January 2011 Archives

After the reading quiz, we'll continue through the remainder of the "mini-lessons" on World War I today. Then, we'll check in on those two handouts on the WWI poetry and the genocides.

Teaching the Great War - Lesson Plans: Here are links to the Lesson Plans that accompany the PBS series, "The Great War." Each group will be presenting from the list of the following lessons:

1. WWI - Beginnings and Progression
2. Symbols of the Stalemate
3. No One Spared
4. Killing Fields
5. Breaking Point
6. World War I Ends
7. The "Failed Peace"
8. The Legacy of the "Great War"

Expectations: Here are the criteria on which all groups will be evaluated.

• We'll do the lessons in order, and your group needs to be ready when it is your turn.
• Anticipate a maximum time of fifteen minutes per lesson, and your group will be expected to present for a minimum of ten minutes.
• You are not expected to teach the exact lesson as found on the website, as most are much too long. Instead, modify that to what you think you can effectively do in a limited time. You are free to use any of the handouts, web links, etc. (Assume that students will have their computers on the correct lesson if you want them to link to anything. Otherwise, you also have the projector available.) 
• You do not need to cover all of the content for that lesson. You decide what you find interesting and/or important. You also decide the way in which you want to cover the material. It can be presentation, discussion, student-driven, etc. Part of this assignment involves figuring out how to teach/share information with others. 
• You are welcome to incorporate additional resources and materials that you find relevant, but there is no expectation that you will do so.

Another very useful site for many of you is the British Broadcasting Company's World War One.

I'm not sure how far we'll get with these next items today, but we'll see what happens.

The Impact of the "Great War"

Initially, let's spend a little time with the two handouts from the last session.

Poems: You were asked to read "Dulce et Decorum Est" by Wilfred Owen and "In Flanders Fields" by John McCrae. Let's hear you reactions to those works.

Genocide: This reading summarized seven acts of genocide probably less familiar to you than the Holocaust of World War II. We'll spend a little time talking about these. Initially, we'll have you break into seven groups if time permits. Then, we'll have you come back together to discuss several questions.

Then and Now: The Shaping of the 21st Century: We'll return once more to PBS website The Great War to consider the impact and legacy of this conflict.

We've talked quite a bit about some of the immediate impacts of the war. Let's again brainstorm a list of those. 

Next, we'll look more at how World War I previewed and influenced many of the issues with which we deal today. Then and Now: The Shaping of the 21st Century provides us with a list of these issues. We'll look at those.

HOMEWORK for tomorrow - Wednesday, January 26th

Continue your reading in Chapter 30 with Section 2, "Totalitarianism." (pp. 874 - 879)

You'll be taking the multiple choice portion of the exam today in class. You should also start/complete your DBQs as well.

 
Your Unit #6 Essay should be printed out and turned in to me sometime today. If you do not complete it until after school, you may email it to me as an attachment.

Remember to turn in any additional assignments/blog postings to me as well...

Here's the Extra Credit Option. You can post those through the weekend if you would like.

HOMEWORK for next session -

There is none. Have a good third quarter. We'll see you in early April.

If you plan to word-process, you can download a copy of the Unit #6 Identifications exam.

REMINDER: You must be finished with the identifications before you leave class.
If you would like to start/complete your DBQs, you may also do that in class today.

Unit #6 Identifications: You'll receive (or download) a handout from which you will write on your choice of 5 of the 8 identifications that appear. You may have 10 words of "notes" for each of the 15 possible identifications to the exam. You will need to turn in these notes, and I reserve the right to count symbols, acronyms, etc. as one or more words. Each of the five identifications is worth 5 points.

A good identification is typically in the range of 4 to 6 sentences in length. (You do need to write in complete sentences.) You should demonstrate both an understanding of just who / what the ID "is" and place it in the appropriate historical context. In addition, you need to explain the significance of the ID. In other words, answer the "So what?" question.

HOMEWORK for tomorrow - Friday, January 14th

You have the Unit #6 Objective Exam tomorrow. There are 60 multiple choice questions and five DBQs.

Your Unit #6 Essay should be printed out and turned in to me before you leave school on Friday.

Remember to turn in any additional assignments to me as well...

Here's the Extra Credit Option. You can post those through the weekend if you would like.

Here's a copy of the Unit #6 Review template I will display on the projector. You might want a copy for yourself to take any notes, etc.

Don't forget to make sure you have posted your "Blog-a-thon" and also turn in your China assignments before we wrap things up this week.

We'll spend today doing our review activity. We'll get started right away so that we can get through this all. You can post comments on this blog entry if you'd like to share anything with others.  HOMEWORK for tomorrow - Thursday, January 13thWe'll have the Unit #6 Exam on Thursday and Friday. Thursday will be the Identifications, and you are allowed to bring ten words of notes for each. (You can also do the DBQs this day if you prefer.) On Friday, we'll have the Objective Exam. That will consist of multiple choice questions and some document-based questions. Your essay should be printed out and turned in no later than at your arrival to the exam on Friday.