Email: jluedke@usd107.org
Parents please email me if you have any questions
Reflective Writing
Reflective Writing Process
Worth 25 Points
Exploration: Research a current event. In your paper write about any prejudgments that you have about the event. Prejudgements are things that you think about when intially reading the headline of the article
Explanation: Summarize what happened in the event or article Include what happened in your event
Conjecture: List any questions that you have thought about on what happened. Questions could be about anything that occurred during or surrounding the event
Analysis: Research and cite other news resources (CNN, Fox, Time or Newsweek) that you used to try to find the answers to your questions. Here is where you find at least two different sources. These spurces may or may not talk about the same things that occurred in the event or social issue. Make sure you summarize and cite each article
Synthesis: Answer your questions and then state your opinion about what happened. Talk about your questions? Did you find those ansewers? Do you agree with the research that you completeed? Why? Why not? What have you learned about the event or social issue?
November 17th-November 21st 2025
American History Lesson Plans
Monday:
l How did Spain respond to the revolt in Cuba?
l What were the major causes of the Spanish-American War?
l What were the major battles of the Spanish-American War?
l What happened to the Philippines after the Spanish-American War?
Direct Instruction
Video Spanish American War:
https://www.youtube.com/watch?v=BYliq_4LXqA
YouTube Link: https://www.youtube.com/watch?v=BYliq_4LXqA
Instructions: Watch the documentary carefully. Use this guide to take notes and answer questions as you go. Pause the video at each section to reflect and discuss.
• Introduces the background to the war and rising tensions between the U.S. and Spain.
• The USS Maine is sent to Havana, setting the stage for conflict.
• U.S. public opinion begins to shift toward war.
Questions:
1. What was the state of U.S.–Spain relations before the war?
2. Why was the Maine sent to Havana?
3. How did the media begin to shape public opinion?
• The explosion of the USS Maine kills 254 sailors.
• Theories arise about the cause—mine, accident, or sabotage.
• Sensationalist journalism influences public outrage.
Questions:
1. What were the possible causes of the explosion?
2. How did yellow journalism influence the decision to go to war?
3. How does this example show the power of media?
• The U.S. declares war on Spain; fighting occurs in Cuba and the Philippines.
• Theodore Roosevelt and the Rough Riders gain fame.
• The U.S. gains quick victories on land and sea.
Questions:
1. What were the main battles or campaigns of the war?
2. What advantages did the U.S. military have?
3. What challenges did Spain face in this conflict?
• The Treaty of Paris ends the war in 1898.
• The U.S. gains control of the Philippines, Guam, and Puerto Rico.
• Debates arise about imperialism and American expansion.
Questions:
1. How did the Treaty of Paris change the map of the world?
2. What arguments were made for and against U.S. imperialism?
3. How did this war mark a turning point for the U.S.?
• The war marked the rise of the U.S. as a world power.
• The documentary reflects on the lessons learned and lasting influence of the war.
Questions:
1. What lasting effects did the war have on U.S. foreign policy?
2. What lessons from this conflict remain relevant today?
3. What surprised you most about this documentary?
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Tuesday:
l Emilio Aquinaldo set up a provisional government.
l U.S. annexed the Philippines.
l Filipino independence fighters battled U.S. troops for control and lost in 1902.
l Philippines gained independence in 1946
Think Pair share
Small Group/Whole group
Mini Research Activity/Questioning
Reciprocal teaching
Direct instruction
Annexation of the Philippines Video:
https://www.youtube.com/watch?v=PyfhOyy8wpc
1. What event led to the United States gaining control of the Philippines after 1898?
2. What did Filipino leaders expect would happen after Spain was defeated?
3. Why was the U.S. interested in keeping the Philippines rather than granting immediate independence?
4. When did fighting between U.S. and Filipino forces officially begin?
5. Describe what triggered the first shots of the war.
6. What type of tactics did Filipino forces begin using after early losses?
7. List two advantages the United States had during the war.
8. List two challenges the Filipino forces faced.
9. Describe the effect of guerrilla warfare on both sides.
10. What happened to many Filipino civilians during the war?
11. Describe at least one controversial or harsh policy used by the U.S. military.
12. Who eventually captured Emilio Aguinaldo? What was the result?
13. What long-term political or cultural changes occurred in the Philippines under U.S. control?
14. How did the war shape the United States’ role in world affairs?
15. Why is the Philippine–American War less commonly discussed in U.S. history classes?
16. Do you think the United States made the right decision in controlling the Philippines? Explain.
Wednesday:
l What were the major events of the Mexican Revolution?
l What were the causes of U.S. intervention in Mexico?
l What were the outcomes of the Mexican Revolution?
Think Pair share
Small Group/Whole group
Mini Research Activity/Questioning
Reciprocal teaching
Direct instruction
Mexican Revolution Video:
https://www.youtube.com/watch?v=GuGTDYouUU8
The Mexican Revolution 1910-1920 – Student Discussion Guide
Video Link: https://www.youtube.com/watch?v=GuGTDYouUU8
Name: ________________________ Date: ___________
Instructions: Watch the video and answer the following questions based on its content.
1. Who was the long-standing dictator in Mexico before the revolution?
2. What social and economic problems contributed to unrest among peasants and workers?
3. Who was Francisco Madero, and what role did he play at the start of the revolution?
4. How did the revolution begin, and which groups were involved in the initial uprising?
5. Was the movement unified at the beginning? Explain why or why not.
6. What happened to Porfirio Díaz after the uprising began?
7. Name at least two key revolutionary leaders besides Madero.
8. What challenges did the revolutionary forces face during this period?
9. What was the significance of the 1917 Constitution?
10. How did the revolution transition toward a more stable government?
11. Which revolutionary leaders were killed or sidelined during this phase?
12. Were the goals of land reform and labor rights fully achieved immediately?
13. How did the Mexican Revolution shape modern Mexico?
14. Why is Emiliano Zapata considered an iconic figure in Mexican history?
15. In your opinion, which aspect of the revolution had the most lasting impact, and why?
Thursday:
Start imperialism project:
U.S. Imperialism in the 19th Century – Student Project
Overview:
In this project, students will explore the early expansionist policies and actions of the United States during the 19th century. Students will analyze how economic, political, and cultural factors motivated territorial acquisitions and influence abroad, including Manifest Destiny, the annexation of Texas, the Oregon Territory, and early Pacific trade.
Objectives:
Students will be able to:
1. Identify key events and policies of 19th-century U.S. expansionism (e.g., Louisiana Purchase, Texas annexation, Oregon Treaty, Alaska Purchase).
2. Explain the economic, political, and cultural motivations behind 19th-century imperialism.
3. Evaluate the effects of U.S. expansion on native populations, neighboring countries, and international relations.
4. Produce a creative visual, written, or digital project demonstrating understanding of U.S. imperialism in the 19th century.
Students may choose one of the following project formats:
Option 1: Historical Newspaper
- Create a newspaper from the perspective of the 1800s.
- Include at least three articles: one about territorial expansion, one about its impact on Native Americans or neighboring nations, and one opinion piece supporting or opposing U.S. expansion.
- Include at least two visuals (maps, political cartoons, or illustrations).
Option 2: Multimedia Presentation
- Create a PowerPoint, poster, or video covering:
1. Causes of 19th-century U.S. expansion (e.g., Manifest Destiny, economic opportunities)
2. Key territorial acquisitions (Louisiana, Texas, Oregon, Alaska, California/Mexican Cession)
3. Effects on Native Americans, Mexico, and other nations
- Include at least five visuals (maps, photos, political cartoons).
Option 3: Persuasive Essay / Debate
- Write a 2–3 page essay or prepare a debate argument answering: 'Was U.S. expansion in the 19th century justified?'
- Support your argument with at least three historical facts or primary source quotes.
1. What economic factors motivated U.S. expansion in the 19th century?
2. How did ideas like Manifest Destiny influence U.S. foreign and domestic policy?
3. How did the U.S. acquire territories like Texas, Oregon, and Alaska?
4. What were the effects of expansion on Native American populations?
5. How did U.S. expansion affect relations with Mexico, Britain, and other nations?
| Category | Excellent (A) | Satisfactory (B) | Needs Improvement (C) | Points |
|----------|---------------|----------------|---------------------|--------|
| Content / Accuracy | All facts accurate, thorough, demonstrates deep understanding | Most facts accurate, moderate understanding | Many errors or misunderstandings | 40 |
| Creativity / Presentation | Highly creative and visually engaging | Some creativity and visuals | Minimal creativity or visuals | 20 |
| Use of Sources / Evidence | Uses 3+ credible sources effectively | Uses 2 credible sources | Uses fewer than 2 sources or unreliable sources | 20 |
| Clarity / Organization | Clear, well-organized, easy to follow | Generally organized, minor clarity issues | Disorganized, hard to follow | 10 |
| Grammar / Mechanics | No errors | Few errors | Many errors | 10 |
- Due date: ___________________
- Submit in class or digitally as instructed.
- Include citations for all sources and visuals.
Friday:
Work on project
November 17th-November 21st 2025
American Government
Monday:
Direct Instruction Amendments 3-10
Start Bill Of Rights Project
The Bill of Rights in Action – Project-Based Learning
Activity
Driving Question:
How do the rights guaranteed in the Bill of Rights shape and protect our lives today?
Project Overview:
You and your group will act as a 'Bill of Rights Advocacy Group.' Each team will adopt one amendment
and research how it protects citizens today. Then, you'll create a Public Awareness Campaign that
explains why that right still matters in modern society.
Project Duration: 5–7 class periods
Project Steps:
1. Choose or be assigned one amendment from the Bill of Rights.
1. Choose or be assigned one amendment from the Bill of Rights.
2. Research the amendment’s original intent, history, and modern relevance.
2. Research the amendment’s original intent, history, and modern relevance.
3. Identify key Supreme Court cases and real-world examples.
3. Identify key Supreme Court cases and real-world examples.
4. Create a Public Awareness Campaign (poster, video, slideshow, infographic, etc.).
4. Create a Public Awareness Campaign (poster, video, slideshow, infographic, etc.).
5. Include a one-page written summary explaining your findings.
5. Include a one-page written summary explaining your findings.
6. Present your project to the class or school audience.
6. Present your project to the class or school audience.
7. Reflect on what you learned about your amendment and its impact today.
7. Reflect on what you learned about your amendment and its impact today.
Your Campaign Must Include:
✔ A clear explanation of your amendment’s purpose and history
✔ At least one modern-day example or case study
✔ A creative visual or multimedia presentation
✔ A one-page written explanation of your findings
Project Rubric (100 points total):
Criteria Excellent (25) Proficient (20) Developing (15)
Research Depth Detailed and accurate with multiple sources Accurate and detailed Limited sources or minor err
Creativity & Presentation Highly engaging, professional visuals Clear and organized Somewhat clear; lacks polis
Understanding of Amendment Deep insight and real-world application Solid understanding Partial understanding
Collaboration & Effort All members contributed equally Most contributed Uneven participation Reflection Questions:
1. What did you learn about your assigned amendment?
2. How does this amendment affect your daily life?
3. Which amendment do you believe is most important to protect today, and why?
Tuesday:
Work On Project
Wednesday:
Work On Project
Thursday:
Work On Project
Friday:
Project presentations
November 17th-November 21st 2025
World History Lesson Plans 9th
Monday:
Work on Absolutism Project
Tuesday:
Absolutism project presentations
Wednesday:
Absolutism in Spain
Charles the IV
Phillip II
Decline of Spanish power- Economy, Wars
Wars of Religion in Europe
French Wars Catholic vs Huguenots
30 years war
Peace of Westphilia
Direct instruction
Video Charles the IV
https://www.youtube.com/watch?v=fU676r0Ndl4
Video Guide: Charles IV
Grade Level: High School
Subject: World History / European Middle Ages
Video Link: https://www.youtube.com/watch?v=fU676r0Ndl4
Purpose: To explore the life, reign, and legacy of Charles IV, his political, cultural, and religious significance, and how his rule shaped medieval Europe.
1. What do you already know about Charles IV (for example: where he ruled, when he lived, major achievements)?
2. What questions do you hope the video will answer (e.g., How did he become emperor? What kind of ruler was he? What legacy did he leave behind?)
3. In one sentence: Why is studying Charles IV important for understanding medieval Europe?
Use this table to take notes as you watch. Pause the video as needed to record key details.
Time Stamp
Key Event / Quote
Your Notes / Questions
1. Summary: In 2–3 sentences, summarise who Charles IV was and why he was significant.
2. Rise to Power: What were the major steps in Charles IV’s path to becoming King of Bohemia and Holy Roman Emperor?
3. Governance and Policies: What kind of ruler was he? Describe one or two major policies, cultural projects or reforms he undertook.
4. Cultural & Religious Impact: How did Charles IV contribute to religion, learning, architecture or the arts during his reign?
5. Legacy: What were the short-term and long-term impacts of his rule on Bohemia, the Holy Roman Empire, or Europe more broadly?
6. Challenges: What difficulties or opposition did he face during his reign?
7. Reflection: What aspect of Charles IV’s story did you find most interesting or surprising? Why?
8. Connection: Compare Charles IV’s reign to another medieval ruler you’ve studied (for example: their goals, challenges, legacy). What similarities or differences stand out?
Option A: Create a timeline poster showing major milestones in Charles IV’s life and reign, with visuals and captions.
Option B: Design a short podcast (2-3 minutes) where you 'interview' Charles IV or one of his advisors about a key event (e.g., the founding of Prague University, or his coronation).
Option C: Write a one-page historical letter (as if you were a contemporary of Charles IV) reflecting on his rule and what it meant for your region.
Thursday:
French Absolutism
Louis XIII
Cardinal Richelieu
Louis XIV
French Power in Europe
Edict of Nates-Revoked
War of Spanish Succession
Absolutism Vs. Constitutionalism
Louis XIII and Cardinal Richelieu Video:
https://www.youtube.com/watch?v=lpaYPrOnQLc
Wars of religion video:
https://www.youtube.com/watch?v=UVJLpIEzMTo
Friday:
30 Years War Video:
https://www.youtube.com/watch?v=WezmE4RcDCM
November 17th-November 21st 2025
Current Political Issues Lesson Plans
Monday:
Start Jan 6th Project
Grade Level: High School (Grades 9–12)
Project Type: Research and Civic Analysis Project (Individual or Small Group)
· Analyze the causes and consequences of the January 6, 2021 Capitol event.
· Evaluate how the event has influenced American democracy, public trust, and institutions.
· Identify multiple perspectives surrounding the event using credible, nonpartisan sources.
· Develop and present an informed argument supported by evidence.
On January 6, 2021, protestors stormed the United States Capitol during the certification of the Electoral College results for the 2020 presidential election. The event raised questions about democracy, political polarization, misinformation, and civic responsibility.
Use at least three credible sources (news articles, government statements, documentaries, scholarly articles) to answer the following:
1. 1. What occurred at the Capitol on January 6, 2021?
2. 2. What were the main motivations of the individuals involved?
3. 3. How did the U.S. government respond during and after the event?
4. 4. What were the short-term and long-term consequences for American democracy?
5. 5. How has January 6 influenced political dialogue and public trust?
Note: Use factual, nonpartisan sources. Avoid social media posts or opinion blogs.
Choose one of the following formats to present your findings:
· Option A – Multimedia Presentation
Create a 5–7 minute video, podcast, or slide presentation analyzing the event’s causes, timeline, and impacts. Include visuals and quotes from credible sources.
· Option B – Written Report
Write a 2–3 page essay summarizing your research and evaluating the event’s significance in U.S. history.
· Option C – Artistic Interpretation
Design a political cartoon, digital poster, or visual timeline that communicates the event’s meaning and effects, accompanied by a 1-page written explanation.
Write a short (½–1 page) personal reflection addressing:
- What did you learn about the challenges of maintaining democracy?
- How can citizens help prevent similar events in the future?
Category
Description
Points
Research Quality
Accurate, balanced, and well-cited information
30
Critical Thinking
Shows understanding of causes, effects, and multiple perspectives
25
Creativity/Presentation
Engaging, clear, and professional format
20
Reflection
Thoughtful and personally relevant response
15
Citations/Formatting
Proper use of sources (MLA or APA)
10
· Conduct a classroom debate on how social media influences political events.
· Compare January 6 with another event in U.S. history where democracy was challenged.
· Write a letter to an elected official expressing what students learned about civic engagement
Tuesday:
Work on Project
Wednesday:
Work on Project
Thursday:
Work on Project
Friday:
Project presentations