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8th Grade History Weekly Agenda

PLANS: SOCIAL STUDIES- 8TH GRADE

MARCH 13-22

WEDNESDAY, MARCH 13:  

  1. INTRO UNIT 6 :  READ FRAMING QUESTION AND OUTLINE FOR TOPIC 1

  2. DISCUSS TODAY’S SUPPORTING QUESTION:   What caused escalating tensions between the Soviet Union and the United States after WW II?   

  3. LOOK AT AND DISCUSS:  Image Bank: U6T1SQ1

  4. WATCH AND DISCUSS:  VIDEOS:  What Was the Marshall Plan?,

  5. LOOK AT AND DISCUSS:  Maps/Charts: Iron Curtain,

  6. WWII AND COLD WAR WEBQUEST

THURSDAY, MARCH 14:

  1. DISCUSS YESTERDAY’S LESSON-GO OVER WEBQUEST ANSWERS

  2. WATCH AND DISCUSS:  Harry S. Truman | 60-Second Presidents | PBS

  3. PRESIDENT TRUMAN GUIDED NOTES

FRIDAY, MARCH 15:

  1. REVIEW PRES. TRUMAN:  Here's How the Truman Doctrine Established the Cold War | History

  2. TRUMAN DOCTRINE LESSON

MONDAY, MARCH 18:

  1. DISCUSS SUPPORTING QUESTION #2:  What was the nature of the alliances and organizations created during the Cold War?

  2. WATCH AND DISCUSS:  Videos: The Formation of NATO and the Warsaw Pact, The Korean War: 5 Things to Know,

  3. NATO, WARSAW PACT AND MARSHALL PLAN WEBQUEST

TUESDAY, MARCH 19:

  1. DISCUSS SUPPORTING QUESTION #3:  What were the effects of the Cold War on American society and the media?

  2. LOOK AT THE IMAGES AND DISCUSS HOW THEY ANSWER THE SUPPORTING QUESTION:  Image Bank: U6T1SQ3,

  3. WATCH AND DISCUSS:  Videos:  Who Won the Space Race?President Kennedy's "Moon Speech,   Apollo 11: One Small Step on the Moon for All Mankind, Daisy" Ad (1964

  4. EISENHOWER GUIDED NOTES

WEDNESDAY, MARCH 20:  

  1. DISCUSS YESTERDAY’S LESSON

  2. WATCH AND DISCUSS:  Dwight D. Eisenhower: The 34th President of the United States | Biography

  3. TRUMAN AND EISENHOWER PACKET

THURSDAY, MARCH 21:

  1. DISCUSS SUPPORTING QUESTION #4:  How successful was containment at preventing communist expansion by the early 1960s?

  2. WATCH AND DISCUSS:  Videos: John F. Kennedy: The 35th President of the United States | Biography  Lyndon B. Johnson: The 36th President of the United States | Biography

  3. KENNEDY AND JOHNSON PACKET

FRIDAY, MARCH 22:

  1. MAKEUP/REVIEW DAY

____________________________________________________________________________________________________________________________________________________________

FEB. 28-MARCH 12

WEDNESDAY, FEB. 28:  

  1. DISCUSS FRAMING QUESTION FOR TOPIC 2:  How did the United States help the Allies achieve victory in World War II?

  2. DISCUSS SUPPORTING QUESTION 1:  What were some of the major events and people associated with World War II?

  3. WATCH AND DISCUSS:  Videos: WWII in HD: America Enters World War II, D-DAY: The Taking of Omaha BeachWWII in HD: Victory in Europe, Truman Announces Victory Over Germany, World War II in HD: Iwo Jima, World War II in HD: Okinawa 

  4. READ AND DISCUSS TOGETHER:  Secondary Texts: Turning Point: The Nazi Invasion of the Soviet Union, Waging War in Europe, Waging War in the Pacific

  5. WWII BATTLES PACKET

THURSDAY, FEB. 29: 

  1. BATTLES OF WWII GALLERY WALK

FRIDAY, MARCH 1:  

  1. READ AND DISCUSS TOGETHER:  Primary Text:  Eisenhower’s Order of the Day (D-Day Speech)

  2. D-DAY WEBQUEST

MONDAY, MARCH 4:  What were the causes and effects of the Holocaust? 

  1. DISCUSS SUPPORTING QUESTION

  2. WATCH AND DISCUSS:  Videos: Eugenics: The Unbelievable Reality of Auschwitz, Lessons from Auschwitz, How One Person Saved Over 2,000 Children from the Nazis 

  3. READ AND DISCUSS:  Secondary Texts: The Holocaust, The U.S. Response to the Holocaust 

  4. HOLOCAUST PACKET

TUESDAY, MARCH 5:  Why was the home front so important to the war front?

  1. DISCUSS SUPPORTING QUESTION

  2. WATCH AND DISCUSS:  Videos: The U.S. Homefront During WWII, Rationing During World War II, U.S. Film Stars Sell War Bonds, U.S. Army Air Corps Recruiting Trailer

  3. READ AND DISCUSS:  Secondary Texts: The Home Front

  4. WWII AND HOMEFRONT GALLERY WALK

WEDNESDAY, MARCH 6:  How did various groups contribute to the war effort? How were various groups treated during and after World War II?

  1. DISCUSS SUPPORTING QUESTIONS

  2. WATCH AND DISCUSS:  VIDEOS:Home Front Heroes: Women in World War II Dogfights: Who Were the Tuskegee Airmen?, Navajo Code Talker Explains Role in WWII

  3. WATCH AND DISCUSS:  Japanese American Incarceration Camps, African Americans and the Civil Rights Movement During World War II, How Anti-Mexican Racism in L.A. Caused the Zoot Suit Riots

  4. WOMEN IN WWII WEBQUEST

THURSDAY, MARCH 7:  Was the U.S. government justified in its use of the atomic bomb on Japan?

  1. DISCUSS THE SUPPORTING QUESTION

  2. WATCH AND DISCUSS:  Hiroshima atomic bomb survivors recall 1945 blast EDPUZZLE VIDEO 

  3. READ AND DISCUSS:  Secondary Texts: The Manhattan Project, Hiroshima and Nagasaki

  4. ATOMIC BOMB READING ASSIGNMENT

FRIDAY, MARCH 8:  How did World War II end? How did decisions made by the victors reshape the world order? 

  1. DISCUSS SUPPORTING QUESTIONS

  2. WATCH AND DISCUSS:  Videos: The Day the Japanese Surrendered, The United Nations is Created, Operation Paperclip

  3. READ AND DISCUSS:  Secondary Text: The Aftermath of World War II: An Altered United States

  4. AFTERMATH OF WWII PACKET

MONDAY, MARCH 11:

  1. FINISH THE AFTERMATH OF WWII PACKET

TUESDAY, MARCH 12:

  1. TEST ON UNIT 5

 

______________________________________________________________________________________________________________________________________________________________________

FEB 8-27:

THURSDAY, FEB. 8:

  1. INTRO UNIT 5: Framing Question: Was World War II a Just War? 

  2. DISCUSS SUPPORTING QUESTION 1:  What factors contributed to the outbreak of the Second World War in Europe? 

  3. WATCH AND DISCUSS:  Videos:  How Did Hitler Rise to Power?, Joseph Stalin: Created Worst Man-made Famine in History

  4. READ TOGETHER AND DISCUSS: Secondary Texts: The Inter-War Years, Origins of World War II in Europe

  5. WWII GUIDED NOTES

FRIDAY, FEB. 9:  What were the arguments for supporting either the Allies or the Axis powers? 

  1. DISCUSS THE SUPPORTING QUESTION OF THE DAY

  2. WATCH AND DISCUSS:  Videos: Charles Lindbergh, Isolationism, and the America First Committee, What Was the Lend-Lease Act?

  3. READ AND DISCUSS TOGETHER:  Secondary Text: Reaction of the U.S. to the War in Europe ; Primary Texts:  Franklin D. Roosevelt, Declaration of War on Germany and Italy (1941)

  4. WWII GUIDED NOTES

MONDAY, FEB 12:  Was war between the United States and Japan inevitable?

  1. DISCUSS SUPPORTING QUESTION OF THE DAY

  2. WATCH AND DISCUSS:  https://www.youtube.com/watch?v=DNV8enpVwok&t=26s, Roosevelt Addresses Congress Aka Roosevelt Asks For War Against Japan (1941)

  3. READ AND DISCUSS TOGETHER:  Secondary Texts:  Aggression in Asia, Franklin Roosevelt Highlights the Four Freedoms 

  4. WWII GUIDED NOTES

TUESDAY, FEB. 13: How did World War II transform America’s economy, and what was Louisiana’s role within that transformation?

  1. DISCUSS SUPPORTING QUESTION OF THE DAY

  2. WATCH AND DISCUSS: Videos: Impact of World War II on the U.S. Economy and Workforce,  Higgins Boats: TRICENTENNIAL MOMENTSImage Bank: U5T1SQ4

  3. READ AND DISCUSS TOGETHER:  Secondary Texts: The Wartime Economy

  4. WWII GUIDED NOTES

WEDNESDAY, FEB. 14:  

  1. HISTORY OF VALENTINE’S DAY

  2. FINISH GUIDED NOTES PKT (WHATEVER ISN’T FINISHED MUST BE FINISHED FOR HW)

THURSDAY, FEB. 15:

  1. GO OVER AND CHECK THE WWII GUIDED NOTES PKT

FRIDAY, FEB. 16:  WAS WWII A JUST WAR?

  1. CAUSES OF WWII PACKET

  2. ANSWER FRAMING QUESTION TOGETHER

MONDAY, FEB. 19:  PRESIDENT’S DAY NO SCHOOL

TUESDAY, FEB 20:  TEACHER INSERVICE NO SCHOOL FOR STUDENTS

WEDNESDAY, FEB 21:  Was World War II a Just War?

  1. PEARL HARBOR ESCAPE ROOM AND READING ACTIVITY

THURSDAY, FEB. 22:  

  1. WWII MAP WITH QUESTIONS

FRIDAY, FEB. 23:

  1. WWII WEBQUEST

MONDAY, FEB 26- TUESDAY, FEB 27:

WE WILL BE WORKING ON A WWII BROCHURE PROJECT

____________________________________________________________________________________________________________________________________________________________________

JAN 26-FEB. 7

FRIDAY, JAN. 26:  

  1.  INTRO TOPIC 3:  Framing Question: To what degree were efforts to address the Great Depression and Dust Bowl effective?  LOOK AT OUTLINE FOR TOPIC 3 ON THE BOARD

  2. DISCUSS SUPPORTING QUESTION OF THE DAY:  What were the major causes of the Great Depression? 

  3. Video: What Causes an Economic Recession?

  4. READ AND DISCUSS:  Secondary Texts: The Great Depression

  5. 1930S AND GREAT DEPRESSION GUIDED NOTES

MONDAY, JAN 29:  How did the Great Depression affect Louisiana and the United States?

  1. DISCUSS SUPPORTING QUESTION OF THE DAY.

  2. READ AND DISCUSS LOUISIANA: Secondary Texts:  New Deal in Louisiana

  3. WATCH AND DISCUSS:  Stormy Weather Part 2

  4. GUIDED NOTES

TUESDAY, JAN. 30:  How did Franklin Roosevelt and Herbert Hoover differ in their approach to solving the problems of the Great Depression?

  1. DISCUSS SUPPORTING QUESTION OF THE DAY

  2. READ AND DISCUSS TOGETHER:  Secondary Texts: The Great Depression Under Herbert Hoover, President Franklin Roosevelt and the New Deal

  3. GREAT DEPRESSION ESCAPE ROOM

WEDNESDAY, JAN. 31:  TESTING

THURSDAY, FEB. 1:  How were farmers affected by the Great Depression?

  1. DISCUSS SUPPORTING QUESTION OF THE DAY

  2. WATCH AND DISCUSS: Videos: FDR and the Dust Bowl, Introducing the Dust Bowl

  3. READ AND DISCUSS:  Secondary Text: The Dust Bowl

  4. DUST BOWL STATIONS

FRIDAY, FEB. 2:  8TH GRADE FIELD TRIP

MONDAY, FEB. 5:  How effective was the New Deal in addressing the nation’s economic problems?

  1. DISCUSS SUPPORTING QUESTION OF THE DAY

  2. LOOK AT AND DISCUSS:  Maps/Timelines: Unemployment Statistics

  3. LOOK AT AND DISCUSS:  Videos:  Impact of the New Deal

  4. USING THE TEXT, THE STUDENTS WILL ANSWER THE CONTEXT QUESTIONS: Secondary Texts: The First New Deal (1934-35), The Second New Deal, Huey Long Filibusters New Deal Legislation

               Primary Texts:

  1. NAACP on Social Security

  2. Hot Lunches for a Million School Children

  3. No Depression in Heaven

  4. The New Deal was a Failure

TUESDAY, FEB. 6:  How did the New Deal change the American perception of the role of government?

  1. DISCUSS THE SUPPORTING QUESTION OF THE DAY

  2. STUDENTS WILL USE THE TEXTS TO ANSWER CONTEXT QUESTIONS: Secondary Texts: John Maynard Keynes, Reverend Charles E. Caughlin

Primary Texts: 

  1. Louis Easterling, Voters Swing to a New Deal

  2. The Wagner Act;   Chart: National Debt as % of GNP, 1929-1950

  1. ANSWER TOPIC 3 Framing Question: To what degree were efforts to address the Great Depression and Dust Bowl effective? 

WEDNESDAY, FEB. 7:  TEST ON UNIT 4

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JAN 22-26:

MONDAY, JAN. 22:  What significant social changes and cultural movements occurred during the 1920s and 30s and what were their long term effects on the U.S.?

  1.  DISCUSS SUPPORTING QUESTION OF THE DAY

  2. Videos: Harlem Renaissance,History Brief: Daily Life in the 1920s

  3. READ AND DISCUSS TOGETHER:  Secondary Texts: Prohibition,

  4. HARLEM RENAISSANCE PACKET

TUESDAY, JAN. 23:  

  1. INTRO TOPIC 2:  Was Huey P. Long Ultimately a Positive or a Negative for Louisiana and the Nation? DISCUSS TOPIC 2 OUTLINE ON THE BOARD

  2. DISCUSS SUPPORTING QUESTION: How did the Flood of 1927 affect Louisiana?

  3. Videos: The Great Mississippi River Flood of 1927

  4. READ AND DISCUSS:  Secondary Texts: The Great Flood of 1927

  5. LOOK AT THE IMAGES AND DISCUSS:  Image Bank: U4T2SQ2

  6. FLOOD OF 1927 WEBQUEST

WEDNESDAY, JAN. 24:  How did the Flood of 1927 affect Louisiana?

  1. REVIEW YESTERDAY

  2. READ TOGETHER AND DISCUSS TEXT BOOK PAGES 357-358

  3. WATCH VIDEOS OF FLOOD OF 1927 AND HURRICANE KATRINA

  4. FILL IN VENN DIAGRAM TO COMPARE/ CONTRAST THE TWO EVENTS

THURSDAY, JAN. 25:  How did Huey Long and his administration change politics in Louisiana and the United States? 

  1. DISCUSS SUPPORTING QUESTION OF THE DAY.

  2. Videos: Long’s Political Power, Media vs Reality: A Character Analysis of Huey Long

  3. LOOK AT AND DISCUSS:  Image Bank: U4T2SQ3

  4. READ AND DISCUSS TOGETHER:  Secondary Texts: Huey P. Long, Longism

REVIEW TOPIC 2 QUESTION:  Was Huey P. Long Ultimately a Positive or a Negative for Louisiana and the Nation?

FRIDAY, JAN. 26:  

  1.  INTRO TOPIC 3:  Framing Question: To what degree were efforts to address the Great Depression and Dust Bowl effective?  LOOK AT OUTLINE FOR TOPIC 3 ON THE BOARD

  2. DISCUSS SUPPORTING QUESTION OF THE DAY:  What were the major causes of the Great Depression? 

  3. Video: What Causes an Economic Recession?

  4. READ AND DISCUSS:  Secondary Texts: The Great Depression

  5. 1930S AND GREAT DEPRESSION GUIDED NOTES

____________________________________________________________________________________________________________________________________________________________________

JAN 15-19

MONDAY, JAN. 15: NO SCHOOL-MLK

TUESDAY, JAN. 16:

  1. MLK- COMMON LIT, I HAVE A DREAM ACTIVITY, IXL

WEDNESDAY, JAN. 17: What role did science and technology play in the changing American culture? 

  1. DISCUSS THE SUPPORTING QUESTION

  2. Videos: Henry Ford and the Assembly LineGoing out to the Cinema in 1913, John Sloan

  3. DISCUSS:  Timeline: Technology Timeline (1792-1990)  

  4. READ TOGETHER AND DISCUSS:   Mass Entertainment Culture and New Firsts, The Automobile: Social Game Changer, The Airplane Changed Our Idea of the World,

  5. 1920s CONSUMERISM AND INVENTIONS STATIONS

THURSDAY, JAN. 18:  What role did science and technology play in the changing American culture? 

  1. REVIEW YESTERDAY

  2. Videos:  1928 Disney Animated Film Steamboat Willie,

  3. DISCUSS:  Image Bank: U4T1SQ2

  4. READ TOGETHER AND DISCUSS:   Connecting America: The Radio at Home

  5. FINISH CONSUMERISM AND INVENTIONS STATIONS

FRIDAY, JAN. 19:  What was the effect of consumers' spending habits and access to credit on the economy in the 1920s? 

  1. DISCUSS THE SUPPORTING QUESTION

  2. Videos: The Stock Market in the 20’s, Consumerism of the 1920’s

  3. LOOK AT AND DISCUSS:  Maps/Timeline:  Statistics of the 1920’s Economy

  4. READ AND DISCUSS:  Secondary Texts: A Booming Economy, 1920’s Consumption 

  5. AFTER READING/DISCUSSING THE TEXT, COME UP WITH AN ADVERTISEMENT TO SELL A PRODUCT.

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JAN 8-12

Unit 3: The Changing World

Topic 3: Political and Social Change in the Post-War United States

 

MONDAY, JAN. 8:

  1. REVIEW QUESTIONS FROM FRIDAY

  2. DISCUSS TODAY’S SUPPORTING QUESTION:   What effect did post World War I tensions have on different groups in America?  

  3. VIDEOS:  Immigrants and WWI: From the "How WWI Changed America" Series

  4. USING PRIMARY AND SECONDARY SOURCES AND IMAGES/MAPS/CHARTS STUDENTS WILL ANSWER THE CONTEXT QUESTIONS AND FILL IN THE VOCABULARY DEFINITIONS: 

Secondary Texts: Restrictions on Immigration and the KKK, Immigration Act of 1924

Primary Texts:

  1. An Act to Limit the Immigration of Aliens into the United States

  2. Ernesto Galarza

  3. Excerpt from Autobiography of Malcolm X (on Marcus Garvey)

  4. Letter From Women of the Ku Klux Klan to President Calvin Coolidge

Image Bank: U3T3SQ3

Maps: America’s Great Migration Project, Quota Areas Set by the Immigration Act of 1924

TUESDAY, JAN. 9:

  1. REVIEW QUESTIONS FROM YESTERDAY:

  2. DISCUSS TODAY’S SUPPORTING QUESTION: What were the causes and consequences of the first Red Scare?  

  3. VIDEOS: The Wall Street Bombing 1920, The Palmer Raids

  4. USING PRIMARY AND SECONDARY SOURCES AND IMAGES/MAPS/CHARTS STUDENTS WILL ANSWER THE CONTEXT QUESTIONS AND FILL IN THE VOCABULARY DEFINITIONS: 

Secondary Texts: The First World War and the Russian Revolution, The First Red Scare, Sacco and Vanzetti, 1921

Primary Texts:

  1. A. Mitchell Palmer “The Case Against Reds”

  2. Letter to the Department of Justice Requesting an Investigation into Bolshevism in Los Angeles

  3. Emma Goldman Deportation Statement

Images:  U3T3SQ4 Image Bank

Maps/Timeline: Timeline of the Palmer Raids, The Boston Police Strike

WEDNESDAY, JAN 10:

  1. INTRO UNIT 4 TOPIC 1: READ FRAMING QUESTION AND OUTLINE FOR TOPIC 3

  2. DISCUSS TODAY’S SUPPORTING QUESTION:  What events led to the ratification of the 19th Amendment and how did the lives of women change after its ratification?

  3. VIDEOS:  Women in World War I, The 19th Amendment; World War I Legacies:  Flappers, Ida B. Wells

  4. WOMEN’S SUFFRAGE ESCAPE ROOM

 

THURSDAY, JAN. 11:

 

  1. DISCUSS TODAY’S SUPPORTING QUESTION:  What events led to the ratification of the 19th Amendment and how did the lives of women change after its ratification? 

  2. DISCUSS ESCAPE ROOM FROM YESTERDAY

  3. WOMEN’S SUFFRAGE WEBQUEST

 

FRIDAY, JAN. 12:

  1. REVIEW WEBQUEST FROM YESTERDAY

  2. VIDEO ON THE 1920’S

  3. 1920’S GUIDED NOTES

______________________________________________________________________________________________________________________________________________________________________

JAN 4 AND 5:  

MONDAY-WEDNESDAY:  WINTER BREAK

THURSDAY, JAN. 4:

  1. INTRO UNIT 3 TOPIC 3: READ FRAMING QUESTION AND OUTLINE FOR TOPIC 3

  2. DISCUSS TODAY’S SUPPORTING QUESTION:  How did post-World War I politics shape America in the following decade?  

  3. VIDEOS:  Coolidge, Speech on Taxation and Government

  4. USING PRIMARY AND SECONDARY SOURCES AND IMAGES/MAPS/CHARTS STUDENTS WILL ANSWER THE CONTEXT QUESTIONS AND FILL IN THE VOCABULARY DEFINITIONS: 

       Secondary Texts: The Twenties and Isolationism, Teapot Dome Scandal, Calvin Coolidge 

Primary Texts:  Harding, Return to Normalcy

Image Bank: U3T3SQ1 

FRIDAY, JAN. 5:  

  1. REVIEW QUESTIONS FROM YESTERDAY

  2. DISCUSS TODAY’S SUPPORTING QUESTION:  What post World War I problems did America experience?  

  3. VIDEOS:  The Influenza Pandemic

  4. USING PRIMARY AND SECONDARY SOURCES AND IMAGES/MAPS/CHARTS STUDENTS WILL ANSWER THE CONTEXT QUESTIONS AND FILL IN THE VOCABULARY DEFINITIONS: 

Secondary Texts: Post World War I Labor Tensions, The War and the Influenza Pandemic

Primary Texts:

  1. Lutiant Van Wert describes the 1918 Flu Pandemic (1918)

  2. Rules for Discharging Disabled Veterans, 1919

Image Bank: U3T3SQ2

Map/Chart: Inflation During and After Wars 

____________________________________________________________________________________________________________________________________________________________________

DEC 11-20

 

DAY 1:   MONDAY, DEC. 11:  What factors led to the start of World War I?

  1. INTRO UNIT 3 TOPIC 2: WWI-READ OUTLINE IN THE BACK WITH FRAMING QUESTION AND SUPPORTING QUESTION

  2. VIDEO:   The Beginning of World War I

  3. READ TOGETHER: Secondary Text: Causes of World War I

  4. USING WWI SLIDES ON GOOGLE CLASSROOM, FILL IN THE GUIDED QUESTIONS-GO OVER TOGETHER

DAY 2:  TUESDAY, DEC. 12:  What events led to U.S. entry into World War I?

  1. Video: America Goes to War

  2. READ AND LOOK AT TOGETHER:

Secondary Text: U.S. Entry into World War I

Timeline: Timeline of U.S. Entry into World War I

Image Bank: U3T2SQ2

  1. USING WWI SLIDES ON GOOGLE CLASSROOM, FILL IN THE GUIDED QUESTIONS-GO OVER TOGETHER

DAY 3:  WEDNESDAY, DEC. 13:  How did the U.S. homefront contribute to the success of World War I? 

  1. Videos: Selling World War I, Native Americans in WWI, African Americans in WWI; Herbert Hoover and the Food Administration, Citizenship and Objection,

  2. READ AND LOOK AT TOGETHER:

Secondary Texts: World War I at Home, Women and Black Americans

Image Bank: U3T2SQ3

  1. USING WWI SLIDES ON GOOGLE CLASSROOM, FILL IN THE GUIDED QUESTIONS-GO OVER TOGETHER

DAY 4: THURSDAY, DEC. 14:   How was World War I fought and won?  

  1. Videos: Mark V Tank, Tech in World War I, The World’s First Military Airplane

  2. LOOK AT MAPS AND IMAGES TOGETHER  :Image Bank: U3T2SQ4, Explore these World War I Trenches in France and Belgium

Maps/Charts: Mobilized Strength and Casualty Losses, World War I Casualties

  1. WWI ESCAPE ROOM

DAY 5:  FRIDAY, DEC. 15:  Was the Treaty of Versailles an effective and fair settlement to preserve world peace?  

  1. Videos: The Treaty of Versailles, Did WWI Lead to WWII?, Woodrow Wilson’s Fourteen Points

  2. READ SECONDARY TEXTS TOGETHER:  Secondary Texts: The Treaty of Versailles, The Fourteen Points

  3. IXL ASSIGNMENTS

DAY 6 AND 7:  MONDAY, DEC. 18 AND 19: THESE TWO DAYS WILL BE SPENT COMPLETING A WWI BROCHURE PROJECT

WEDNESDAY, DEC. 20- HALF A DAY- HISTORY OF CHRISTMAS

____________________________________________________________________________________________________________________________________________________________________

DEC 4-8

DEC. 4: DAY 1: What were the arguments for and against expansion? 

1. READ AND DISCUSS THE DEFINITION FOR IMPERIALISM (FROM SLIDESHOW ON GOOGLE 

CLASSROOM) 

2. INTRO LESSON ON IMPERIALISM: VIDEO: Video: How did U.S. Political Cartoons Justify 

Imperialism 

3. STUDENTS WILL USE THE SLIDESHOW ON GOOGLE CLASSROOM TO ANSWER QUESTIONS AND 

FILL IN THE MAP SHOWING THE UNITED STATES EXPANSION. 

DEC. 5: DAY 2: How did the events of the Spanish-American War establish the United States as a world power? 

1. REVIEW YESTERDAY'S QUESTIONS AND LESSON 

2. INTRO SPANISH-AMERICAN WAR: VIDEO: Spanish-American War, What was the Platt 

Amendment? 

3. THE STUDENTS WILL USE THE SLIDESHOW ON GOOGLE CLASSROOM TO ANSWER QUESTIONS 

AND FILL IN THE MAP ABOUT THE SPANISH-AMERICAN WAR. 

DEC. 6: DAY 3: What foreign policy issues did Presidents Roosevelt, Taft, and Wilson face during the early 1900s? 

1. REVIEW LESSON AND QUESTIONS FROM YESTERDAY. 

2. INTRO LESSON ON FOREIGN POLICY: Videos: What were the Open Door Notes, Here's why 

President Taft's Dollar Diplomacy was a Failure, Demolition, Disease and Death: Building the Panama Canal, Google Earth Trio over the Panama Canal 

3. THE STUDENTS WILL USE THE FOLLOWING TEXTS TO ANSWER QUESTIONS AND FILL IN 

VOCABULARY: 

Secondary Texts: Foreign Policy during the Roosevelt Presidency, The Insular Cases: History and Significance, Patterns of American Intervention 

Primary Texts: 

O The First Open Door Note 

Roosevelt Corollary to the Monroe Doctrine 

Message of the Annual, Taft 

Pages 247-261 

DEC. 7: DAY 4: 

1. GO OVER QUESTIONS AND LESSON FROM YESTERDAY 

1. C-SPAN ACTIVITY ON THE SPANISH AMERICAN WAR (GOOGLE CLASSROOM) 

DEC. 8: NO SCHOOL

_______________________________________________________________________________________________________________________________________________________________________

NOV, 13- DEC 1

Unit 2: The Changing Nation

Topic 3: Reform Movements

Overview 

 

As the gaps between the rich and the poor grew within the country, there were increasing calls for reforms. Investigative journalists increasingly exposed the conditions of American city-dwellers, workers, and the practices of large corporations. Reformers called for social, economic, and political changes. State governments and federal governments passed some reform measures with varying levels of effectiveness. With the emergence of Progressive era presidents, the laws became enforced with increasing regularity but still, some issues remained. 

 

Framing Question: To what extent were the Progressives of the late 1800s and early 1900s successful in their goals?

 

Standards

  • 8.1 Explain ideas, events, and developments in the history of the United States of America from 1877 to 2008 and how they progressed, changed, or remained the same over time.

  • 8.2 Analyze connections between events and developments in U.S. history within their global context from 1877 to 2008.

  • 8.3 Compare and contrast events and developments in U.S. history from 1877 to 2008.

  • 8.4 Use geographic representations and historical data to analyze events and developments in U.S. history from 1877 to 2008, including environmental, cultural, economic, and political characteristics and changes.

  • 8.5 Use maps to identify absolute location (latitude, and longitude) and describe geographical characteristics of places in Louisiana, North America, and the world.

  • 8.6 Use a variety of primary and secondary sources to:

    1. Analyze social studies content. 

    2. Evaluate claims, counterclaims, and evidence.

    3. Compare and contrast multiple sources and accounts.

    4. Explain how the availability of sources affects historical interpretations.

  • 8.7 Construct and express claims that are supported with relevant evidence from primary and/or secondary sources, social studies content knowledge, and clear reasoning and explanations to:

    1. Demonstrate an understanding of social studies content. 

    2. Compare and contrast content and viewpoints. 

    3. Analyze causes and effects.

    4. Evaluate counterclaims.

  • 8.8 Analyze the causes and effects of technological and industrial advances during the late nineteenth century and the early 20th century.

    1. Analyze factors that contributed to and effects of the growth of the industrial economy, including capitalism and the growth of free markets, mass production, agricultural advancements, the government’s laissez-faire economic policy, and the rise of corporations

  1. Explain how industrialists and corporations revolutionized business and influenced the U.S. economy and society, with an emphasis on business practices (vertical and horizontal integration, formation of monopolies/trusts), development of major industries (oil, steel, railroad, banking), and the role of entrepreneurs, including Andrew Carnegie, J.P. Morgan, John D. Rockefeller, Cornelius Vanderbilt, and Madam C.J. Walker.

  • 8.9 Analyze the social, political, and economic changes that developed in the United States during the late 19th and early 20th century. 

    1. Explain how industrialization influenced the movement of people from rural to urban areas and the effects of urbanization. 

    2. Explain the causes and effects of immigration to the United States during the late 1800s and early 1900s, and compare and contrast experiences of immigrant groups.

    3. Describe the working conditions and struggles experienced by the labor force that led to the labor movement (child labor, hours, safety, wages, standard of living), and evaluate the effectiveness of efforts to improve conditions. 

  1. Analyze the causes and outcomes of the Progressive movement and the role of muckrakers, including the Meat Inspection Act, Pure Food and Drug Act, Seventeenth Amendment, Thomas Nast, Ida Tarbell, Upton Sinclair, and Jacob Riis.

  2. Analyze the government’s response to the rise of trusts and monopolies, including the passage of the Interstate Commerce Act of 1887, the Sherman Antitrust Act of 1890, and the Clayton Antitrust Act of 1914.

  3. Describe important ideas and events of presidential administrations during the late 1800s and early 1900s, with emphasis on Theodore Roosevelt’s administration and his support for trust busting, regulation, consumer protection laws, and conservation.



 

DAY 1:   MONDAY, NOV. 13:  How effective were the reform movements at improving the working and living conditions for people in the late 1800s and early 1900s? 

  1. REVIEW PROGRESSIVE ERA:

  1. IXL LESSON

 

DAY 2:  TUESDAY, NOV. 14: 

  1. REVIEW HUEY P. LONG:  History Brief: the Kingfish Huey P. Long

  2. START DBQ:  HUEY LONG THIS IS A WRITING ASSIGNMENT THAT WILL BE DONE IN CLASS- SHARE OUR WEALTH PKT

 

DAY 3:  WEDNESDAY, NOV. 15:

  1. Huey Long: Share the Wealth

  2. CONTINUE WITH DBQ: DISTANT LEARNING PKT PAGES 288-293

 

DAY 4:  THURSDAY, NOV. 16:

  1.  Huey Long

  2. CONTINUE DBQ: DISTANT LEARNING PKT PAGES 293-297

 

DAY 5: FRIDAY, NOV. 17:

  1. HISTORY OF THANKSGIVING:

Bet You Didn't Know: Thanksgiving | History

Pilgrims for Kids | History of Pilgrims and the first Thanksgiving

  1. READ THE HISTORY OF THANKSGIVING AND ANSWER THE QUESTIONS

DAY 6:  MONDAY, NOV. 27:

  1. Huey P. Long | Why Louisiana Ain't Mississippi...Or Anyplace Else! | Classroom

  2. DISTANT LEARNING PKT PAGES 298-302

DAY 7:  TUESDAY, NOV. 28:

  1. Sen. Huey Long is Shot - 1935 | Today In History | 8 Sept 17

  2. DISTANT LEARNING PKT PAGES 303-308

DAY 8:  WEDNESDAY, NOV. 29:

  1. Huey Long Collection | Every Man A King | Rare, Slowed Down

  1. DISTANT LEARNING PKT PAGES 309-313

DAY 9:  THURSDAY, NOV 30:

  1. DISTANT LEARNING PKT PAGE 314

DAY 10:  FRIDAY, DEC. 1:

  1. DISTANT LEARNING PKT PAGE 315

 

___________________________________________________________________________________________________________________________________________________________________

\NOV. 6-10

Unit 2: The Changing Nation

Topic 2: Populism and The People’s Party

Overview 

 

As the United States became an industrial power, farmers struggled economically. At the mercy of the railroad and the middle men they sold their crops to, they increasingly felt abandoned by the government. In response to economic policies that increasingly favored the industrialized, urbanized North, farmers began to organize to fight against corporations and politicians they viewed as corrupt. These organizations became increasingly political and eventually coalesced into the Populist Party, a third party that steadily increased in influence during the late 1800s. The Populists demanded changes that would decrease the influence of the wealthy and corporations and increase the influence of the common man. 

 

Framing Question: To what extent was the Populist movement of the late 1800s a success or failure?


 

Standards

  • 8.1 Explain ideas, events, and developments in the history of the United States of America from 1877 to 2008 and how they progressed, changed, or remained the same over time.

  • 8.2 Analyze connections between events and developments in U.S. history within their global context from 1877 to 2008.

  • 8.3 Compare and contrast events and developments in U.S. history from 1877 to 2008.

  • 8.4 Use geographic representations and historical data to analyze events and developments in U.S. history from 1877 to 2008, including environmental, cultural, economic, and political characteristics and changes.

  • 8.5 Use maps to identify absolute location (latitude, and longitude) and describe geographical characteristics of places in Louisiana, North America, and the world.

  • 8.6 Use a variety of primary and secondary sources to:

    1. Analyze social studies content. 

    2. Evaluate claims, counterclaims, and evidence.

    3. Compare and contrast multiple sources and accounts.

    4. Explain how the availability of sources affects historical interpretations.

  • 8.7 Construct and express claims that are supported with relevant evidence from primary and/or secondary sources, social studies content knowledge, and clear reasoning and explanations to:

    1. Demonstrate an understanding of social studies content. 

    2. Compare and contrast content and viewpoints. 

    3. Analyze causes and effects.

    4. Evaluate counterclaims.

  • 8.8 Analyze the causes and effects of technological and industrial advances during the late nineteenth century and the early 20th century.

  1. Analyze factors that contributed to and effects of the growth of the industrial economy, including capitalism and the growth of free markets, mass production, agricultural advancements, the government’s laissez-faire economic policy, and the rise of corporations.

  2. Explain the social and economic effects of innovations in technology, transportation, and communication during the late 1800s and early 1900s, including the expansion of railroads, electricity, and telephone.

  • 8.9 Analyze the social, political, and economic changes that developed in the United States during the late 19th and early 20th century. 

                      c. Describe the working conditions and struggles experienced by the labor force that led to the labor movement (child labor, hours, safety, wages,  

                           standard of living), and evaluate the effectiveness of efforts to improve conditions. 

                      d. Describe the reasons for and effects of the rise of Populism in the United States and Louisiana during the late 1800s, including the role of the            

                           Grange, Farmers’ Alliance, and Peoples Party. 

  • 8.12 Analyze the political, social, cultural and economic effects of events and developments during the early twentieth century

                       i. Analyze causes and effects of changes to the Louisiana Constitution over time, with emphasis on

                          revisions from 1879 to 1974.

DAY 1:  MONDAY, NOV. 6:  What political and economic problems did American farmers experience in the late 19th century?

  1. REVIEW:   YOUTUBE VIDEO:  THE 19TH CENTURY The 19th Century

  2. INTRO UNIT 2 TOPIC 2; LOOK AT OUTLINE IN THE BACK OF THE CLASS

  3. WATCH VIDEOS/LOOK AT IMAGES:

  1. *GILDED AGE/POPULISM GUIDED NOTES

DAY 2:  TUESDAY, NOV. 7:  Why were some Louisianans drawn to the Populist Party during the late 1800s and early 1900s?    

  1. INTRO DAY 2: POPULISM VIDEO:  What Is Populism? | History

  2. LOOK AT IMAGES:

  1. INTRO LOUISIANA’S POPULIST: HUEY LONG:  Huey Long: The Dictator of Louisiana

  2. *HUEY LONG ACTIVITY- WE WILL READ PAGES TOGETHER IN OUT TEXT BOOK AND ANSWER QUESTIONS ON A W.S. (text book pages 350-351, 356-365, 368-373)

DAY 3:  WEDNESDAY, NOV. 8:  What political and economic solutions did the farmers propose to solve their problems?

  1.  REVIEW HUEY LONG AND POPULISM: 

                              Video: Ocala Demands and the Birth of Populism

  1. What were the origins, overall goals, and strategies of the Progressive Movement?

  2. INTRO PROGRESSIVE ERA:  Progressive Era: Early Movement Towards Societal Equity and Video: How the Jungle Changed American Food

  3. *PROGRESSIVE ERA WEB QUEST

DAY 4:  THURSDAY, NOV. 9:  How effective was the federal government in addressing the goals of progressives?

  1. REVIEW PROGRESSIVE ERA: Child Labor Reform in the Progressive Era More Videos: History Brief: The Trustbuster President, President William Taft and the Split of the Republican Party, Woodrow Wilson’s “New Freedom” Domestic Policy

  2. *PROGRESSIVE ERA PKT

 

DAY 5:  FRIDAY, NOV 10:  NO SCHOOL

 

*graded work

___________________________________________________________________________________________________________________________________________________________________

OCT. 23- NOV. 3

Unit 2: The Changing Nation

Topic 1: Industrialization, Immigration, and Urbanization

Overview 

 

Following the Civil War, the United States began to emerge as one of the major industrialized powers in the world. The rise of large corporations driven by improvements in technology, laissez faire government policies, a wealth of natural resources and increased immigration produced a booming economy. The growth of factories lured ever increasing amounts of immigrants to the United States and more rural Americans relocated to urban areas in the hopes of factory jobs. The American city was on the rise as well. It was a time of great wealth and prosperity but also a time where there was great poverty and increased tensions as the nation became increasingly diverse and large corporations behaved in a way that crushed anyone who would dare to compete with them. 

Framing Question: To what extent was rapid industrialization a blessing or a curse for America? 

 

Standards

  • 8.1 Explain ideas, events, and developments in the history of the United States of America from 1877 to 2008 and how they progressed, changed, or remained the same over time.

  • 8.2 Analyze connections between events and developments in U.S. history within their global context from 1877 to 2008.

  • 8.3 Compare and contrast events and developments in U.S. history from 1877 to 2008.

  • 8.4 Use geographic representations and historical data to analyze events and developments in U.S. history from 1877 to 2008, including environmental, cultural, economic, and political characteristics and changes.

  • 8.5 Use maps to identify absolute location (latitude, and longitude) and describe geographical characteristics of places in Louisiana, North America, and the world.

  • 8.6 Use a variety of primary and secondary sources to:

  1. Analyze social studies content. 

  2. Evaluate claims, counterclaims, and evidence.

  3. Compare and contrast multiple sources and accounts.

  4. Explain how the availability of sources affects historical interpretations.

  • 8.7 Construct and express claims that are supported with relevant evidence from primary and/or secondary sources, social studies content knowledge, and clear reasoning and explanations to:

  1. Demonstrate an understanding of social studies content. 

  2. Compare and contrast content and viewpoints. 

  3. Analyze causes and effects.

  4. Evaluate counterclaims.

  • 8.8 Analyze the causes and effects of technological and industrial advances during the late nineteenth century and the early 20th century.

  1. Analyze factors that contributed to and effects of the growth of the industrial economy, including capitalism and the growth of free markets, mass production, agricultural advancements, the government’s laissez-faire economic policy, and the rise of corporations.

  2. Explain the social and economic effects of innovations in technology, transportation, and communication during the late 1800s and early 1900s, including the expansion of railroads, electricity, and telephone.

  1. Explain how industrialists and corporations revolutionized business and influenced the U.S. economy and society, with an emphasis on business practices (vertical and horizontal integration, formation of monopolies/trusts), development of major industries (oil, steel, railroad, banking), and the role of entrepreneurs, including Andrew Carnegie, J.P. Morgan, John D. Rockefeller, Cornelius Vanderbilt, and Madam C.J. Walker.   

  • 8.9 Analyze the social, political, and economic changes that developed in the United States during the late 19th and early 20th century. 

  1. Explain how industrialization influenced the movement of people from rural to urban areas and the effects of urbanization. 

  2. Explain the causes and effects of immigration to the United States during the late 1800s and early 1900s, and compare and contrast experiences of immigrant groups.

  1. Describe the working conditions and struggles experienced by the labor force that led to the labor movement (child labor, hours, safety, wages, standard of living), and evaluate the effectiveness of efforts to improve conditions. 

 

DAY 1,  MONDAY, OCT. 23:   What factors contributed to the growth of industry in the late nineteenth century? 

  1.  INTRO UNIT 2: LOOK AT UNIT 2 OUTLINE ON THE BACK BOARD-FRAMING QUESTION

  2. INTRO TOPIC 1: LOOK AT QUESTION OF THE DAY

  3. READ TEXTS, TIMELINES , MAPS AND CHARTS AND WATCH VIDEOS TO ANSWER CONTEXT QUESTIONS AND VOCABULARY TERMS

 

DAY 2:, TUESDAY, OCT. 24:  Did the reality of American life match the expectations of immigrants that arrived during the Gilded Age?

  1. INTRO QUESTION OF THE DAY

  2. REVIEW BY GOING OVER QUESTIONS FROM YESTERDAY

  3. READ TEXTS, TIMELINES , MAPS AND CHARTS AND WATCH VIDEOS TO ANSWER CONTEXT QUESTIONS AND VOCABULARY TERMS

 

WEDNESDAY OCTOBER 25TH-TESTING

 

DAY 3, THURSDAY, OCT 25:  What problems were created as a result of industrialization, immigration, and urbanization?

  1. INTRO QUESTION OF THE DAY

  2. REVIEW BY GOING OVER QUESTIONS FROM DAY 2

  3. READ TEXTS, TIMELINES , MAPS AND CHARTS AND WATCH VIDEOS TO ANSWER CONTEXT QUESTIONS AND VOCABULARY TERMS

 

DAY 4, FRIDAY, OCT. 27: 

  1. REVIEW DAILY QUESTIONS

  2. WATCH ANY MISSED VIDEOS

  3. DO GILDED AGE ACTIVITY ON XL

 

DAY 5, MONDAY, OCT. 30: 

  1. REVIEW TOPIC 1

  2. MAKE VOCAB CARDS-100 PTS

 

TUESDAY, OCT. 31:

  1. WATCH YOUTUBE- “BET YOU DIDN’T KNOW: HALLOWEEN” HISTORY

  2. WATCH YOUTUBE- “HALLOWEEN HISTORY” NATIONAL GEOGRAPHIC

  3. WEBQUEST ON THE HISTORY OF HALLOWEEN

 

WEDNESDAY, NOV. 1:

  1. GILDED AGE WEBQUEST

  2. FINISH NOTECARDS

 

THURSDAY, NOV. 2:

  1. UNIT 2 TOPIC 1 TEST

  2. GILDED AGE WORKSHEET

 

FRIDAY, NOV. 3:

  1. GO OVER TEST FROM YESTERDAY

  2. TAKE UP CLASSWORK FOR A GRADE (NOTECARDS, GILDED AGE WS, CLASSWORK)

____________________________________________________________________________________________________________________________________________________________________

OCTOBER 2-20

 

Unit 1: A Nation in Conflict

Topic 2: Post Reconstruction and the Jim Crow Era

Framing Question: How did Jim Crow Laws create and govern a racially segregated society? 

 

Overview 

 

The Jim Crow Era was characterized by a series of state and local laws introduced in the Southern United States in the late 19th and early 20th centuries that enforced racial segregation. These laws remained in force until the 1960s. Formal (de jure) and informal (de facto) segregation policies were present in other areas of the United States as well, even if several states outside the South had banned discrimination in public accommodations and voting. In this topic, students will analyze primary and secondary sources to gain an understanding of how both de jure and de facto segregation during this time period affected society

Standards

  • 8.1 Explain ideas, events, and developments in the history of the United States of America from 1877 to 2008 and how they progressed, changed, or remained the same over time.

  • 8.2 Analyze connections between events and developments in U.S. history within their global context from 1877 to 2008.

  • 8.3 Compare and contrast events and developments in U.S. history from 1877 to 2008.

  • 8.4 Use geographic representations and historical data to analyze events and developments in U.S. history from 1877 to 2008, including environmental, cultural, economic, and political characteristics and changes.

  • 8.5 Use maps to identify absolute location (latitude, and longitude) and describe geographical characteristics of places in Louisiana, North America, and the world.

  • 8.6 Use a variety of primary and secondary sources to:

  1. Analyze social studies content. 

  2. Evaluate claims, counterclaims, and evidence.

  3. Compare and contrast multiple sources and accounts.

  4. Explain how the availability of sources affects historical interpretations.

  • 8.7 Construct and express claims that are supported with relevant evidence from primary and/or secondary sources, social studies content knowledge, and clear reasoning and explanations to:

  1. Demonstrate an understanding of social studies content. 

  2. Compare and contrast content and viewpoints. 

  3. Analyze causes and effects.

  4. Evaluate counterclaims.

  • 8.9 Analyze the social, political, and economic changes that developed in the United States during the late 19th and early 20th century. 

  1. Explain the origins and development of Louisiana public colleges and universities, including land grant institutions, Historically Black Colleges and Universities, and regional universities.   

  2. Analyze the events leading to Plessy v. Ferguson (1896) and the consequences of the decision, including changes to the Louisiana Constitution. 

  3. Explain the emergence of the Jim Crow system and how it affected Black Americans. 

  4. Explain the goals and strategies used by the African American civil rights leaders of the late 1800s and early 1900s, and analyze differing viewpoints of key figures and groups, including W.E.B. DuBois and the Niagara Movement, Booker T. Washington, NAACP, Mary Church Terrell, and Ida B. Wells.

  • 8.12 Analyze the political, social, cultural and economic effects of events and developments during the early twentieth century. 

                      i.    Analyze causes and effects of changes to the Louisiana Constitution over time, with emphasis on revisions from 1879 to 1974.

 

DAY 1:  MONDAY, OCTOBER 2:

Where does the term “Jim Crow” come from, and how did the Jim Crow System emerge following the end of Reconstruction? 

  1.  REVIEW TOPIC ONE/ INTRO TOPIC 2-LOOK AT OUTLINE IN THE BACK OF THE CLASS

  2. WATCH VIDEOS AND DISCUSS:  VIDEOS ARE ALSO ON GOOGLE CLASSROOM:  What The Compromise of 1877 Meant, Exhibit spotlights portraits and stories of Black Southerners living during Jim Crow era, Violence and Backlash (9:40–16:45)  

  3. READ PRIMARY AND SECONDARY SOURCES FILLING IN VOCAB AND ANSWERING CONTEXT QUESTIONS:  Secondary Texts: Origin Of Jim Crow, Jim Crow and Segregation, Colfax Massacre 

Primary Texts: 

Excerpts from US Constitution (Thirteenth, Fourteenth, and Fifteenth Amendments) 

Civil Rights Act of 1875 (Landmark Legislation: Civil Rights Act of 1875)

“Of Course He Votes the Democratic Ticket” (1876) 

 

DAY 2:  TUESDAY, OCTOBER 3:

How did the Supreme Court interpret the Fourteenth Amendment in its decision in Plessy v.  Ferguson and how did the ruling affect African Americans? 

  1. REVIEW YESTERDAY’S LESSON

  2. WATCH AND DISCUSS VIDEOS: VIDEOS ARE ALSO ON GOOGLE CLASSROOM:   Plessy vs. Ferguson | A More or Less Perfect Union, Plessy vs. Ferguson | The Rise and Fall of Jim Crow 

  3. READ PRIMARY AND SECONDARY SOURCES FILLING IN VOCAB AND ANSWERING CONTEXT QUESTIONS:  Secondary Text: Plessy v. Ferguson   Primary Texts: 

Excerpts from US Constitution (Thirteenth, Fourteenth and Fifteenth Amendments;

Louisiana Separate Car Act, 1890Plessy V. Ferguson Court Decision;   

John Marshall Harlan, Dissent from Plessy v. Ferguson, 1896 (Excerpts)

  1.  MAKE SURE TO ANSWER QUESTIONS ON WORKBOOK PAGES 73 AND 77




 

DAY 3: WEDNESDAY, OCTOBER 4:

 How did the Louisiana Constitution change after Reconstruction ended? 

  1. REVIEW QUESTIONS FROM YESTERDAY

  2. WATCH VIDEOS AND DISCUSS: VIDEOS ARE ALSO ON GOOGLE CLASSROOM:  1874 Battle of Liberty Place | Folks (1982) (5:10-6:08) 

  3. READ PRIMARY AND SECONDARY SOURCES FILLING IN VOCAB AND ANSWERING CONTEXT QUESTIONS:  Secondary Text: Constitutions of Louisiana   Primary Texts: 

Louisiana Constitution 1868; Louisiana Constitution 1879; Louisiana Constitution 1898

 

DAY 4:   THURSDAY, OCTOBER 5:

How were African Americans’ political and social rights violated during the Jim Crow Era? 

  1. REVIEW QUESTIONS FROM YESTERDAY

  2. WATCH VIDEOS AND DISCUSS:VIDEOS ARE ALSO ON GOOGLE CLASSROOM:     The Black Codes | Reconstruction, The Fight for the Right to Vote in the United States, DeFacto Segregation  

  3. READ PRIMARY AND SECONDARY SOURCES FILLING IN VOCAB AND ANSWERING CONTEXT QUESTIONS: Secondary Texts: The Jim Crow South, Jim Crow and Segregation, What are De Jure and De Facto Segregation? (Pages 4-5)  Primary Texts:  Louisiana Literacy Test; Jim Crow Laws in Louisiana; Excerpt from the Black Code of St. Landry's Parish (1865); Sharecropper contract, 1867

  4. ANSWER WORKBOOK PAGE 93

 

DAY 5:  FRIDAY, OCTOBER 6:

  1. WE WILL USE THIS DAY AS A MAKE-UP/CATCH-UP DAY. STUDENTS MAY WORK ON ANY ASSIGNMENTS THAT THEY HAVE NOT COMPLETED

 

DAY 6:  MONDAY, OCTOBER 16:

How did Civil Rights Leaders of the early 1900’s  respond to the systemic discrimination of the Jim Crow Era? 

  1. REVIEW WHERE WE LEFT OFF BEFORE FALL BREAK/WORKBOOK PAGE 93

  2. WATCH VIDEOS AND DISCUSS:  VIDEOS WILL ALSO BE ON GOOGLE CLASSROOM:  Ida B Wells - Anti-Lynching Crusader, Biography, W.E.B. Du Bois: Leader in Niagara Movement & Co-Founder of the NAACP, Biography, How the NAACP Fights Racial Discrimination, Mary Church Terrell | Unladylike2020, Booker T. Washington: An Education | The Rise and Fall of Jim Crow

  3. READ PRIMARY AND SECONDARY SOURCES FILLING IN VOCAB AND ANSWERING CONTEXT QUESTIONS: Secondary Texts: Dealing and Responding to Jim Crow, Mary Church Terrell, Second Morrill Act of 1890  Primary Texts: Niagara Movement Speech; Niagara Movement Declaration of Principles, 1905 (Excerpts)Booker T. Washington: The Atlanta Exposition Address 1895 ExcerptsExcerpt from the Souls of Black Folk; Ida B. Wells, “Lynch Law,” 1893 (Excerpts); Second Morrill Act (1890)

  4. Graphic Organizer: Jim Crow Laws in Louisiana Graphic Organizer

  5. ANSWER WORKBOOK PAGES: 107, 110, 115

 

DAY 7:  TUESDAY, OCTOBER 17:

How did Civil Rights Leaders of the early 1900’s  respond to the systemic discrimination of the Jim Crow Era? 

  1. REVIEW YESTERDAY’S LESSON- LOOK AT QUESTIONS AND VOCAB AND GRAPHIC ORGANIZER

  2. Map: Analyzing a Map about Lynching AND Map: Racial Terror Lynching Map

  3. LOOK AT IMAGES OF CIVIL RIGHTS LEADERS: Image Bank: U1T2SQ5

  4. CHOOSE ONE TO WRITE A PARAGRAPH ABOUT: WHO THEY WERE, WHY THEY WERE IMPORTANT TO THE CIVIL RIGHTS MOVEMENT….

DAY 8:  WEDNESDAY, OCTOBER 18:

What were the consequences of  Jim Crow? How were they different for black and white people? 

  1. REVIEW PARAGRAPHS FROM YESTERDAY

  2. WATCH VIDEOS AND DISCUSS:  VIDEOS WILL ALSO BE ON GOOGLE CLASSROOM:  Atlanta Riots of 1906, The Red Summer of 1919 | Voice of Freedom

  3. READ PRIMARY AND SECONDARY SOURCES FILLING IN VOCAB AND ANSWERING CONTEXT QUESTIONS:  Secondary Texts: The Ku Klux Klan and Violence at the Polls, Sharecropping Primary Text:  Tulsa Race Massacre Images, June 1921

  4. ANSWER WORKBOOK PAGES:  123, 124, 125, 126, 131, 132

 

DAY 9:  THURSDAY, OCTOBER 19:

What were the consequences of  Jim Crow? How were they different for black and white people?

  1. REVIEW QUESTIONS FROM YESTERDAY

  2. TEST-UNIT 2 TOPIC 2

  3. FINISH ANY WORK FROM UNIT 1 TOPIC 2

 

DAY 10:  FRIDAY, OCTOBER 20:

  1. GO OVER THE TEST FROM YESTERDAY

  2. PICK UP ALL WORK FROM UNIT 1 TOPIC 2 FOR A 100PT CLASSWORK GRADE

  3. VIDEO: SHARECROPPING

  4. SHARECROPPING ACTIVITY

 

 

______________________________________________________________________________________________________________________________________________________________________

SEPT. 12-25

Unit 1: A Nation in Conflict

Topic 1: The West and the American Indian Experience

Framing Question: How did Westward Expansion transform the United States?

 

Overview 

 

After the Civil War, a massive wave of migration continued westward, fulfilling some Americans’ belief in Manifest Destiny. Encouraged by federal land grants and subsidies, the West became the focus of settlement and railroad expansion as new technologies led to further growth of farming, ranching, and mining enterprises. This advancement westward altered the way Americans viewed themselves and their place in the world.  While some found a more equal society, conflicts arose with Native Americans, immigrant groups and a newly industrialized east coast. 

 

Standards

  • 8.1 Explain ideas, events, and developments in the history of the United States of America from 1877 to 2008 and how they progressed, changed, or remained the same over time.

  • 8.2 Analyze connections between events and developments in U.S. history within their global context from 1877 to 2008.

  • 8.3 Compare and contrast events and developments in U.S. history from 1877 to 2008.

  • 8.4 Use geographic representations and historical data to analyze events and developments in U.S. history from 1877 to 2008, including environmental, cultural, economic, and political characteristics and changes.

  • 8.5 Use maps to identify absolute location (latitude, and longitude) and describe geographical characteristics of places in Louisiana, North America, and the world.

  • 8.6 Use a variety of primary and secondary sources to:

    1. Analyze social studies content. 

    2. Evaluate claims, counterclaims, and evidence.

    3. Compare and contrast multiple sources and accounts.

    4. Explain how the availability of sources affects historical interpretations.

  • 8.7 Construct and express claims that are supported with relevant evidence from primary and/or secondary sources, social studies content knowledge, and clear reasoning and explanations to:

    1. Demonstrate an understanding of social studies content. 

    2. Compare and contrast content and viewpoints. 

    3. Analyze causes and effects.

    4. Evaluate counterclaims.

  •  8.9 Analyze the social, political, and economic changes that developed in the United States during the late nineteenth and early twentieth century.

        h. Explain the origins and development of Louisiana public colleges and universities, including land grant institutions, Historically Black Colleges            

                           and Universities, and regional universities.

  • 8.10 Analyze ideas and events related to the expansion of the United States during the late nineteenth century and early 20th century. 

    1. Explain the motivations for migration to and settlement of the West by various groups, including Exodusters, and how their motivations relate to the American Dream.

    2. Analyze Frederick Turner’s "The Significance of the Frontier in American History.”

    3. Analyze how lives of Native Americans changed as a result of westward expansion and U.S. policies, including extermination of the buffalo, reservation system, Dawes Act, and assimilation.

    4. Analyze the causes and effects of conflict between Native Americans and the U.S. government and settlers during the late nineteenth century and early twentieth century, including the Battle of Little Bighorn and Wounded Knee and subsequent treaties.


 

DAY 1:  TUESDAY, SEPT. 12:

WHAT WERE THE MOTIVATIONS FOR MIGRATION WEST WARD?

  1.  REVIEW CIVIL WAR/RECONSTRUCTION-WHERE WAS THE UNITED STATES HEADED?

  2. WATCH VIDEOS:  TRANSCONTINENTAL RAILROAD; CAUSES AND EFFECTS OF WESTWARD EXPANSION, HOMESTEAD ACT, WESTERN EXPANSION:THE SETTLERS (THESE WILL BE WATCHED IN CLASS AND POSTED ON GOOGLE CLASSROOM)

  3. READ SOURCES IN WORKBOOK:  POST CIVIL WAR MIGRATION; MORRILL LAND GRANT ACT OF 1862 OVERVIEW, 1862 HOMESTEAD ACT

  4. AS THE STUDENTS READ, THEY WILL FILL IN THE DEFINITIONS AND ANSWER THE TXT QUESTIONS

  5. FILL IN THE GRAPHIC ORGANIZER PUSH AND PULL FACTORS CHART

DAY 2:  THURSDAY, SEPT. 14:

WHAT TYPES OF JOBS WERE CREATED BECAUSE OF WESTWARD EXPANSION?

  1. REVIEW WESTWARD EXPANSION- PUSH/PULL CHART FROM YESTERDAY

  2. VIDEOS:  WESTERN MINING OVERVIEW, THE RANCH LIFE(THESE WILL BE WATCHED IN CLASS AND POSTED ON GOOGLE CLASSROOM) AND LOOK AT MAP:  MINING TOWNS IN THE WESTERN UNITED STATES-WESTERN MINING HISTORY

  3. READ SOURCES IN WORKBOOK:  WESTERN ECONOMIC EXPANSION, ECONOMIC DEVELOPMENT, THE COWBOYS 

  4. AS THE STUDENTS READ, THEY WILL FILL IN THE DEFINITIONS AND ANSWER THE TXT QUESTIONS

  5. FILL IN OCCUPATIONS GRAPHIC ORGANIZER

DAY 3:  FRIDAY, SEPT. 15:

WHAT TECHNOLOGICAL INNOVATIONS WERE CREATED AS A RESULT OF EXPANSION WESTWARD?

  1. REVIEW OCCUPATION ORGANIZER

  2. VIDEOS:  BARBED WIRE (THIS WILL BE WATCHED IN CLASS AND POSTED ON GOOGLE CLASSROOM)

  3. READ SOURCES IN WORKBOOK: PLACER MINING, BONANZA FARMS

  4. AS THE STUDENTS READ, THEY WILL FILL IN THE DEFINITIONS AND ANSWER THE TXT QUESTIONS

  5. FILL IN TECHNOLOGICAL ADVANCEMENTS GRAPHIC ORGANIZER

 

DAY 4:  TUESDAY, SEPT. 19:

WHAT WAS LIFE LIKE IN THE WEST?

  1. REVIEW TECHNOLOGICAL ADVANCEMENTS GRAPHIC ORGANIZER

  2. VIDEOS:  THE COWBOY’S HORSE, MARY ELIZABETH LEASE, NEBRASKA LOCUSTS (THESE WILL BE WATCHED IN CLASS AND POSTED ON GOOGLE CLASSROOM)

  3. READ SOURCES IN WORKBOOK:  SUSAN DIAMOND JOURNAL

  4. AS THE STUDENTS READ, THEY WILL FILL IN THE DEFINITIONS AND ANSWER THE TXT QUESTIONS

  5. FILL IN THE GRAPHIC ORGANIZER:  MYTH AND REALITY

DAY 5:  WEDNESDAY, SEPT. 20:

TO WHAT DEGREE DID DIFFERENT GROUPS EXPERIENCE EQUALITY AND INEQUALITY IN THE WEST?

  1. REVIEW GRAPHIC ORGANIZER:  MYTH AND REALITY

  2. VIDEOS:  HOW WOMEN WON THE WEST, ROPING AS A WAY OF LIFE (THESE WILL BE WATCHED IN CLASS AND POSTED ON GOOGLE CLASSROOM)

  3. READ SOURCES IN WORKBOOK: A DIFFERENT VIEW OF THE AMERICAN WEST, EXODUSTERS, CHINESE PETITION, CHINESE EXCLUSION ACT EXCERPT, PROCLAMATION OF LAS GORRAS BLANCAS

  4. AS THE STUDENTS READ, THEY WILL FILL IN THE DEFINITIONS AND ANSWER THE TXT QUESTIONS

  5. FILL IN MYTH AND REALITY GRAPHIC ORGANIZER

DAY 6:  THURSDAY, SEPT. 21:

HOW DID THE IDEA MANIFEST DESTINY AND THE REALITY OF WESTWARD EXPANSION AFFECT THE INDIGENOUS PEOPLE OF THE WESTERN FRONTIER?

  1. REVIEW MYTH AND REALITY GRAPHIC ORGANIZER

  2. VIDEOS:  THE INDIAN PROBLEM, LEAH’S GREAT GRANDFATHER’S STORY AND THE ALEX ROSE ALIFORNIA TRAIL MISCONCEPTIONS (THESE WILL BE WATCHED IN CLASS AND POSTED ON GOOGLE CLASSROOM)

  3. READ SOURCES IN WORKBOOK:  THE RESERVATION SYSTEM. AMERICAN INDIAN STORIES, TURNING HAWK AND AMERICAN HORSE ACCOUNTS OF WOUNDED KNEE, A CENTURY OF DISHONOR

  4. AS THE STUDENTS READ, THEY WILL FILL IN THE DEFINITIONS AND ANSWER THE TXT QUESTIONS

  5. FILL IN KEY EVENTS GRAPHIC ORGANIZER

DAY 7:  FRIDAY, SEPT. 22:

WHAT EFFECT DID THE WESTERN FRONTIER HAVE ON AMERICA AND HOW WAS IT REFLECTED IN ITS ART?

  1. REVIEW KEY EVENTS GRAPHIC ORGANIZER

  2. VIDEOS:  TURNER THESIS, WESTWARD THE COURSE OF EMPIRE TAKES IT WAT, 1893 WORLD’S FAIR, THE HUNTER’S RETURN, THE FALL OF THE COWBOY, GRAND CANYON OF THE YELLOWSTONE AND MAP:  YOSEMITE VALLEY(THESE WILL BE WATCHED IN CLASS AND POSTED ON GOOGLE CLASSROOM)  

  3. READ SOURCES IN WORKBOOK: TURNER THESIS, MUIR NATIONAL PARK PROPOSAL, HORACE GREELY

  4. AS THE STUDENTS READ, THEY WILL FILL IN THE DEFINITIONS AND ANSWER THE TXT QUESTIONS

  5. WORK ON ANY UNFINISHED WORK

DAY 8:  MONDAY, SEPT. 25:

  1. REVIEW TOPIC 1: QUESTIONS/WORK FROM THE LAST COUPLE OF WEEKS

  2. WEBQUEST ON THE WESTWARD EXPANSION (ON GOOGLE CLASSROOM)

DAY 9:  TUESDAY, SEPT 26:

  1. CHECK WEBQUEST FOR 25 PTS

  2. IN-CLASS PROJECT: BROCHURES ON WESTWARD EXPANSION- WE WILL WORK ON THESE FOR THE NEXT TWO DAYS IN CLASS.

DAY 10:  WEDNESDAY, SEPT 27:

  1. WORK ON  BROCHURES

DAY 11:  THURSDAY, SEPT 28:

  1. TEST ON TOPIC 1-100 PTS

  2. FINISH BROCHURES AND TAKE UP

DAY 12:  FRIDAY, SEPT 29:

  1. GO OVER THE TEST FROM YESTERDAY

  2. TAKE UP ALL PAPERS FROM TOPIC 1 FOR A 100 PT PAPER CHECK

__________________________________________________________________________________________________________________________________________________________________________

PLANS FOR SEPT. 4TH- 8TH  

BISHOP-8TH GRADE SS

 

MON, SEPT. 4TH:

NO SCHOOL

TUES, SEPT. 5TH:

  1. GAP TIME-IREADY MATH
  2. WELCOME/ROLL
  3. CHECK POLITICAL IMPACT OF RECONSTRUCTION-50PTS
  4. REVIEW: ECONOMIC IMPACT OF RECONSTRUCTION-PACKET-50PTS
  5. VIDEO*

WED, SEPT. 6TH:

  1. GAP TIME-IREADY MATH
  2. WELCOME/ROLL
  3. CHECK ECONOMIC IMPACT OF RECONSTRUCTION-50 PTS
  4. REVIEW:  SOCIAL IMPACT OF RECONSTRUCTION-PACKET-50PTS
  5. VIDEO*

THURS, SEPT. 7TH:

  1. GAP TIME-IREADY MATH
  2. WELCOME/ROLL
  3. VIDEO*
  4. CHECK SOCIAL IMPACT OF RECONSTRUCTION-50 PTS
  5. PASS OUT AND WORK CIVIL WAR PKT-50PTS

FRI, SEPT. 8TH

  1. GAP TIME-IREADY MATH
  2. WELCOME/ROLL
  3. VIDEO*
  4. CHECK LAST PKT ON RECONSTRUCTION-50 PTS

 


 

 

PLANS FOR AUG. 28- SEPT. 1

MONDAY:

  1. GAP TIME-IREADY MATH
  2. WELCOME/ROLL
  3. DISCUSS MISING WORK/CHECK GRADES
  4. TODAY AND TOMORROW WE WILL BE WATCHING A CIVIL WAR DOCUMENTARY ON AMAZON. WE WILL BE ANSWERING QUESTIONS AND FILLING IN A WORKSHEET WITH THE VIDEO. THESE PAPERS WILL BE USED FOR AN OPEN NOTES TEST ON THURSDAY, AUG. 31.

TUESDAY:

  1. GAP TIME-IREADY MATH
  2. WELCOME/ROLL
  3. CONTINUE DOCUMENTARY FROM YESTERDAY

WEDNESDAY:

  1. GAP TIME-IREADY MATH
  2. WELCOME/ROLL
  3. EDPUZZLE VIDEOON THE CIVIL WAR
  4. WEBQUEST

THURSDAY:

  1. GAP TIME-IREADY MATH
  2. WELCOME/ROLL
  3. REVIEW CIVIL WAR/RECONSTRUCTION
  4. OPEN NOTES TEST

FRIDAY;

  1. GAP TIME-IREADY MATH
  2. WELCOME/ROLL
  3. REVIEW/DISCUSS POLITICAL IMPACT OF RECONSTRUCTION-PKT 50PTS
  4. VIDEO-NBC NEWS FREEDMEN’S BUREAU

_____________________________________________________________________________________________________________________________________________________________________________

 

Mrs. Bishop’s Class

8th Grade Social Studies

AUGUST 14-26

Info about me:  Laura Bishop

                                    Graduated from NLU in 1991

                                    30+ years in education

                                    8th Year at West Ridge

                                    bishop@opsb.net

HISTORY: 8th grade Social Studies picks up where 7th grade left off, The End of Reconstruction. Some topics we will be discussing this year include:  Reconstruction, Westward Migration, WWI, WWII, Jim Crow…..to modern times.

Grades: 

  1. Vocabulary tests, comprehension tests, and classwork will be worth between 50 -100 pts.
  2. I will also be assigning online work grades.

The students will be given plenty of time and instruction for assignments and tests. They will need to study and do their work!!

Supplies:

Binder (may be one they are using for another class if there is space)

Paper, pens, highlighters, notecards, colored pencils

I would appreciate a bottle of Clorox wipes and a box of tissue!!:)

 

I am glad you are here!   Please email me with any questions or concerns.

 

CALENDAR First Couple of Weeks

BISHOP-8TH GRADE SS

DAY 1:  MON, AUG 14:  7th and 8th GRADES ONLY

  1. WELCOME/ROLL
  2. PASS OUT AND GO OVER CLASS DESCRIPTION
  3. GO OVER CLASS EXPECTATIONS
  4. LOOK AT AND DISCUSS 2023-2024 WRMS SLIDES
  5. PASS OUT INFORMATION SHEET: DUE WEDNESDAY FOR 100pts. IT IS MINUS 10 POINTS FOR EVERYDAY IT IS LATE.

DAY 2: TUES, AUG 15: 6TH GRADE ONLY

DAY 3: WED, AUG 16: ALL STUDENTS

  1. WELCOME/ROLL
  2. TAKE UP INFO SHEETS FOR 100pts/PASS OUT ANY NEEDED PAPERS
  3. SIGN IN TO GOOGLE CLASSROOM*** EVERY THING WE DO IN CLASS IS ON GOOGLE CLASSROOM!!(INCLUDING OUR CALENDAR)  IF YOU ARE ABSENT IT IS YOUR RESPONSIBILITY TO GET THE WORK YOU MISSED FROM GOOGLE CLASSROOM OR GET EXTRA SHEETS FROM THE CLASROOM “ABSENT” FOLDER!!
  4. PASS OUT AND FILL IN GEOGRAPHY MAP OF LOUISIANA-TEST IS FRIDAY, AUG. 18
  5. PASS OUT COMPASS ROSE PKT-50pts

DAY 4:  THURS, AUG 17:

  1. WELCOME/ROLL/TAKE UP AND PASS OUT ANY NEEDED PAPERS
  2. CHECK COMPASS ROSE PKT-50pts
  3. WATCH LATITUDE AND LONGITUDE VIDEO (FROM LOUISIANA BELIEVES)
  4. WORK LATITUDE AND LONGITUDE PACKET-50pts
  5. STUDY FOR MAP TEST

DAY 5:  FRI, AUG 18:

  1. WELCOME/ROLL/TAKE UP AND PASS OUT ANY NEEDED PAPERS
  2. WATCH VIDEO: YOUTUBE: MAP SKILLS- GEOGRAPHY, LATITUDE AND LONGITUDE
  3. CHK LATITIDE AND LONGITUDE PACKET-50pts
  4. PASS OUT TIME ZONE PKTS-50pts (WILL CHK ON MON.)
  5. TAKE MAP TEST-100pts

DAY 6: MON, AUG 21:

  1. WELCOME/ROLL/TAKE UP AND PASS OUT NEEDED PAPERS
  2. SIGN IN TO GOOGLE CLASSROOM
  3. WATCH VIDEO: YOUTUBE:  BRAINPOP-TIMEZONES
  4. CHK TIME ZONE PKTS-100pts
  5. BENCHMARK TESTS

DAY 7:  TUES, AUG 22:

  1. WECOME/ROLL/ TAKE UP AND PASS OUT NEEDED PAPERS
  2. MAKEUP BENCHMARK TESTS
  3. REVIEW CIVIL WAR: VIDEO:  YOUTUBE-BRAINPOP-CIVIL WAR
  4. FILL IN CIVIL WAR MAP USING THE SLIDE SHOW ON GOOGLE CLASSROOM-50pts

DAY 8:   WED, AUG 23:

  1. WELCOME/ROLL/ TAKE UP AND PASS OUT NEEDED PAPERS
  2. CHK MAP- 50pts
  3. VIDEO: YOUTUBE-THE FAILURE OF RECONSTRUCTION (BOBBLEHEAD)
  4. RECONSTRUCTION PKT-50pts

DAY 9:  THURS, AUG 24:

  1. WELCOME/ROLL/ TAKE UP AND PASS OUT NEEDED PAPERS
  2. VIDEO: YOUTUBE-BLOOD AND GLORY-CIVIL WAR IN COLOR
  3. CHK RECONSTRUCTION PKTS-50pts

DAY 9:  FRI, AUG 26:

  1. WELCOME/ROLL/ TAKE UP AND PASS OUT NEEDED PAPERS
  2. VIDEO: YOUTUBE-CRASH COURSE RECONSTRUCTION-ED PUZZLE ON GOOGLE CLASSROOM-25pts
  3. FILL IN THE VENN DIAGRAM-PRESIDENTIAL AND RADICAL RECONSTRUCTION USING THE INTERNET
  4. DISCUSS
  5. PASS OUT ANY PAPERS/WORKBOOKS FOR UNIT 1 STARTING MONDAY