MAP QUIZ

Last week I had you label maps to prepare for the quiz this week.  Today we will have our map quiz.  Please clear your desks of everything except your map.  There is to be no talking or sharing information during this quiz.  When finished, bring me your quiz and wait at your desk for everybody to be finished.

Return Text Books

Instructions for returning your text book:

• Bring your history book up to the Mr. Griffith.
• Wait for Mr. Griffith to verify that your number is correct and checks off your name.

-------- When you received your text book, this was the instructions --------

Instructions for getting your text book:

• Pick up a history book from the front of the classroom (without a number on the side)
• On the inside front cover you will find a number that begins 1 4 _ _.
• Sign your name on the line next to the appropriate number on the check-out sheet.
• Open the inside cover of the textbook again and neatly write [in ink]
• Your name on the first line where it says "Issued To".
• In the "Year Used" line, write "15-16".
• Look through the book for writing, tears, and other damage.  Make a note of that.
• In the "Issued" box (under "Condition") write, "New" or "Good" (depending).
• Remember, you are responsible for the safety and condition of your textbook.

Movie: It's a Wonderful Life

"It's a Wonderful Life" is a movie that was released almost 70 years ago -- in 1946.  It's about an angel who helps a compassionate but despairingly frustrated businessman by showing what life would have been like if he never existed.

At this time of year I show this movie for several reasons:

1. It's a good study of someone who has dreams of what they want to do but situations in life move them in another direction.
2. It's a good example of how finance in a savings and loan situation works.
3. It showcases the early part of the 20th Century in a small town, including:
1. How a small town can get caught up in a national crisis.
2. The banking crisis and a "run" on a bank.
3. It does a good job of showing how our great grandparents (and great-great grandparents) weren't really so different from us. Whether we [or they] are willing to admit it or not.
4. It shows how a good, intelligent, hard-working person can still suffer from depression.
5. It reminds us that we don't always know the difference we are making in others' lives.

There aren't a lot of requirements for this movie other than paying attention and completing a simple worksheet for the first and second halves of the movie.  If you would like another copy of the worksheet, you can download it. (Here)

I'll be showing it in class, but here's an online version that you can watch:

And now you know where this meme came from:

Make-Up Work, Study for EOC, and Map Worksheet

Today we will pass out grade sheets and discuss EOC's.  We will also do some review for the EOC exams and work on a map worksheet.

On your map, locate and label:

Morocco Algeria Tunisia Libya Egypt Saudi Arabia Yemen Oman United Arab Emirates (UAE) Israel Jordan Syria Iraq Iran Afghanistan Pakistan India Turkey Georgia

Azerbaijan Russia Turkmenistan Uzbekistan Kyrgyzstan Greece Ukraine Spain Portugal Mali Niger Chad Sudan Nigeria Arabian Sea Black Sea Red Sea Persian Gulf Mediterranean Sea

Practice EOC Exam

Today we will be taking a practice EOC Exam for U.S. History. There are 30 questions. You don't have to use a #2 pencil, but please mark your answers clearly. Please do your best on this test, because your score will be for points -- although I will grade on a curve.

We may need to begin by NEATLY numbering the questions before we receive the answer sheet.  The first 28 are one question per page.  Question 29 has a photo taken in Great Britain in 1941.  Question 30 is about Booker T. Washington and W.E.B. DuBois.  Skip the writing assignment (Question 31).

Veteran's Day

Journal Write: Historical Figure To-Do List

Journal Write: Historical Figure To-Do List

(10 minutes)

Journal Write: 5 Merit Badges

Journal Write: 5 Merit Badges

(10 minutes)

Journal Write: Inventions Improving Humanity

Journal Write: Inventions Improving Humanity

(8 minutes)

Journal Write: New Civil War

Journal Write: New Civil War

(10 minutes)

Journal Write: Personal Assistant

Journal Write: Personal Assistant

(7 minutes)

Journal Write: Living 2000 Years Ago

Journal Write: Living 2000 Years Ago

(7 minutes)

Journal Write: How Modern Things Work

Journal Write: How Modern Things Work

(10 minutes)

Journal Write: The Greatness of Humanity

Journal Write: The Greatness of Humanity

(10 minutes)

Journal Write: People of Other Faiths

Journal Write: People of Other Faiths

(10 minutes)

Journal Write: A New Continent

Journal Write: A New Continent

(10 minutes)

Journal Write: What If Basic Needs Are Met?

Journal Write: What If Basic Needs Are Met?

(10 minutes)

Journal Write: Modern Pangaea

Journal Write: Modern Pangaea

(10 minutes)

Young Politicians of America

Mr. Miles and Mr. Griffith will be starting a "Young Politicians of America" club at Jellico High School.  We will have regular meetings, discussions, debates, etc.  We want to build political awareness and encourage involvement in community issues and political discourse.

YPA is a nationwide, nonpartisan, 501(c)3 nonprofit organization dedicated to creating youth political awareness through community service.

http://ypa.org/home.php

The "About YPA" page says:

The Young Politicians of America is a service-learning movement composed of young Americans aged 14-22 working together to revive political discourse and awareness by establishing nonpartisan civic clubs in high schools and colleges. We deliver our services and spread our mission through our innovative Service-Chapter program. YPA also operates a networking group for graduates.

Driving this movement is a national 501(c)(3) nonprofit organization that has provided support, resources, and direction to YPA clubs since 1998. Over 2,500 members hail from all 50 United States and more than a dozen countries.

Q: Why are you called the Young Politicians of America?A: We understand that “politician” is a loaded term in today's political climate, and this is precisely why we chose to incorporate “politician” into our name. It is crucial for young Americans to realize the scope of their future responsibilities. By considering themselves politicians today, the leaders of tomorrow will be guided by the formative virtues our program emphasizes—hopefully restoring nobility and idealism to the political profession.

Our “Young Politicians” practice politics in a nonpartisan setting of issue-related community service and relevant discussions/debates. They are expected to see themselves as public servants in their own communities, and to realize the effects of their own actions on their neighbors—their “constituents.”

Q: What is a Service-Chapter? What activities do they perform?

A: YPA Service-Chapters (also called Clubs) are established in high schools and colleges across America—ranging in size from fifteen students to fifty students. These YPA Service-Chapters combine community service projects and politically relevant discussions to understand the importance of government.

Service-Chapters meet weekly on campus and, together, show that the problems community service aims to answer are the same problems government seeks to solve. Too many young Americans have lost focus on the importance of government as a vehicle for change by instead solely concentrating on community service to make a difference. YPA Service-Chapters uniquely build upon existing enthusiasm for community service to shine light on the political context and consequences of students' actions.

Every Service-Chapter registered with the YPA organization must:

• Meet weekly on campus to discuss political issues of the day, prepare for their community service projects, plan for debates and panel discussions, or organize fundraising.
• Monthly, complete at least one service-learning activity in their community. Example activities are highlighted below.
• At the end of every month Service-Chapters must report to the national YPA organization, summarizing their meetings/service activities and also grading themselves on a sliding scale. Teacher Advisors certify reports to ensure accountability and authenticity.

As mentioned above, Service-Chapter members must satisfy a monthly service-learning requirement and then relate their experience to government at the local, state, or national level. Example activities include (but are not limited to):

• Volunteering at a local Senior Center segues into a discussion on Medicare.
• A Creek Cleanup followed by a debate on environmental policy, the EPA, pollution regulations, and even fuel efficiency standards for SUVs.
• Visiting a Veteran's Home lends light to the practices of the Department of Veterans Affairs and also touches on foreign policy decisions.

Chapter 19: Reassigned

Instead of doing all of Chapter 19, I would like to focus on the following sections/questions:

• 
  

Write a Historical Fiction Short Story

Your homework from Friday was:

• HOMEWORK: Write a short story including World War II history.  The type of story is up to you, but it should take place during the time we have been studying.  You could write a science fiction story (time travel, for example) or a story about a Jewish person living in Nazi Germany or Poland or a story about a Japanese American being put into a camp or a story about the wife of an American soldier being alone in America -- or anything else that connects your characters to history.  Write neatly so I can read your story.

Now that you have had a weekend to think about the story -- or maybe you have written your draft -- it's time to build upon your story.

To get into the mode of historical fiction, think about it like this:  You are entering a time machine to go and witness history during the era you have chosen. Close your eyes. Step into the time machine and listen to the machine's whirring hum as you are transported through space and time, back, back, to the most fascinating place you can imagine! This place and time has intrigued you...and there you are! You climb carefully out of the time machine. You look around. Whom and what do you see? What do you hear? What are people doing? What confuses you about your new surroundings? Remember as many details as you can, so that you can share your observations in a story about that time in history.

• Characters:All characters must behave in realistic ways.
• Problem:The characters are involved in a dilemma that is realistic for that period.
• Description:Places and events are vividly described.
• Setting:The setting is a definite time in history and a very real place.
• Plot:Real events are mixed with fictional happenings. The plot makes sense and ends with a logical solution.
• Dialogue:The characters' words reflect what people knew and thought about in those times.

Could you write a story about trying to change history?  A story about what it's like to be a child living during that time?  An alternative history where something changes the outcome [good or bad] such as Abraham Lincoln being saved, the South inventing better weapons to win the war, Germany developing the bomb first, etc.?  Maybe it's a love story or a drama about someone losing a family member?

• Today you will brainstorm and outline your story [or build upon what you already have]
• Rework your story to incorporate historical events from your text book
• Write out your story.  
• When it's finished, have a classmate read your story and write some notes/suggestions on your paper -- then have them sign next to their suggestions.  
• Students who leave feedback on a classmates paper [if I can read their signature] will receive Extra Credit.  
• If you get feedback from TWO of your classmates [or more], then YOU will get extra credit as well.
• Your homework is to take home your story and feedback/suggestions, and neatly rewrite your story.  [Make sure you attach your original with classmate feedback tomorrow!]

Be creative and start with some brainstorming.  I suggest using a Story Arc.

Another way of looking at it:

Peer Review Day: Short Stories About Immigration

Today you will share your stories with classmates [if you choose to].  When finished, you can begin the process of rewriting your story if there are changes you want to make.

Remember that it's your story, so you don't have to make any changes at all, but if someone suggested spelling corrections or grammar adjustments,  I would recommend at least considering those changes.

For those of you who are artists, you can earn extra credit by illustrating your story.

7.1: Segregation and Social Tensions

Cornell Notes: The Emergence of Modern America: The Gilded Age

• While watching the video, take Cornell Notes on the movie.

Open your texts to page 184 (Chapter 7: Lesson 1):

• Terms and People
• Checkpoint (p.188): How did Chinese immigrants use the court system to protest discrimination?
• Checkpoint (p.189): Why did Mexican Americans lose rights to their land?
• Thinking Critically (p.189): #1 & 2
• Transfer Activities (p.190): #1 & 2
• Critical Thinking (p.191): # 4, 5 & 6
• Homework: Summarize the sections called "African Americans Lose Freedoms" and "African Americans Oppose Injustices" in a 5 paragraph essay.  Include Jim Crow laws.

Plessy and the Era of Jim Crow