Mr. Damian's website
American Cultures

 

Study Guides Chapters 6 to 11 due Wed 11-30-11

Farewell to Manzanar vocab due Fri 12-9-11

Terms and people Chapter 12 The Cold War 1945 1960 due Fri 12-9-11

Tues 11-29-11 Handout and review Terms and People Chapter 12 The Cold War

Wed 11-30-11 Study Guides Chp 6 to 11 due, discussion question reviewd in class, work on terms and people

Thur 12-1-11 Power point Section 1 Chapter 12

Fri 12-2-11 Video Stream The Cold War

 

 

 

 

 

TERMS AND PEOPLE

CHAPTER 12

THE COLD WAR 1945-1960

SATELLITE STATE                                               Suez Crisis

Cold War                                                              Eisenhower Doctrine

Iron curtain                                                         CIA

Truman Doctrine                                              NASA

George F. Kennan                                           Red Scare

Containment                                                     Smith Act

Marshall Plan                                                     HUAC

Berlin Airlift                                                        Hollywood Ten

NATO                                                                    blacklist

Warsaw Pact                                                      Alger Hiss

Jaing Jieshi                                                          Julius and Ethel Rosenberg

Mao Zedong                                                      Joseph R. McCarthy

38th Parrallel                                                       McCarthyism

Douglas MacArthur

Limited war

SEATO

Arms race

Mutual assured destruction

John Foster Dulles

Massive retaliation

Nikita Krushchev

Nationalize

 

 

 

 

Farewell to Manzanar vocab check Friday 11-18 page 2 (merchant to sustenance)

Quiz Monday 11-21-11 Section 4 and 5 terms and people and notes.

Section 4 and 5 summary HW wednesday 11-16-11

Farewell to Manzanar study guides Chapters 6 to 11, will be completed during the break, and are due on Wednesday 11-30-11

 

Subject:

 

American Cultures

Week of:

 

11-14-11 to 11-18-11

Lesson:

 

World War II 1941-1945

Big Idea:

 

What impact did WW II have on America and the world?

PA Standard:

5.1.12L1 – How Pa and U.S. court decisions affected civil rights (S2)

5.3.12J – The role of media in political life (S2)

7.3.12B1 – Cultural conflicts (S4)

7.3.12E2 – The role of international political alliances (S5)

8.1.12C5 – Historical interpretation: causes and results (S5)

8.1.12B4 – Historical data in maps (S1)

8.3.12A1 – U.S. since 1890: contributions of political leaders (S3)

8.3.12A2 – U.S. since 1890: contributions of military leaders (S1, S3,)

8.3.12C3 – U.S. since 1890: innovations (S3)

8.3.12D2 – U.S. since 1890: ethnic and racial relations (S2)

8.3.12D3 – U.S. since 1890: labor relations (S2)

8.3.12D5 – U.S. since 1890: military conflicts (S1, S3, S4, )

8.4.12B2 – World History since 1450: historic places (S4)

8.4.12C4 – Historical continuity and change since 1450: Europe (S5)

8.4.12D5 – World History since 1450: military conflicts (S1)

8.4.12D2 – World History since 1450: ethnic and racial tensions (S4)

Objective(s) SWBAT

 

Section 1 – Focus Question (How did the Allies turn the tide against the Axis?) Objectives – Analyze the response for and impact of the Allies “Europe first” strategy. Explain why the battles of Stalingrad and Midway were major turning points in the war. Discuss how the allies put increasing pressure on the Axis in North Africa and Europe. Section 2 – Focus Question (How did the war change America at home?) Objectives – Explain how World War II increased opportunities for women and minorities. Analyze the effects of the war on civil liberties for Japanese Americans. Examine how the need to support the war effort changed American lives. Section 3 – Focus Question (How did the Allies defeat the Axis powers?) Objectives – analyze the planning and impact of the D-Day invasion of Europe. Understand how the Allies achieved final victory in Europe. Explore the reasons President Truman decided to use the atomic bomb against Japan. Section 4 – Focus Question (How did the Holocaust develop and what were its results?) Objectives – Trace the roots and progress of Hitler’s campaign against the Jews.  Explore the goals of Hitler’s “final solution” and the nature of the Nazi death camps.

Examine how the U.S. responded to the Holocaust. Section 5 – Focus Question (What were the major immediate and long-term effects of WW II?) Objectives – Evaluate the goals that Allied leaders set for the postwar world. Describe the steps that the U.S. and other countries took toward international cooperation. Explain the impact of WW II on the postwar U.S.

Reading assignment – “Farewell to Manzanar” a primary source account of a young Japanese American girls life in the internment camps. Objective - Analyze the effects of the war on civil liberties for Japanese Americans.

AYP – Screening test to evaluate student’s reading level and ability. Diagnosing Readiness Tests to measure student’s abilities in essential skills in social studies. (Geography, Visual Analysis, Critical Thinking and reading, Vocabulary, Writing)

Materials/Resources

 

Binder, pen, text, video clips, WW II in high def video – The air War, notes/discussion, Terms and People, AYP Screening Test, Diagnosing Readiness Tests,  Reading assignment – “Farewell to Manzanar” a primary source account of a young Japanese American girls life in the internment camps (vocabulary, character description, life in the camp chart, Chapter reviews 1-7, 8-14, 15-21, written assignment students will create a 2-3 page paper comparing and contrasting the life in a Japanese internment camp and life in a Nazi concentration camp), E-book assignment, Geography and History – North Africa map (desert warfare), History interactive – WW II the home front (web code nep-1115), History Interactive – The allies Land on D-Day (web code nep-1105), Geography  interactive– WW II in Europe 1942-45 (web code nep-1106), Geography interactive – WW II in the Pacific 1942-1945 (web code nep-1107), Geography interactive – The decline of Imperialism 1945-1989 (web code nep-1110, Note taking study guides (sections 1-5), Vocabulary builder – (use of context clues to determine meaning), Biography – (Navajo code talkers, Ira Hayes, The Marines at Iwo Jima), Landmark decisions of the Supreme Court : Can Gov’t limit a group’s liberties during wartime? (Korematsu v. U.S.), Link to Literature – Night, History Comics – Postwar goals, Section 1-5 review quiz, Document  based assessment packet (short answer, reading a chart, primary source, geography WW II in the Pacific, essay), Holocaust (video/web based project, constructed response paper), air war worksheet, Chapter Test ,  Auschwitz video: if you cried you died (one mans journey back to the death camp of Auschwitz)

Activities

 

Monday – return and review test, hand out remaining Manzanar vocab,

Tuesday – powerpoint Section 5, work on Manzanar vocab continue reading up to chapter 11

Wednesday- note taking study guide sheet Section 5, Section 4 and 5 summary

Thursday – work on Manzanar vocab continue reading up to chapter 11

Friday – review for quiz sections 4 and 5 for Monday, CNN student news quiz

Assessment:

 

Terms and People, AYP Screening Test, Diagnosing Readiness Tests,  Reading assignment – “Farewell to Manzanar” a primary source account of a young Japanese American girls life in the internment camps (vocabulary, character description, life in the camp chart, Chapter reviews 1-7, 8-14, 15-21, written assignment students will create a 2-3 page paper comparing and contrasting the life in a Japanese internment camp and life in a Nazi concentration camp), E-book assignment, Geography and History – North Africa map (desert warfare), History interactive – WW II the home front (web code nep-1115), History Interactive – The allies Land on D-Day (web code nep-1105), Geography  interactive– WW II in Europe 1942-45 (web code nep-1106), Geography interactive – WW II in the Pacific 1942-1945 (web code nep-1107), Geography interactive – The decline of Imperialism 1945-1989 (web code nep-1110, Note taking study guides (sections 1-5), Vocabulary builder – (use of context clues to determine meaning), Biography – (Navajo code talkers, Ira Hayes, The Marines at Iwo Jima), Landmark decisions of the Supreme Court : Can Gov’t limit a group’s liberties during wartime? (Korematsu v. U.S.), Link to Literature – Night, History Comics – Postwar goals, Section 1-5 review quiz, Document  based assessment packet (short answer, reading a chart, primary source, geography WW II in the Pacific, essay), Holocaust (video/web based project, constructed response paper), air war worksheet, Chapter Test , 

Closure:

 

Students are to think about how WW II affected the lives of minorities and women after WW II.

Modification/Adaptation

 

 Assignments adjusted for length or complexity, extended time , access to Learning support staff, study guides, frequent checks for understanding, test modification, strategic seating, organizational skills,

 

 

 

Test on Sections 1,2,3, WW II Tuesday 11-8-11

Reading log check "Farewell to Manzanar" Friday 11-4-11

Parent Teacher conferences 11-9, 11-10, 11-11

 

 

http://www.pdesas.org

 

Subject:

 

American Cultures

Week of:

 

10-31-11 to 11-4-11

Lesson:

 

World War II 1941-1945

Big Idea:

 

What impact did WW II have on America and the world?

PA Standard:

5.1.12L1 – How Pa and U.S. court decisions affected civil rights (S2)

5.3.12J – The role of media in political life (S2)

7.3.12B1 – Cultural conflicts (S4)

7.3.12E2 – The role of international political alliances (S5)

8.1.12C5 – Historical interpretation: causes and results (S5)

8.1.12B4 – Historical data in maps (S1)

8.3.12A1 – U.S. since 1890: contributions of political leaders (S3)

8.3.12A2 – U.S. since 1890: contributions of military leaders (S1, S3,)

8.3.12C3 – U.S. since 1890: innovations (S3)

8.3.12D2 – U.S. since 1890: ethnic and racial relations (S2)

8.3.12D3 – U.S. since 1890: labor relations (S2)

8.3.12D5 – U.S. since 1890: military conflicts (S1, S3, S4, )

8.4.12B2 – World History since 1450: historic places (S4)

8.4.12C4 – Historical continuity and change since 1450: Europe (S5)

8.4.12D5 – World History since 1450: military conflicts (S1)

8.4.12D2 – World History since 1450: ethnic and racial tensions (S4)

Objective(s) SWBAT

 

Section 1 – Focus Question (How did the Allies turn the tide against the Axis?) Objectives – Analyze the response for and impact of the Allies “Europe first” strategy. Explain why the battles of Stalingrad and Midway were major turning points in the war. Discuss how the allies put increasing pressure on the Axis in North Africa and Europe. Section 2 – Focus Question (How did the war change America at home?) Objectives – Explain how World War II increased opportunities for women and minorities. Analyze the effects of the war on civil liberties for Japanese Americans. Examine how the need to support the war effort changed American lives. Section 3 – Focus Question (How did the Allies defeat the Axis powers?) Objectives – analyze the planning and impact of the D-Day invasion of Europe. Understand how the Allies achieved final victory in Europe. Explore the reasons President Truman decided to use the atomic bomb against Japan. Section 4 – Focus Question (How did the Holocaust develop and what were its results?) Objectives – Trace the roots and progress of Hitler’s campaign against the Jews.  Explore the goals of Hitler’s “final solution” and the nature of the Nazi death camps.

Examine how the U.S. responded to the Holocaust. Section 5 – Focus Question (What were the major immediate and long-term effects of WW II?) Objectives – Evaluate the goals that Allied leaders set for the postwar world. Describe the steps that the U.S. and other countries took toward international cooperation. Explain the impact of WW II on the postwar U.S.

Reading assignment – “Farewell to Manzanar” a primary source account of a young Japanese American girls life in the internment camps. Objective - Analyze the effects of the war on civil liberties for Japanese Americans.

AYP – Screening test to evaluate student’s reading level and ability. Diagnosing Readiness Tests to measure student’s abilities in essential skills in social studies. (Geography, Visual Analysis, Critical Thinking and reading, Vocabulary, Writing)

Materials/Resources

 

Binder, pen, text, video clips, WW II in high def video – The air War, notes/discussion, Terms and People, AYP Screening Test, Diagnosing Readiness Tests,  Reading assignment – “Farewell to Manzanar” a primary source account of a young Japanese American girls life in the internment camps (vocabulary, character description, life in the camp chart, Chapter reviews 1-7, 8-14, 15-21, written assignment students will create a 2-3 page paper comparing and contrasting the life in a Japanese internment camp and life in a Nazi concentration camp), E-book assignment, Geography and History – North Africa map (desert warfare), History interactive – WW II the home front (web code nep-1115), History Interactive – The allies Land on D-Day (web code nep-1105), Geography  interactive– WW II in Europe 1942-45 (web code nep-1106), Geography interactive – WW II in the Pacific 1942-1945 (web code nep-1107), Geography interactive – The decline of Imperialism 1945-1989 (web code nep-1110, Note taking study guides (sections 1-5), Vocabulary builder – (use of context clues to determine meaning), Biography – (Navajo code talkers, Ira Hayes, The Marines at Iwo Jima), Landmark decisions of the Supreme Court : Can Gov’t limit a group’s liberties during wartime? (Korematsu v. U.S.), Link to Literature – Night, History Comics – Postwar goals, Section 1-5 review quiz, Document  based assessment packet (short answer, reading a chart, primary source, geography WW II in the Pacific, essay), Holocaust (video/web based project, constructed response paper), air war worksheet, Chapter Test ,  Auschwitz video: if you cried you died (one mans journey back to the death camp of Auschwitz)

Activities

 

Monday – Auschwitz video- if you cried you died, In your reading log compare and contrast the Japanese Internment camps from “Farewell to Manzanar” to that of the German concentration camps

Tuesday – Study Guide Quiz Chapters 3-5 “Farewell to Manzanar”, return and review, complete section 3 summary and Biography – The Marines at Iwo Jima, Ira Hayes (Flags of our Fathers)

Wednesday- Note taking study guide section 3, WW II video – End game in Europe, Battle of the Bulge, The Battle of Germany

Thursday – WW II in HD- battles in the Pacific

Friday – collect and review reading log “Farewell to Manzanar” CNN student news with news quiz

Assessment:

 

Terms and People, AYP Screening Test, Diagnosing Readiness Tests,  Reading assignment – “Farewell to Manzanar” a primary source account of a young Japanese American girls life in the internment camps (vocabulary, character description, life in the camp chart, Chapter reviews 1-7, 8-14, 15-21, written assignment students will create a 2-3 page paper comparing and contrasting the life in a Japanese internment camp and life in a Nazi concentration camp), E-book assignment, Geography and History – North Africa map (desert warfare), History interactive – WW II the home front (web code nep-1115), History Interactive – The allies Land on D-Day (web code nep-1105), Geography  interactive– WW II in Europe 1942-45 (web code nep-1106), Geography interactive – WW II in the Pacific 1942-1945 (web code nep-1107), Geography interactive – The decline of Imperialism 1945-1989 (web code nep-1110, Note taking study guides (sections 1-5), Vocabulary builder – (use of context clues to determine meaning), Biography – (Navajo code talkers, Ira Hayes, The Marines at Iwo Jima), Landmark decisions of the Supreme Court : Can Gov’t limit a group’s liberties during wartime? (Korematsu v. U.S.), Link to Literature – Night, History Comics – Postwar goals, Section 1-5 review quiz, Document  based assessment packet (short answer, reading a chart, primary source, geography WW II in the Pacific, essay), Holocaust (video/web based project, constructed response paper), air war worksheet, Chapter Test , 

Closure:

 

Students are to think about how WW II affected the lives of minorities and women after WW II.

Modification/Adaptation

 

 Assignments adjusted for length or complexity, extended time , access to Learning support staff, study guides, frequent checks for understanding, test modification, strategic seating, organizational skills,

 

 

 

 

 

 

 

 

 

Chapter 11 (World War II 1941 - 1945) terms and people due in your binder Thursday October 13th.

Manzanar vocab, first 15 words due Thursday October 13th.

Study guide quiz Chapters 1-2 "Farewell to Manzanar" Friday October 14th, you must have chapters read by Thursday October 13th.

 

 

VOCABULARY

“FAREWELL TO MANZANAR”

 

NAME: _______________________________

DEFINE THE FOLLOWING TERMS.

Vigil –

 

 

Alien-

 

 

Saboteurs-

 

 

Interrogation –

 

 

Persecute –

 

 

Patriarch –

 

 

Evacuation –

 

 

Chaos –

 

 

Edicts –

 

 

Integrated –

 

 

Permeate –

 

 

Scan –

 

 

Temporary –

 

 

Ventilation –

 

 

Entrepreneurs –

 

 

Merchant –

 

 

Tyrant –

 

 

Samurai –

 

 

Magistrate –

 

 

Patron –

 

 

Valet –

 

 

Emasculated –

 

 

Renounced –

 

 

Endurance –

 

 

Plaintive –

 

 

Martial –

 

 

Precisely –

 

 

Conspirators –

 

 

Commotion –

 

 

Asunder –

 

 

Rescinded –

 

 

Sustenance –

 

 

Foreshadowing –

 

 

Dwindle –

 

 

Decade –

 

 

Posthumous –

 

 

Tranquil –

 

 

Lethargic –

 

 

Amorphous –

 

 

Benevolent –

 

 

Guileless –

 

 

Ludicrous –

 

 

Accumulate –

 

 

Affirming –

 

 

Interim –

 

 

Validation –

 

Oases –

 

 

Obelisk –

 

 

Inaudible –

 

 

Pilgrimage –

 

 

Placator - 

 

 

AMERICAN CULTURES

“FAREWELL TO MANZANAR”

CHARACTER DESCRIPTION

NAME: _______________________________

FROM YOUR READING GIVE A BRIEF DESCRIPTION OF THE MAJOR AND MINOR CHARACTERS.

  1. Jeanne Wakatsuki –

 

 

 

  1. Ko Wakatsuki –

 

 

 

  1. Mama Wakatsuki –

 

 

 

  1. Woodrow  “Woody” Wakatsuki –

 

 

 

  1. William, Eleanor, Frances, Lillian, Reijuio, Martha, Kiyo, and May Wakatsuki –

 

 

 

  1. Chizu –

 

 

 

  1. Kaz –

 

 

 

  1. Toyo –

 

 

 

  1. Radine -

 

 

 

TERMS AND PEOPLE

CHAPTER 11

WORLD WAR II 1941-1945

Dwight Eisenhower                                         Manhattan Project

George S. Patton                                             J. Robert Oppenheimer

Unconditional surrender                              Holocaust

Saturation bombing                                        Nuremburg Laws

Strategic bombing                                           Kristallnacht

Tuskegee Airmen                                            genocide

Chester Nimitz                                                  concentration camp

Battle of Midway                                             death camp

Phillip Randolph                                                War Refugee Board

Executive order 8802                                      Yalta Conference

Bracer program                                                 superpower

Internment                                                        General Agreement of Tariffs and Trade (GATT)

Korematsu v. U.S.                                            United Nations

442nd Regimental Combat Team                                Universal Declaration of Human Rights

Rationing                                                             Geneva Convention

OWI                                                                       Nuremburg Trails

D-Day

Battle of the Bulge

Harry S. Truman

Island hopping

Kamikaze

Albert Einstein

 

Subject:

 

American Cultures

Week of:

 

10-3-11 to 10-7-11

Lesson:

 

World War II 1941-1945

Big Idea:

 

What impact did WW II have on America and the world?

PA Standard:

5.1.12L1 – How Pa and U.S. court decisions affected civil rights (S2)

5.3.12J – The role of media in political life (S2)

7.3.12B1 – Cultural conflicts (S4)

7.3.12E2 – The role of international political alliances (S5)

8.1.12C5 – Historical interpretation: causes and results (S5)

8.1.12B4 – Historical data in maps (S1)

8.3.12A1 – U.S. since 1890: contributions of political leaders (S3)

8.3.12A2 – U.S. since 1890: contributions of military leaders (S1, S3,)

8.3.12C3 – U.S. since 1890: innovations (S3)

8.3.12D2 – U.S. since 1890: ethnic and racial relations (S2)

8.3.12D3 – U.S. since 1890: labor relations (S2)

8.3.12D5 – U.S. since 1890: military conflicts (S1, S3, S4, )

8.4.12B2 – World History since 1450: historic places (S4)

8.4.12C4 – Historical continuity and change since 1450: Europe (S5)

8.4.12D5 – World History since 1450: military conflicts (S1)

8.4.12D2 – World History since 1450: ethnic and racial tensions (S4)

Objective(s) SWBAT

 

Section 1 – Focus Question (How did the Allies turn the tide against the Axis?) Objectives – Analyze the response for and impact of the Allies “Europe first” strategy. Explain why the battles of Stalingrad and Midway were major turning points in the war. Discuss how the allies put increasing pressure on the Axis in North Africa and Europe. Section 2 – Focus Question (How did the war change America at home?) Objectives – Explain how World War II increased opportunities for women and minorities. Analyze the effects of the war on civil liberties for Japanese Americans. Examine how the need to support the war effort changed American lives. Section 3 – Focus Question (How did the Allies defeat the Axis powers?) Objectives – analyze the planning and impact of the D-Day invasion of Europe. Understand how the Allies achieved final victory in Europe. Explore the reasons President Truman decided to use the atomic bomb against Japan. Section 4 – Focus Question (How did the Holocaust develop and what were its results?) Objectives – Trace the roots and progress of Hitler’s campaign against the Jews.  Explore the goals of Hitler’s “final solution” and the nature of the Nazi death camps.

Examine how the U.S. responded to the Holocaust. Section 5 – Focus Question (What were the major immediate and long-term effects of WW II?) Objectives – Evaluate the goals that Allied leaders set for the postwar world. Describe the steps that the U.S. and other countries took toward international cooperation. Explain the impact of WW II on the postwar U.S.

Reading assignment – “Farewell to Manzanar” a primary source account of a young Japanese American girls life in the internment camps. Objective - Analyze the effects of the war on civil liberties for Japanese Americans.

AYP – Screening test to evaluate student’s reading level and ability. Diagnosing Readiness Tests to measure student’s abilities in essential skills in social studies. (Geography, Visual Analysis, Critical Thinking and reading, Vocabulary, Writing)

Materials/Resources

 

Binder, pen, text, video clips, WW II in high def video – The air War, notes/discussion, Terms and People, AYP Screening Test, Diagnosing Readiness Tests,  Reading assignment – “Farewell to Manzanar” a primary source account of a young Japanese American girls life in the internment camps (vocabulary, character description, life in the camp chart, Chapter reviews 1-7, 8-14, 15-21, written assignment students will create a 2-3 page paper comparing and contrasting the life in a Japanese internment camp and life in a Nazi concentration camp), E-book assignment, Geography and History – North Africa map (desert warfare), History interactive – WW II the home front (web code nep-1115), History Interactive – The allies Land on D-Day (web code nep-1105), Geography  interactive– WW II in Europe 1942-45 (web code nep-1106), Geography interactive – WW II in the Pacific 1942-1945 (web code nep-1107), Geography interactive – The decline of Imperialism 1945-1989 (web code nep-1110, Note taking study guides (sections 1-5), Vocabulary builder – (use of context clues to determine meaning), Biography – (Navajo code talkers, Ira Hayes, The Marines at Iwo Jima), Landmark decisions of the Supreme Court : Can Gov’t limit a group’s liberties during wartime? (Korematsu v. U.S.), Link to Literature – Night, History Comics – Postwar goals, Section 1-5 review quiz, Document  based assessment packet (short answer, reading a chart, primary source, geography WW II in the Pacific, essay), Holocaust (video/web based project, constructed response paper), air war worksheet, Chapter Test ,  

Activities

 

Monday – review focus questions for sections 1-5, terms and people Chapter 11, hand back Chp 10 quiz and test

Tuesday – review e-book procedures, continue work on terms and people

Wednesday- united streaming video – WW II with video quiz

Thursday – Power point section 1, “Farewell to Manzanar” – assignment schedule

Friday – “Farewell to Manzanar” – read, work on vocab and character description

Assessment:

 

Terms and People, AYP Screening Test, Diagnosing Readiness Tests,  Reading assignment – “Farewell to Manzanar” a primary source account of a young Japanese American girls life in the internment camps (vocabulary, character description, life in the camp chart, Chapter reviews 1-7, 8-14, 15-21, written assignment students will create a 2-3 page paper comparing and contrasting the life in a Japanese internment camp and life in a Nazi concentration camp), E-book assignment, Geography and History – North Africa map (desert warfare), History interactive – WW II the home front (web code nep-1115), History Interactive – The allies Land on D-Day (web code nep-1105), Geography  interactive– WW II in Europe 1942-45 (web code nep-1106), Geography interactive – WW II in the Pacific 1942-1945 (web code nep-1107), Geography interactive – The decline of Imperialism 1945-1989 (web code nep-1110, Note taking study guides (sections 1-5), Vocabulary builder – (use of context clues to determine meaning), Biography – (Navajo code talkers, Ira Hayes, The Marines at Iwo Jima), Landmark decisions of the Supreme Court : Can Gov’t limit a group’s liberties during wartime? (Korematsu v. U.S.), Link to Literature – Night, History Comics – Postwar goals, Section 1-5 review quiz, Document  based assessment packet (short answer, reading a chart, primary source, geography WW II in the Pacific, essay), Holocaust (video/web based project, constructed response paper), air war worksheet, Chapter Test ,  

Closure:

 

Students are to think about how WW II affected the lives of minorities and women after WW II.

Modification/Adaptation

 

 Assignments adjusted for length or complexity, extended time , access to Learning support staff, study guides, frequent checks for understanding, test modification, strategic seating, organizational skills,

 

 

 TEST ON NOTE WORKSHEETS AND TERMS AND PEOPLE FRIDAY SEPTEMBER 30TH

QUIZ - WRITING ASSIGNMENT DUE THURSDAY SEPTEMBER 29TH

http://www.pdesas.org

 

Subject:

 

American Cultures

Week of:

 

9-26-11 to 9-30-11

Lesson:

 

From Isolation to Involvement

Big Idea:

 

What events caused WW II and how did theUSbecome involved?

PA Standard:

5.4.12D- How foreign policy is developed and implemented (S2,)

6.3.12C- The allocation of resources (S3)

7,3,12E2- The role of new international political alliances (S1,)

7.3.12E3- The effects of political conflicts (S1,)

8.3.12B1- US since 1890: documents (S1,)

8.3.12B3- US since 1890: historic places (S3)

8.4.12.A1- World History since 1450: contributions of political and military leaders (S1, S2, S3)

8.4.12D5- World History since 1450: military conflicts (S2, S3,)

Objective(s) SWBAT

 

Section 1- Focus Question (Why did aggressive totalitarian states rise after WW I, and what did they do?) Explain how dictators and militarist regimes arose in several countries in the 1930’s. Summarize the actions taken by aggressive regimes in Europe andAsia. Analyze the response ofBritain,France,  and theUS to the aggressive regimes.

Section 2 – Focus Question (How did Americans react to events in Europe and Asia in the early years of WW II?) Understand the course of the early years of WW II in Europe. Describe FDR’s foreign policy in the mid 1930’s and the great debate between interventionists and isolationists. Explain how the US became more involved in the conflict. Section 3 – Focus Question (How did theUS react to the  Japanese attack onPearl Harbor?) Explain whyJapan decided to attackPearl Harbor, and describe the attack itself. Outline how theUS mobilized for war after the attack onPearl Harbor. Summarize the course of the war in the Pacific through the summer of 1942.

AYP – Screening test to evaluate student’s reading level and ability. Diagnosing Readiness Tests to measure student’s abilities in essential skills in social studies. (Geography, Visual Analysis, Critical Thinking and reading, Vocabulary, Writing)

Materials/Resources

 

Binder, pen, text, video clips, notes/discussion, Terms and People, AYP Screening Test, Diagnosing Readiness Tests, Section summaries and note taking study guide, Vocab builder (recognizing related words), Reading Strategy (summarize), Outline mar (German Aggression), Interpreting a political cartoon (neutrality), Primary Source (The “Four Freedoms” speech), Reading a chart (Industry during WW II) Section 1, 2, 3, quiz,  Viewpoint quiz, Chapter Test ,

Activities

 

Monday – collect chart HW, review Isolationism v. interventionist viewpoint essay quiz

Tuesday – AYP Diagnosing Readiness Tests (geography)

Wednesday- correct readiness test (geography), visual analysis readiness test

Thursday – Quiz due, review for test

Friday – Test Chapter 10, begin Farewell to Manzanar, reading assignment

Assessment:

 

Terms and People, Section summaries and note taking study guide, Vocab builder (recognizing related words), Reading Strategy (summarize), Outline mar (German Aggression), Interpreting a political cartoon (neutrality), Primary Source (The “Four Freedoms” speech), Reading a chart (Industry during WW II) Section 1, 2, 3, quiz, Chapter Test ,

Closure:

 

Students are to think about the social changes that would develop after WW II, for women and minorities.

Modification/Adaptation

 

 Assignments adjusted for length or complexity, extended time , access to Learning support staff, study guides, frequent checks for understanding, test modification, strategic seating, organizational skills,

 

 

http://www.pdesas.org

 

Subject:

 

American Cultures

Week of:

 

9-19-11 to 9-23-11

Lesson:

 

From Isolation to Involvement

Big Idea:

 

What events caused WW II and how did theUSbecome involved?

PA Standard:

5.4.12D- How foreign policy is developed and implemented (S2,)

6.3.12C- The allocation of resources (S3)

7,3,12E2- The role of new international political alliances (S1,)

7.3.12E3- The effects of political conflicts (S1,)

8.3.12B1- US since 1890: documents (S1,)

8.3.12B3- US since 1890: historic places (S3)

8.4.12.A1- World History since 1450: contributions of political and military leaders (S1, S2, S3)

8.4.12D5- World History since 1450: military conflicts (S2, S3,)

Objective(s) SWBAT

 

Section 1- Focus Question (Why did aggressive totalitarian states rise after WW I, and what did they do?) Explain how dictators and militarist regimes arose in several countries in the 1930’s. Summarize the actions taken by aggressive regimes in Europe andAsia. Analyze the response ofBritain,France,  and theUS to the aggressive regimes.

Section 2 – Focus Question (How did Americans react to events in Europe and Asia in the early years of WW II?) Understand the course of the early years of WW II in Europe. Describe FDR’s foreign policy in the mid 1930’s and the great debate between interventionists and isolationists. Explain how the US became more involved in the conflict. Section 3 – Focus Question (How did theUS react to the  Japanese attack onPearl Harbor?) Explain whyJapan decided to attackPearl Harbor, and describe the attack itself. Outline how theUS mobilized for war after the attack onPearl Harbor. Summarize the course of the war in the Pacific through the summer of 1942.

AYP – Screening test to evaluate student’s reading level and ability. Diagnosing Readiness Tests to measure student’s abilities in essential skills in social studies. (Geography, Visual Analysis, Critical Thinking and reading, Vocabulary, Writing)

Materials/Resources

 

Binder, pen, text, video clips, notes/discussion, Terms and People, AYP Screening Test, Diagnosing Readiness Tests, Section summaries and note taking study guide, Vocab builder (recognizing related words), Reading Strategy (summarize), Outline mar (German Aggression), Interpreting a political cartoon (neutrality), Primary Source (The “Four Freedoms” speech), Reading a chart (Industry during WW II) Section 1, 2, 3, quiz, Chapter Test ,

Activities

 

Monday – return and review assignments, Section 2 note worksheet

Tuesday – Powerpoint Section 3,  Section 3 summary, Primary Source (The “Four Freedoms” speech) for homework

Wednesday- Act 80 day

Thursday – Section 3 Note worksheet, Reading a chart (Industry during WW II) for homework

Friday – Section 1,2,3 review quiz, set chapter test date

Assessment:

 

Terms and People, Section summaries and note taking study guide, Vocab builder (recognizing related words), Reading Strategy (summarize), Outline mar (German Aggression), Interpreting a political cartoon (neutrality), Primary Source (The “Four Freedoms” speech), Reading a chart (Industry during WW II) Section 1, 2, 3, quiz, Chapter Test ,

Closure:

 

Students are to think about the social changes that would develop after WW II, for women and minorities.

Modification/Adaptation

 

 Assignments adjusted for length or complexity, extended time , access to Learning support staff, study guides, frequent checks for understanding, test modification, strategic seating, organizational skills,

 

 

Panther Valley Middle School/High School

Weekly Lesson Plans

2011-2012

Teacher: Mr. Damian

 

http://www.pdesas.org

 

Subject:

 

American Cultures

Week of:

 

9-12-11 to 9-16-11

Lesson:

 

From Isolation to Involvement

Big Idea:

 

What events caused WW II and how did theUSbecome involved?

PA Standard:

5.4.12D- How foreign policy is developed and implemented (S2,)

6.3.12C- The allocation of resources (S3)

7,3,12E2- The role of new international political alliances (S1,)

7.3.12E3- The effects of political conflicts (S1,)

8.3.12B1- US since 1890: documents (S1,)

8.3.12B3- US since 1890: historic places (S3)

8.4.12.A1- World History since 1450: contributions of political and military leaders (S1, S2, S3)

8.4.12D5- World History since 1450: military conflicts (S2, S3,)

Objective(s) SWBAT

 

Section 1- Focus Question (Why did aggressive totalitarian states rise after WW I, and what did they do?) Explain how dictators and militarist regimes arose in several countries in the 1930’s. Summarize the actions taken by aggressive regimes in Europe andAsia. Analyze the response ofBritain,France,  and theUS to the aggressive regimes.

Section 2 – Focus Question (How did Americans react to events in Europe and Asia in the early years of WW II?) Understand the course of the early years of WW II in Europe. Describe FDR’s foreign policy in the mid 1930’s and the great debate between interventionists and isolationists. Explain how the US became more involved in the conflict. Section 3 – Focus Question (How did theUS react to the  Japanese attack onPearl Harbor?) Explain whyJapan decided to attackPearl Harbor, and describe the attack itself. Outline how theUS mobilized for war after the attack onPearl Harbor. Summarize the course of the war in the Pacific through the summer of 1942.

AYP – Screening test to evaluate student’s reading level and ability. Diagnosing Readiness Tests to measure student’s abilities in essential skills in social studies. (Geography, Visual Analysis, Critical Thinking and reading, Vocabulary, Writing)

Materials/Resources

 

Binder, pen, text, video clips, notes/discussion, Terms and People, AYP Screening Test, Diagnosing Readiness Tests, Section summaries and note taking study guide, Vocab builder (recognizing related words), Reading Strategy (summarize), Outline mar (German Aggression), Interpreting a political cartoon (neutrality), Primary Source (The “Four Freedoms” speech), Reading a chart (Industry during WW II) Section 1, 2, 3, quiz, Chapter Test ,

Activities

 

Monday – review and grade screening test, video stream (Road To War), define vocab

Tuesday – note worksheet section 1, define vocab, Outline map (German Aggression), interpreting a political cartoon (neutrality) HW – web-code nep1004, www.PHSchool.com

Wednesday- powerpoint section 2, define vocab

Thursday – note worksheet section 2, define vocab

Friday – Binder and vocab check, Section 1-2 review quiz

Assessment:

 

Terms and People, Section summaries and note taking study guide, Vocab builder (recognizing related words), Reading Strategy (summarize), Outline mar (German Aggression), Interpreting a political cartoon (neutrality), Primary Source (The “Four Freedoms” speech), Reading a chart (Industry during WW II) Section 1, 2, 3, quiz, Chapter Test ,

Closure:

 

Students are to think about the social changes that would develop after WW II, for women and minorities.

Modification/Adaptation

 

 Assignments adjusted for length or complexity, extended time , access to Learning support staff, study guides, frequent checks for understanding, test modification, strategic seating, organizational skills,

 

 

Terms and People

The Coming of War 1931 – 1942

 

 

 

 

Totalitarianism

Joseph Stalin

Benito Mussolini

Adolf Hitler

Anti-semitic

Spanish Civil War

Appeasement

Anschliuss

MunichPact

Blitzkrieg

Axis Powers

Allies

Winston Churchill

Neutrality Act of 1939

Tripartite Pact

Lend-Lease Act

Atlantic Charter

Hideki Tojo

Pearl Harbor

WAC

Douglas MacArthur

BataanDeath March

Battleof theCoral Sea

Panther Valley Middle School/High School

Weekly Lesson Plans

2011-2012

Teacher: Mr. Damian

 

http://www.pdesas.org

 

Subject:

 

American Cultures

Week of:

 

9-5-11 to 9-9-11

Lesson:

 

From Isolation to Involvement

Big Idea:

 

What events caused WW II and how did theUSbecome involved?

PA Standard:

5.4.12D- How foreign policy is developed and implemented (S2,)

6.3.12C- The allocation of resources (S3)

7,3,12E2- The role of new international political alliances (S1,)

7.3.12E3- The effects of political conflicts (S1,)

8.3.12B1- US since 1890: documents (S1,)

8.3.12B3- US since 1890: historic places (S3)

8.4.12.A1- World History since 1450: contributions of political and military leaders (S1, S2, S3)

8.4.12D5- World History since 1450: military conflicts (S2, S3,)

Objective(s) SWBAT

 

Section 1- Focus Question (Why did aggressive totalitarian states rise after WW I, and what did they do?) Explain how dictators and militarist regimes arose in several countries in the 1930’s. Summarize the actions taken by aggressive regimes in Europe andAsia. Analyze the response ofBritain,France,  and theUS to the aggressive regimes.

Section 2 – Focus Question (How did Americans react to events in Europe and Asia in the early years of WW II?) Understand the course of the early years of WW II in Europe. Describe FDR’s foreign policy in the mid 1930’s and the great debate between interventionists and isolationists. Explain how the US became more involved in the conflict. Section 3 – Focus Question (How did theUS react to the  Japanese attack onPearl Harbor?) Explain whyJapan decided to attackPearl Harbor, and describe the attack itself. Outline how theUS mobilized for war after the attack onPearl Harbor. Summarize the course of the war in the Pacific through the summer of 1942.

AYP – Screening test to evaluate student’s reading level and ability. Diagnosing Readiness Tests to measure student’s abilities in essential skills in social studies. (Geography, Visual Analysis, Critical Thinking and reading, Vocabulary, Writing)

Materials/Resources

 

Binder, pen, text, video clips, notes/discussion, Terms and People, AYP Screening Test, Diagnosing Readiness Tests, Section summaries and note taking study guide, Vocab builder (recognizing related words), Reading Strategy (summarize), Outline mar (German Aggression), Interpreting a political cartoon (neutrality), Primary Source (The “Four Freedoms” speech), Reading a chart (Industry during WW II) Section 1, 2, 3, quiz, Chapter Test ,

Activities

 

Monday – OFF

Tuesday – Review Section 1 standards and objectives, Terms and people, Screening Test questions 1-14

Wednesday- Upfront magazine assignment 1936 Nazi Olympics, Screening Test questions 15-28, Section 1 summary/note taking study guide (HW)

Thursday – notes/discussion Section 1, Terms and people

Friday - Vocab builder (recognizing related words), Reading Strategy (summarize),

Assessment:

 

Terms and People, Section summaries and note taking study guide, Vocab builder (recognizing related words), Reading Strategy (summarize), Outline mar (German Aggression), Interpreting a political cartoon (neutrality), Primary Source (The “Four Freedoms” speech), Reading a chart (Industry during WW II) Section 1, 2, 3, quiz, Chapter Test ,

Closure:

 

Students are to think about the social changes that would develop after WW II, for women and minorities.

Modification/Adaptation

 

 Assignments adjusted for length or complexity, extended time , access to Learning support staff, study guides, frequent checks for understanding, test modification, strategic seating, organizational skills,

 

 

AMERICAN CULTURES

Syllabus:  2011-2012 School Term

Mr. DAMIAN

Course Description: 

American Cultures is a full year, one credit course required by thePantherValleySchool District.  The purpose of the course is to present a comprehensive study of the development of our country from the 1930’s to the present day. A strong emphasis is placed on our culture, politics, economics, geography, international relations, and societal changes.

 

Student Objectives:

  • Students will be able to analyze the role culture has influenced the development of theUnited States.
  • Students will be able to assess the role politics has effected theUnited States.
  • Students will be able to compare and contrast the ideals of economics, geography, and international relations and how all three have influenced theUnited States
  • Students will understand the role of societal changes in the development of theUnited States.
  • Students will be able to describe how historical events (1930’s to the present) helped shape the world we live in today.

 

Grading:

 Student grading will come in various forms of assessment including but not limited to:

  1. Tests = 35%
  2. Quizzes = 30%
  3. In-class assignments = 15%
  4. Homework assignments = 20%
  5. Group/Individual projects (will be counted as a quiz or test grade)
  6. Classroom participation (will be counted as a HW assignment or in-class assignment

 

Student grades will be calculated through a system of percentages.

 

 

Attendance: 

All students are expected to be present in my class on time.  Students are also responsible for making up missed assignments in a timely manner. Assignments may be handed in late but points will be deducted. If a student misses a test, he/she will have no more than THREE school days to complete the test before a ZERO is given.

 

 

 

 

Classroom Rules:

  1.  Be honest.
  2. Be respectful.
  3. Be responsible.
  4. No cell phones at any time for any reason. (Discipline for students using cell phone will follow current school policy)

 

Text: 

Bowes, John S.  The Americans. Evanston,IL: McDougal Littell Inc. 2003.

 

Materials Required:

  • Binder
  • Pencil/Pen
;