City Web Site Planning

https://jhseconomics.blogspot.com/2017/11/city-web-site-planning.html

http://jhseconomics.blogspot.com/2017/04/making-difference-jellico-area.html

Extra Credit: Story Corps: The Great Thanksgiving Listen

Your extra-credit homework assignment is to interview someone -- a grandparent, an elder in your community, someone who has been through a harrowing experience (war, natural disaster, plane crash, racial tension, immigrating to America, etc.), someone who has worked a job which may not exist in the near future (coal mining, living in a house without electric or plumbing, etc.). You can download an app on your phone or laptop or use a recorder or video camera to conduct an interview.

Here's a TED Talk discussing the StoryCorps project: https://www.ted.com/talks/dave_isay_everyone_around_you_has_a_story_the_world_needs_to_hear?language=en 

Please check out StoryCorps: https://storycorps.org/

Note: If you don't have a phone that allows you to download the StoryCorps app, you can do this old school with a recorder or video camera.

Come up with some great open-ended questions that allows the person you are interviewing to talk about things -- and make sure you are listening to the answers, not just moving them from question to question.  For example, asking them "How old were you when you got married?" is going to get a response like, "24" -- while a question like, "Tell me about the day you got married." might bring on a 5 minute story about things that were memorable and important to the person you are talking with.

Some open-ended question examples might include (depending on the person you are interviewing):

• Can you tell me a little bit about your childhood?  What were you like as a child?
• Do you know the story of why and how our ancestors came to this country?
• Who were your grandparents?  Do you have any memories of them?  What kind of work did they do?
• Can you tell me about your grandparents?  Your great-grandparents?  (This can be especially valuable to you if you happen to be interviewing a great-grandparent)
• Tell me a favorite memory of me.
• Can you tell me about one of the most difficult moments in your life?
• Can you tell me one or two people who have been kindest to you in your life?  What if they were here, what would you say to them?
• Can you tell me about one or two people who have been the biggest influences in your life?
• Tell me about a teacher or other adult that has had a big impact on your life when you were growing up.
• Can you tell me one of your happiest memories?
• What are you proudest of -- both personally and professionally -- in your life?
• Can you tell me about some of the most important lessons you've learned in life?
• Can you tell me about a historic event that had an impact on your life?  What are your most vivid memories of that event?  How did it make you feel?  (Topics might include: World War II, the Holocaust, the Korean War, the civil right movement, the assassination of President John F. Kennedy, the March on Washington, 9/11, etc.)
• What are your hopes for me, and someday, for my children?
• If you knew this was going to be our last conversation, is there anything you've never told me that you want to share with me now?  Is there anything you want to ask me that you have never asked me before?
• How has your life been different than how you imagined it would be when you were young.  Do you have any regrets?
• Thinking about your family many generations from now, and knowing that they may hear this recording, is there anything you want to say to them?  Any wisdom or advice you would like to share?
• How would you like to be remembered?

At the end of the interview, take a few moments to tell your partner what they mean to you.

Here's an example of a self-interview.  Mostly it's one soldiers story about one experience in Iraq.

Join Our Group!
https://archive.storycorps.org/communities/jellico-high-school/

Movie: All Quiet on the Western Front

Focus Activity: What are the general characteristics of your parents’ generation or grandparents’ generation?  How would you describe your own generation?

Journal Writing:  Take 10 minutes to free-write about your impression of the older generation and younger generation.  In general, do you respect the opinions of persons older than you?  Do you think older people have the same values or perspectives that younger people do?  Do you think all young people have the same values and points of view?  Explain.

ALL QUIET ON THE WESTERN FRONT
(Download the Worksheet Here)

1. What is the title of this film? When was it made? Who wrote the original novel?
2. Why did the students join the Army?
3. What role did the mailman (Himmelstoess) have? Was he particularly mean to these recruits? Give an example.
4. How were conditions at the Western Front different from their expectations in training camp
5. What was the impact of the shelling on the new recruits?
6. What happened after the bombardment?
7. In the attack, what did the machine gun do to the glory of war and individual heroism?
8. How many of the company died in this first battle? How do you know? Why were they able to eat so well finally?
9. Who did they blame for this war? Who did they omit in their list of potential villains?
10. What happened to Kemmerich's boots? How did the doctors' react to Kemmerich's plight?
11. How was Sgt. Himmelstoess received when he arrived at the front?
12. What was the pattern of a battle? What preceded the attack? What followed it?
13. What happened to Paul Baumer when he found himself in a shellhole in No Man's Land with the French soldier?
14. Why did the French girls - ostensibly the enemy - accept the German soldiers?
15. After four years of war, how has the German homefront been affected? Were there still the parades, crowded streets, and joyous sounds of going off to war?
16. What were the attitudes of the men in the beer hall? Were they willing to listen to what Paul had to say?
17. How does Paul Baumer confront his former teacher? How do the young students react to his vision of the war?
18. How has the company changed during Paul's absence?
19. What is ironic about Kat's and Paul's deaths? [Note: The war ended on November 11, 1918.]
20. Describe the attitude of this movie towards World War I and all wars.
21. What is the significance of the title of the movie All Quiet on the Western Front.
22. Where was the Western Front?
23. Why does Paul Baumer feel betrayed by the adults in his life?
24. Which advancements in science and technology during World War I were depicted in the battle scenes in All Quiet on the Western Front?
25. Why does Paul Baumer feel separate and different from his family and the people in his town when he goes home to visit?
26. Are there any heroes in All Quiet on the Western Front? What is the nature of their heroism? Are there any villains in the novel? What makes them villainous?
27. Hitler banned the book All Quiet on the Western Front at the beginning of World War II and had copies of the novel burned.  Is there ever any good reason for censorship of antiwar material? Why or why not?
28. Was Remarque (the author of the book the movie was based on) making a statement with the ironic way he kills off some characters — veteran soldiers who survive many terrible fights but end up dying anyway when they aren’t in battle?  Why?
29. World War I was known as a “total war” because it involved the efforts of many civilians in addition to the military. Today, however, warfare can be drastically different. How would All Quiet on the Western Front be different if it were told from the perspective of a modern day American soldier during, say, the war in the Persian Gulf? What events would be different? What ideas and issues might change.

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Worksheet for reading the novel:
https://drive.google.com/file/d/0Bwhy5BkICGK1YmF3NUhIekNyXzQ/view?usp=sharing

As you watch the movie, "All Quiet on the Western Front", answer the questions on your handout and complete a "cluster diagram (see below) of the sights, sounds, smells, and feelings you see portrayed.  Sights and sounds are easier, and feelings can be implied... but smells will probably be the most difficult to imagine.

10.2: The Home Front

Assignment:  All of these should be answered in complete sentences and in your own words.

• How did the United States ready its military, economy, and people for war?
• Compare and contrast the reasons some Americans did not support the war.
• How did the war provide new opportunities for women, African Americans, and Mexican Americans?
• Geography and History (p.298): How did World War I contribute to the prosperity and labor shortage that caused migration?
• What Are the Limits of Free Speech? (p.300)
• In one solid paragraph, summarize what was happening on "The Home Front" during this time and why it is significant.

Terms and People:  For each item below, write a sentence explaining how it affected the American home front during World War I.

• Selective Service Act
• Bernard Baruch
• CPI
• George Creel
• conscientious objector
• Espionage Act
• Great Migration

Extra Credit: Tree Decorations

I've been considering putting up a holiday tree, but I want to make it history-focused.  I will give extra credit for someone making a history-based tree ornament.

I have "doll pins" in limited quantity (30) for students to make historical figures (Presidents, civil rights leaders, etc.) but the ornaments don't have to be made of doll pins -- or even be a specific person.

10.1: From Neutrality to War

From Neutrality to War: Chapter 10.1

Answer each question using complete sentences!

• How did nationalism and militarism both work to push Europe toward war?
• Why did both sides embrace trench warfare as a strategy to win the war?
• Why did President Wilson fear that the war would set Americans against one another?
• What German actions led the United States to enter World War I?
• In one solid paragraph, explain how World War I got started.

Terms and People
For each item below, write a sentence explaining its significane to the outbreak and course of World War I:

• militarism
• Francis Ferdinand
• William II
• casualty
• U-boat
• Lusitania

The Causes of World War I

 

Triple Alliance:

• Germany
• Italy
• Austria-Hungary (Austro-Hungarian Empire)

Triple Entente: 

• France
• Russia
• Britain

The Panama Canal: Video & Note Taking

Today we will be watching a documentary about the Panama Canal.  I want you to take notes on the Canal [I recommend the Cornell Notes style] to answer the questions on the worksheet afterward.  I will be collecting both your notes and the worksheets [2 separate assignments].

Modern Marvels: The Panama Canal

Modern Marvels S01E03 - The Panama Canal by daniel-dusenberg     This isn't a great copy (I will show the DVD in class) but if you need it at home, it's available.

You can download the PDF worksheet here: https://drive.google.com/file/d/0Bwhy5BkICGK1V0EzbkEtTVFPb0k/edit?usp=sharing

Next, do the Document Based Assessment on page 279:  #1 - 4

9.2: The Spanish American War

Assignment:

• Terms and People (p.256):
• William Randolph Hearst
• Yellow Press
• George Dewey
• Rough Riders
• Treaty of Paris
• Note Taking (p.256): Note the causes, key events, and effects of the Spanish American War.
• Checkpoint (p.258): Why did Americans object to Spanish actions in Cuba?
• Thinking Critically (p.259): 
• What were the goals of the Yellow Press?
• Does yellow journalism exist today?  Explain.
• Checkpoint (p.261): How did the Rough Riders and African American cavalry units contribute to the war effort?
• Section 2 Assessment (p.262):  #2, 4, 5 & 6

Another controversial view is that the United States (and other countries) commit "False Flag Attacks".
Another example of this view is here:

9.1: The Roots of Imperialism

Assignments:

• Terms and People (p.250): 
• Imperialism
• Social Darwinism
• Matthew Perry
• Queen Liliuokalani
• NoteTaking (p.250): First Steps to World Power
• Checkpoint (p.252): What factors influenced Americans to play a more active role in the world?
• Map Skills (p.253): #2 & 3
• Checkpoint (p.253): Why did journalists criticize Seward for his purchase of Alaska?
• Territorial Expansion of the United States (p.254): #1 & 2
• Section 1 Assessment (p.255): #2, 4, 5 & 6
• In a paragraph, discuss how business owners led to the annexation of Hawaii.
• In a strong paragraph (like an introductory paragraph to a larger essay), discuss American Imperialism based on the video clips to follow: 

Hip Hughes History: U.S. Imperialism Explained 

American Imperialism: Crash Course History

Lili'ukokalani - Hawaii's Last Queen

America: The Story of Us (Beginning: Seeds of Change)

More about the 20th Century below:

8.4: Roosevelt's Square Deal

Review:

• How did the 19th Amendment come to be?
• How many states were needed to ratify the 19th Amendment?
• What were the differences between WEB DuBois and Booker T. Washington?
• Who was Homer Plessy?  Why was his decision significant?
• When homesteaders set up on the plains, how were they able to build houses without forests?
• What was Emma Lazarus' "The New Colossus" about?

Chapter 8.4: Roosevelt's Square Deal

• Page 235: Analyze Visuals
  
1. Look at the image of Roosevelt's dinner with Washington.  Why would the artist have placed a painting of Abraham Lincoln in the background?
2. Using the information in these visuals, make one generalization about Theodore Roosevelt as President.
• Page 237: Map Skills
• What region of the country has the greatest area of conservation lands?  Why do you think this is so?
• Section 4 Assessment (p.239): Terms and #4 & 6
• Create a Venn Diagram like the one below charting the similarities and differences between Theodore Roosevelt and William Taft.

  

  

 

The Men Who Built America: Episode 7: Taking the White House

THE MEN WHO BUILT AMERICA:  Episode 7:  Taking the White House

1. The gap between what two groups has grown greater than at any other time?
2. Who was the target of Williams Jennings Bryan?
3. Who did the “Titans” choose to support?
4. How much money do Rockefeller, Carnegie, and Morgan give to the presidential election?
5. What does Bryan do to campaign that had not been done before?
6. What percentage of the voters went to the polls in the election of 1896?
7. Who wins the election?
8. How does Rockefeller plan to defeat Carnegie?
9. What happens to Carnegie steel sales?
10. What deal do Carnegie and Rockefeller make? Who do you think gets the better deal and why?
11. What becomes J.P. Morgan’s new ambition?
12. Who does Morgan meet with instead of dealing directly with Carnegie?
13. What is Carnegie’s new ambition?
14. How much money does Carnegie end up with in terms of today’s money?
15. What does J.P. Morgan call his new company?
16. What new politician’s attention is captured by Rockefeller, Morgan, and Carnegie?
17. How do Rockefeller and Morgan make Roosevelt irrelevant in the political world?
18. How does their plan backfire?
19. Why did Roosevelt feel that he was more important than Rockefeller or Morgan?
20. What does Roosevelt do to Morgan’s railroad company?
21. Which organization withstood the government the longest? 

(Download Handout)

8.3: The Struggle Against Discrimination / WEB DuBois v. Booker T. Washington

Chapter 8.3: The Struggle Against Discrimination

Learning Objectives:  

1. Analyze Progressives' attitudes toward minority rights.
2. Explain why African Americans organized.
3. Examine the strategies used by members of other minority groups to defend their rights.

Standards (pp. TN34-TN42):

• US11 Using textual evidence, compare and contrast the ideas and philosophies of Booker T. Washington and W.E.B. Dubois.
• US16 Citing textual evidence as appropriate, explain the significant roles played by muckrakers and progressive idealists, including Robert La Follette, Theodore Roosevelt, Ida Tarbell, Lincoln Steffens, and Upton Sinclair.
• US18 Describe the movement to achieve suffrage for women, including its leaders, the activities of suffragettes, the passage of the 19th Amendment, and the role of Tennessee in the suffrage effort (Anne Dallas Dudley, Harry Burn, Josephine Pearson, “Perfect 36”).
• US19 Analyze the significant progressive achievements during the administration of Theodore Roosevelt including the Square Deal, “trust-busting,” the passage of the Pure Food and Drug Act, the Meat Inspection Act, and support for conservation.

8.3 Assignment:

• Page 229: How should we respond to discrimination?
1. How did the views of Washington and Du Bois about the nature of civil rights differ?
2. How do these leaders' opinions reflect the era in which they lived?  Would leaders today make similar arguments?  Explain.
• Section 3 Assessment (p.232): #4 & 6

Read the handout: BT Washington & WEB DuBois DBQ (download here) and answer the questions:

1. Do you consider equal participation in society’s institutions a right or a privilege?
2. Which strategy, Washington or DuBois, would garner the most success? In the late 1890s? Today?
3. To what extent have the five demands of DuBois been achieved by 2015?

Create a Venn Diagram:  Compare & Contrast the Ideas of Washington & DuBois