Thursday, March 21, 2019

Historical Investigation/Cold War, Day 2 - Class Recap


The Great Wall of China! I will be traveling to China over Spring Break with my wife and visiting Hong Kong, Shanghai, and Yunnan Province. Photo taken in 2014.

Dear class,

Welcome to your Spring Break! We started the major assignment of the semester today in class, but don't worry - I'm not asking everyone to do much aside from think about it a little. Here's what happened in class today:

Learning Targets Addressed:
Knowledge LT 8: I can identify how technological knowledge and innovation shapes a society, place, or region.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Research LT 1: I can effectively conduct and apply research.

Soundtrack: "Red Eyes" by The War on Drugs. Selected for today because of the "red dot" activity we did in class, simulating the red scare of people fearful of Communism. Lyrics here.

AGENDA 3/21/19:
News Brief - Dahson
Spring Break
Red Dot
Historical Investigation

Homework: Read the blog! Continue to think of what you want to do for your Historical Investigation! Next news brief: Mr. Fritz.

News Brief/Spring Break: Dahson had the news brief today and selected an article about this story to talk about: NBCNews.com - National Guard called into Houston after chemical fire, residents told to stay inside. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class over the break. I will be going to China! Here's the map of where we are going.

I was assigned to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Red Dot: The activity in today's class was a simulation of the "red scare" of McCarthyism in the 1950s. Here's the PowerPoint we went through:


I hope everyone enjoyed trying to figure out who was a dot and who was not! After the activity, we debriefed as students were given this sheet for notes on the House Un-American Activities Committee:


We will continue looking at the Cold War and the fear of Communism in the weeks after Spring Break, in both American Studies and Lit and Comp.

Historical Investigation: This will be the major assignment of the semester, which will involve quite a lot of research time inside and outside of class. Here's the assignment overview:


We went through this together in class. The first step is to choose a research topic that has to do with a time of mass hysteria in the United States. There are a range of examples on page 2 of the document. When we get back after Spring Break, I will ask students to turn in part A on the Wednesday we meet (so, you will also have the Monday we get back to work on this, if you don't want to think much about it over the break).

Here's the calendar for the next month and what we will be doing - be aware that this is subject to change and revision!


For the rest of class, I asked students to start researching and thinking of topics that might be interesting. If students want to try and complete Part A already, great! I will give an example of what it could look like when we get back from break.

Have a restful and wonderful Spring Break, everyone! I'm looking forward to seeing you in April!
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Tuesday, March 19, 2019

Historical Investigation/Cold War, Day 1 - Class Recap


A photo of me standing on both sides of the Berlin Wall, taken in 2013. We are now transitioning to a new unit about the Cold War and your Historical Investigation!

Hi everyone,

I hope that you enjoyed today's class, as we are bridging from the DBQ to our next big unit by having a little fun along the way. Here's what happened in class today:

Learning Targets Addressed:
Knowledge LT 8: I can identify how technological knowledge and innovation shapes a society, place, or region.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Research LT 1: I can effectively conduct and apply research.

Soundtrack: "Quit Playing Games (With My Heart)" by Backstreet Boys. Selected for today because of the Jeopardy review game we played in class! Lyrics here.

AGENDA 3/19/19:
News Brief - Ayden V.
Submit DBQ
Jeopardy
Mass Hysteria
Cold War and McCarthyism

 Homework: Read the blog! Finish and submit your DBQ ASAP if you did not in class (the final day I will accept anything related to the DBQ is today). Next news brief: Dahson.

News Brief: Ayden V. had the news brief today and selected an article about this story to talk about: NBCNews.com - Suspect in NYC Mafia boss killing has pro-Trump slogans written on hand in court. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Dahson was assigned to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Submit DBQ: Before we moved on in class, I wanted to point out again that the Roaring 20s/Great Depression DBQ final deadline is today. If you have not submitted it yet, you need to turn in the paper copy by the end of the day to the class basket, or submit it electronically via Google Classroom by midnight tonight.

Jeopardy: For the first time this year, we played Jeopardy in class to review concepts from the last unit and have some fun! Here's the slideshow we went through together to play:


Hopefully everyone enjoyed participating in this! It was definitely time to have some fun in class!

Mass Hysteria: Next, we continuing bridging from the last unit to the next by watching this quick clip of the "War of the Worlds" broadcast in 1938, which prompted panic among many who listened:


To learn a bit more about why people reacted the way they did, we read this article as a class:


The whole point of this introduction to the idea of mass hysteria is that students will get to choose a time of mass hysteria in the United Staes to investigate for their research project!

Cold War and McCarthyism: Finally, at the end of class, I began to go through some information about what happened in the United States after World War II (don't worry, we will definitely talk more in depth about World War II as a part of our year end foreign policy unit), which was a fear of Communism and the Cold War:


Because I wanted to be kind and give most of the notes already as a handout in class, here they are: 


This is where we wrapped up for the day. Next class, I will introduce the major research assignment of the semester! Thanks, everyone!
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Friday, March 15, 2019

The Great Depression, Day 6 - Class Recap


The Cliffs of Moher in Ireland. Sunday is St. Patrick's Day, which is celebrated (mostly in America) as an Irish holiday. Photos taken in 2015.

Dear class,

If you are reading this, you are most likely done with the Roaring 20s/Great Depression DBQ. Hooray! Here's what happened in class today:

Learning Targets Addressed:
Knowledge LT 8: I can identify how technological knowledge and innovation shapes a society, place, or region.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Research LT 1: I can effectively conduct and apply research.

Soundtrack: "Shipping Up to Boston" by Dropkick Murphys. Selected for today as a pump up song for the DBQ and because of the Irish connection for St. Patrick's Day on Sunday. Lyrics here.

AGENDA 3/15/19:
News Brief - Zayn
Questions?
DBQ Work Time

Homework: Read the blog! Finish and submit your DBQ ASAP if you did not in class (the final day I will accept anything related to the DBQ is next Tuesday, 3/19). Next news brief: Ayden V.

News Brief: Zayn had the news brief today and selected an article about this story to talk about: BBC.com - Senate Republicans revolt against Trump over border. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Ayden V. was assigned to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Questions/DBQ Work Time: For the rest of class, students used their notes and documents A-H from the packet we have used the last two classes, to complete their answer to the DBQ essay and submit on Google Classroom. I was happy to answer any questions that came up during this process. The documents (also available on Google Classroom) are here:


The first page of the linked document was passed out as a physical copy in class last week, and was also due today as a part of the grade for this assignment.

Just to be clear: if you were not in class today, you have the equivalent of one class period (about 90 minutes) to finish and submit the DBQ. This will be the major assignment on your quarter 3 grade report!

Next class, I am planning to have some fun by playing Jeopardy with the class to review concepts from the unit, then we will move on to the next big assignment of the year! Thanks, everyone!
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Wednesday, March 13, 2019

The Great Depression, Day 5 - Class Recap


Tomorrow is "Pi Day" (3.14...), so here's a picture of one of my favorite pies in Portland: Guava Cheesecake at Pambiche Cuban Restaurant!

Hi everyone,

It was a short Wednesday together, but we managed to get plenty of prep work done on the DBQ, which we will finish next class. Here's what happened in class today:

Learning Targets Addressed:
Knowledge LT 8: I can identify how technological knowledge and innovation shapes a society, place, or region.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Research LT 1: I can effectively conduct and apply research.

Soundtrack: "American Pie" by Don McLean. Selected for today because of it being Pi Day tomorrow and because the song has a lot to do with American culture. Lyrics here.

AGENDA 3/13/19:
News Brief - Oreana
Graphic Organizer
DBQ Analysis
Work Time

Homework: Read the blog! Continue working on the DBQ (we will finish it in class on Friday). Know your grade (updated on StudentVUE) and how to improve it, if possible. Next news brief: Zayn.

News Brief: Oreana had the news brief today and selected an article about this story to talk about: Barrons.com - Dollar Tree Finally Gets Serious About Family Dollar, But the Stock Looks Pricey. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Zayn was assigned to do the next news brief.

I also mentioned this story that came out yesterday: OPB.com - Oregon Senate OKs Requiring Holocaust Education In Schools. Students in my Global Studies classes learned about genocide and the Holocaust last year, so it was cool to see that everyone remembered (including remembering about Auschwitz).

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Graphic Organizer: The next part of class was spent looking at the DBQ assignment together, and brainstorming how to respond to the question, with what evidence. To help with that, I posted the DBQ assignment in Google Classroom for students (paper copies were available in class if students preferred), and we looked at this past graphic organizer we have used as a possibility to help:


Again, paper copies of this were available in class. The DBQ packet had another option for students to use, as well.

DBQ Analysis: For the rest of class, students used their notes and documents A-H from the packet we have used the last two classes, to prepare their answer to the DBQ. The documents (also available on Google Classroom) are here:


The first page of the linked document was passed out as a physical copy in class. This physical copy will be due on Friday as a part of the grade for the DBQ.

Here's the schedule for the DBQ:

Wednesday, March 13 (today!) - Organize DBQ essay response structure in class.
Friday, March 15 - Write and submit DBQ essay in class. Use of all notes/activities from the 1920s and Great Depression units is allowed!

Next class will probably be your last DBQ of the year - I hope everyone is feeling ready to be done!
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Monday, March 11, 2019

The Great Depression, Day 4 - Class Recap


A rainbow over Wildcat Stadium here at Westview. Photo taken in May 2017.

Dear class,

We are continuing to follow our plan of completing the 1920s/1930s DBQ in class! Here's what happened in class today:

Learning Targets Addressed:
Knowledge LT 8: I can identify how technological knowledge and innovation shapes a society, place, or region.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Research LT 1: I can effectively conduct and apply research.

Soundtrack: "Somewhere Over The Rainbow / What a Wonderful World" by Israel Kamakawiwo'ole. Selected for today because the original "Somewhere Over the Rainbow" was released in 1939 as a part of the Wizard of Oz! Lyrics here.

AGENDA 3/11/19:
News Brief - Yasir
Culture of the 1930s
DBQ Analysis
Work Time

Homework: Read the blog! Know your grade (updated on StudentVUE) and how to improve it, if possible. Next news brief: Oreana.

News Brief: Yasir had the news brief today and selected an article about this story to talk about: CNN.com - Woman attacked by a jaguar while taking a photo apologizes to the Arizona zoo. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Oreana was assigned to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Culture of the 1930s: Next, I had students take the last notes of this unit (I know there were a lot - thank you for your patience!), which were on technological innovation helping to shape culture in the 1930s:


Hopefully everyone saw some familiar movie titles and how the use of radio/film very much expanded during the 1930s!

DBQ Analysis: For the rest of class, we finished analyzing documents that will be used in the DBQ later this week. The documents (also available on Google Classroom) are here:


The first page of the linked document was passed out as a physical copy in class. Students were split into groups to help with the document analysis and collaborated together to look at the Origin, Purpose, Value, and Limitation of each, as well as how/if it impacted the Great Depression. 

Here's the schedule for the DBQ the next few classes:

Monday, March 11 (today!) - Culture of 1930s notes. Finish analyzing documents together.
Wednesday, March 13 - Organize DBQ essay response structure in class.
Friday, March 15 - Write and submit DBQ essay in class. Use of all notes/activities from the 1920s and Great Depression units is allowed!

Thanks, everyone! Let's keep at it!
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Thursday, March 7, 2019

The Great Depression, Day 3 - Class Recap


The Franklin Delano Roosevelt Memorial in Washington, DC. The cloak apparently is meant to conceal his wheelchair. Photo taken in 2010.

Hi everyone,

It's that time again - we are nearing the end of the combined Roaring 20s/Great Depression units and thus, the Documents Based Question (DBQ). Here's what happened in class today:

Learning Targets Addressed:
Knowledge LT 8: I can identify how technological knowledge and innovation shapes a society, place, or region.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Communication LT 1: I can communicate effectively, both verbally and in writing.

Soundtrack: "We'd Like to Thank You, Herbert Hoover" from Annie. Selected for today because a student recommended it as a connection to last class and the lesson on Hoover! Lyrics here.

AGENDA 3/7/19:
News Brief - Trennen
FDR
Impact of New Deal
DBQ Analysis

Homework: Read the blog! Post a comment if you have not yet this semester! Next news brief: Yasir.

News Brief: Trennen had the news brief today and selected an article about this story to talk about: CNBC.com - US federal deficit widens 77% in first four months of fiscal 2019. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Yasir was assigned to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


FDR: To continue our look at the Great Depression, I showed this video profile of President Franklin D. Roosevelt (FDR), who had an enormous impact on America:



Hopefully this helped in understanding who FDR was and what was happening during his tenure as president (the longest tenure in United States history - he is the only President to be elected 4 (or 3!) times)!

Impact of the New Deal: The "New Deal" is a name for a variety of government programs and agencies created under FDR to help combat the Great Depression. Last class, we learned about some of them via this note sheet:


Students worked with groups on each of the programs, then we went through them all last class. Today, students took notes (though I gave most of them in a pre-printed format) on this presentation:


Here's the notesheet that I passed out in class (hopefully a welcome relief for many students, as we have taken a fair amount of notes during this unit):


Hopefully this is all making sense in terms of what the New Deal was and how it tried to improve the economy.

DBQ Analysis: That's right! For the rest of class, we began analyzing documents that will be used in the DBQ next week. The documents (also available on Google Classroom) are here:


The first page of the linked document was passed out as a physical copy in class. Students were split into groups to help with the document analysis and collaborated together to look at the Origin, Purpose, Value, and Limitation of each, as well as how/if it impacted the Great Depression. 

Here's the schedule for the DBQ the next few classes:

Thursday, March 7 (today!) - New Deal notes. Start analyzing the DBQ documents together.
Monday, March 11 - Culture of 1930s notes. Finish analyzing documents together.
Wednesday, March 13 - Organize DBQ essay response structure in class.
Friday, March 15 - Write and submit DBQ essay in class. Use of all notes/activities from the 1920s and Great Depression units is allowed!

Thanks, everyone! I'm looking forward to working with you all on this the next few classes!
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Tuesday, March 5, 2019

The Great Depression, Day 2 - Class Recap


On the Hoover Dam! Photo taken in 2014.

Dear class,

Unbelievably, we now only have seven classes (including today) left before Spring Break, and a lot to get to in that time! We continued learning about the Great Depression and the governments response to it. Here's what happened in class today:

Learning Targets Addressed:
Knowledg ALT 8: I can identify how technological knowledge and innovation shapes a society, place, or region.
Critical Thinking ALT 5: I can justify and support arguments or interpretation with appropriate evidence.

Soundtrack: "Independent Women Part 1" by Destiny's Child. Selected for today because lest anyone forget that it is Women's History Month in March! Lyrics here.

AGENDA 3/5/19:
News Brief - Subbu
Debrief Pictures
Hoover and the Depression
The New Deal
Forecasting Questions?

Homework: Read the blog! Post a comment if you have not yet this semester! Next news brief: Trennen.

News Brief: Subbu had the news brief today and selected an article about this story to talk about: CNBC.com - Michael Cohen's attorney reportedly approached Trump's lawyers about a pardon after April 2018 FBI raids. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Trennen was assigned to do the next news brief.

As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Debrief Pictures: At the end of last class, I had students get up and look around the room to do some primary source analysis of photos from the Great Depression. Here are the photos that I posted around the room:


And here is the assignment that students filled out in class by selecting a few photos to analyze:


Today in class, we went through the images together and analyzed what we saw in them. Again, please hold on to this, as you will be using it at the end of the unit!

Hoover and the Depression: Next, we learned about the initial response of the United States government to the Great Depression, from President Herbert Hoover. Here's the presentation we went through in class as students took notes:


Hoover was not re-elected in 1932, largely because of the Great Depression.

The New Deal: In Hoover's place, Franklin D. Roosevelt (FDR) was elected President in 1932 (and would go on to be elected 4 times - the most ever by a U.S. president). A major part of FDR's response was the creation of "a new deal for the American people." This meant the creation of a LOT of government agencies and programs to help provide opportunities for people during the Great Depression. The programs we learned about today in class (via small group work and then presentations) were:


Students worked with groups on each of the programs, then we went through them all as a class. This is where we ended with new content today.

Forecasting Questions?: If time at the end of class, I gave students the opportunity to ask me forecasting questions about next year's classes. Here's the presentation that I went through with everyone last week:


Your forms are due to be filled out, signed, and turned in Wednesday (tomorrow) in your Community class. Please let me know if I can help at all with any of this for you! 
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Friday, March 1, 2019

The Great Depression, Day 1 - Class Recap


The New York Stock Exchange. Photo taken in 2009.

Hi everyone,

Welcome back from your unexpected Snow Days on Monday and Wednesday! I really missed you all, as it has been over a week since we had an A day at Westview. I enjoyed seeing your 1920s advertising displays in class! We also started learning about the Great Depression and what caused it. Here's what happened in class today:

Learning Targets Addressed:
Knowledg ALT 8: I can identify how technological knowledge and innovation shapes a society, place, or region.
Critical Thinking ALT 5: I can justify and support arguments or interpretation with appropriate evidence.

Soundtrack: "Inner City Blues" by Marvin Gaye. Selected for today because of all of the people feeling blue because of the Great Depression. Lyrics here.

AGENDA 3/1/19:
News Brief - Subbu
Gallery Walk
Great Depression
Picture Activity

Homework: Read the blog! Post a comment if you have not yet this semester! Next news brief: Alondra.

News Brief: Subbu had the news brief today, but was not in class, so I filled in and selected an article about this story to talk about: CNN.com - Washington Gov. Jay Inslee announces 2020 presidential bid. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class. It had been a long time, so I was definitely interested in hearing what everyone has been up to!

Alondra was assigned to do the next news brief.

Today's Black History Month fact is that Carter G. Woodson started what was then known as "Negro History Week" on February 26, 1926. Even though our units throughout this month have not focused specifically on Black history, I appreciate that students seemed willing to learn a little bit more each day!

I also talked briefly about a new documentary that came out on Monday night, called "Black Pioneers" about people of color in Oregon's history. I really enjoyed it and encourage you to watch it! Here's the video:



As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):


Gallery Walk: The 1920s advertising assignment was due today in class. Here's a copy of it:


This assignment is based on choosing a product from the last slide from this presentation:

Google Slides - The Business of America in the 1920s PowerPoint

Students were assigned a product in class to create an advertisement for. If you missed class, you can select a product from the last slide to focus on.

In class today, we walked around and "voted" with fake money for what we thought was the best advertisement for a product. I enjoyed this - thanks, everyone!

Great Depression: To continue this unit on the Roaring 20s, we need to see what happened after, so we transitioned to learning about the causes of the Great Depression in class. Here's the PowerPoint presentation that I went through as students took notes:


Please save these notes, as students will be completing a final assessment for this unit using them!

Picture Activity: Next, I had students get up and look around the room to do some primary source analysis of photos from the Great Depression. Here are the photos that I posted around the room:


And here is the assignment that students filled out in class by selecting a few photos to analyze:


Thank you for your effort on this! I know it was a busy day - this is what happens when I last saw students over a week ago due to the snow!

Forecasting Questions?: If time at the end of class, I gave students the opportunity to ask me forecasting questions about next year's classes. Here's the presentation that I went through with everyone last week:


Your forms are due to be filled out, signed, and turned in next Wednesday (due to the snow canceling Wednesday this week) in your Community class. Please let me know if I can help at all with any of this for you! 
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