- Hitler's Rise to Power
- America's Involvement in WWII (Battles/Pacific/Homefront/Pearl Harbor)
- Global Perspective (you must do this site and then branch out: http://www.history.com/shows/wwii-in-hd/interactives/inside-wwii-interactive
- Battle Strategies (key battles/tactics)
- World Leaders/Govt./Famous Faces/Famous Words
- Mystery Category
- American Presidents: http://www.pbs.org/wgbh/amex/presidents/index.html
Tuesday, May 17, 2011
Monday, May 9, 2011
- The final showcases MUST be on your Finale web page on Monday, May 16th. We will start viewing them at that time. If you finish early and you would like me to assess it, then post it on your page and drop me an email. I can get that grade in early for you. Please don't email your friends to watch it before the class views it.
- When you post your final showcase, please post what your vision (Think about...how you came up with your idea, what you wanted the reader to gain....and so on) was and a self-reflection of this process. (You may need to look up what a self-reflection is to do this correctly....also...remember that this reflection is specific to ONLY THE FINAL SHOWCASE.
- Monday, May 16th from 5-6p.m. in the Sunrise Cafeteria, we will be presenting exemplary student work. Please plan on attending.
- I would like to add that if you find something interesting in class, you are welcome to explore it further at home. It just make help you make sense of some things. :)
- Presenting bills (live keynote presentation) will be Monday, May 16th.
Tuesday, May 3, 2011
- Periods 1 & 6 - Luke Hellum gave a presentation on the rise of Osama bin Laden yesterday and today he gave the information on the current situation in Libya and what led up to it. For these presentations, you need to be aware of key concepts (you don't have to know how to spell names or cities), resources, types of government, geopolitics, and locations on the map. This will provide the background for a future simulation.
- Periods 2 & 8 - Today in class, you focused on creating a list of events (problems) for the 1920s and how it directly ties to an event (problem) in the 1930s. You then determined which theme (only one per event pair or set: community, conflict, justice, or wealth). THIS LIST SHOULD HAVE BEEN DONE BEFORE YOU LEFT SCHOOL TODAY. :) If you do it with key words and then make it into sentences later, then you will have your script for tomorrow done. :) Work smarter...not harder. You should email Miss Bailin when this list is done.
- Periods 3 & 7 - In your groups, you discussed ways to change the state of the nation by cleaning up the Dust Bowl from a national level. You were thinking as congressmen and basing your ideas on what historically was done and making improvements. You committed these ideas in writing on your group's Google Doc.
- Periods 1 & 6 - You may email Luke any questions or request resources for further learning (optional, but interesting).
- Periods 2 & 8 - Plan out your events for your DNP and write your script. You MAY work on it at home. You will have ONE period tomorrow to put it together, record, and export it. It should be roughly 1 minute-2 minutes. Think about the tools you can use to make the process easier for you. Think of yourself as a "technical assassin." You get your objective, make your plan, and then execute it the most effectively = "technical assassin."
- Periods 3 & 7 - Read the content from the provided sites on the 5/3 Homework Post (posted earlier today). This has the links, background, and format for the bills you will be writing. Since you are congressmen, it makes sense that you would be writing bills. :)
- Pres. FDR's 100 Days, Pres. Obama's administration, & Pres. Woodrow Wilson (compare and contrast....you already started this Google Doc)
- The War on Terror/Death of Osama bin Laden & the Cuban Missile Crisis (compare and contrast...you already started this Google Doc)
- Final Showcase is due Monday, May 16th
- You can create another page on your website titled Finale. This will be where your final showcase will be housed, the video of what you want to be when you grow up (we will be taping when you present), your "One Day Miss Bailin and Miss Leland Went for a Drive" video, and some end of the year stuff.
- Preamble: This section should provide your reasons for the necessity of your bill. Why is your topic something that should be addressed by the government? This section's clauses should always begin with a "Whereas..."
- Body: This section should be separated into sections and subsections. Each proposed idea for the implementation of the bill should be a section. Subsections should be used to provide further detail and clarification (definitions, etc.) for their appropriate bill sections.
- Enactment Clause: This is the final section of the bill (and can be labeled as a section as normal). EACH BILL MUST HAVE AN ENACTMENT CLAUSE!! The enactment clause tells your fellow congressmen when your bill will take effect if passed. It may specify a future date (September 30, 2005) or a certain number of days following the passage of the bill (60 days after passage). Enactment dates within 30 days of passage are used for EMERGENCY legislation only. Enactment dates more than 90 days after passage is used for most legislation and is the enactment period for normal legislation.
Monday, May 2, 2011
- FDR: First 100 Days
- Pres. Obama
- The Death of Osama bin Landen
- Cuban Missile Crisis
- Bankrupt farmers
- Rural poverty
- Masses moving to California (too many workers and not enough jobs....eek! Negativity from Cali...roughly one-third of the farmers left it all and headed to California)
- Cali's infrastructure is overtaxed
- Deserted land/farms
- Agriculture destroyed
- Destroyed land ( At the end of 1934, roughly 35 million acres of farmland were ruined, and the topsoil covering 100 million acres had blown away)
- Prevention from an environmental standpoint
Thursday, April 28, 2011
Wednesday, April 27, 2011
Tuesday, April 26, 2011
Monday, April 25, 2011
Thursday, April 14, 2011
Monday, April 11, 2011
Tuesday, April 5, 2011
Monday, April 4, 2011
Monday, March 21, 2011
Thursday, March 17, 2011
- Music video
- pvOnline (it is listed in the order for it to be completed…process through each section and always come back and see which questions you now can answer from the unit overview. Mark the ones you can’t. Then repeat for each section.)
- Unit overview and guiding questions – read this one, so you know what is expected of you. You should be able to answer these after each section.
- “The Origins of Wilsonianism” - make sure you can answer/discuss the learning objectives
- “Innovators and Traditionalists”
- “Innovators and Traditionalists: a debate”
- The US Entry into WWI: Two Opposing views
- A Documentary Chronology of World War I (this will be due on Wednesday, April 20th, so plan accordingly)– you will find the WWI documentary project on this page. This is a content heavy project. We started WWI with vid clips and high discussions, then pulled at your creativity with your music videos, worked in some debates for collaboration and public speaking opportunities, and now we are going to hit the content piece hard with a totally different feel than the other two ways we have been bringing this content to our minds.
- Miss Bailin’s Notes/Help for the Class
- All of your points need to come back to the focus question: "How new was Wilson's foreign policy?" My suggestion is to read each of your points (not your whole speech, but each individual explained point) to someone and then ask them if it answers this question. It is does NOT clearly answer it, then revision is needed.
- If your teams would like (the pro and con sides MUST agree), we can remove the responses (First “con” response (5 minutes), First “pro” response (5 minutes), Second “con” response (5 minutes), and Second “pro” response (5 minutes), then your group can present the pro, con, pro, con speeches.
a. If you choose this, then the speaking members have to divide the two 10 minute speeches.
b. If you choose this, then the response section will be replaced with some rapid-fire (not real fire = hazardous = people could get hurt or be burned to death = someone could die = we don’t break that rule) Miss Bailin questions. J
c. This is my compromise, so feel free to take it or leave it. My feelings won’t be hurt either way. If some of you would like to choose this option, but still present your pieces that you have worked so hard on (directed at some amazing pieces I have read from Block I so far), then we can still present those. I don’t want to take anyone’s spotlight away from them.
d. Just one person from your group, shoot me an email with what your groups decide and I will prepare accordingly. The best way to settle this is a vote.
e. I won’t be mad or disappointed with whatever you choose. J
- Each person is graded on their individual contributions to the group as well as their individual public speaking performance. This means that if someone didn’t do the section that the team decided, then that person does not get credit AND the group is not penalized.
- Please email me if you are in the Bracket Debates with the Leaders, so I know how many to plan for.
- DUE DATES!!!! FINAL CHANGES!!! The goal for the start of next week is to get all the loose ends tied up, so we can cleanly move on. I know we are all feeling a bit rushed and stretched thin, so let’s get it all done.
- Monday, March 21st
i. Period 1 – I have some things planned, but I want to gather and reflect on how Thursday and Friday went before moving on.
ii. Period 2 – THEE Matty West v. Sando Showdown in JDLC7 lab. If you aren’t watching, then you are working on your projects.
iii. Period 3 – ALL JDLC7 together: The final trial (ALL ATTORNEYS MUST COME TO SCHOOL DRESSED AS WELL AS THE WITNESSES…we will not be using class time to get ready.
iv. Period 6 - I have some things planned, but I want to gather and reflect on how Thursday and Friday went before moving on.
v. Period 7 – We finish our Bracket Break Down Debates to see which student debates it the best in ALL JDLC7!!!!
vi. Period 8 - To be announced….
- Tuesday, March 22nd
i. The Innovators v. Traditionalists debate will be happening TODAY!!!!
- Wednesday, March 23rd
i. Music videos will be due TODAY…IT MUST BE POSTED ON YOUR WEBPAGE (unless I spoke with you privately).
1. For those of you in groups of two or three, while the other person is working on their part, YOU should be working on the debate or the next section in pvOnline (The US Entry into WWI: Two opposing views) and the documentary project (up and coming project).
Monday, March 14, 2011
Tuesday, March 1, 2011
Monday, February 28, 2011
Friday, February 18, 2011
Thursday, February 17, 2011
Tonight’s Homework - YOU WILL BE POSTING YOUR RESPONSE ON YOUR OWN BLOG. Please title it OPTION #/Literary Analysis of WWI.
Here are the steps for being successful with OPTION ONE.
- Choose a(n) topic/event/person leading up to WWI.
- Find a poem/piece of writing that applies to your topic/event/person.
- Analyze the poem/piece of writing by EXPLAINING how your topic/event/person and your poem/piece of writing are related!!! BE CLEVER, but not lofty! There are times when things are obvious and times when things are unseen by the naked eye. Choose your path wisely. I’m confident that BOTH will challenge you.
FORMAT FOR OPTION ONE…please number your response as shown below.
- Type your topic/event here. Then provide a summary. Now post a link where someone can learn more about the topic/event.
- Copy and paste the poem you found here. Now post a link where someone can find the poem.
- Now write your analysis. “If I were you…” *wink *wink for each piece of commentary you have, I would copy and paste a line from the poem as my concrete detail and include specifics about the event. J
If you choose this option, you will be on your own. I will provide no format for it. All I ask is that you write your steps for being successful with this option (like I did for OPTION ONE…please see above). It is important to do this because it gives your audience insight into your posting and allows them to be an active participant in your plan.
You will post your STEPS and then number your response, so that it matches.
Wednesday, February 16, 2011
The White Man's Burden
Imperialism was often glorified both by those actively involved in it and by the public at home. Part of this glorification involved perceiving imperialism as a Christian and nationalistic venture. More broadly it involved portraying imperialism as a heroic deed carried out by idealistic leaders of Western civilization in an effort to spread the "benefits" of "true civilization" to 'less advanced" peoples of the world. One of the most popular expressions of this is found in the writings of Rudyard Kipling (1865-1936), particularly in his poem "The White Man's Burden," written in 1899 to celebrate the American annexation of the Philippines.
Consider while reading and then determine responses: What Kipling means by "the White Man's burden"; how Kipling justifies imperialism; why such a justification might be so appealing?
Take up the White Man's burden-
Send forth the best ye breed-
Go, bind your sons to exile
To serve your captives' need;
To wait, in heavy harness,
On fluttered folk and wild-
Your new-caught sullen peoples,
Half devil and half child.
Take up the White Man's burden-
In patience to abide,
To veil the threat of terror
And check the show of pride;
By open speech and simple,
An hundred times made plain,
To seek another's profit
And work another's gain.
Take up the White Man's burden-
The savage wars of peace-
Fill full the mouth of Famine,
And bid the sickness cease;
And when your goal is nearest
(The end for others sought)
Watch sloth and heathen folly
Bring all your hope to nought.
Take up the White Man's burden-
No iron rule of kings,
But toil of serf and sweeper-
The tale of common things.
The ports ye shall not enter,
The roads ye shall not tread,
Go, make them with your living
And mark them with your dead.
Take up the White Man's burden,
And reap his old reward-
The blame of those ye better
The hate of those ye guard-
The cry of hosts ye humour
(Ah, slowly!) toward the light:-
"Why brought ye us from bondage,
Our loved Egyptian night?"
Take up the White Man's burden-
Ye dare not stoop to less-
Nor call too loud on Freedom
To cloke your weariness.
By all ye will or whisper,
By all ye leave or do,
The silent sullen peoples
Shall weigh your God and you.
Take up the White Man's burden!
Have done with childish days-
The lightly-proffered laurel,
The easy ungrudged praise:
Comes now, to search your manhood
Through all the thankless years,
Cold, edged with dear-bought wisdom,
The judgment of your peers.
Tuesday, February 15, 2011
Monday, February 14, 2011
Wednesday, February 2, 2011
Tuesday, February 1, 2011
Wednesday, January 26, 2011
Thursday, January 20, 2011
- Complete your second peer review/feedback and add it to the comment section on your parenter's page.
- MAKE THE CHANGES TO YOUR WEBSITE. Please keep in mind the categories and the descriptions your worked on today. Here is the info. from my email that you used today:
Wednesday, January 19, 2011
- You should all have your plans done. Please email me a copy of each person's topic/job/whatever you would like to call it. Everyone should have their parts done by Friday, so you can put it together. On Monday, you will have ONE period to run through it (not full screen).
- Your websites are due Friday 1/21. Tomorrow (Thursday) we will do peer feedback.
- You should be working on your websites tonight. Peer feedback is tomorrow.
- Tomorrow, in class, you will be devising your plan for presenting your side's Reconstruction plan.
Tuesday, January 11, 2011
You will review a document authored by someone affected by the devastation of the Civil War. The authors were selected to show a variety of contrasting views and also to reflect the different ways that reconstruction affected various states. While one document cannot speak to the effects of the war on an entire state, it will give you an insight into what may have represented a common experience and reaction to the War and its aftermath.
You will analyze the impact of the Civil War through the claims in your document and as they relate to your assigned state. To do this, you will also work through the interactive maps, pictures and quotes as you complete the questions that follow. These are primary source documents that may use language that is unfamiliar to you. No attempts have been made to correct grammatical or spelling errors. Consult a dictionary for unfamiliar terms.
When you have completed your document analysis, you will build a web page in pvlearners that illustrates what you have learned about the condition of life in your state following the Civil War.
Here are some tips:
- write about a point that is interesting to you or that YOU found particularly moving or disturbing
- use photographs and quotes to illustrate your points
- use specific statistics to help explain why the author of your document felt they way he/she did.
- what would it take to make the author of your document believe reconstruction is a good thing? Is it a good thing?
- Don't be afraid to ask for help from your friends or teachers
You will give and receive feedback for your site. The classes will choose one website for each of the states studied to be archived as examples of student work for next year and be listed as a feature site on the district homepage!