Lesson Plan 12.15.14

Classroom Based Assessment (CBA) - Foreign Policy

Were American imperialistic policies in at the turn of the century (1898-1900) in keeping with traditional American values?  In your response address the political, social, and economic impacts on America's foreign policies.

Class
Essay Planner

Lesson Plan 12.8.14

What is an Annotated Bibliography?

CRAP Test - is your source reliable?
CRAP Test Video

Lesson Plans 12.4.14

Classroom Based Assessment (CBA) - Foreign Policy

Were American imperialistic policies in at the turn of the century (1898-1900) in keeping with traditional American values?  In your response address the political, social, and economic impacts on America's foreign policies.

Class

• View videos as class and complete the organizer with 2 pieces of evidence from each video
• The Spanish American War (2:32)
• American Expansionism at the Turn of the Century (58)

Cartoons
Political Cartoons (Choose 1 cartoon to use as evidence):

• 10,000 Miles from Tip to Tip
• A Lesson for Anti-Expansionists
• Big Stick Diplomacy

Describe Identify
Message
Explain which cartoon would best support: political, social, or economic

Lesson Plan 12.3.14 Early Release

• Daily Warm Up
• Check grades through Skyward
• Tie up loose ends in CBA

Lesson Plan 12.1.14

Classroom Based Assessment (CBA) - Foreign Policy

Were American imperialistic policies in at the turn of the century (1898-1900) in keeping with traditional American values?  In your response address the political, social, and economic impacts on America's foreign policies.

Process
Review Terms

• Manifest Destiny
• Monroe Doctrine

Maps

Using one of two maps (provided in Classroom) 

• Explain America's using the Monroe Doctrine as a motive for going to war against the Spanish.
• What would be America's motive to enter the race for building an empire?

Analyzing Primary Sources 

Using two of five primary sources (provided in Classroom)

• Complete the graphic organizer
• Writer's name
• Date of article
• What is happening politically/socially/economically?
• Point of view
• Intended audience
• Motivation
• What is the writer's claim?
• Evidence to support
• Does evidence appeal to logic, emotion or ethics?

HAPPY THANKSGIVING!!!

Lesson Plans 11.24-11.25

Classroom Based Assessment (CBA) - Foreign Policy

Were American imperialistic policies in at the turn of the century (1898-1900) in keeping with traditional American values?  In your response address the political, social, and economic impacts on America's foreign policies.
Process
Define

• Manifest Destiny
• Monroe Doctrine
• American Ideals

Read - Spanish American War (eLibrary)

• What were some motives for the Spanish-American War?
• Categorize these motives in Political, Social and Economic reasons.

Lesson Plan 11.20 - 11.21.14

Using Cornell Notes from Chapter 10 Section 3 complete a One Pager

• Due at the beginning of the period on Monday, November 24

Lesson Plan 11.19.14

Cornell Notes - Pathways to the Present; pages 366-371 due Thursday (beginning of period)

Lesson Plans 11.18.14

Cornell Notes - Pathways to the Present; pages 366-371 due Thursday (beginning of period)

Lesson Plan 11.17.14

Continued from Friday...

Answer essay questions;
Question 1: How is the explosion of the USS Maine off the coast of Cuba on
February 15, 1898, connected to the imprisonment of Filipinos by the American military in   1901?

Question 2: How is the popularity of Social Darwinism in the United States at the turn of  

the century connected to the imprisonment of Filipinos by the American military in 1901?

Lesson Plan 11.14.14

Continued from yesterday...

Answer essay questions;
Question 1: How is the explosion of the USS Maine off the coast of Cuba on
February 15, 1898, connected to the imprisonment of Filipinos by the American military in   1901?

Question 2: How is the popularity of Social Darwinism in the United States at the turn of  

the century connected to the imprisonment of Filipinos by the American military in 1901?

Lesson Plans 11.13.14

Question 1: How is the explosion of the USS Maine off the coast of Cuba on February 15, 1898, connected to the imprisonment of Filipinos by the American military in 1901?

Question 2: How is the popularity of Social Darwinism in the United States at the turn of the century connected to the imprisonment of Filipinos by the American military in 1901?

Read Pathways to the Present (text book) page 356; Preserving American Spirit

Charts

• Brainstorm definition of Social Darwinism
• Recall causes of the Spanish-American War
• Recall causes of the Philippine War

Assessment

Rubric

LEVEL	DESCRIPTION
Proficient	Question 1: Student identifies and explains a relevant connection between the explosion of the Maine and the imprisonment of Filipino insurgents.     Question 2: Student identifies and explains a relevant connection between the popularity of Social Darwinism and the imprisonment of Filipino insurgents.
Emergent	Question 1: Student identifies a relevant connection between the explosion of the Maine and the imprisonment of Filipino insurgents but does not provide a complete explanation of that connection.  Question 2: Student identifies a relevant connection between the popularity of Social Darwinism and the imprisonment of Filipino insurgents but does not provide a complete explanation of that connection.
Basic	Question 1: Student does not provide a reasonable explanation for how the explosion of the Maine is connected to the imprisonment of Filipino insurgents.  Question 2: Student does not provide a reasonable explanation for how the popularity of Social Darwinism is connected to the imprisonment of Filipino insurgents.

https://beyondthebubble.stanford.edu/assessments/connections-philippine-american-war/rubric

Lesson Plans 11.7.14

Continued from a previous lesson...

The Philippine Letters

Groups

1. Students will work individually or as a pair
2. Students will analyze 6 different letters regarding the annexation of the Philippines
3. Students will answer questions and then write a letter to President McKinley as to what to do with Aguinaldo and his army, economics of the islands, moral and/or constitutional issues, foreign competitors for the islands.

Lesson Plans 11.6.14

Continued from a previous lesson...

The Philippine Letters

Groups

1. Students will work individually or as a pair
2. Students will analyze 6 different letters regarding the annexation of the Philippines
3. Students will answer questions and then write a letter to President McKinley as to what to do with Aguinaldo and his army, economics of the islands, moral and/or constitutional issues, foreign competitors for the islands.

Lesson Plans 11.5.14 Early Release

Continued from a previous lesson...

The Philippine Letters

Groups

1. Students will work individually or as a pair
2. Students will analyze 6 different letters regarding the annexation of the Philippines
3. Students will answer questions and then write a letter to President McKinley as to what to do with Aguinaldo and his army, economics of the islands, moral and/or constitutional issues, foreign competitors for the islands.

Lesson Plans 11.4.14

Continued from lesson prior to Conference Week...

Soldiers in the Philippines
Essential Question:

• What accounted for American atrocities during the Philippine-American War?

Introduction

• U.S. in the Philippines Timeline

Task

• Documents A-D
• Graphic Organizer

Discuss

• What evidence did you find for each of the hypotheses?
• Is some of the evidence more or less believable? Why?
• Based on the evidence, which hypothesis do you find most convincing for why some American soldiers brutalized Filipino insurgents?

Lesson Plans 11.3.14

Continued from lesson prior to Conference Week...

Soldiers in the Philippines
Essential Question:

• What accounted for American atrocities during the Philippine-American War?

Introduction

• U.S. in the Philippines Timeline

Task

• Documents A-D
• Graphic Organizer

Discuss

• What evidence did you find for each of the hypotheses?
• Is some of the evidence more or less believable? Why?
• Based on the evidence, which hypothesis do you find most convincing for why some American soldiers brutalized Filipino insurgents?

Lesson Plans 10.24.14

Mini Research Project - continued from earlier this week

Ebola Research

Lesson Plans 10.23.14

Smarter Balanced Assessment Consortium (SBAC) - pilot testing

• This is an assessment of 11th grade skills
• This assessment will not be scored - we are just provided feedback to NTPS for future testing requirements

Lesson Plans 10.22.14

Continued from yesterday

Ebola Outbreak

Lesson Plans 10.21.14

Impromptu Mini Research Project

Ebola Outbreak

Lesson Plans 10.20.14

Substitute Teacher Today

Continue The Philippine Letters

Groups

1. Students will work individually or as a pair
2. Students will analyze 6 different letters regarding the annexation of the Philippines
3. Students will answer questions and then write a letter to President McKinley as to what to do with Aguinaldo and his army, economics of the islands, moral and/or constitutional issues, foreign competitors for the islands.

Lesson Plans 10.17.14

Substitute Teacher Today

Begin The Philippine Letters

Groups

1. Students will work individually or as a pair
2. Students will analyze 6 different letters regarding the annexation of the Philippines
3. Students will answer questions and then write a letter to President McKinley as to what to do with Aguinaldo and his army, economics of the islands, moral and/or constitutional issues, foreign competitors for the islands.

Lesson Plans 10.16.15

Continued from yesterday

Soldiers in the Philippines
Essential Question:

• What accounted for American atrocities during the Philippine-American War?

Introduction

• U.S. in the Philippines Timeline

Task

• Documents A-D
• Graphic Organizer

Discuss

• What evidence did you find for each of the hypotheses?
• Is some of the evidence more or less believable? Why?
• Based on the evidence, which hypothesis do you find most convincing for why some American soldiers brutalized Filipino insurgents?

Lesson Plans 10.15.14

Continued from yesterday

Soldiers in the Philippines
Essential Question:

• What accounted for American atrocities during the Philippine-American War?

Introduction

• U.S. in the Philippines Timeline

Task

• Documents A-D
• Graphic Organizer

Discuss

• What evidence did you find for each of the hypotheses?
• Is some of the evidence more or less believable? Why?
• Based on the evidence, which hypothesis do you find most convincing for why some American soldiers brutalized Filipino insurgents?

Lesson Plans 10.14.14

Soldiers in the Philippines
Essential Question:

• What accounted for American atrocities during the Philippine-American War?

Introduction

• U.S. in the Philippines Timeline

Task

• Documents A-D
• Graphic Organizer

Discuss

• What evidence did you find for each of the hypotheses?
• Is some of the evidence more or less believable? Why?
• Based on the evidence, which hypothesis do you find most convincing for why some American soldiers brutalized Filipino insurgents?

Lesson Plans 10.13.14

Students begin Imperialism Vocabulary
 ~ work in class today - due Wednesday 10.15.14

Lesson Plans 10.8.14

This lesson is continued from yesterday...

Analysis

1. Political Cartoons
2. Graphic Organizer

Lesson Plans 10.7.14

Timeline

1. The Philippines

Discuss

1. American Imperialism
1. Rudyard Kipling's 'White Man's Burden'

Analysis

1. Political Cartoons
2. Graphic Organizer

This lesson may continue into tomorrow...

Lesson Plans 10.6.14

Google Classroom 

1. Tutorial #1
2. Tutorial #2

Discuss

1. Why do you think the United States Invaded Cuba in 1898?

Read

1. Text: Pathways to the Present; The Spanish-American War; pages 359-361

Lesson Plans 10.2.14

Continued from yesterday...

Reading/Organizer

1. Read/Analyze the documents.  Answer study guide questions.
2. Complete the graphic organizer

Documents A & B with Study Guide Questions
Why Did the US Invade Canada (students will need to access the "Maine Explosion PPT" - to the right under 'Pages')

Lesson Plans 9.30.14

Continued from yesterday...

Reading/Organizer

1. Read/Analyze the documents.  Answer study guide questions.
2. Complete the graphic organizer

Documents A & B with Study Guide Questions
Why Did the US Invade Canada (students will need to access the "Maine Explosion PPT" - to the right under 'Pages')

Bring Ear Buds for Wednesday and Thursday!

Lesson Plans 9.29.14

Reading/Organizer

1. Read/Analyze the documents.  Answer study guide questions.
2. Complete the graphic organizer

Documents A & B with Study Guide Questions
Why Did the US Invade Canada (students will need to access the "Maine Explosion PPT" - to the right under 'Pages')

Lesson Plans 9.26.14

Inquiry
Why did the U.S. invade Cuba?

Movie Clip
http://historicalthinkingmatters.org/spanishamericanwar/

Lesson Plans 9.24.14

Yellow Journalism, continued

Discussion

1. Do you know what happened to the Maine?
2. What evidence do you have for your answer?  Give an example where the reporter uses solid evidence to support a claim made in the article.
3. Do you think these articles would have been received differently by their readers in 1898?  How so?
4. What effect might the Journal article have had on its readers?
5. What effect might the Times article have on its readers?
6. How significant do you think the Maine explosion was to the American people a this time?  Why?

Assessment - Writing

1. Compare the evidence used by both papers to support their claims that the Maine was blown up by attack or by unknown causes.  Which uses stronger evidence?  Use at least three specific examples/phrases/words from the articles to support your position.
2. Which account is more believable?  Why?
3. Does this difference in accounts matter?  Why or why not?

Open House Tonight! 6:30-8:15

Lesson Plans 9.23.14

Yellow Journalism
Headlines

1. Search for Missing Bride Continues
2. Bride Missing!  Groom's Family Blame History of Mental Illness

• How do these headline differ?
• Consider the wording and how a reader might respond to each article

Discuss

1. What does each headline imply?
2. If these were articles, which would you have wanted to read first?
3. Which do you think would have been the most reliable story?  Why?
4. Why might different newspapers choose to present the same event so differently?

PowerPoint - Maine Explosion (link is to the right under Pages)

Discuss

1. According to this song, who sunk the Maine?
2. Does this prove the Spanish blew it up?

Reading

1. Document A: New York Journal 
2. Document B: New York Times (available to the right under Pages; titled Maine Explosion - Original Documents
3. Complete Guiding Questions with reading
1. New York Journal
   Sourcing
   1. How long after the explosion of the Maine was this article written?
   2. What does the headline of the article suggest about the newspaper’s point of view?
   Close Reading
   1. Upon what type of evidence does the New York Journal base its claims?
   
   
   New York Times
   Sourcing
   1. How does the date of this article compare with the date on the New York Journal and Advertiser article?
   Close Reading
   1. According to these headlines, what happened to the Maine?
   2. What kinds of evidence does the New York Times include to support its account of the incident?

Lesson Plans 9.22.14

Reading

• Text pages 369-370 Subheading: Newspapers (yellow journalism)

Discuss

• Yellow journalism 

Organization of Online Folders

Lesson Plans 9.18.14

Evaluating Sources

Groups
A.  Work together to complete the worksheet

1. Historical Question:  Who was present at the signing of the Declaration of Independence?

Source 1: Hollywood movie about the American Revolution made 2001

Source 2: Book written by a famous historian who is an expert on the American Revolution,  

                           published in 1999.

Who do you trust more? Why?

2. Historical Question: What was slavery like in South Carolina?

Source 1: Interview with former slave in 1936.  The interviewer is a black man collecting o                          histories for the Federal Writer’s Project.

Source 2: Interview with former slave in 1936.  The interviewer is a white woman collecting  

oral histories for the Federal Writer’s Project.

Who do you trust more? Why?

3. Historical Questions: What was the layout of the Nazi concentration camp Auschwitz?

Source 1: Interview with 80 year-old Holocaust survivor in 1985.

Source 2: Map of concentration camp found in Nazi files.

Who do you trust more? Why?

4.  Historical Question:  Why were Japanese Americans put in internment camps during WWII?

Source 1: Government film explaining internment from 1942.

Source 2: Government report on Japanese Internment from 1983 based on declassified 

government documents.

Who do you trust more? Why?

5. Historical Question:  Did American soldiers commit atrocities during the Vietnam War in 1969?

Source 1: Sworn testimony by American Sergeant in Congressional hearings in 1969.

Source 2:  Speech by American General touring the United States in 1969.

Who do you trust more? Why?

6.  Historical Question:  What happened at the Battle of Little Bighorn?

Source 1: High school history textbook from 1985.

Source 2: Newspaper account from the day after the battle in June 1876.

Who do you trust more? Why?

Discuss Answers

Lesson Plans 9.17.14

Early Release 12:45

Document Based Assessment (Available on the link to the right under DBQ's)

Here at NTHS we recognize the philosophy of RAM PRIDE SCHOOL WIDE as a means of how we conduct ourselves at school.

Essential Question:  Which of the following components of RAM PRIDE SCHOOL WIDE is most important to being successful at North Thurston High School?

“R” – Respect ourselves and others

“A” – Act responsibly

“M” – Model safety

“S” – Strive for excellence

Lesson Plans 9.16.14

Junior Class Meeting 2nd Period

Groups

1. Imagine that you are the principal of North Thurston High School and you just found out that there was a fight in the lunchroom during lunch.  You've asked many students and teachers who witnessed the fight what they saw so you can figure out who started it.  Unfortunately, you have received many different accounts that disagree about who started the fight, who was involved, and when it started.  It’s important to remember that NO ONE is lying.
2. Answer following questions;
1. How could there be different stories of the event if no one is lying?
2. Who are the different people who might have seen this fight?
3. What might make one person's story more believable than another person's?

Discuss

1. Why might people see or remember things differently?
2. Who has an interest in one person getting in trouble instead of another? Who was standing where? Could they see the whole event?
3. The plausibility of the stories themselves. Is the story believable? Trustworthy?
4. Time: Do stories change over time? How might what we remember right after the even differ from what we remember a week later? Does time make the way someone remembers something more or less trustworthy?

Stanford History Education Group

Lesson Plans 9.15.14

Organize
     Students will organize their online Hapara folders
     New seating chart

What is History?

1. History is an account of the past
2. Accounts differ depending on one's perspective
3. We rely on evidence to construct accounts of the past
4. We must question the reliability of each piece of evidence
5. Any single piece of evidence is insufficient to build a plausible account

Sourcing:  Before reading the document ask yourself:

1. Who wrote this?
2. What  is the author's perspective?
3. Why was it written?
4. When was it written?
5. Where was it written?
6. Is it reliable?  Why? Why not?

Contextualization

1. When and where was the document created?
2. What was different then?  What was the same?
3. How might the circumstances in which the document was created affect its content?

Stanford History Education Group

Lesson Plans 9.11.14

1. Daily Warm Up
2. 9/11 Video

Lesson Plans 9.12.14

Read
1. Finish reading "The Strange Death of Silas Deane"

Groups
1. In groups of 4 develop a compelling theory as to how Deane died
2. Class discussion questions:
     - In "The Strange Death of Silas Deane", the authors offer what the general public considers to   be the definition of history and the role of the historian. Do you agree with this definition?  
What are some of the potential problems inherent in this view of the role of the historian? 
What implications does this definition have for our understanding of the past?
- What does the example of Silas Deane indicate about the study of the past? The historian’s 
attempt to reconstruct the past? What does is suggest about the role and function of the 
historian?
- If, as Davidson and Lytle state, history is “the act of selecting, analyzing and writing about the 
past” (p. xxi), what possible challenges does the historian face in this process? Do you agree 
with their definition of history and the role of the historian? How does this compare to what 
Wilson  has to say about thinking about history?
- Do you agree that historians are more than “couriers to the past”? Why or why not
- What sorts of questions should a historian ask when trying to write history? Why are these 
questions important? How do the answers affect a historian’s approach to the past?
- How was history studied in the past? 
- How did the study of history change over time? How is the study of history today different  
from previous centuries? Why?
3. Write a reflection based on the following prompts:
- What skills do historians need in order to discover “what happened” when investigating an 
event?
  - How did your group decide what to include and what not to include?

Lesson Plans for 9.10.14

Read 
"The Strange Death of Silas Deane" for tomorrow.

Lesson Plans 9.9.14

Class Discussion

1. What is history?

    - How do historians know what is real when looking at sources?

2. Tell the story of "The Three Little Pigs" to a partner

    - What is similar/different in my story vs. my friends' stories?

    - "The True Story of the Three Little Pigs"

3.  What is perspective and inquiry?

Quick Write

1.  How can point of view (POV) influence a historians' understanding of an event?

Comment on this Post

Well, you have completed your first week of your junior year!  Congratulations!  Please respond in the comment section below and tell me what you plan to do to be successful this year.

Ear Buds!

You will be needing your ear buds soon!  Don't forget to purchase some (they can be cheap!) ~ GO RAMS!