U.S.+History+A1

Decade Project Documents ** Instructions:
 * U.S. History A1

Notes template

__**References/ How to cite your sources:** __


 * References/Works Cited Examples**


 * Internet Source/References Instructions**


 * Book with One Author Source/References Instructions**


 * Book with Two or more Authors Instructions**


 * Interview Source/References Instructions**


 * Newspaper Article Source Instructions**


 * Magazine Article with author Instructions**

**Week of May 18th-22nd Because of IOWA Basic testing this week, the WWI test will be a take home test. It is due after break, June 1 or 2. However, here are some options for completing the test before break, if you do not want homework! 1. Complete it during free time after taking the IOWA Basics. 2. Complete it during clubs in Mrs. Miller's study hall-room. 3. Complete it at home and turn it in to Ms. Dougherty by Friday, May 22. Here are the study guides for the WWI test. **You can complete these for extra credit!

Here are the Chapter 25 Reading notes:

Military Technology Handout

 We are continuing with Ch. 14 this week by completing the chapter reading notes and then viewing pictures of child labor from 1908-1912-“The History Place.”, analyzing the photos, and primary source stories called, “The Story of My Cotton Dress” –//The Child Labor Bu////lletin//, August 1914 and “Mr. Coal’s Story”- from the National Child Labor Committee.
 * Week of March 16th-20th** [[file:WWI Study Guide 9-10.doc]]

They will also be completing a group activity where they read and investigate present-day child labor in Bangladesh to find similarities and differences between child labor in the early 1900s and today.

We will begin the Labor Union Strike group activity, which compares the labor union strikes in the early 1900s with the Writer’s Strike of 2007, on Friday and will continue after break.

 **Week of March 9-13th** Students have just wrapped up Ch. 13-Innovation and Inventions with a chapter test and will begin Ch. 14 on Labor’s Response to Industrialism! ** Overview ** Students learn about labor’s response to industrialism and then play a game that simulates some of the experiences, benefits, and frustrations associated with the formation of labor unions. They will also be learning about present day child labor issues around the world. ** Preview ** Students reflect on a situation in their own lives in which they have attempted to change certain conditions.

**Reading** Students read and take notes on the effects of industrialism on labor and on labor’s responses to the living and working conditions of industrial workers.


 * Activity ** In an Experiential Exercise, students play a game that simulates the choices involved in the decision to form or join a labor union. They then compare their experience to the historical experience of trying to form a labor union.

**Objectives** Students will: • investigate the Essential Question: // Was the rise of industry good for American workers? // • analyze content from the chapter to understand the conditions that gave rise to turn-of-the-century labor movements, and explain the goals, losses, and gains of the three major labor movements. • experience the benefits and frustrations of forming labor unions. • learn and use the Key Content Terms for this chapter.
 * Processing ** Students compare their experience in the classroom activity to the historical experience of workers trying to form labor unions.

**Week of February 9-13th** This week we are finishing Chapter 13 activity/reading from last week and will be making invention brochures showing the importance and their impact today. Processing: Invention brochure and Chapter 13 (TBA) The assignment is below: ** Invention Brochure ** What is a brochure? A brochure is a small booklet or pamphlet, often containing promotional material or product information. **__ Directions: __** Create a brochure that highlights the three most important innovations or inventions of the Industrial Revolution that you think still have an impact today. You will also showcase your own original invention on the back. · Conduct research and find the who, what, where, when and why about each invention on your brochure. Write this information in paragraph form, using complete sentences. · Include an __original (first picture)__ and a __current (present day)__ picture version of each invention. · Title/cover page which introduces your inventions. · Back cover with a picture or illustration of your own invention with a brief description. What is the purpose of your invention? What is your invention supposed to do? · Entire brochure should be neat, organized and with creative touches (ex. Add color, border, additional visuals, or your own creative touches!) · Historically accurate information. · Google : Type in history of “name of invention” in SEARCH. · [|www.pbs.org/wgbh/aso/databank/tech.html] · [|www.biography.com/search/?cmd=1&rec=20619] · http://memory.loc.gov/ammem/award97/ndfahtml/ngphome.html · [|www.invent.org] –click on orange box; then click on search (on the right side of page) · http://inventors.about.com/od/timelines/Timelines_of_Invention_and_Technology.htm
 * Include the following: **
 * __Use these websites for help and information:__**

** Do not copy and paste the information. ** You will be using Microsoft Publisher to create your invention brochure. You must choose only one of the following templates: Bubbles, Blocks, or Frames. Example of brochure:
 * The information must be in your own words! **

**Week of February 2-6th** Film: Greatest Inventions with Bill Nye Assembly line activity BIG IDEA: //Was the rise of industry good for the United States?// Students graph data and analyze images to learn about the rise and impact of industrialism in America. · Preview Students create sketches and write short descriptions of the impact of three important innovations in their lifetime. · Activity In a Social Studies Skill Builder, students graph data and analyze images about industrialism. · Reading Students read and take notes on the impact of industrialism. Students will: • investigate the Essential Question: Was the rise of industry good for the United States? • graph data and analyze images about industrialism in America. • explain the impact of industrialism on life in the United States in a class discussion. • learn and use the Key Content Terms for this chapter. Students complete Industry graphs and chapter 13 reading notes. Students will take the Chapter 13 Test (TBA)
 * Age of Innovation and Industry **
 * Introduction:**
 * Overview**
 * Objectives**
 * Processing:**

**Week of January 26-29th**

The students are finishing and polishing up their Western Guidebooks. They will be giving a short presentation on their guidebooks, including what they learned, what they liked the best about their guidebook and will be answering these questions: “How did the expansion of the U.S. affect the lives of people in the 1800’s and today?” or "How did westward expansion affect the United States?” • investigate the Essential Question: What was it like to be an immigrant to the United States around the turn of the century? • learn key aspects of the immigrant experience around the turn of the century. Students will write a short summary paragraph based on these questions: • How did it feel to be an immigrant going through Ellis Island? (Note: Be sure to hear from immigrants who traveled first and second class, too.) • How did it feel to be an inspector? • What were the most difficult or challenging parts of the experience for you? • Based on the experiences of actual immigrants that you read about (on Student Handout 15D), what do you think was similar about your classroom experience and what it was really like for immigrants at Ellis Island? What do you think was significantly different about your experience and theirs? • What do you think was the purpose of this activity?
 * If given enough time students will be participating in an __**Experiential Exercise: Re-create the Ellis Island Immigration Station**__ in the classroom. Most students will play the role of Immigrants in the activity.
 * __Objectives:__**
 * __Objectives:__**
 * __Final Assessment:__**

**Week of January 20-23rd** The students are continuing to work on their Western Guidebooks. They are coming together very nicely and the students are doing a very thorough job! Last week they worked so well typing their information, but not knowing an accurate time frame for how long it would take them to complete each topic, the due date has been extended. By Wednesday, they will have almost completed typing up all of their information, and will begin combine their information with visuals to complete their guidebooks by **Friday, January 23, 2009**.

**Week of January 12-16th** Students will complete a //__guidebook__// that is differentiated based on content and process. They will take on the role of a cowboy, pioneer, teenager, outlaw, American Indian, or business person from the Old West! The annotated historical guidebook will answer this question:

“How did the expansion of the U.S. affect the lives of people in the 1800’s and today?” Or"How did westward expansion affect the United States?” They will use their textbook (pages 151-161), Chester Comix, Internet, and other resources to collect information and create your guidebook. The guidebook must include information on the following topics: · Mining and Ranching · Transcontinental Rail Road · Indian Wars · Settling the Great Plains · Farmers Protest Each day they are required to complete the following in class: __Monday__-rough draft; sketch of what your guidebook will look like __Tuesday__-2 topics completed __Wednesday__ -2 topics completed __Thursday__-1 topic complete, begin cover/conclusion __Friday__-Tentative due date!
 * What is a guidebook? A guidebook is a document that offers basic information or instruction.

**Week of January 5-9th** Welcome back! and Happy New Year!

This week we are continuing our study of the West! We will be viewing clips from the film "Far and Away."

It has great visuals on the Oklahoma Land Rush, social status, life for newly arrived immigrants, working on the Transcontinental Railroad, etc. Students will also be introduced to their final unit project...a Westward Guidebook!

More on the guidebook later this week!



**<span style="font-size: 150%; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Week of December 15-19th ** <span style="font-size: 80%; font-family: 'Times New Roman',Times,serif;">We are continuing with the Transcontinental Railroad and the Battle of Little Big Horn this week. The students will be creating their own flag of California as it applies to the Mexican Cession and when it became an independent state in 1850!

<span style="font-size: 225%; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**Week of December 8-12th** This week we are venturing on with the West. Last week the students were introduced to life in the West and now we are using Chester Comix to investigate the Oregon Trail and the Gold Rush!

The students took their own adventure and played the Oregon Trail game to see if they could survive life as a pioneer and make it to Oregon!



<span style="font-size: 225%; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="font-size: 225%; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**Week of December 1-5th** Welcome back!

We are fine tuning the Civil War and Reconstruction skit during the first of this week and then we will be taking a final assessment Tuesday or Wednesday.

Thursday we are discovering the "WEST!"

Using Chester Comix to discover the "West"and investigate "The First Americans!", we will also be covering immigration, Transcontinental Railroad (Golden Spike) Myth of the Cowboy, Oklahoma Land Rush, Plains Indian Wars, among the few topics.

<span style="font-size: 225%; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**Week of November 24-28th** **<span style="font-size: 150%; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; color: rgb(231, 112, 24); text-align: left; display: block;">No school! <span style="text-align: left; display: block; font-size: 150%; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; color: rgb(231, 112, 24);"> ** <span style="font-size: 225%; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: center; display: block;">**<span style="color: rgb(231, 112, 24); text-align: left; display: block;">Happy Thanksgiving! **

<span style="font-size: 225%; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **Week of November 17-21st** <span style="font-size: 170%; font-family: 'Comic Sans MS',cursive; color: rgb(248, 18, 64);">

Students are closing out Reconstruction! For their final assessment, the students will be creating an original skit or storybook that illustrates the relationship between the North and the South, much like how two siblings or neighbors may argue and then make-up or reconcile. They will have assigned roles, scripts and will be creating their own props!

<span style="font-size: 225%; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**Week of November 10-14th** <span style="font-size: 170%; font-family: 'Comic Sans MS',cursive; color: rgb(248, 18, 64);"> The students will be taking the Iowa Basic Skills Test. We will be closing up the Civil War and Reconstruction Eras the following week.