pilots - Explore the history of women in aviation, contributions to WWII, and the pursuit of equality in the modern military. 
HW - Reminder:  World War II DBQ begins Monday 4/25

Class Agenda

1.  Bellringer:  Holocaust Brain-pop
2.  Judgment Day for War Criminals (pg. 46-48)

• Birth of the United Nations

3.  Oswego Refugee Camp (pg. 41-42)
HW - TEST TOMORROW...Review Sheet on pg. 51 

Class Agenda

1.  Bellringer:  What is genocide? 
2.  Holocaust Webquest
HW - Finish Webquest
Test THURSDAY

Class Agenda

New Seats:  4th Marking Period
1.  Bellringer:  FDR Passes On...

2.  Pacific Theater (powerpoint)
3.  Atomic Bomb Story - class read
4.  Movie Clip

HW - Test Thursday

Class Agenda

1.  Bellringer:  What were your impressions of the guest author yesterday:  What did you find most interesting?  SUMMARIZE:  What was her message to YOU?
2.  D-Day clip:  review

3.  Yalta Conference (pg. 43-45)
2.  Battles Timeline Activity:  Create a timeline of the following battles/events:  Pearl Harbor; Battle of Midway; Battle of the Bulge; Iwo Jima; D-Day.  For each entry, include date, name of battle, explanation (what happened, who was involved?), significance (what was the outcome?); a symbol to represent each of the battles.  Use pgs. 753-759 in your textbook -OR- the internet.
HW -

Class Agenda

Guest Author:  Marion Blumenthal Lazan.  It's not too late to buy a copy of the book...See me ASAP.

Class Agenda

1.  Bellringer:  D-Day intro - pg. 29
2.  D-Day Reading Activity (pg. 28)
3.  Movie Clip
HW - Reminder - Author Marion Blumenthal Lazan will be visiting tomorrow.  http://www.fourperfectpebbles.com/

Class Agenda

1.  Bellringer:  What is rationing?  Complete page 32...
2.  Overview of Victory Gardens and rationing

3.  Turning the Tide of WWII (powerpoint)
HW -

Class Agenda

1.  Bellringer:  Rosie the Riveter story - how did the lives of women change in WWII?
2.  Homefront - Class Activity (handout)
3.  Clip:  American Industry in World War II
HW - Rationing HW
30 Week Bonus:  Pg. 30 Activity - Due Friday.  Complete the rationing activity -and write 2 paragraphs answering the following questions:
a.  How did rationing affect your life and decision-making?
b.  What would be difficult to ration if you had to do this for 4 years?  Explain. 

Class Agenda

1.  Bellringer:  What is the purpose of propaganda? 
2.  Propaganda Poster Activity (pg. 31)  Use Powerpoint to complete.
3.  Movie Clip:  Walt Disney Propaganda.  What was the purpose of this cartoon?

HW - pg. 33

Class Agenda

1. Bellringer: Read pg. 22 - How were the rights of Japanese-Americans impacted during World War II?
2. Primary Source Analysis - Japanese Internment (handout)
3. Clip: Pearl Harbor to Japanese Internment

HW -

Class Agenda

1. Bellringer: Pearl Harbor pg. 24
2. Movie Clip
3. Power point
HW - Infamy speech pg. 25-27

Class Agenda

1.  Bellringer:  What did Martin Niemoller intend for us to LEARN from this quote:

2.  Hitler's Hatred (powerpoint)

3.  American Neutrality (pg. 23) - powerpoint
HW - Study for Quiz tomorrow

Class Agenda

1.  Bellringer:  Pg. 14 a-e review
2.  Review HW
3.  Axis Advances - Closure pg. 21
4.  Movie Clip
HW -

Class Agenda

1.  Belringer:  Review...Briefly explain how the following were long-term causes of World War II:

• Treaty of Versailles; Great Depression; League of Nations

2.  War Opens (pwr point...see pgs 13-14). 
HW - Review...pages 19-20

Class Agenda

1.  Bellringer:  Test your knowledge!  Create a "T" chart for the "Good Guys" and the "Bad Guys" of World War II...classify the following - Britain, Germany, USA, Italy, Axis Powers, Japan, Soviet Union, Allied Powers.
2.  P.pt...pages 8-12:  Nuts and Bolts of WW2
3.  Brain-pop:  Adolf Hitler
HW - Aggression in Europe Map, pgs. 16-17.

Class Agenda

1.  Under what circumstances would you support AND oppose the United States going to war?  Create a "T" chart.
2.  Map Activity (pg. 7-8...see directions below)
3.  Introduction to WW2:  "The Rise of Dictators"
HW -

Class Agenda

1.  Bellringer:  Create a list:  What circumstances cause wars?  Is war ever justified?  Discuss Libya... Video Clip
2.  Circle Map Brainstorm Activity:  World War II

• Classify Causes and Effects

HW -

Class Agenda 3/16-3/17

1.  Movie:  How are the effects of the Great Depression portrayed?  Pg. 17...take notes, then compose paragraph.
HW - none

Class Agenda

1.  Bellringer:  Graphic Organizer - Causes and Effects of the Great Depression (pg. 10)
2.  Take Test
HW -

Class Agenda

1.  Bellringer:  Video Clip - In what ways did Eleanor Roosevelt influence America during FDR's presidency?

2.  Criticisms of the New Deal (pg. 24).  Would this make you adjust your grade on pg. 23?  Why or why not?
3.  Legacy of the New Deal...
4.  CRQ's (pg. 29-34)
HW - TEST tomorrow (use review sheet on pg. 35)

Class Agenda

1.  Bellringer:  Brain-pop - New Deal.  Identify 2 reforms/changes created by the New Deal.  Why were some people opposed to the New Deal?
2.  "Alphabet Agencies/Soup" - overview from yesterday.
3.  Grade FDR (pg. 23)
HW - pg. 15-16; answer questions

Class Agenda

1.  Bellringer:  Primary Source Analysis for the political cartoon below:  "The purpose of this..."

2.  New Deal Power point (pg. 22)
3.  Class Activity (pg. 25)
HW -

Class Agenda

1.  Bellringer:  Identify 2 causes and 2 effects of the Great Depression.  Create a "T" chart.
2.  QUIZ:  Great Depression Causes & Effects
3.  "Dust Bowl Disaster" - Read Story and Answer questions on pg. 27
HW -

Class Agenda

1.  Bellringer:  Watch Movie Clip on the Bonus Army...do pages 20-21.

2.  Dust Bowl Powerpoint...How were lives of American farmers affected? 
3.  Grade Herbert Hoover (pg. 19)
HW - Quiz tomorrow.  Finish pg. 19.

Class Agenda

1.  Bellringer:  Pg. 14 - make predictions:  Flow Chart on the Great Depression
2.  Review HW
3.  Effects of the Great Depression (pictures...p.pt.)
4.  Clip Overview: What was the Bonus Army?  How were they treated?

HW -

Class Agenda

1.  Bellringer:  Cause & Effect table (sheet)
2.  Notes:  Causes of the Great Depression (p.pt)
HW - Graphs/Charts with Questions (hand-out)

Class Agenda

1.  Bellringer:  What is a stock?  What is a stock market?  Why do people buy and sell stock on the stock market? 
2.  Read Pgs. 7-9 and answer the following questions:

• 1.  Why would Mrs. McCarthy want to buy stock? 
• 2.  What does it mean to buy on margin?
• 3.  What were the short-term effects of the panic in mid-1929?

3.  Making predictions:  Pg. 13 - fill in the blanks with elbow partner.  Review.
HW -

Class Agenda

1.  Complete Mural Project - turn in at the end of class.
HW -

Class Agenda

1.  Bellringer:  Read page 32.
2.  Harlem Renaissance Mural Project - small groups.  Project is due tomorrow at the end of class.
HW -

Class Agenda

Movie:  The Harlem Globetrotters.  How did the birth of the Harlem Globetrotters influence the 1920s, segregation, and racial prejudice in America? 

Class Agenda

1.  Bellringer:  Complete vocabulary for review on pg. 3.
2.  Brain-pop review of the Harlem Renaissance
3.  TEST:  Roaring 20s
HW -

Class Agenda

1.  Bellringer:  View movie clip...Describe the lives of women in the 1920s.

2.  1920s Culture Notes (p.pt.)
3.  Harlem Renaissance (pg. 31a-31c; Questions 1-2)
HW - Finish Harlem Renaissance.  Study for TEST on Roaring 20s (review sheet on pg. 34)

Class Agenda

1.  Bellringer:  What is communism?  Watch Brain-Pop on Communism...
2.  Activity (see graphic organizer)...pgs. 28a-28c.
3.  Review HW
HW - Pg. 30 and 31...Primary Source Analysis...."The purpose of this cartoon is to p/i/e..."

Class Agenda

1.  Bellringer:  Why would people support Prohibition?  Oppose?
2.  Movie on Prohibition...

3.  Activity - compare movie with history.
HW - "The Shoemaker and the Fish Peddler"...pg. 30a-c.  Do questions 1-3 on pg. 30c

Class Agenda

1.  Bellringer:  Why do we have laws?  Do they work?  Explain...Bridge discussion into the Prohibition Era.  Reminder of the temperance movement.
2.  "Wets & Drys" Article... (26a-26d).  Answer all parts of question 1. 
3.  Small Groups - complete bottom of page 28. 
HW -

Class Agenda

1.  Bellringer:  Brain-Pop...Stock Market.  How does one make/lose money in the Stock Market?
2.  Stock Market Group Activity (pgs. 21-25a)
HW:  Read pg. 27...complete graphic organizer on top of pg. 28

Class Agenda

1.  Bellringer:  Watch Superbowl Advertisement:  http://superbowlads.fanhouse.com/2011/doritos-pug/
Do advertisements impact our buying habits?  Does it impact our needs/wants?  Bridge discussion into the consumerism of the 1920s...and the positive and negative impacts. 
2.  Review HW (pg. 14)
3.  Sears Catalog Activity (pg. 11)
4.  P.pt. notes (pg. 16) 
HW - Pg. 18 - 1 sentence summary for each section (6 sentences total)

Class Agenda

1.  Bellringer:  What are natural resources?  Why are they important to industry?  Bridge discussion into a continuation of the Henry Ford lesson...
2.  Review Advantages and Disadvantages of the assembly line (pg. 10) - see p.pt.
3.  Impacts of the Auto on America (pg. 17)
HW - Read pgs. 12-14...complete questions on 14.

Class Agenda

1.  Bellringer:  What is an innovation?  Bridge class discussion into the contributions made by Henry Ford.
2.  Henry Ford Reading (pgs. 6-9)...questions on page 10. 
3.  Follow-up on Social Studies electives, and reminders about building your schedule for next year (Social Studies Electives for 9th Graders)
HW - Finish Henry Ford (pg. 10)

Class Agenda 2/3 - 2/4

Thursday 2/3  
Scheduling Day - Your House 2 Counselor Mrs. Farranto will be in during class time to discuss setting up schedules for next year.  Click here for Social Studies classes that you can sign up for next year in the high school.  

Friday 2/4

8th Grade Elective Presentation - High School teachers and counselors will be visiting today to inform you about classes you can take next year....AND...to work on setting up schedules for next fall.  Click here for Social Studies classes that you can sign up for next year in the high school.

Class Agenda

Snow Day!  Wow...enjoy the "bonus" day!

Class Agenda

1.  Bellringer:  Page 4, questions 1-3.  Discuss post-WWI problems.
2.  Normalcy p.pt. notes (pg. 5)
3.  Review HW...Lucky Lindy video clip.  What was his "claim to fame?"


HW -

Class Agenda

1.  New Marking Period = New Seats! 
2.  New Unit Introduction:  1920s-Jazz Age

• Graphic organizer with packet pages 5a-5c.  Format is different on Google Docs...just answer the questions in numerical order

3.  Finish writing DBQ essays
HW - Finish graphic organizer

Class Agenda: January 25-28

World War I - DBQ Essay

Tuesday - Directions & CRQ Questions (Documents)
Wednesday - Finish CRQs and Create Thesis Statement (High School Principal Mr. Gasparini will be in to discuss the transition to the high school next year)
Thursday - Finish outline, begin writing essay
Friday - Finish writing essay

Class Agenda

MIDTERM - Good luck!

Class Agenda

1.  Bellringer:  How were African-Americans treated after World War I?  (Watch video clip posted yesterday...and create a list).
2.  Midterm Study Groups
HW - Study / Prepare Review Sheets for Midterm Monday!

Class Agenda

1.  Bellringer:  Flu outbreak...pg. 22 - 23 (Q's 6-8)
2.  League of Nations (pg. 28) - discuss.
3.  African-Americans:  Post WWI.  Movie Clip:

HW - WWI Project Due tomorrow.  Midterm MONDAY (use study packet)!

Class Agenda: January 18-19

1.  WWI Project:  In class work days
2.  Criteria for project
HW - Project due FRIDAY

Class Agenda 1/13 - 1/14

1.  WWI Learning Stations (pg. 24-28) - will be finished in class before the end of class on Friday.  If you miss one of these days, you must come to complete the questions in Homebase or after school.
2.  Review your work.
3.  Introduce WWI project.
HW - Keep in mind WHY we have a day off of school on Monday...

Class Agenda

1.  Bellringer:  Should freedom of speech ever be limited?  Yes or No, and explain...lead into discussion about Sedition Act (1918).  See p.pt.
2.  Pg. 19 (p.pt notes)
3.  Propaganda assignment 
HW - Propaganda assignment - due Friday 1/14

Class Agenda

1.  Bellringer:  According to the movie clip, how did the United States come to be involved in WWI?

2.  Group Reading Activity:  "Making War for Democracy (pg. 12A-12B; do Q's 1-5)."
3.  Declaration of War (pg. 20)
HW - Finish pg. 20

Class Agenda: 1/7 - 1/10

1.  Bellringer: Review...what were the M.A.I.N. causes of WWI?  Briefly explain the "spark" that caused the war...
2.  WWI Movie Clips:  "Joyeux Noel"
HW -

Class Agenda

1.  Bellringer:  What are the pros and cons of staying neutral in a fight/conflict/war?  Create a "T" chart with you brainstorm ideas.
2.  Review/discuss HW (pg. 10-11)
3.  Notes (pg. 12)...use text pages 651-652.  Complete pg. 13.
HW - Pgs 17-18 Zimmermann Telegram

Class Agenda

1.  Bellringer:  Complete a document analysis ("The purpose of this document...) of the following letter:

• “In three days, on a front of about 200 yards, we lost 909 men, and the enemy casualties amounted to thousands…. Don’t ask about the fate of the wounded! Anybody who was incapable of walking to the doctor had to die a miserable death; some lingering in agony for hours, for days and even for a week…..There are moments when even the bravest soldier is so utterly sick of the whole thing that he could cry like a child.”  - - - Richard Schmieder (In the trenches): March 13, 1915

2.  Schliffen Plan (p.pt).  Trench Warfare discussion and movie clip.  Movie Clip:  What is the "mood" of the soldiers before the assault? 

• Perception vs. Reality - for WWI soldiers

HW - Packet Pgs. 10-11.

Class Agenda

1.  Bellringer:  "One man's terrorist is another man's freedom fighter."  What does this quote mean?  Lead into discussion on perspective/bias...and define assassination. 
2.  "An Assassin's Story" (pg. 8A-B)
3.  Assassination fact sheet (pg. 7-8)
HW - Complete Map Activity (pg. 9...use text pg. 650)

Class Agenda

1.  Bellringer:  What is the cartoonist (above) saying about who is to blame for the start of World War I (The Great War)?  Have you ever been blamed for something that you weren't responsible for (or maybe only partially responsible for?  Introduce the long-term causes of WWI.
2.  Pg. 6 (Text pg. 648)
3.  Review with powerpoint...JUST M.A.I.N portion. 

HW - NIE bonus for 20 week marking period due Friday 1/14!  Click here for directions.