ASSIGNMENT: WASHINGTON, D.C. – GRADES 6, 7, & 8
DATE DUE: MONDAY, APRIL 14
IN PREPARATION FOR OUR TRIP TO WASHINGTON, D.C.
TASK: YOU ARE A TOUR GUIDE IN WASHINGTON, D.C. IT IS YOUR JOB TO PREPARE AN IMAGINARY GUIDED TOUR OF SOME SITES OF INTEREST IN OUR NATION’S CAPITAL. THIS WILL BE PRESENTED ORALLY IN CLASS ON APRIL 14.
YOU MAY WORK INDIVIDUALLY, WITH A PARTNER, OR IN A GROUP OF 3 OR 4.
USING INTERNET SITES, RESOURCE BOOKS, ETC., RESEARCH THE VARIOUS PLACES AND THINGS A PERSON MIGHT SEE AND DO IN WASHINGTON, D.C. FOUR SITES MUST BE THE SITES ON OUR AGENDA FOR APRIL 17: THE CAPITOL, THE LINCOLN MEMORIAL, THE VIETNAM VETERANS MEMORIAL, AND THE NATIVE AMERICAN MUSEUM. YOU ARE TO CHOOSE THESE 4 PLACES PLUS TWO MORE SITES YOU FOUND OF INTEREST. PREPARE A TOUR OF THE PLACES YOU HAVE CHOSEN FOR A PERSON VISITING WASHINGTON, D.C. EXPLAIN THE SIGNIFICANCE OF THE MEMORIAL, BUILDING, PLACE, ETC. ALSO TALK ABOUT SOME HISTORY BEHIND IT. DON’T FORGET TO INCLUDE REASONS FOR VISITING THIS SITE. YOU CHOOSE WHAT YOU THINK YOU SHOULD TELL THE TOURIST. THERE IS A SITE ON THE INTERNET CALLED “WASHINGTON FOR KIDS”.
YOU MUST INCLUDE A BROCHURE WITH YOUR PRESENTATION. BE AS CREATIVE AS YOU CAN BE IN YOUR PRESENTATION TO THE CLASS. THIS CAN BE DONE AS A DVD OR WITH CHARTS AND POSTERS, OR IN ANY OTHER WAY YOU MAY THINK OF. THE TOTAL PRESENTATION SHOULD BE NO LONGER THAN 5 MINUTES. YOU MAY ALSO USE PROPS IN YOUR PRESENTATION.
LANGUAGE ARTS 6
Letter Writing Activities
Theme: Letters Are for Keeps
They are mementos of loved ones, they help us track our personal history, and they encourage us years after they are written.
Books I will Read Aloud:
Dear Annie”
“The Dove’s Letter”
These stories show how an encouraging letter becomes a treasured keepsake.
Activities:
1) Words Worth Remembering
Students will find out how letters have encouraged the people they know. Each student will interview an adult by asking: “In your opinion, what makes a letter special enough to keep?” I will show a letter I have saved for 11 years, written by a third grader, who is now in college. It is a very special letter and I will explain why I have kept it hanging up in my den room all these years. The words were so endearing, especially coming from a little 8 year old. It was a special expression of love. It’s words like these that make teaching worthwhile.
We will create a class chart, detailing the findings.
- group similar responses
- graph the results
2) Magic Memories
“The Dove’s Letter” explores the power of encouragement.
- each student will be given a 9 x 6 clasp envelope which they will decorate and write their names
I will hang these up around the room
- each student is to write a positive comment about each of his/her classmates and place it in the appropriate envelope (don’t sign your names)
- I will redistribute each envelope randomly so that no student has his/her own envelope
Read the positive comments in your classmate’s envelope
- then combine these to write an encouraging letter to your classmate based on the positive comments
- place the letter and positive comments back in the envelope and return it to the rightful owner
Watch as each student reads what is in their envelopes
Theme: Letters Are for Dear Me!
They help us share feelings and ideas that are difficult to discuss in person, and they make growing up a lot easier!
Books I will Read Aloud:
“The Gardener”
“Dear Bear”
Activity to be done with the Pre-K buddies
Free Advice
After reading “Dear Bear”, I will lend the book to Mrs. Pechin who will read it to her class. She will help her students make a list of things that might scare them. She will give me the list and I will review it with my class. My students will write illustrated letters to their buddies suggesting how they might conquer their fears. We will mount these letters on construction paper and bind them into a book titled: “Afraid No More: Letters of Advice From Friends”.
We will deliver the book to the Pre-K and each student will read his/her letter to the buddy.
Activity for “The Gardener”
This story takes place during “The Great Depression”
Discussion of “philanthropic activity” as something that is done for the common good
- Philanthropy is the giving and sharing of time, talent, or treasure intended for the common good
How does Lydia give her time, talent, and treasure?
How was Lydia philanthropic?
TASK: Write a friendly letter to Lydia telling her how much you admire her and what she did to improve the neighborhood. Include details and facts from the story. The letter should be at least 10 sentences.
Theme: Letters Are for Learning
Through letters we record important events, share information, and document history.
Books:
“Felix Travels Back in Time”
“Stringbean’s Trip to the Shining Sea”
Activity
Time-line History
- each student will create his/her personal time-line scrapbook
bring in letters, souvenirs, mementos, etc. from home
- we will decorate scrapbooks in the classroom using these items along with arts and crafts materials
Each student will create his/her own pictorial autobiography – with written text for each page in the scrapbook
Final Activity: “Dear Friend” (worksheet)
Choose two letters to respond to and write friendly letters for:
(Your Audience is the child who wrote to the following characters)
- The Tooth Fairy
- Santa
- Father Time
- Easter Bunny
- Mother Nature
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GRAMMAR, WRITING, AND READING SKILLS WILL BE REVIEWED THROUGH ACTIVITIES/WORKSHEETS FROM TEACHER RESOURCES “TEACHER’S HELPER” AND “MAILBOX MAGAZINE”.
ACTIVITIES TO BE REVIEWED: (ALL WORK WILL BE GRADED?
• SUMMARIZING
• REVISING – TRANSITION WORDS, REARRANGING TEXT, CLARIFYING TEXT, CONSOLIDATING TEXT
• SENTENCE CONSTRUCTION – FRAGMENTS AND RUN-ONS, COMPOUND AND COMPLEX SENTENCES, SUBJECT-VERB AGREEMENT, CORRECTING CAPITALIZATION, CORRECTING PUNCTUATION
*PARTS OF SPEECH AND OTHER GRAMMAR SKILLS TAUGHT WILL BE REVIEWED THROUGH DIAGRAMING SENTENCES.
COMPOSITION – “THE WRITE SOURCE”
EXPOSITORY WRITING: P. 157
WRITING AN EXPOSITORY PARAGRAPH (PP. 157 – 160 : CHOOSING A TOPIC - PREWRITING
EXPLAINING A PROCESS (PP. 161 – 198) : TRAITS OF EXPOSITORY WRITING, READ SAMPLE PARAGRAPHS
THE WRITING PROCESS: CHOOSE YOUR TOPIC, PLANS FOR YOUR PARAGRAPHS, ORGANIZE YOUR IDEAS, START WRITING
REVISE/EDIT/GOOD COPY – SELF-REVIS/EDIT AND THEN PEER- REVISE/EDIT
PUBLISH
ORAL PRESENTATION – YOU MAY USE PROPS IN THIS HOW-TO
CONTINUE TO USE “THE WRITE SOURCE” IN YOUR WRITING PROCESS – REFER BACK TO IT AS YOU WRITE
FOLLOW RUBRICS ON PP. 194 – 195
PERSUASIVE WRITING: P. 219
WRITING A PERSUASIVE PARAGRAPH (PP. 219 – 222): CHOOSING A TOPIC – PREWRITING
PROMOTING A CAUSE – (PP. 223 – 259) – PERSUADE OTHERS TO AGREE WITH YOU
FOLLOW THE WRITING PROCESS – REFER BACK TO THE PAGES TO GUIDE YOU AS YOU WRITE YOUR PARAGRAPHS
ORAL PRESENTATION
PRACTICAL WRITING – DRAFTING A PERSUASIVE LETTER (PP. 274 – 281)
PARTS OF A BUSINESS LETTER
READ/DISCUSS SAMPLE LETTER TO AN IMAGINARY MAYOR ABOUT A LOCAL PROBLEM
WRITE YOUR OWN LETTER TO MAYOR BLOOMBERG ABOUT A PROBLEM THAT CONCERNS YOU – FOLLOW GUIDELINES ON PP. 275 – 277
ORAL PRESENTATION
CREATIVE WRITING: POETRY PP. 353 – 361
FOLLOW GUIDELINES ON P. 352
SAMPLE FREE-VERSE POEM – P. 354
WRITING PROCESS – FOLLOW GUIDELINES IN CHOOSING A TOPIC AND GATHERING DETAILS ON PP. 356 – 357
DISCUSS OTHER FORMS OF POETRY
- HAIKU – P. 358 (WRITE A HAIKU ABOUT AN ANIMAL)
- LIMERICK, NAME POEM, PHRASE POEM – P. 359
*CHOOSE ONE AND USE IT AS AN EXAMPLE OF YOUR MODEL
POETRY TECHNIQUES – PP. 360 – 361
- WRITE ABOUT AN AMAZING ANIMAL – SEE P. 361 – USE FIGURES OF SPEECH IN YOUR POEM
*ORAL PRESENTATION
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ADDITIONAL READING SKILLS: MARCH – JUNE 2008
READING FLUENCY
ACTIVITY #1
• Students will work in pairs – each will be given two copies of a poem to read – (one for highlighting and notes)
• I will first read each poem aloud to the class
• In pairs, the students will take turns reading their assigned poem (highlight and make notes/check for your fluency)
• Oral presentation
ACTIVITY #2 – “THE PLEDGE OF ALLEGIANCE”
*I will recite the pledge, pausing at incorrect moments making it sound choppy and awkward. Students will critique my recital.
Each student will then practice and recite the pledge in a correct manner
ACTIVITY #3 – MARKS OF FLUENCY
STUDENTS WILL READ POEMS ABOUT FAMOUS AMERICAN SYMBOLS BUT THEY ARE NOT DIVIDED CORRECTLY FOR READING FLUENCY. EACH STUDENT MUST DIVIDE EACH POEM INTO PHRASES TO MAKE IT EASIER TO READ AND UNDERSTAND. EACH STUDENT WILL THEN CHOOSE ONE OF THESE POEMS TO READ ALOUD TO THE CLASS.
ACTIVITY #4 – PERFORMING LLOYD’S LAUGH LINES
STUDENTS WILL USE LIMERICKS TO IMPROVE FLUENCY.
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SOCIAL STUDIES (MARCH - APRIL)
GRADES 7 & 8 WILL BE TESTED ON EACH SECTION AS WELL HAS HAVING A CHAPTER TEST FOR ALL MATERIAL COVERED.
GRADE 7
CIVICS IN ACTION - A THOROUGH STUDY OF THE UNITED STATES CONSTITUTION
THE STUDENTS WILL MEMORIZE THE PREAMBLE AND REWRITE IT IN THEIR OWN WORDS.
CH. 8 - A NEW NATION
OBJECTIVES:
1. THE NEW GOVERNMENT UNDER GEORGE WASHINGTON
2. THE POWERS OF THE FEDERAL GOVERNMENT
3. HOW THE UNITED STATES TRIED TO STAY OUT OF EUROPEAN CONFLICTS
4. THE BEGINNINGS OF POLITICAL PARTIES
5. THE RIVALRY BETWEEN JOHN ADAMS AND THOMAS JEFFERSON
*MAKE A CAMPAIGN POSTER FOR THE CANDIDATE OF YOUR CHOICE IN THE ELECTION OF 1796.
6. THE UNITED STATES FOUGHT AN UNDECLARED WAR WITH FRANCE
7. THE ALIEN AND SEDITION ACTS
*WHICH AMENDMENT DID THIS VIOLATE? WHY?
*DRAW A POLITICAL CARTOON THAT CRITICIZES THE ALIEN AND SEDITION ACTS.
8. THE XYZ AFFAIR - WHY WAS IT GIVEN THIS NAME? WHAT IS ITS SIGNIFICANCE?
CHAPTER 9 THE JEFFERSONIAN ERA
OBJECTIVES:
1. SOLVING THE ELECTION DEADLOCK OF 1800
2. MIDNIGHT JUDGES
3. JOHN MARSHALL AND THE SUPREME COURT
4. MARBURY VS. MADISON
5. THE LOUISIANA PURCHASE
6. LEWIS AND CLARK EXPEDITION
7. EMBARGO ACT OF 1807
8. THE BARBARY COAST
9. THE WAR OF 1812 AND JAMES MADISON
*DRAW A POLITICAL CARTOON - CHOOSE A SIDE IN THE ARGUMENT ABOUT THE WAR WITH GREAT BRITAIN. SUPPORT
YOUR POINT OF VIEW.
CHAPTER 10 - GROWTH AND EXPANSION
OBJECTIVES:
1. INDUSTRIAL REVOLUTION AND ITS EFFECTS ON THE UNITED STATES
2. IMPROVEMENT IN LAND AND WATER TRANSPORTATION
3. SETTLEMENTS WEST - EFFECT ECONOMICALLY AND POLITICALLY ON THE NATION
4. JAMES MONROE AND THE ERA OF GOOD FEELINGS
5. SECTIONAL DIFFERENCES INTENSIFY IN THE 1820S
6. HENRY CLAY - THE GREAT COMPROMISER
7. JOHN QUINCY ADAMS AND HIS INFLUENCE ON AMERICAN FOREIGN POLICY
8. MONROE DOCTRINE AND ITS EFFECT ON FOREIGN POLICY
*WRITE A NEWSPAPER EDITORIAL SUPPORTING OR REJECTING THE MONROE DOCTRINE
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GRADE 7 – CHAPTER 11 – THE JACKSON ERA (PP 332 – 353)
SECTION 1 – FROM ADAMS TO JACKSON (PP 333 – 335)
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. WHY THE NATION’S 6TH PRESIDENT WAS CHOSEN BY THE HOUSE OF REPRESENTATIVES
2. WHY THE REPUBLICAN PARTY SPLIT INTO TWO PARTIES
ACTIVITY: FIND AS MANY EXAMPLES OF CONTINUITY AND OF CHANGE IN THIS SECTION AS YOU CAN.
CHART STUDY: P. 334 – ELECTION OF 1824
ANSWER QUESTIONS ON P. 335
SECTION 1 QUIZ
DRAW A POLITICAL CARTOON TO ILLUSTRATE YOUR OPINION OF THE “CORRUPT BARGAIN”.
SECTION 2 – JACKSONIAN DEMOCRACY (PP 336 – 339)
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. WHY ANDREW JACKSON WAS A POPULAR LEADER
2. WHAT CHANGES JACKSON BROUGHT TO THE AMERICAN POLITICAL SYSTEM
3. WHY SOUTH CAROLINA THREATENED TO WITHDRAW FROM THE UNITED STATES IN 1832
ANSWER QUESTIONS ON P. 339
SECTION 2 QUIZ
PREPARE A LIST OF 5 QUESTIONS YOU WOULD ASK PRESIDENT JACKSON IF YOU WERE ABLE TO INTERVIEW HIM.
SECTION 3 – CONFLICTS OVER LAND (PP342 – 346)
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. HOW NATIVE AMERICAN PEOPLE WERE FORCED OFF THEIR LANDS IN THE SOUTHEAST
2. HOW PRESIDENT JACKSON DEFIED THE SUPREME COURT
MAP STUDY – P. 343 – REMOVAL OF NATIVE AMERICANS
1820 – 1840
ANSWER QUESTIONS ON P. 346
SECTION 3 QUIZ
WRITE A LETTER – IMAGINE THAT YOU WERE A MEMBER OF THE CHEROKEE NATION. WRITE A LETTER TO ANDREW JACKSON TELLING HIM WHY YOU SHOULD BE ALLOWED TO STAY IN YOR HOMELAND.
SECTION 4 – JACKSON AND THE BANK (PP. 348 – 351)
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. WHY JACKSON WANTED TO DESTROY THE BANK OF THE UNITED STATES
2. WHY THE WHIGS CAME TO POWER IN 1840
HOW DID THE BANK OF THE UNITED STATES AND A DEPRESSION PLAY A ROLE IN THE ELECTIONS OF 1832 AND 1840?
ANSWER QUESTIONS ON P. 351
SECTION 4 QUIZ
CHAPTER 11 REVIEW – PP. 352 – 353
CH. 11 TEST
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GRADE 7 – CHAPTER 12 – THE MANIFEST DESTINY
(PP. 355 – 381)
SECTION 1 – THE OREGON TERRITORY – PP. 355 – 360
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. WHY LARGE NUMBERS OF SETTLERS HEADED FOR THE OREGON COUNTRY
2. HOW THE IDEA OF MANIFEST DESTINY CONTRIBUTED TO THE GROWTH OF THE UNITED STATES
MAP STUDY – P. 358 – TRAILS WEST
ANSWER QUESTIONS ON P. 360
SECTION 1 QUIZ
WRITE A LETTER – IMAGINE YOU ARE TRAVELING WITH YOUR FAMILY O THE OREGON COUNTRY IN THE 1840s. A FRIENDWILL BE MAKING THE SAME TRIP SOON. WRITE A LETTER TELLING YOUR FRIEND WHAT TO EXPECT ON THE JOURNEY.
SECTION 2 – INDEPENDENCE FOR TEXAS - PP. 362 – 367
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. WHY PROBLEMS AROSE BETWEEN THE MEXICAN GOVERNMENT AND THE AMERICAN SETTLERS IN TEXAS
2. HOW TEXAS ACHIEVED INDEPENDENCE FROM MEXICO AND LATER BECAME A STATE
CHART THE ROLES PLAYED BY THESE PEOPLE IN THE SETTLING OF TEXAS:
MOSES
STEPHEN AUSTIN
THE OLD THREE HUNDRED
MAP STUDY – P. 365 – TEXAS WAR FOR INDEPENDENCE
1835 – 1836
ANSWER QUESTIONS ON P. 367
SECTION 2 QUIZ
CREATE AN ADVERTISEMENT – IMAGINE YOU ARE STEVE AUSTIN AND YOU ARE RECRUITING SETTLERS TO COLONIZE TEXAS. DRAW AN AD THAT WOULD ATTRACT AMERICAN SETTLERS.
SECTION 3 – NEW MEXICO AND CALIFORNIA – PP. 368 – 370
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. WHY AMERICANS BEGAN TO SETLE IN THE SOUTHWEST AFTER MEXICAN INDEPENDENCE
2. WHY CALIFORNIA BECAME A SOURCE OF CONFLICT BETWEEN THE UNITED STATES AND MEXICO
ANSWER QUESTIONS ON P. 370
SECTION 3 QUIZ
CREATE A PICTURE MAP – CREATE AN ENLARGED VERSION OF THE MAP ON P. 358. ADD ILLUSTRATIONS TO TELL THE STORY OF THE SANTA FE TRAIL.
(WORK IN SMALL GROUPS)
SECTION 4 – WAR WITH MEXICO - PP. 372 – 375
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. HOW THE IDEA OF MANIFEST DESTINY CONTRIBUTED TO THE OUTBREAK OF WAR
2. HOW THE UNITED STATES ACQUIRED NEW MEXICO AND CALIFORNIA
HOW DID THE AMERICAN PEOPLE REACT TO THE DECLARATION OF WAR WITH MEXICO?
MAP STUDY – P. 374 – THE MEXICAN WAR – 1846 – 1848
ANSWER QUESTIONS ON P. 375
SECTION 4 QUIZ
WRITE A DIARY ENTRY – IMAGINE YOU ARE A MEXICAN LIVING ON LANDS ACQUIRED IN THE MEXICAN CESSION. WRITE A DIARY ENTRY IN WHICH YOU RECORD YOUR FEELINGS ON LEARNING THE TERMS OF THE TREATY OF HIDALGO.
SECTION 5 – NEW SETTLERS IN CALIFORNIA AND UTAH
PP. 376 – 379
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. HOW THE HOPE OF GETTING RICH QUICK DREW THOUSANDS OF PEOPLE TO CALIFORNIA
2. HOW THE SERCH FOR RELIGIOUS FREEDOM LED TO THE SETTLEMENT OF UTAH
CHART STUDY – CAUSE AND EFFECT OF THE WESTWARD MOVEMENT - P. 378
ANSWER QUESTIONS ON P. 379
SECTION 5 QUIZ
CHAPTER 12 REVIEW PP. 380 – 381
CH. 12 TEST
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THE CIVIL WAR CH. 15 - 16 -OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. HOW THE DEBATE OVER SLAVERY WAS RELATED TO THE ADMISSION OF NEW STATES
2. WHAT THE COMPROMISE OF 1850 ACCOMPLISHED
3. HOW THE FUGITIVE SLAVE ACT AND KANSAS-NEBRASKA ACT WORSENED THE DIVISION BETWEEN THE NORTH AND SOUTH
4. WHY THE REPUBLICAN PARTY WAS FORMED
5. THE IMPORTANCE OF THE DRED SCOTT DECISION, LINCOLN-DOUGLAS DEBATES, AND JOHN BROWN'S RAID
6 HOW THE 1860 ELECTION LED TO THE BREAKUP OF THE UNION
7 WHY SECESSION LED TO THE OUTBREAK OF THE CIVIL WAR
8. HOW THE BORDER STATES PLAYED AN IMPORTANT PART IN THE WAR
9. THE ADVANTAGES/DISADVANTAGES OF BOTH SIDES
10. QUALITY OF THE LEADERS ON BOTH SIDES
11. FAMOUS BATTLES
12. WINS AND DEFEATS FOR BOTH SIDES
13. TURNING POINTS OF THE WAR
14. LEE'S SURRENDER AT APPOMATTOX
WE WILL ANALYZE THE EMANCIPATION PROCLAMATION AND GETTYSBURG ADDRESS
ACTIVITIES:
1. KEEP A JOURNAL - IMAGINE YOU ARE A SOUTHERNER OR NORTHERNER IN 1861. WRITE A JOURNAL ENTRY THAT EXPLAINS YOUR REASONS FOR JOINING THE CONFEDERATE OR UNION ARMY.
2. DRAW A CARTOON THAT WOULD ACCOMPANY A FRONT-PAGE STORY DESCRIING THE BATTLE BETWEEN THE MERRIMACK AND THE MONITOR
3. WRITE A POEM THAT A CIVIL WAR SOLDIER MIGHT HAVE WRITTEN AFTER HEARING THAT THE WAR WAS OVER.
RESPOND TO THE THEME: FREEDOM ISN'T FREE!
WRITE A WELL-DEVELOPED ESSAY EXPLAINING YOUR VIEW. SUPPORT AND EXPLAIN YOUR IDEAS WITH FACTS FROM WHAT WE HAVE LEARNED.
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GRADE 8
THE PROGRESSIVE ERA - CH. 21
OBJECTIVES:
1. HOW JOURNALISTS HELPED SHAPE PROGRESSIVE REFORMS
2. REFORM OF GOVERNMENT
3. CHANGE IN THE ROLE OF WOMEN
4. THEODORE ROOSEVELT THE GREAT "TRUSTBUSTER'
5. POLITICAL PARTIES OF THIS ERA
*CREATE POLITICAL CARTOONS THAT SUPPORT ROOSEVELT'S ACTIONS AS A TRUSTBUSTER
*EXAMINE POLITICAL CARTOONS FROM THIS ERA
6. PROGRESSIVE REFORMS AND AFRICAN AMERICANS
OVERSEAS EXPANSION - THE AGE OF IMPERIALISM - CH. 22
OBJECTIVES:
1. WHAT FACTORS CONTRIBUTED TO THE GROWTH OF AMERICAN IMPERIALISM?
2. HOW DID THE UNITED STATES EXPAND ECONOMICALLY AND POLITICALLY?
*EXAMINE POLITICAL CARTOONS FORM THIS ERA.
3. HOW DID AMERICA GAIN CONTROL OF HAWAII AND SAMOA?
4. THE SPHERES OF INFLUENCE - HOW AND WHY DID WE GET INVOLVED?
5. THEODORE ROOSEVELT AND THE AGE OF IMPERIALISM
*EXPLAIN HIS POLICIES. DO YOU AGREE WITH HIM? WHY OR WHY NOT?
6. THE SPANISH AMERICAN WAR - CAUSE AND EFFECTS
- YELLOW JOURNALISM AND HOW IT CONTRIBUTED TO THE OUTBREAK OF THE WAR
7. LATIN AMERICAN POLICIES - AMERICAN INTERVENTION
8. DISCUSS:
ROOSEVELT COROLLARY
TAFT'S DOLLAR DIPLOMACY
WILSON'S MORAL DIPLOMACY
*CREATE A POSTER THAT A PERSON IN MEXICO MIGHT HAVE USED TO PROTEST AMERICAN INVOLVEMENT IN MEXICO IN THE EARLY 1900S
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GRADE 8 – CHAPTER 24 – THE JAZZ AGE (PP 688 – 713)
SECTION 1 – TIME OF TURMOIL – PP 689 – 692
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. WHAT FACTORS CONTRIBUTED TO A FEAR OF FOREIGNERS IN THE 1920s
2. HOW LABOR AND RACIAL UNREST IN THE 1920s AFFECTED THE NATION
ACTIVITY: COMPARE DEFINITIONS OF CAPITALISM AND SM - ANARCHISM
CAPITALISM – HANDS-OFF THE ECONOMY
ANARCHISM – HANDS-OFF THE GOVERNMENT
*WHY DO YOU THINK THAT THE MAJORITY OF AMERICANS IN THE 1920s FEARED ANARCHISTS BUT NOT CAPITALISTS?
CREATE A CAUSE AND EFFECT CHART FOR THIS SECTION – USE THE SUBHEADINGS
- EXPLAIN WHY THE EVENTS WERE VOLATILE AND WHAT EFFECT EACH HAD ON AMERICAN SOCIETY
ANSWER QUESTIONS ON P. 692
SECTION 1 QUIZ
MAKE A LIST OF 7 ADJECTIVES YOU WOULD USE TO DESCRIBE THE MOOD OF THE NATION DURING THIS TIME PERIOD
DRAW OR PAINT THESE ADJECTIVES ON POSTER BOARD IN A WAY THAT CONVEYS THE WORDS’ MEANINGS
SECTION 2 – DESIRE FOR NORMALCY (PP. 693 – 696)
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. WHAT PROBLEMS PRESIDENT HARDING AND HIS ADMINISTRATION FACED
2. WHAT POLICIES PRESIDENTS HARDING AND COOLIDGE FOLLOWED TOWARD BUSINESS AND FOREIGN AFFAIRS
ANSWER QUESTIONS ON P. 696
SECTION 2 QUIZ
DRAW A POLITICAL CARTOON THAT ILLUSTRATES AN EXAMPLE OF THE CORRUPTION THAT TOOK PLACE DURING HARDING’S PRESIDENCY
SECTION 3 – A BOOMING ECONOMY (PP 698 – 701)
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. HOW THE PROSPERITY OF THE 1920s AFFECTED THE NATION
2. WHAT IMPACT THE AUTOMOBILE HAD ON AMERICAN LIFE
EXAMINE THE PICTURE OF HENRY FORD’S ASSEMBLY LINE ON
P. 700
ANSWER QUESTIONS ON P. 701
SECTION 3 QUIZ
SECTION 4 – THE ROARING TWENTIES PP. 702 – 706
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. HOW LIFESTYLES IN AMERICA CHANGED IN THE 1920s
2. WHAT FEATURES CHARACTERIZED THE MUSIC AND LITERATURE OF THE JAZZ AGE
WHY DID AN INCREASE IN LEISURE TIME IN THE 1920s CAUSE A BOOM IN THE ARTS AND ENTERTAINMENT INDUSTRIES?
ANSWER QUESTIONS ON P. 706
SECTION 4 QUIZ
SECTION 5 – CLASHING CULTURES (PP. 708 – 711)
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. HOW PROHIBITION AFFECTED THE AMERICAN SOCIETY
2. WHAT CULTURAL CLASHES OCCURRED IN THE UNITED STATES IN THE 1920
3. WHY AMERICANS CLOSED THE DOOR TO NEW IMMIGRANTS
DESCRIBE TRADITIONAL BELIEFS OF THE 1920s. DESCRIBE NEW IDEAS AND LIFESTYLES OF THE 1920s. WHY DID THESE DIFFERENT BELIEFS CLAS?
ANSWER QUESTIONS ON P. 711
SECTION 5 QUIZ
CHAPTER 24 REVIEW PP. 712 – 713
CHAPTER 24 TEST.
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GRADE 8 – CHAPTER 25 – THE DEPRESSION AND FDR
(PP. 714 – 739)
SECTION 1 – THE GREAT DEPRESSION (PP. 715 – 718)
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. WHAT CAUSED THE STOCK MARKET CRASH
2. HOW THE GREAT DEPRESSION PLUNGED MANY AMERICANS INTO POVERTY AND MISERY
3. HOW HOOVER REACTED TO THE DEPRESSION
ANSWER QUESTIONS ON P. 718
SECTION 1 QUIZ
ACTIVITIES:
1. TRACKING THE ECONOMY – FOR ONE WEEK KEEP TRACK OF REFERENCES IN THE MEDIA TO UNEMPLOYMENT. INDICATE WHETHER THE INFORMATION WAS, IN YOUR VIEW, POSITIVE OR NEGATIVE.
2. BUDGETING – USING THE FOOD PRICES FROM 1932 – 1934, MAKE A GROCERY LIST OF WHAT YOU COULD BUY ON A BUDGET OF $3.00 A WEEK. MAKE ANOTHER LIST OF WHAT YOU COULD BUY TODAY IF YOU ONLY HAD $3.00 A WEEK.
SECTION 2 – ROOSEVELT’S NEW DEAL - PP. 720 – 725
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. HOW ROOSEVELT REASSURED THE AMERICAN PEOPLE
2. WHAT NEW DEAL PROGRAMS WERE CREATED IN ROOSEVELT’S FIRST 100 DAYS
CHART STUDY – P. 722 – THE NEW DEAL – EXAMINE EACH PROGRAM AND ITS PURPOSE
ANSWER QUESTIONS ON P. 725
SECTION 2 QUIZ
MAKE A TABLE THAT LISTS THE POSITIVE AND NEGATIVE ASPECTS OF THE NEW DEAL FARM PROGRAM.
SECTION 3 – LIFE DURING THE DEPRESSION – PP. 728 – 732
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. HOW THE DEPRESSION AFFECTED MINORITY GROUPS
2. WHAT RADICAL POLITICL MOVEMENTS GAINED INFLUENCE DURING THE DEPRESSION
DISCUSS HOW THE DEPRESSION AFFECTED THE DIFFERENT GEOGRAPHIC REGIONS OF THE UNITED STATES AND HOW
AMERICANS IN THOSE REGIONS REACTED. BRAINSTORM WAYS IN WHICH THE PRESENT-DAY ECONOMY AFFECTS DIFFERENT REGIONS.
DISCUSS THE DUST BOWL
MAP STUDY – P. 729 – DUST BOWL MIGRATION
ANSWER QUESTIONS ON P. 732
SECTION 3 QUIZ
SECTION 4 – EFFECTS OF THE NEW DEAL (PP 733 – 736)
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. WHY PEOPLE CRITICIZED ROOSEVELT AND THE NEW DEAL
2. HOW THE SECOND NEW DEAL CREATED NEW ECONOMIC AND SOCIAL ROLES FOR GOVERNMENT
COMPLETE THIS CHART: NEW DEAL SUPPORTERS
NEW DEAL OPPONENTS
ANSWER QUESTIONS ON P. 736
SECTION 4 QUIZ
CHAPTER 25 REVIEWS – PP. 738 – 739
CHAPTER 25 TEST
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GRADE 8 – CHAPTER 27 – THE COLD WAR ERA – PP. 772 – 779
SECTION 1 – COLD WAR ORIGINS PP. 773 – 779
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. HOW THE UNITED STATES ATTEMPTED TO STOP THE SPREAD OF COMMUNISM
2. HOW POSTWAR FOREIGN POLICY CHANGED AS A RESULT OF THE COLD WAR
SUMMARIZE THE CONFERENCE AT YALTA.
MAP STUDY – P. 774 – EUROPE AFTER WWII
ANSWER QUESTIONS ON P. 779
SECTION 1 QUIZ
SECTION 2 – POSTWAR POLITICS – PP. 780 – 784
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. WHAT ECONOMIC PROBLEMS AMERICANS FACED IN THE IMMEDIATE POSTWAR YEARS
2. HOW PRESIDENT TRUMAN AND THE REPUBLICAN – CONTROLLED CONGRESS PROPOSED TO DEAL WITH THE NATION’S PROBLEMS
MAP STUDY – P. 782 – THE ELECTION OF 1948
ANSWER QUESTIONS ON P. 784
SECTION 2 QUIZ
SECTION 3 – THE KOREAN WAR – PP. 785 – 788
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. WHAT EVENTS LED TO THE KOREAN WAR
2. HOW AMERICA’S WAR AIMS CHANGED DURING THE COURSE OF THE KOREAN WAR
3. HOW THE WAR ENDED
MAP STUDY – P. 786 – THE KOREAN WAR – 1950 – 1953
ANSWER QUESTIONS ON P. 788
SECTION 3 QUIZ
WRITE AN EDITORIAL – WRITE A ONE-PAGE EDITORIAL IN WHICH YOU ARGUE WHETHER A UNITED STATES MILITARY LEADER SHOULD OR SHOULD NOT BE ABLE TO OVERRIDE A PRESIDENT’S DECISION.
SECTION 4 – THE RED SCARE – PP. 789 – 792
OBJECTIVES: THE STUDENTS WILL DISCOVER:
1. WHAT EFFECT COLD WAR FEARS HAD ON DOMESTIC POLITICS
2. HOW McCARTHYISM AFFECTED THE COUNTRY
CHART STUDY – P. 791 – CAUSES AND EFFECTS OF THE COLD WAR
ANSWER QUESTIONS ON P. 792
SECTION 4 QUIZ
DRAW A POLITICAL CARTOON THAT FOCUSES ON THE ON THE EFFECT SENATOR McCARTHY HAD ON THE AMERICAN PEOPLE.
CHAPTER 27 REVIEW – PP. 79 – 795
CH. 27 TEST
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