Showing posts with label cold war. Show all posts
Showing posts with label cold war. Show all posts

Tuesday, April 30, 2019

Historical Investigation/Cold War, Day 13 - Class Recap


Most of us are hoping for a Blazers series win in the second round of the playoffs, as well as a "win" with finishing the Historical Investigation! Photo taken in 2009.

Hello everyone,

Today was our peer review day for the Historical Investigation research project, which is due on Thursday (not a work day - we are moving on to our next unit)! We are finally done with this big project! Here's what happened in class today:

Learning Targets Addressed:
Critical Thinking LT 4: I can evaluate information and explanations within a given context and develop a relevant conclusion.
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: "Help!" by The Beatles. Selected for today because of everyone needing a bit of help to revise their research papers (and maybe to finish this assignment on time). Lyrics here.

AGENDA 4/30/19:
News Brief - Jaden
Peer Review
Historical Investigation Work Time

Homework: Read the blog! The Historical Investigation final draft is due on Thursday - submit on Google Classroom! The peer review sheets must be turned in as a part of getting a grade on the Historical Investigation. Next news brief: Gunnar.

News Brief: Jaden had the news brief today and selected an article about this story to talk about: CNN.com - Trump team sues Deutsche Bank and Capital One to keep them from turning over financial records to Congress. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Gunnar 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):


Peer Review: To help with the process of making the research papers better, I handed out the following review guides to all students:


This was simply to look at each of the required elements and see if they were present.


This was a more thorough guide to looking in depth at a peer's paper to revise. This document (the worksheet linked directly above) must be completed by a peer and submitted on Thursday in class with the final paper (which needs to be turned in on Google Classroom).

Historical Investigation Work Time: This is the major assignment of the semester, which involves quite a lot of research time inside and outside of class. Here's the assignment overview:


Here's what we went over in class as an example from Mrs. Ferris (who used APA format for citations - we have learned MLA the last two years, but either is fine as long as you are consistent):


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


The rest of the class was devoted to work time on the Historical Investigation, as the final draft is due to be graded on Thursday. Please submit your final draft on Google Classroom - late work will be graded accordingly with the Behavior target of managing responsibilities as a student and will have less time to make revisions. Thank you for your hard work on this challenging assignment, everyone! See you next class for the start of a new unit!
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Friday, April 26, 2019

Historical Investigation/Cold War, Day 12 - Class Recap


The glass windows at Harpa, an event center in Reykjavik, Iceland. Students are looking at many different perspectives in researching for the Historical Investigation! Photo taken in 2013.

Dear class,

As promised, we had an entire day devoted to working on the research project that is due next week on Tuesday (rough draft) and Thursday (final draft). Here's what happened in class today:

Learning Targets Addressed:
Critical Thinking LT 4: I can evaluate information and explanations within a given context and develop a relevant conclusion.
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: "I Ka Barra (Your Work)" by Habib Koite. Selected for today because of it being a work day on the Historical Investigation research project in class.

AGENDA 4/26/19:
News Brief - Saki
Historical Investigation Work Time

Homework: Read the blog! The Historical Investigation rough draft is due next Tuesday! Next news brief: Jaden.

News Brief: Saki had the news brief today and selected an article about this story to talk about: Politico.com - Trump denies he paid North Korea $2 million for Otto Warmbier. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Jaden 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):


Historical Investigation Work Time: This is the major assignment of the semester, which involves quite a lot of research time inside and outside of class. Here's the assignment overview:


Here's what we went over in class as an example from Mrs. Ferris (who used APA format for citations - we have learned MLA the last two years, but either is fine as long as you are consistent):


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


The rest of the class was devoted to work time on the Historical Investigation. Next class, we will do peer review and editing, as the final draft is due on Thursday. Thanks, everyone!
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Wednesday, April 24, 2019

Historical Investigation/Cold War, Day 11 - Class Recap


A replica of Sputnik, the first man-made satellite, produced by the Soviet Union. This is on display at the Smithsonian National Air and Space Museum in Washington, D.C. in 2010.

Hi everyone,

It was an especially quick Wednesday today, with extended Community, so I tried to make sure everyone had some good foundations on the U.S./USSR arms/space race, as well at the Cuban Missile Crisis. Here's what happened in class today:

Learning Targets Addressed:
Critical Thinking LT 4: I can evaluate information and explanations within a given context and develop a relevant conclusion.
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: "Rocket Man" by Elton John. Selected for today because of the Space Race being part of the competition between the United States and Soviet Union. Lyrics here.

AGENDA 4/24/19:
News Brief - Oreana
The Arms Race
Cuban Missile Crisis
Historical Investigation Work Time

Homework: Read the blog! Continue working on your Historical Investigation outside of class - due next Tuesday! Next news brief: Saki.

News Brief: Oreana had the news brief today and selected an article about this story to talk about: NBCNews.com - Woman dies in over-the-rim fall inside Grand Canyon National Park. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Saki 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):


The Arms Race/Cuban Missile Crisis: This was the presentation that I went through today in class about the United States and Soviet Union after World War II, racing to build their nuclear arsenals and coming VERY close to using them during the Cuban Missile Crisis:


Here is the page for notes that I passed out (to help aid students in following along and not feeling like they had to copy everything down):


In particular, I really liked this video (embedded in the presentation) that helps explain the Cuban Missile Crisis and just how close the world came to mutually assured destruction:


Again, this was a quick overview, but hopefully helpful in understanding more context with the Cold War!

Historical Investigation Work Time: This is the major assignment of the semester, which involves quite a lot of research time inside and outside of class. Here's the assignment overview:


Here's what we went over in class as an example from Mrs. Ferris (who used APA format for citations - we have learned MLA the last two years, but either is fine as long as you are consistent):


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


The rest of the class was devoted to work time on the Historical Investigation. Next class, we will have a day entirely devoted to the Historical Investigation after the news brief, as the rough draft is due next Tuesday. Thanks, everyone!
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Monday, April 22, 2019

Historical Investigation/Cold War, Day 10 - Class Recap


We continued talking about "fake news" today in class. I really enjoy reading real news from a variety of sources. This was the international edition of the New York Times that I was given on my trip to China over Spring Break 2019.

Dear class,

I enjoyed the Socratic Seminar on fake news in class! We now have just over a week until the Historical Investigation research project is due! Here's what happened in class today:

Learning Targets Addressed:
Critical Thinking LT 4: I can evaluate information and explanations within a given context and develop a relevant conclusion.
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: "Earth (Gaia)" by The Orb. Selected for today because it is Earth Day! Lyrics here.

AGENDA 4/22/19:
News Brief - Norri
Socratic Seminar
Reflection
Historical Investigation Work Time

Homework: Read the blog! Continue working on your Historical Investigation outside of class! Next news brief: Oreana.

News Brief: Norri had the news brief today and selected an article about this story to talk about: CNN.com - The Mueller report is out. 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):


Socratic Seminar: Last class, we looked at what "fake news" is and how/why it spreads. Here are the articles that today's seminar was based on:


The assignment that goes along with these readings, due today as a part of the discussion, is here:


The essential question that we explored is: To what extent are individuals responsible for the creation and spread of fake news?

Alternatively: whose is at fault for fake news?

Thanks, everyone, for the discussion today! I think it's really important that we know where information is coming from and investigate a variety of sources, like we are doing with the historical investigation right now!

Reflection: After the seminar, I passed out the reflection form (on the third page of the preparation link above), which was due in class today as well. I also wanted to get the thoughts of students about how the discussion went!

Historical Investigation Work Time: This is the major assignment of the semester, which involves quite a lot of research time inside and outside of class. Here's the assignment overview:


Here's what we went over in class as an example from Mrs. Ferris (who used APA format for citations - we have learned MLA the last two years, but either is fine as long as you are consistent):


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


The rest of the class was devoted to work time on the Historical Investigation. Next class, we will look at the impact of the arms race on the Cold War, along with the Cuban Missile Crisis. See you then!
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Thursday, April 18, 2019

Historical Investigation/Cold War, Day 9 - Class Recap


The Newseum in Washington, D.C. is dedicated to journalism and the news. This was a live screen of all news stations broadcasting at the time I visited. Photo taken in 2010.

Hi everyone,

I know that students are starting to feel the time crunch with the historical investigation. I also want to make sure we continue learning about various aspects of hysteria to help, so we did some analysis on fake news, as well. Here's what happened in class today:

Learning Targets Addressed:
Critical Thinking LT 4: I can evaluate information and explanations within a given context and develop a relevant conclusion.
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: "Bad News" by Kanye West. Selected for today because of our analysis of fake news, as well as the bad news that our staff was given about the district budget situation for next year. Lyrics here.

AGENDA 4/18/19:
News Brief - Aidan F.
Fake News
Parts D and E
Historical Investigation Work Time

Homework: Read the blog! Come prepared for the Socratic Seminar on fake news next class! Continue working on your Historical Investigation outside of class! Next news brief: Norri.

News Brief: Aidan F. had the news brief today and selected an article about this story to talk about: Forbes.com - Microsoft Issues Serious Windows 10 Update Warning. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Norri 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):


Fake News: To begin this section, I showed this video, explaining how the spread of "fake news" helped influence the 2016 presidential election:


We then looked at three different articles to understand how fake news spreads so quickly. Here are the articles:


The assignment that goes along with these readings, which students will be using to help with the Socratic Seminar discussion on Monday is here:


The essential question that we will be exploring is: To what extent are individuals responsible for the creation and spread of fake news?

If you chose to prioritize the historical investigation during work time in class, please complete your Socratic Seminar preparation as homework.

 Parts D and E: Next, we went through the last two sections of the historical investigation assignment that I have not explained in depth previously. Part D is all about your analysis of the evidence that you found to answer your research question (in Part B). Part E is your conclusion - your one paragraph summary of your answer to your research question.

Here's what a completed historical investigation sample looks like:


Please note: I used this example with permission and no part of the text of the paper is allowed to be copied by students.

As we discussed in class, Mrs. Ferris' example uses APA format for citing sources (which typically includes dates with in-text citations). Most of my students are familiar with MLA format (which typically includes page numbers, if known). Either form of citation works for me - as long as you are consistent throughout the paper.

Historical Investigation Work Time: This is the major assignment of the semester, which involves quite a lot of research time inside and outside of class. Here's the assignment overview:


Here's what we went over in class as an example from Mrs. Ferris:


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


The rest of the class was devoted to work time on the Historical Investigation. Next class will begin with the Socratic Seminar and then continue to be work time. Let's keep at it, everyone!
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Tuesday, April 16, 2019

Historical Investigation/Cold War, Day 8 - Class Recap


I have not been to Salem, Massachusetts, but I have been to Boston, and this is a photo of Paul Revere's house, still standing there! It was built in 1680, and the Salem Witch Trials were 1692-3. Photo taken in 2009.

Dear class,

As indicated on the Historical Investigation calendar, today was an open wall class where we watched The Crucible (about the Salem Witch Trials), to continue to understand how mass hysteria occurs. Here's what happened in class today:

Learning Targets Addressed:
Critical Thinking LT 4: I can evaluate information and explanations within a given context and develop a relevant conclusion.
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: "Hells Bells" by AC/DC. Selected for today because of the film watched in class and connection to witchcraft. Lyrics here.

AGENDA 4/16/19:
News Brief - Aidan F.
The Crucible
Historical Investigation Work Time

Homework: Read the blog! Continue working on your Historical Investigation outside of class! Next news brief: Aidan F..

News Brief: Aidan F. had the news brief today, but was late at the start of class, so I filled in and selected an article about this story to talk about: CNBC.com - Donald Trump encourages France to use ‘flying water tankers’ as Paris’ Notre Dame Cathedral remains engulfed in flames. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Aidan F. 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):


The Crucible: The reason we had open walls today in class was that in Lit and Comp 10, students will be starting to read and analyze the play The Crucible, especially as it relates to mass hysteria, which is what our American Studies class has been working on for the past couple of weeks. Here is the worksheet that we asked students to complete as we watched the film:


If you were only in class for one period (due to not having Mr. Puterbaugh as your teacher), that is fine - do not worry about finishing the film on your own.

It was great to see how engaged students were with this film and in the aftermath, discussing what happened, as well as how it related to history! Yay!

Historical Investigation Work Time: This is 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 are now on the biggest section of the Historical Investigation: the actual research! Here's what we went over in class as an example from Mrs. Ferris:


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


The rest of the class was devoted to work time on the Historical Investigation. Next class will mostly be a work day, though I also want to look at the role of "fake news" in spreading mass hysteria, so we will spend some time reading to prepare for a discussion next week.
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Friday, April 12, 2019

Historical Investigation/Cold War, Day 7 - Class Recap


The ceiling at the Library of Congress building in Washington, DC. Lots of research happens here! Photo taken in 2010.

Hi everyone,

Today was our work day this week on the Historical Investigation research project on mass hysteria, which is due at the end of the month. Here's what happened in class today:

Learning Targets Addressed:
Critical Thinking LT 4: I can evaluate information and explanations within a given context and develop a relevant conclusion.
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: "Take a Look Around" from Mission: Impossible II. Selected for today because research involves looking at a lot of different places for information, and because while this project might seem like a Mission: Impossible task, I believe you can accomplish it! Lyrics here.

AGENDA 4/12/19:
News Brief - Keanna
Research Tips
Korean War
H.I. Work Time

Homework: Read the blog! Continue working on your Historical Investigation outside of class! Next news brief: Aidan.

News Brief: Keanna had the news brief today and selected an article about this story to talk about: NYTimes.com - White House Considered Releasing Migrants in ‘Sanctuary Cities’. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Aidan 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):


Research Tips: Next, I had Christina Schulz, who is the Library Instructional Technology Teacher (LITT) at Westview, come to class and give a brief interactive presentation on how to find some good sources (and keep track of them!) using some resources available to students. The document she shared and went through today is available here:


Mrs. Schulz is available in the library most days for student check ins and support, as well! Please feel free to utilize her knowledge and expertise!

The Korean War: After Mrs. Schulz finished, I wanted to quickly return to the Korean War and finish what we started last class (and ran out of time to finish). Again, the presentation is here:


I hope all of this was interesting! I tried to make sure that students knew taking notes on every little detail was not what I wanted - more of just a general understanding of what was happening during this time period and how it connects to what we have been learning about with the Cold War and mass hysteria.

Historical Investigation Work Time: This is 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 are now on the biggest section of the Historical Investigation: the actual research! Here's what we went over in class as an example from Mrs. Ferris:


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


The rest of the class was devoted to work time on the Historical Investigation (especially with the actual research portion as I checked in with students about their Part A submissions). Next week, we will start with an open wall class to watch The Crucible (a movie about the Salem Witch Trials) and try to understand how it connects to mass hysteria in the United States. Thanks, everyone! Have a great weekend!
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Wednesday, April 10, 2019

Historical Investigation/Cold War, Day 6 - Class Recap


The Oregon Korean War Memorial, in Wilsonville. Photo taken in 2018.

Dear class,

I enjoyed our quick day together, understanding a bit more about what was happening in the United States in the 1950s, during the Cold War! Here's what happened in class today:

Learning Targets Addressed:
Critical Thinking LT 4: I can evaluate information and explanations within a given context and develop a relevant conclusion.
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: "Bomb the World" by Michael Franti and Spearhead. Selected for today because of the connection to the atomic bomb and the lyrics: We can bomb the world to pieces / But we can't bomb it into peace.

AGENDA 4/10/19:
News Brief - Idi
Duck and Cover
Korean War
H.I. Work Time

Homework: Read the blog! Continue working on your Historical Investigation! Bring your Chromebook, charged, for class on Friday! Next news brief: Keanna.

News Brief: Idi had the news brief today and selected an article about this story to talk about: CNN.com - This is the first photo of a black hole. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Idi 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):


Duck and Cover: To start this next part of class, I asked students to guess how many atomic/nuclear bombs have been detonated in the history of the world. We then watched a time lapse video of the (well over a thousand!) atomic bombs that have been detonated in history:


It's clear that there were a lot of bombs going off, and that, in the 1950s, there was quite a race between the United States and the Soviet Union to see who could build the bigger, better, badder, bomb. Obviously, this made many Americans quite anxious. One of the most famous short films to come out of this time was called "Duck and Cover" - here's the video, made in 1951:


And here are the questions I asked students to think about in responding to the video:


What an interesting time in United States history! Here's the nuclear bomb mapper that I showed in class, if you are wanting to know more:


The Korean War: At the same as Duck and Cover and the Cold War beginning with the Soviet Union, the Korean War (1950-1953) was happening. We went through some of this PowerPoint as a class, as I tried to explain what happened in the Korean War and the lasting impact to today:


A helpful video that shows what happened in terms of geography in the Korean War can be viewed here:


I hope all of this was interesting and engaging, especially with our short day together!

Historical Investigation Work Time: 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:


Last class, I showed the class what the biggest section of the Historical Investigation is: the actual research! Here's what we went over in class as an example from Mrs. Ferris:


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


The rest of the class was devoted to work time on the Historical Investigation (especially with the actual research portion as I checked in with students about their Part A submissions), as we will also have Friday after some research lessons from Ms. Schulz. See you then!
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Monday, April 8, 2019

Historical Investigation/Cold War, Day 5 - Class Recap


One of the Herblock cartoons that we analyzed today in class. So perfect for our unit on mass hysteria!

Hi everyone,

Today was the start of our last quarter of the 2018-2019 school year! Plenty to get to, as always. Here's what happened in class today:

Learning Targets Addressed:
Critical Thinking LT 4: I can evaluate information and explanations within a given context and develop a relevant conclusion.
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: "Block Rockin' Beats" by The Chemical Brothers. Selected for today because of Herb Block and our analysis of his cartoons dealing with McCarthyism and the Cold War. Lyrics here.

AGENDA 4/8/19:
News Brief - Zayn
DBQ Grades
Herblock
Parts B/C/F

Homework: Read the blog! Continue working on your Historical Investigation! Next news brief: Shivan.

News Brief: Zayn had the news brief today and selected an article about this story to talk about: NPR.org - Kirstjen Nielsen Leaving Homeland Security Post As Border Crossings Surge. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.

Shivan 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):


DBQ Grades: This was an assignment completed before Spring Break, which I said I would have graded as a part of Quarter 3 progress reports. Since I posted these grades over the weekend (thanks to a grading day on Friday and not having jury duty!), I went over once again what I was looking for and some general thoughts.

First off, this truly is a difficult and challenging assignment! I am very impressed by how much students have grown as writers. Way to go! Here are some other grading points:

Communication:

Clear thesis. Organized (use of graphic organizer). Well written.

Critical Thinking:

Analysis of the evidence (6 documents).

Knowledge:

Evidence and analysis include discussion of impact of technology.

Research:

6 different documents cited, variety of sources. OPVL for Documents A-H fully completed.

Other points that I noticed: use of contractions, first/second person, lead vs led.

Thank you for your hard work on this, everyone!

Herblock: One of the most famous political cartoonists of the last 100 years is Herbert Block, who drew for the Washington Post. I showed this introduction to the class:


Next, we analyzed some of Herblock's most famous cartoons having to do with McCarthyism and the Cold War. Here's the assignment sheet that went with this:


And here is a link to the cartoons in a folder:


As with the cartoon at the top of this post, my hope was that students could see how art and satire was used during the Cold War to combat the "red scare" and stereotypes.

Historical Investigation Parts B/C/F: 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:


Today, I showed the class what the biggest section of the Historical Investigation is: the actual research! Here's what we went over in class as an example from Mrs. Ferris:


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


The rest of the class was devoted to work time on the Historical Investigation (especially with the actual research portion as I checked in with students about their Part A submissions), as we will also have Friday after some research lessons from Ms. Schulz. See everyone on Wednesday for more Cold War content in class!
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Wednesday, April 3, 2019

Historical Investigation/Cold War, Day 4 - Class Recap


Today we watched an episode of the Twilight Zone to help understand what mass hysteria looks like. This is a photo I took of the total solar eclipse (so, lots of twilight) in Oregon in 2017!

Dear class,

We opened up the walls today and did a combined American Studies/Lit and Comp lesson on mass hysteria as we continue with the historical investigation. Here's what happened in class today:

Learning Targets Addressed:
Critical Thinking LT 4: I can evaluate information and explanations within a given context and develop a relevant conclusion.
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: "Ultralight Beam" by Kanye West. Selected for today because of the theme of "light" in class today. Lyrics here.

AGENDA 4/3/19:
News Brief - Rachel
Part A
Twilight Zone
Book Clubs
Work Time

Homework: Read the blog! Complete Part A of your Historical Investigation! Next news brief: Zayn.

News Brief: Rachel had the news brief today and selected an article about this story to talk about: VOANews.com - Study: America’s Teacher Shortage Is a Bigger Problem than Thought. 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.

Zayn 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):


Historical Investigation Part A: 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.

Today, Part A was due (selecting a research topic and thinking of a question). Here's the example that I showed last class.


Your paragraph with a topic, research question, and plan of research.

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


Twilight Zone: Next, we watched an episode of the Twilight Zone (Season 1, Episode 22: The Monsters are Due on Maple Street - it is available on Netflix if you have it) that focused on what happens when people give in to mass hysteria that is happening. Here's the handout we passed out that goes with this:


After the episode, we debriefed as a class and asked that students continue to consider how mass hysteria is present in the research topic of choice for the historical investigation!

Book Clubs: Today was a scheduled book club meeting day in Lit and Comp, so that was what happened next. For students that were not in Lit and Comp, this was quiet work time on the historical investigation.

Work Time: At the end of class, we tried to check in with as many students as possible about any work that could be done to improve grades, as Quarter 3 ends this Friday with a teacher grading day. I will be using the day (and probably weekend) to grade DBQs, but all other work should be up to date on StudentVUE. Thanks, everyone! See you next week!
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Monday, April 1, 2019

Historical Investigation/Cold War, Day 3 - Class Recap


This is a map of all the flights we took over the past week of Spring Break, as we visited China!

Hi everyone,

Welcome back! It was great to see everyone after a week away. Now, it's time to get back to work! Here's what happened in class today:

Learning Targets Addressed:
Critical Thinking LT 4: I can evaluate information and explanations within a given context and develop a relevant conclusion.
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: "Only A Fool" by The Black Crowes. Selected for today because of it being April Fools Day (I did not try to fool anyone in class). Lyrics here.

AGENDA 4/1/19:
News Brief - Mr. Fritz
Spring Break
Historical Investigation
Work Time

Homework: Read the blog! Complete Part A of your Historical Investigation! Next news brief: Rachel.

News Brief/Spring Break: I had the news brief today and selected an article about this story to talk about: ESPN.com - Sabrina Ionescu powers Oregon to its first Women's Final Four. 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.

Rachel 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):


Historical Investigation/Work Time: 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.

Today, we focused on finding a topic and developing a research question about it in class. Here is the example (courtesy of Mrs. Ferris) that I showed in class:


Your paragraph with a topic, research question, and plan of research.

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 finish finding a topic to research and begin writing Part A, which is due on Google Classroom next class (on Wednesday). Tomorrow, all 10th graders will be taking the Pre-ACT at Westview and there are no scheduled classes. Good luck with it and see everyone again on Wednesday!
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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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Thursday, May 22, 2014

Cold War America, Day 12 - Class Recap


The soundtrack for today was "Wonderwall" by Oasis, because of the way in which we presented the newspaper project, and because it reminded me of when the song played at London 2012 Summer Olympics, on August 12th. Congratulations on being done with your last major assignment in class this year!

Hi everyone,

Welcome to your Memorial Day weekend! Thank you all for your hard work in class. If you did not finish your Cold War newspaper, you definitely need to email it to me - luke_fritz@beaverton.k12.or.us - as soon as possible. With that, here's the recap:

 Learning Targets:
SS.HS.KN.ALT.09: I can identify how technological knowledge and innovation shapes a society, place, or region.
SS.HS.KN.ALT.17: I can explain the process of change and continuity in a society, place or region.
SS.HS.KN.ALT.23: I can describe the influences, impacts and resolutions of historical conflicts.

Soundtrack: “Wonderwall" by Oasis. See photo caption above for reasoning. Lyrics here.

 AGENDA 5/22/14:
News Brief
Finish/Print
Gallery Walk
Debrief

Homework: Turn in all missing/late/make up work by May 30 (next Friday). Have a great weekend! Next class: StEPP career education day in the lab.

News Brief: Jacob had the news brief today, and selected this story to talk about: CNN.com - Marine vet who took grenade blast for comrade to receive Medal of Honor. Wow, what a story! I really encourage everyone to read this, especially on Memorial Day weekend. Thanks, Jacob!

We also talked about the Beaverton School District bond measure passing, what it might mean for Westview, and my being hired as a full time probationary (somewhat permanent) teacher at Westview (these two news items are unrelated). Happy days!

Finish/Print: As promised, we went to the library for about 30 minutes or so, just to finish up (if needed) and print your Cold War newspapers. My thinking here was that I really wanted everyone to have at least something to put up on the wall, and I know that often, it is difficult to get everything printed and ready at home. I was glad to see this time seemed to be utilized well!

Gallery Walk: When we came back to class, I had everyone tape at least the front page of their newspaper to the wall around the room ("wonder wall" - get it?). Then, we spent 10-15 minutes just walking around and looking at what everyone had created. I really loved seeing what everyone had done, and having students be interested in it, too!

Debrief: After the gallery walk, we talked about specific newspapers we really liked in class, and how the assignment went in general. It is always good to hear this information, to help improve in the future!

Thanks again for all of your hard work! Have a wonderful long weekend!
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Tuesday, May 20, 2014

Cold War America, Day 11 - Class Recap

A few students are working on Cold War newspapers in relation to the United States dropping the atomic bomb on Japan. This is the Meiji Shrine in Tokyo. Photo taken in January, 2014.

Dear class,

Our last full day of work on the Cold War newspaper assignment today! Here's what class looked like:

 Learning Targets:
SS.HS.KN.ALT.09: I can identify how technological knowledge and innovation shapes a society, place, or region.
SS.HS.KN.ALT.17: I can explain the process of change and continuity in a society, place or region.
SS.HS.KN.ALT.23: I can describe the influences, impacts and resolutions of historical conflicts.

Soundtrack: “I Ka Barra (Your Work)” by Habib Koite. Selected because this was the last full in class day of work on your Cold War newspaper project, due next class.

 AGENDA 5/20/14:
News Brief
Newspaper Overview
Library

Homework: Finish newspaper (we will have about 30 minutes in the lab to finish and print, but please come with it done, if possible). Read the blog! Next news brief: Jacob.

Links to homework assignment and grading rubric:



News Brief: Nana had the news brief today and talked about the legalization of same sex marriage in Oregon yesterday. I made sure to go over how this happened and some of the reasons why a judge was able to declare the Oregon constitution invalid. An important day in our history, for sure. Thanks, Nana!

Newspaper Overview: I wanted to talk about the basics of the assignment, one last time. This is what I read in class:

Article 1: From the date that you are choosing to publish your paper, who is “winning” the Cold War? Why is the other side not? What is changing in America at this point?

Political Cartoon/Visual Metaphor that relates to your headline, with caption that explains what it is about.

Article 2: An overview of how technology is shaping the war at the time you are publishing the newspaper. Be sure to address the Nuclear Arms Race, and the Space Race if possible. You could also talk about technology within specific wars.

Make sure to cite your sources if you use out of class information! Your in class notes do not need to be cited.

Library: The rest of class was spent on the computers. Please work hard on this, to be able to turn it in next class! This is your final really big assignment of the year - do not neglect to do it! Make sure to ask me in the comments or with an email if you need help!
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