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Week 18: January 13-17, 2014 Unit III work continues & “testing” begins 1920s, Great Depression, and New Deal

Week 18: January 13-17, 2014 Unit III work continues & “testing” begins 1920s, Great Depression, and New Deal. Americans , Ch. 12-15 History Alive! , Ch. 26-33.

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Week 18: January 13-17, 2014 Unit III work continues & “testing” begins 1920s, Great Depression, and New Deal

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  1. Week 18: January 13-17, 2014Unit III work continues & “testing” begins1920s, Great Depression, and New Deal Americans, Ch. 12-15 History Alive!, Ch. 26-33

  2. Homework: Bring your 1-2 PowerPoint slidesto Lab 237 for Tuesday’s final group work day “STUDY” for your chapter “test”Wed. 1/15 Monday, January 13, 2014 • “Conversation Piece” • Socratic Seminar Work Day #1 of 2 Divide chapter/questions: Calendar PPT or Shares folder 1-2 slides per person…1-2 specific discussion questions

  3. Why are we here TODAY? Students will participate in a BRIEF version of “Conversation Piece,” our weekly relationship-building activity, then collaborate and begin construction of chapter-specific PowerPoint slide show for use upcoming Socratic seminars.

  4. “Conversation Piece”Weekly warm-up after weekend so we can have a wonderful year… • a recent news event worthy of discussion OR… B) a personal experience worth sharing OR… C) a fact, quote, or “this day in history” event -a handout will be provided to startthe conversation IF necessary! THINK…what if I am picked to share? 5 minutes

  5. 1/13/1912 : Hugh Gernsback, of the Electro Importing Company, advertised radio receivers for sale for the price of just $7.50 in "Scientific American" magazine. • 1/13/1928 : Ernst F. W. Alexanderson gave the first public demonstration of television. • 1/13/1942 : Henry Ford patented the plastic automobile, which allowed for a 30% decrease in car weight. • Donkeys kill more people annually than plane crashes. • “The will to do springs from the knowledge that we can do.” - James Allen • “Always the beautiful answer who asks a more beautiful question.” - e.e. cummings • “If you take risks, you may fail. But if you don't take risks, you will surely fail. The greatest risk of all is to do nothing.” - Robert Goizueta

  6. 1/6/1912 : New Mexico became the 47th U.S. state. • 1/6/1931: True or False: Thomas Edison executed his last patent application. If TRUE, what was it for? If FALSE, when did he die?http://famousdaily.com/history/thomas-edison-submits-his-last.html • 1/6/1945: The well-known World War II Battle of the Bulge ended with 130,000 German and 77,000 Allied casualties. • Mosquitoes are attracted to the color blue twice as much as any other color. • The venom in a Daddy Long-Legs spider is more poisonous than a Black Widow's or a Brown Recluse, but they cannot bite humans because their jaws won't open wide enough. FALSE • http://spiders.ucr.edu/daddylonglegs.html • Goofy had a wife, Mrs. Goofy, and one son: Maximillian Goof, Max, or Maxie or Goofy jr. • During a typical human life span, the human heart will beat approximately 2.5billion times.  • “Eighty (80%)percent of success is showing up.” - James Allen

  7. 2013 Year in Review “Pop Quiz” Top U.S. News Stories • What Dust Bowl state experienced a “monster” tornado on May 21? OKLAHOMA 2. What National Security Agency contractor fled the country after revealing that NSA surveillance included massive amounts of phone records & emails of average citizens? EDWARD SNOWDEN 3. What was the name of the community watch volunteer acquitted of second-degree murder by a six-woman jury in Seminole Country, Florida? GEORGE ZIMMERMAN 4. What April event was rocked by deadly bombs planted by two brothers, resulting in a massive manhunt?   BOSTON MARATHON • What happened on October 1 when the House & Senate could not agree on a spending bill? GOVERNMENT SHUTDOWN

  8. 2013 Year in Review “Pop Quiz” Top World Stories 6. What did Pope Benedict XVI do in February and how did it affect Jorge Mario Bergoglio? RESIGNED—POPE FRANCIS (1/2 FOR EACH PART) 7. Name at least one of the two Middle Eastern nations plagued by war or upheaval that caught headlines during the summer. SYRIA OR EGYPT (2 PTS IF BOTH) 8. Where did one of the strongest typhoons ever to make landfall kill over 6,000 people in November?   PHILIPPINES • Where is MalalaYousafzai from? PAKISTAN • What is the name of the royal baby, who is third in line to become king of England? GEORGE

  9. Homework: Study for collaborative “test” on your chapter (20 pts) You may use index card and EQ page, NOT “ttt” packet!Complete PowerPoint slide(s) for Socratic Seminar? FYI: Individual chapter “test” Friday (20 pts)…index card & EQ page OK Tuesday, January 14, 2014 I. Socratic Seminar Work Day #2 of 2.25  Review/finalize 1-2 slides/person…1-2 differentdiscussion ?s Robinson Shares folder group file…OPEN & “ADD”your slide(s) Organize slides “in order”…follow the sections of the chapter “Chapter captain” must SAVE & DROP final version ASAP II. Documentary Video: Roaring 1920s…time permitting Safari Montageworksheet

  10. Why are we here TODAY? Students will collaborate and complete one chapter-specific PowerPoint slide show for use in the upcoming Socratic seminars. Time permitting, students will watch a 1920s documentary (contained in Safari Montage) and complete a worksheet.

  11. Chapter Summary INDEX CARD: The Roaring 20s, The Great Depression, and the New Deal • By Wednesday, FILL one side of the index card, plus half of the back as your READ The AmericansTEXTBOOK: • key facts:noteworthy description of people, places, events, etc. • vocabulary terms: define ALL relevant words • 2 or more original discussion questions: suitable for sharing in Socratic circle (debating?) • Draw “something” small that represents the chapter The Americans Ch. 12 (p. 410-431) The Politics of the Roaring Twenties Ch. 13 (p. 432-461) The Roaring Life of the 1920s Ch. 14 (p. 462-485) The Great Depression Ch. 15 (p. 486-523) The New Deal Please PRINT NAME on card! With at least one partner, you will be REVIEWING the “ttt” answers & main ideas for a group of classmates who did NOT specialize in your chapter, plus sharing the “essentials” from your index card. Timed, peer evaluated, & DONE! • Your group of “resident experts” will also work with History Alive! (Ch. 26-33)…you will LEAD a Socratic seminar related to the focus questions (from both books)…1-2 PPT slides per person…equitable division of ?s and material…TEACHER & SELF-EVALUATED...happening “later.” • ALL students will complete textbook “quizzes” for marking period grades (collaborative AND/OR individual), plus your own Unit III district exam!

  12. Visit Schoolwires Calendar? • Students will share and discuss various higher-level thinking questions, both their own as well as some from The Americans and History Alive!. Then, after considering their own preferences and preparations, students will edit and enhance this very basic Unit III PowerPoint Template to include their own phrases, "answers," historic examples, PICTURES, brief video clips, quotations, maps, diagrams, etc. • The group powerpoint will be used as the visual aid for an upcoming Socratic seminar. All "resident experts" for each chapter (12-15) should be familiar with ALL the questions, and all members of the group should anticipate delivering a high-quality and dynamic "conversation." YOU DO NOT ANSWER YOUR OWN QUESTION...LEAD a discussion that includes your colleagues, as well as the rest of the class who did NOT specialize in your chapter. • Students are reminded of the following: • -DIVIDE the chapter-specific questions and/or sections • -Produce your own 1-2 slides with your name clearly marked • -SAVE and SHARE your slides with your group via the medium that works "best" for you. • I'm looking forward to hearing and seeing your collaborative work!

  13. Homework: review for Friday’s individual “test” on your chapter (20 pts) index card and EQ page, NOT “ttt” packet! Wednesday, January 15, 2014 I. Collaborative Chapter “Test”…20 pts Index card and EQ page OK…limited book time II. Socratic Seminar Work Day #2.25  Organize slides “in order”…follow the sections of the chapter Add picture from each slide to “intro” slide…consider conclusion? “ADD”your slide(s) to “chapter captain” SAVE & DROP

  14. Why are we here TODAY? Students will collaborate and complete a chapter-specific “test,” then assemble the PowerPoint slide show for use in the upcoming Socratic seminars.

  15. Chapter Summary INDEX CARD: The Roaring 20s, The Great Depression, and the New Deal • By Wednesday, FILL one side of the index card, plus half of the back as your READ The AmericansTEXTBOOK: • key facts:noteworthy description of people, places, events, etc. • vocabulary terms: define ALL relevant words • 2 or more original discussion questions: suitable for sharing in Socratic circle (debating?) • Draw “something” small that represents the chapter The Americans Ch. 12 (p. 410-431) The Politics of the Roaring Twenties Ch. 13 (p. 432-461) The Roaring Life of the 1920s Ch. 14 (p. 462-485) The Great Depression Ch. 15 (p. 486-523) The New Deal Please PRINT NAME on card! With at least one partner, you will be REVIEWING the “ttt” answers & main ideas for a group of classmates who did NOT specialize in your chapter, plus sharing the “essentials” from your index card. Timed, peer evaluated, & DONE! • Your group of “resident experts” will also work with History Alive! (Ch. 26-33)…you will LEAD a Socratic seminar related to the focus questions (from both books)…1-2 PPT slides per person…equitable division of ?s and material…TEACHER & SELF-EVALUATED...happening “later.” • ALL students will complete textbook “quizzes” for marking period grades (collaborative AND/OR individual), plus your own Unit III district exam!

  16. Collaborative Chapter “Test”…20 pts Index card and EQ page OK…limited book time • Last names on the FIRST section quiz ONLY • PAIR up or divide sections amongst “resident experts” • DO NOT COMPLETE “extended response” questions • 1 minute per section…Ch. 13 = 3 min. Ch. 15 = 5 min. • Share & confirm “best” answers after open-book time If you disagree, list initials & re-write answer in margin

  17. Homework: review for Friday’s individual “test” on your chapter (20 pts) index card and EQ page, NOT “ttt” packet!Review Safari Montage documentary and complete video worksheet? Thursday, January 16, 2014 I. Documentary Video: What was “roaring” about the 1920s?” Safari Montageworksheet Record additional NOTES…12/20/13? II. Collaborative Work: “Quiz” Results & PPT slide show Chapter 12-15 assessment (20 major pts) Are you as an individual and GROUP finished? What was ROARING in post-WW I America in the 1920s?

  18. Questions about Digital Footprint?

  19. Why are we here TODAY? Students will watch a documentary and complete a worksheet about the “Roaring 1920s,” then review the results of the “collaborative quiz.” As needed, students will review and adjust the PowerPoint slide show for use in the upcoming Socratic seminars.

  20. Homework: NONE Friday, January 17, 2014 I. Individual “Test:” Ch. 12, 13, 14, OR 15 (20 major pts) Are you a “resident expert?” II. Documentary Video: What was “roaring” about the 1920s?” Safari Montageworksheet Record additional NOTES…12/20/13? What was ROARING in post-WW I America in the 1920s?

  21. Why are we here TODAY? Students will complete an individual “test” on their assigned chapter, then complete a documentary video worksheet about the “Roaring 1920s.”

  22. Individual Chapter “Test”…20 pts Index card and EQ page OK…limited book time • First and Last name on your test • DO NOT COMPLETE “extended response” questions • 2-3 minutes of The Americans (or your “ttt” packet) Today is the day when you display your knowledge & expertise!

  23. Unit III: Roaring 1920s, Great Depression, and New Deal • What happens when traditional and modern cultures interact? • What influences do economic excesses have on American society? • What is the proper role of government in people’s lives? • We’ll examine a variety of domestic issues in post-WW I America involving new economic, social, political, ideological, and cultural developments from the “roaring” decade of the 1920s and into the horrendous economic crisis of the 1930s. The presidencies of Harding, Coolidge, Hoover, and Roosevelt will be encountered, and finally, the lasting impact of the New Deal will be evaluated. • Did America move closer to or further from its founding ideals during the interwar period?

  24. “The Roaring 1920s” “The return to normalcy ushered in an exciting new era, including the start of the automobile culture, flappers and the revolution in manners and morals. The consumer revolution, the rise of advertising and motion pictures, the Harlem Renaissance, the Jazz Age and the golden age of sports were all glamorous new aspects of American life. Meanwhile, social polarization, prohibition, the Scopes Trial and the rebirth of the KKK represented the more sober social realities.”

  25. The Roaring 1920s ratification normalcy women prosperity innovations international automobile Americans turned away from affairs in the aftermath of World War I, an attitude reflected in newly elected President Warren G. Harding’s call for a return to “.” The country’s focus shifted instead to the material benefits associated with America’s unprecedented postwar . Spurred by new inventions and technological , the United States’ economy was in the midst of a third industrial revolution. The became a dominant feature of America’s new consumer culture and created a more mobile society, and consumer goods such as electrical appliances caused fundamental changes in daily life. Along with the consumer revolution came dramatic cultural changes, especially for . With the of the 19th Amendment, women experienced increased participation in public affairs, improved educational and employment opportunities and enjoyment of the many glamorous aspects of the Roaring Twenties. international normalcy prosperity innovations automobile ratification women

  26. The Roaring 1920s pivotal nativist Harlem Renaissance flight revival pivotal jazz sportstemperance The motion picture industry was born and quickly assumed a role in American culture. Americans were also entertained by music, just one aspect of the emergence of a distinctively African-American culture, known as the. Heroes from the “Golden Age of ” led by Babe Ruth and Jack Dempsey excited many, and Charles Lindbergh thrilled the world with his daring . However, old social tensions flared up during this period of rapid cultural change. advocates had succeeded in making Prohibition the law of the land, but enforcement proved very difficult. The Ku Klux Klan experienced a strong , expressing hatred towards those they regarded as un-American, and groups rejected many elements of the new culture that they believed were destroying American values. jazz Harlem Renaissance sports flight Temperance revival nativist

  27. The Roaring 1920s gap prosperity stocks production The excitement generated by the economic of the time tended to overshadow underlying weaknesses such as high speculation in , cutbacks in industrial and the increasing between rich and poor. The causes for an abrupt end to the economic optimism of the Roaring Twenties were in place. prosperity production stocks gap

  28. Use the documentary video, OTHER internet resources, and your books to fill in the blanks below. 1913 — Henry Ford sets up the first moving line. 1913 — John Watson publishes Psychology as the Behaviorist Views It. 1914 — Marcus founds the Universal Negro Improvement Association. 1919 — The 18th Amendment, prohibiting the sale of , is ratified. 1920 — Women gain the right to with ratification of the 19th Amendment. 1920s — For the first time, more Americans live in than in the countryside 1924 — The Immigration Act establishes the first national origins system. 1925 — The Scopes is held in Tennessee. 1927 — Duke Ellington brings his band to the Club in Harlem. 1927 — The Jazz Singer, the first “talkie” , is released. 1927 — Charles Lindbergh is first to fly solo across the Ocean. 1929 — The stock market signals the end of the Roaring Twenties.

  29. Socratic SeminarScoring Rubric (40 major points) Visual Aid(PowerPoint slides) Advanced (10-9) -precise and highly effective verbiage displayed in questions and “answers” or prompts -images, text, & effects utilized effectively to create content-filled & appealing slide(s) -highly effective utilization of slide(s) during performance exhibit mastery of EUs and EQs Proficient (8.5-7) -acceptable verbiage displayed in questions and “answers” or prompts -images, text, & effects create acceptable slide(s); content and/or appeal may be lacking -utilization of slide(s) during performance exhibit familiarity with EUs and EQs Basic (<7pts) -verbiage displayed in questions and “answers” or prompts is confusing or ineffective -images, text, and/or effects not utilized effectively to create detailed or appealing slide(s) -slide(s) not used much or at all during performance; does not exhibit awareness of EU/EQs

  30. Unit III: 1920s, Great Depression, & New Deal Essential Questions What happens when traditional and modern cultures interact? What influences do economic excesses have on American society? What is the proper role of the government in people’s lives? Did America move closer to or further away from its founding ideals during the interwar period? Enduring Understandings Cultural patterns established between the world wars are still relevant today. Conflict occurs when people perceive that traditional values and culture are threatened by modern changes. Economic excess and the unequal distributions of wealth can lead to instability in society. Liberals and Conservatives have different beliefs about individual responsibility and the proper role of the government. As a result of the New Deal, the United States government took on greater responsibilities for promoting the general welfare.

  31. Essential Questions What happens when traditional and modern cultures interact? What influences do economic excesses have on American society? What is the proper role of the government in people’s lives? Did America move closer to or further away from its founding ideals during the interwar period? What happens when traditional and modern cultures interact? • The clash between traditional moral values and changing ideas were exemplified in the controversy over Prohibition, the Scopes trial, and the emergence of the “New Woman.” • Rising tensions including, the resurgence of the Ku Klux Klan, and the rise of socialism/communism. • How different forms of mass media created consumerism and mass culture. • Contributions of artists and writers of the Harlem Renaissance What influences do economic excesses have on American society? • Impact of the economic policies of the Harding and Coolidge administrations on wealth distribution, investment, and taxes. • Basic operation of the stock market. • Causes and consequences of the Great Depression and Dust Bowl. What is the proper role of the government in people’s lives? • Effectiveness of presidential responses of the Hoover and Roosevelt administrations. • Opponents of New Deal policies and their arguments.

  32. Enduring Understandings:Students will understand that… • Cultural patterns established between the world wars are still relevant today. • Conflict occurs when people perceive that traditional values and culture are threatened by modern changes. • Economic excess and the unequal distributions of wealth can lead to instability in society. • Liberals and Conservatives have different beliefs about individual responsibility and the proper role of the government. • As a result of the New Deal, the United States government took on greater responsibilities for promoting the general welfare.

  33. READINGS for Unit III: The Roaring 20s, The Great Depression, and the New Deal History Alive!Era 4, p. 326-327: The Roaring Twenties and Great Depression Unit 8: The Twenties Ch. 26 (p. 330-341) Understanding Postwar Tensions Ch. 27 (p. 342-351) The Politics of Normalcy Ch. 28 (p. 353-367) Popular Culture in the Roaring Twenties Ch. 29 (p. 369-379) Clash Between Traditionalism & Modernism Unit 9: Great Depression and the New Deal Ch. 30 (p. 382-391) The Causes of the Great Depression Ch. 31 (p. 392-399) The Response to the Economic Collapse Ch. 32 (p. 400-411) Human Impact of the Great Depression Ch. 33 (p. 412-427) The New Deal and its Legacy The AmericansUnit 4, p. 408-409: The 1920s and the Great Depression Ch. 12 (p. 410-431) The Politics of the Roaring Twenties Ch. 13 (p. 432-461) The Roaring Life of the 1920s Ch. 14 (p. 462-485) The Great Depression Ch. 15 (p. 486-523) The New Deal

  34. Socratic SeminarScoring Rubric (40 major points) Content(Verbal) Advanced (10-9) -displays an extensive command of accurate historic information -answers, examples, comparisons, & “connections” to EUs & EQs are detailed & relevant -analysis of issues and events, plus their effects, show a high level of thought/insight Proficient (8.5-7) -displays an adequate command of mostly accurate historic information -answers, ex., comparisons, & “connections” to EU/EQs are somewhat detailed or relevant -analysis of issues, events, or their effects, show evidence of thought/insight Basic (<7 pts) -displays limited command of accurate historic information -answers, ex., comparisons, & “connections” to EU/EQs are NOT detailed and/or relevant -analysis of issues, events, and/or their effects, show little evidence of thought/insight

  35. Socratic SeminarScoring Rubric (40 major points) Speaking & Listening Skills Advanced (10-9) -contributions are delivered efficiently with highly effective volume and clarity -eye contact and body language show excellent engagement and active listening -verbal contributions address others’ points of view and reflect awareness of time limits Proficient (8.5-7) -contributions are delivered with acceptable efficiently with effective volume and clarity -eye contact and body language show some engagement and active listening -verbal contributions may reflect awareness of others’ points of view and/or time limits Basic (<7 pts) -contributions are not delivered efficiently; volume and/or clarity are ineffective -eye contact and/or body language show little or no engagement/active listening -verbal contributions do not reflect awareness of others’ points of view and/or time limits

  36. Socratic SeminarScoring Rubric (40 major points) Visual Aid(PowerPoint slides) Advanced (10-9) -precise and highly effective verbiage displayed in questions and “answers” or prompts -images, text, & effects utilized effectively to create content-filled & appealing slide(s) -highly effective utilization of slide(s) during performance exhibit mastery of EUs and EQs Proficient (8.5-7) -acceptable verbiage displayed in questions and “answers” or prompts -images, text, & effects create acceptable slide(s); content and/or appeal may be lacking -utilization of slide(s) during performance exhibit familiarity with EUs and EQs Basic (<7pts) -verbiage displayed in questions and “answers” or prompts is confusing or ineffective -images, text, and/or effects not utilized effectively to create detailed or appealing slide(s) -slide(s) not used much or at all during performance; does not exhibit awareness of EU/EQs

  37. Self- Reflection (CIRCLE 10 or 9 for “advanced;” 8 or 7 for “proficient;” or 6 for “basic.” 10…9…8…7…6I spoke with accuracy & confidence using detailed historical info to explain the EUs & EQs. 10…9…8…7…6My contributions were insightful & often expanded/enhanced or challenged other’s ideas. 10…9…8…7…6 My slide(s) were detailed, creative, error-free, and used effectively to share my thoughts. 10…9…8…7…6 I participated respectfully and enhanced the group’s effectiveness through my actions. Describe your performance, including your best contribution(s) and area(s) that need(s) improvement. /10 (??/40)

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