Embedded Files
Tuesday, May 7: WWII Assessment
1. Take out a pencil and your "Homefront" notes from yesterday
2. Discuss answers to the "Homefront" notes
3. Pass out "WWII Quiz" sources and quiz
4. Explain quiz instructions
5. Complete quiz and turn in to turn-in basket
6. Grab the article "Atomic bomb ended World War II, but set stage for the Cold War" and answer questions
Homework: Read "Atomic bomb ended World War II, but set stage for the Cold War" and answer questions
WWII Written Response Assessment- '19
How WWII led to Cold War- A.EVANS'17.docxMonday, May 6: WWII on the Homefront
1. Take out a pencil
2. Pass out "WWII on the Homefront" sources and notes sheet
3. Using the sources packet, answer the following question for each primary or secondary source: "How did civilians contribute to the war effort?"
Homework: Open-note quiz tomorrow on people groups and their experiences/contributions during the war
ww2 homefront.pdfDBQs World War II Impact on the Homefront.docxFriday, May 3: Atomic Bomb Newspaper
1. Ask students to take out two papers they received in class yesterday:
- “Why the US Dropped the Atomic Bomb” (notes)
- “Newspaper Headline Project” (instructions)
2. Pass out the Newspaper Template students will use to complete their newspaper headline project
3. Students have the whole period to complete their newspaper
- If students have not completed the notes, they should do that first, using the packet of documents on the laptop cart in the front of the room
4. You may remind students that they can draw the newspaper from the point-of-view of any city/country around the world, but they must think about how that country would feel about the bombing. (Germany or Italy, for example, would not have been happy about the news.)
5. Students may use the colored pencils and crayons by the windowsill if they get as far as the drawing on their newspaper during class.
Homework: Atomic Bomb Newspapers due at beginning of class Monday
Atomic Bombs Newspaper Headline Project- A.EVANS'16.docxNewspaper Template- A.EVANS'16.docxThursday, May 2: The Decision to Drop the Atomic Bombs
1. Take out a pencil
2. Pass out "Why the US Dropped the Atomic Bomb" questions
3. Pass out Documents 1-8
4. Use Documents 1-8 to answer the questions
5. As you work, Mr. Evans will call students over to discuss any missing work you may have.
*If I call you to my desk, please bring your agenda for me to stamp for an upcoming SmartBlock
Homework: Complete "Why the US Dropped the Atomic Bomb" questions
Why the US Dropped the Atomic Bomb HandoutTuesday, April 30: WWII Podcast Mini-Project
1. Meet in Media Center; sign-out a laptop
2. Login to Google Classroom and access "WWII Podcast Project" Google Doc
3. In your chosen group of three, one person will share the Google Doc with all other group members. Whomever shares the Google Doc is responsible for turning it in.
4. Introduce the project instructions/expectations.
5. Complete your five interview questions and answers.
Homework: "WWII Podcast Project" Google Doc must be submitted by 11:59pm tomorrow (5/1)
Monday, April 29: Navajo Code Talkers
1. Take out "Tuskegee Airmen" packet from Friday
2. Discuss your analyses of the sculpture/ Tell the story behind the sculpture
3. Pass out "Navajo Code-Talkers" questions handout
4. Read CIA article together as a class
5. Answer questions as we read through the article
6. Watch "Roy Hawthorne" interview and answer remaining questions
Homework: None
Navajo Code Talkers- A.EVANS'18Friday, April 26: Tuskegee Airmen
1. Pass out "Tuskegee Airmen" packet
2. Read introduction to the Tuskegee Airmen (article)
3. Answer questions 1-3
4. Introduce "Tar Baby vs. Saint Sebastian" (sculpture)
5. Read "Tuskegee Syphilis Study" and discuss the story of Tar Baby
6. Read the story of Saint Sebastian
7. Answer final question in packet: "After reading the story of St. Sebastian, as well as the story of other “experiments” at the Tuskegee Institute, what do you believe the artist is trying to express through this sculpture?"
Homework: Complete "Tuskegee Airmen" questions
The Tuskegee Airmen article and questions- A.EVANS'16.docxThursday, April 25: Japanese Internment
1. Pass out "Japanese Internment" Sources to read
2. Pass out "Japanese-American Internment" notes packet
3. Read Handout #1 (source) together as a class and complete first page of the notes packet together
4. Complete the remainder of the packet individually
5. View Mexican Repatriation video together as a class, then answer the question: How was Mexican Repatriation similar to Japanese Internment?
Homework: Complete Japanese Internment assignment
JapaneseInternmentDocuments1-4Japanese American Internment Handout.docxWednesday, April 24: Multiple Perspectives on Pearl Harbor
1. Pass out the three primary sources-- “Attack on Pearl Harbor” (U.S.S. Arizona, Japan, White House)
2. Pass out “The Attack on Pearl Harbor – Comparing Perspectives” questions handout
3. Students are to read each source independently and quietly, answering the questions for each source
4. If students finish early, they are to silently read their Independent Reading books they received yesterday in Language Arts classes
5. Primary sources stay in class and do not go home with students. If they need to finish for homework, the sources are posted on my class website homework page.
Homework: Complete Pearl Harbor questions if not completed in class
Pearl Harbor - Three Perspectives QuestionsPearlHarbor_JapaneseView.docxPearlHarbor_WhiteHouse.docxPearlHarbor_USSArizona.docxTuesday, April 23: The Great Depression and the Rise of Dictators; Unit Vocabulary
1. Pass out "WWII Unit Vocabulary" packet with "The Great Depression and the Rise of Dictators" article and questions
2. Complete page two of the packet together as a class
3. Use the remainder of class time to complete the vocab and article questions
Homework: Complete packet if not completed in class
World War II Vocabulary and LeadersGreat Depression and WWII.pdfReport abuse