Students will T-4 Sections 4 and 5 in Chapter 18.
18-4
Friday, May 28, 2010
Wednesday, May 26, 2010
5-28-10
World War I Discovery Education video:http://player.discoveryeducation.com/index.cfm?guidAssetId=A1EDA1F3-8DB3-414D-ACC3-5D3B3BE753E4&blnFromSearch=1&productcode=US
Tuesday, May 25, 2010
Thursday, May 20, 2010
5-20-10
Lesson Overview
Students will review the premise of the Monroe Doctrine and how it came into play around the turn of the century as the United States became increasingly annoyed with the increased role Europe was playing in the Western Hemisphere. Students will also become familiar with the Panama Canal and it’s implications in changing the logistical patterns of sea commerce and how it affected relations. We will finish the hour with a timed Close and Critical Reading exercise on the ramifications of today on events of the 20th century.
Class Objectives
* Students will review the Monroe Doctrine and why it was needed from the USA perspective. (Class Notes and Discussion)
*Students will become familiar with how the USA resisted European fiscal control in Latin America and how it was not true violation of the Monroe Doctrine. (Graphic Organizer)
*Students will understand the causes and the results of the Spanish- American War and how it changed the balance of power for America in Cuba and Southeast Asia. (Graphic Organizer).
* Students will read about the Panama Canal from the textbook and watch the discovery education video as well.
Check for Understanding
Students will rank the importance of the events learned during the hour in relation to today.
Students will review the premise of the Monroe Doctrine and how it came into play around the turn of the century as the United States became increasingly annoyed with the increased role Europe was playing in the Western Hemisphere. Students will also become familiar with the Panama Canal and it’s implications in changing the logistical patterns of sea commerce and how it affected relations. We will finish the hour with a timed Close and Critical Reading exercise on the ramifications of today on events of the 20th century.
Class Objectives
* Students will review the Monroe Doctrine and why it was needed from the USA perspective. (Class Notes and Discussion)
*Students will become familiar with how the USA resisted European fiscal control in Latin America and how it was not true violation of the Monroe Doctrine. (Graphic Organizer)
*Students will understand the causes and the results of the Spanish- American War and how it changed the balance of power for America in Cuba and Southeast Asia. (Graphic Organizer).
* Students will read about the Panama Canal from the textbook and watch the discovery education video as well.
Check for Understanding
Students will rank the importance of the events learned during the hour in relation to today.
Wednesday, May 19, 2010
(5-19-10) Japan and the USA's role in imperializing South East Asia
Students will interpret the map on p. 488 in which the territory claimed in Southeast Asia in 1914. Students will the read and T-4 four pages of text from 484 (Japan's response to imperialism) to 488 (The USA's imperial role in the Pacific Islands) Students will then identify and become familiar with some of the key terminology before writing a two paragraph response on the postive and negative effects of imperialism in Southeast Asia.
(5-18-2010) Britain Imperializes India
Students will do a guided reading in the textbook on pp. 483-484 and answer question 1 in Section 4 of the Graphic Note Organizer. A class discussion will ensue on the positive and negative effects of the English colonizaion of India from an Indian perspective.
Students will then watch a 15 minute Discovery Education video on India's voyage into imperialization and their independence revolution. Copy and paste into your browser if you were absent.
http://player.discoveryeducation.com/index.cfm?guidAssetId=AD2EDB9D-ABA6-4E2B-BEE8-6A6B592453C6&blnFromSearch=1&productcode=US
Finally, students will construct a compare and contrast response comparing MLK's civil rights role to Gandi's role in India's independence movement.
Students will then watch a 15 minute Discovery Education video on India's voyage into imperialization and their independence revolution. Copy and paste into your browser if you were absent.
http://player.discoveryeducation.com/index.cfm?guidAssetId=AD2EDB9D-ABA6-4E2B-BEE8-6A6B592453C6&blnFromSearch=1&productcode=US
Finally, students will construct a compare and contrast response comparing MLK's civil rights role to Gandi's role in India's independence movement.
5-17-10 (Europe's colonization of Sub-Saharan Africa)
Students will answer 3 questions from Power Point Lecture: 1) What did Europe gain by colonizing Africa? 2)What was the pattern of colonization in Africa? 3)What was the cost of colonization to Sub Saharan Africa?
Students will then interpret maps of Africa at different stages of the 20th century. Finally, students will be introduced to the European perspective of "paternalism" as related to their imperial claims on Africa in regards to culture, government, and the economy.
Students will then interpret maps of Africa at different stages of the 20th century. Finally, students will be introduced to the European perspective of "paternalism" as related to their imperial claims on Africa in regards to culture, government, and the economy.
Friday, May 14, 2010
Monday, May 10, 2010
Monday, May 3, 2010
5-7 and 5-8 Oliver Twist Movie and Corresponding Questions
Oliver Twist
Life during the industrial revolution (6.2.3)
Oliver Twist is notable for Dickens' unromantic portrayal of criminals and their sordid lives. The book also exposed the cruel treatment of many a waif-child in London, which increased international concern in what is sometimes known as "The Great London Waif Crisis". This was the astounding number of orphans in London in the Dickens era. The book's subtitle, The Parish Boy's Progress alludes to Bunyan's The Pilgrim's Progress and also to a pair of popular 18th-century caricature series by William Hogarth, "A Rake's Progress" and "A Harlot's Progress".
An early example of the social novel, the book calls the public's attention to various contemporary evils, including the Poor Law that stated that poor people should work in workhouses/poorhouses, child labour and the recruitment of children as criminals. Dickens mocks the hypocrisies of the time by surrounding the novel's serious themes with sarcasm and dark humour. The novel may have been inspired by the story of Robert Blincoe, an orphan whose account of his hardships as a child labourer in a cotton mill was widely read in the 1830s. Obviously, Dickens' own early youth—he was vulnerable, and a child labourer—must have also entered.
Directions: Use the information above and what you observe to answer the following questions.
Chapter 2
1. The movie was based off a book by which famous author?
a) Mark Twain c) Richard Wright e) none of the choices
b) Charles Dickens d) Martin Hemingway
2. Who runs the home for young orphans where Oliver lives for nine years?
a) Mr. Bumble b) Mrs. Mann c) Agnes Fleming d) Miss Hannigan
3. As the movie starts, Oliver Twist lets us know….
a) about his interest in a job
b) about his displeasure concerning his parents
c) that he is an orphan
d) that he is on vacation
e) none of the choices
4. How does Oliver violate the rules of the workhouse?
a) By asking for more gruel d) By taking the Lord's name in vain
b) By running a pick pocketing ring e) none of the choices
c) By spreading revolutionary ideology among the paupers
5. To who does the dog Bull's-eye belong?
a) Bill Sikes b) Oliver c) Monks d) Mr. Brownlow e) none of the choices
Chapter 4
6. The man interested in Oliver had the occupation of a…
a) carpenter c) attorney e) none of the choices
b) plumber d) chimney sweep
7. Did the chimney sweep get to keep Oliver Twist? A = Yes B = No
Chapter 6
8. The purpose of a workhouse was to….
a) give orphans training for work d) educate orphans
b) introduce orphans to religion e) none of the choices
9. What is Nancy's profession?
a) Flower-seller b) Nurse c) store keeper d) Con artist e) none of the choices
Chapter 7
10. Where did Oliver Twist run away to?
a) Paris c) Lansing e) none of the choices
b) London d) Dublin
Chapter 9
11. Oliver is brought to another place that houses orphans. Who runs this place?
a) Queen Elizabeth c) Henry VIII e) none of the choices
b) King George III d) Fagan
Chapter 11
12. The boys could stay as long as they…
a) cooked and cleaned c) tended to their behavior e) none of the choices
b) stole from people d) respected each other
13. Who taught them how to steal?
a) Queen Elizabeth c) Henry VIII e) none of the choices
b) King George III d) Fagan
Chapter 15
14. When Oliver is taken in after his run in with the law, a careful watcher notices…
a) the differences between those of wealth and the many who survived in poverty
b) the poor treatment of orphans during the late 1700s
c) the legal system of historic England
d) none of the choices
Chapter 16
15. Does Oliver get stay with the wealthy family? A = yes or B = no
Chapter 18 & 19
16. What crime is Oliver exposed to next?
a) hoarse steeling c) burglary e) none of the above
b) prostitution d) drug dealing
Chapter 21
17. Does Oliver survive the wound? A = yes or B = no
Chapter 25
18. Nancy rats out Fagan and in return is….
a) she is killed by Bill c) paid off by Oliver Twist
b) she is killed by Fagan d) the main suspect in the disappearance of Oliver
Chapter 27
19. How does William finally get caught?
a) by the police b) by one of the orphans c) by the rope of a pulley
Chapter 28
20. What time period does this story take place?
a) The American Civil War c) The English Revolution e) none of the choices
b) The Napoleonic Wars d) The Industrial Age
21. Where does Oliver last see Fagin?
a) In a courtroom c) In the West Indies e) none of the choices
b) Underneath London Bridge d) In a jail cell
22. Fagan would later meet his fate by….
a) being released on bail c) death in jail e) none of the choices
b) being hanged for his crime d) death from old age
23. What am I describing? Stated that poor people should work in workhouses/poorhouses…
a) Labor laws c) Poor codes e) none of the choices
b) Child labor laws d) Workhouse rules
Life during the industrial revolution (6.2.3)
Oliver Twist is notable for Dickens' unromantic portrayal of criminals and their sordid lives. The book also exposed the cruel treatment of many a waif-child in London, which increased international concern in what is sometimes known as "The Great London Waif Crisis". This was the astounding number of orphans in London in the Dickens era. The book's subtitle, The Parish Boy's Progress alludes to Bunyan's The Pilgrim's Progress and also to a pair of popular 18th-century caricature series by William Hogarth, "A Rake's Progress" and "A Harlot's Progress".
An early example of the social novel, the book calls the public's attention to various contemporary evils, including the Poor Law that stated that poor people should work in workhouses/poorhouses, child labour and the recruitment of children as criminals. Dickens mocks the hypocrisies of the time by surrounding the novel's serious themes with sarcasm and dark humour. The novel may have been inspired by the story of Robert Blincoe, an orphan whose account of his hardships as a child labourer in a cotton mill was widely read in the 1830s. Obviously, Dickens' own early youth—he was vulnerable, and a child labourer—must have also entered.
Directions: Use the information above and what you observe to answer the following questions.
Chapter 2
1. The movie was based off a book by which famous author?
a) Mark Twain c) Richard Wright e) none of the choices
b) Charles Dickens d) Martin Hemingway
2. Who runs the home for young orphans where Oliver lives for nine years?
a) Mr. Bumble b) Mrs. Mann c) Agnes Fleming d) Miss Hannigan
3. As the movie starts, Oliver Twist lets us know….
a) about his interest in a job
b) about his displeasure concerning his parents
c) that he is an orphan
d) that he is on vacation
e) none of the choices
4. How does Oliver violate the rules of the workhouse?
a) By asking for more gruel d) By taking the Lord's name in vain
b) By running a pick pocketing ring e) none of the choices
c) By spreading revolutionary ideology among the paupers
5. To who does the dog Bull's-eye belong?
a) Bill Sikes b) Oliver c) Monks d) Mr. Brownlow e) none of the choices
Chapter 4
6. The man interested in Oliver had the occupation of a…
a) carpenter c) attorney e) none of the choices
b) plumber d) chimney sweep
7. Did the chimney sweep get to keep Oliver Twist? A = Yes B = No
Chapter 6
8. The purpose of a workhouse was to….
a) give orphans training for work d) educate orphans
b) introduce orphans to religion e) none of the choices
9. What is Nancy's profession?
a) Flower-seller b) Nurse c) store keeper d) Con artist e) none of the choices
Chapter 7
10. Where did Oliver Twist run away to?
a) Paris c) Lansing e) none of the choices
b) London d) Dublin
Chapter 9
11. Oliver is brought to another place that houses orphans. Who runs this place?
a) Queen Elizabeth c) Henry VIII e) none of the choices
b) King George III d) Fagan
Chapter 11
12. The boys could stay as long as they…
a) cooked and cleaned c) tended to their behavior e) none of the choices
b) stole from people d) respected each other
13. Who taught them how to steal?
a) Queen Elizabeth c) Henry VIII e) none of the choices
b) King George III d) Fagan
Chapter 15
14. When Oliver is taken in after his run in with the law, a careful watcher notices…
a) the differences between those of wealth and the many who survived in poverty
b) the poor treatment of orphans during the late 1700s
c) the legal system of historic England
d) none of the choices
Chapter 16
15. Does Oliver get stay with the wealthy family? A = yes or B = no
Chapter 18 & 19
16. What crime is Oliver exposed to next?
a) hoarse steeling c) burglary e) none of the above
b) prostitution d) drug dealing
Chapter 21
17. Does Oliver survive the wound? A = yes or B = no
Chapter 25
18. Nancy rats out Fagan and in return is….
a) she is killed by Bill c) paid off by Oliver Twist
b) she is killed by Fagan d) the main suspect in the disappearance of Oliver
Chapter 27
19. How does William finally get caught?
a) by the police b) by one of the orphans c) by the rope of a pulley
Chapter 28
20. What time period does this story take place?
a) The American Civil War c) The English Revolution e) none of the choices
b) The Napoleonic Wars d) The Industrial Age
21. Where does Oliver last see Fagin?
a) In a courtroom c) In the West Indies e) none of the choices
b) Underneath London Bridge d) In a jail cell
22. Fagan would later meet his fate by….
a) being released on bail c) death in jail e) none of the choices
b) being hanged for his crime d) death from old age
23. What am I describing? Stated that poor people should work in workhouses/poorhouses…
a) Labor laws c) Poor codes e) none of the choices
b) Child labor laws d) Workhouse rules
(5-5-10) Chapter 15 Section 2
You make the read
Ch. 15 sec. 2
1. Is this a true statement: As America grew so to did the problem of slavery .
2. In 1788 the United States only consisted 13 states. Was the population of the United states approx. 2 million?
3. Did the Emancipation Proclamation guarantee that settlers would receive the same rights as the citizens in the original 13 states?
4. Is this the correct recipe for statehood? 1- 5,000 males living in territory allow territory to start its own legislature
2 - when population hit 60,000 it could adopt a constitution
3 – apply for statehood
5. Did the Gadsden Purchase increase the size of the United States as much as the Louisiana Purchase?
6. If you secede do you withdraw or leave.
7. Is this a true statement: As America grew so did immigration.
8. Were American farms growing faster than cities between 1865 and 1900?
9. If slaves were free to vote after the Civil War, did that inspire women to ask for the same right?
10. As it was mentioned in this section, did suffrage deal with pain and misery?
Students will be taking a quiz today over Sections 1 and 2 and will be able to use their notes, charts, and essay questions.
Ch. 15 sec. 2
1. Is this a true statement: As America grew so to did the problem of slavery .
2. In 1788 the United States only consisted 13 states. Was the population of the United states approx. 2 million?
3. Did the Emancipation Proclamation guarantee that settlers would receive the same rights as the citizens in the original 13 states?
4. Is this the correct recipe for statehood? 1- 5,000 males living in territory allow territory to start its own legislature
2 - when population hit 60,000 it could adopt a constitution
3 – apply for statehood
5. Did the Gadsden Purchase increase the size of the United States as much as the Louisiana Purchase?
6. If you secede do you withdraw or leave.
7. Is this a true statement: As America grew so did immigration.
8. Were American farms growing faster than cities between 1865 and 1900?
9. If slaves were free to vote after the Civil War, did that inspire women to ask for the same right?
10. As it was mentioned in this section, did suffrage deal with pain and misery?
Students will be taking a quiz today over Sections 1 and 2 and will be able to use their notes, charts, and essay questions.
5/3 and 5/4
Students will turn in their Chapter 15 card sort at the beginning of the hour. At that point students will answer the following question in essay form regarding the Chapter 15 Section 1: How was the social and political situation in Great Britain from 1829-1928 different from the one a typical law abiding citizen of United States would experience today?
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