Unit 2, the melting pot

Activity Outline ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Unit 2 ,[object Object],[object Object]

Session 1: Activity:2 The Melting Pot ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],C – Match the picture with an ethnical race of the previous exercise ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 1: Activity 2: The Discovery of America ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 1: Activity 3: The Mayflower ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 1: Activity 3: The Mayflower ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 2: Activity 1: England used to rule the colonies before the year 1776 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 2: Activity 2: The Boston Massacre ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Running Dictation: One of the first steps towards the war of independence was the Boston Massacre. Now, cooperate with your partner and try to be the first one to complete the text. Samuel Adams used this “Boston Massacre” to change American opinion against the British. He wrote a letter which described the happening as a crazy attack on a peaceful group of citizens. He sent copies of the letter to all the colonies. He asked a silversmith to make a dramatic picture of the “Massacre”. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 2: Activity 3: Thomas Jefferson ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Thomas Jefferson was born in 1743 in Virginia. He was the third President of the United States (1801–1809), the principal author of the Declaration of Independence, which was written on July 4 (1776), and one of the most influential Founding Fathers of the nation for his promotion of the ideals of Republicanism in the United States. Major events during his presidency include the Louisiana Purchase (1803) and the Lewis and Clark Expedition (1804–1806). ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 3: Activity 1: A day in a plantation A - Look at the timetable of this slave and make sentences telling what he did on the plantations B – Now make the questions to the sentences of the previous exercise . 5:30 am: Get up 5:45 am: Eat some wheat 6:00 am: Go to the plantation 6:15 am: Seed the tobacco for next season 13:00 pm: Have lunch 13:15 pm: Collect the cotton 19:00: pm: Go back to the cabin 20:00 pm: Eat cereals 21: 00 pm: Sing and dance songs of freedom Solomon Northrop, a former enslaved African, described life on the cotton fields in Louisiana: ‘there is no such thing as rest, the hands are required to be in the cotton fields as soon as it is light in the morning, and with the exception of ten or fifteen minutes, which is given for break, they are not permitted to be a moment idle until it is dark to see’ . Timing : 15 mns - Addressee : IW Skills : W Contents : Making questions and affirmative sentences in the Simple Past Values Education : Moral and Civic Education ID links : History Contribution to key competencies: Interpersonal, Intercultural and Social Competence Aims : To revise the use of the Simple Past Procedure : Students read the chart with the timetable and have to make questions and answers Material : Handouts

Session 3: Activity 2: The Underground Railroad and Harriet Tubman ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Harriet Tubman __(be born) in 1n1849 and __ (grow up) in Maryland Where she__ (work) as a slave before she__ (can) escape to Philadelphia. She__ (be) an Abolitionist and during the years of the Civil War, she __(work) as a spy for the Union army. She __(make) thirteen missions to rescue over three hundred slaves using the network of antislavery activists and safe houses known as the Underground Railroad. She also __(fight) for women’s suffrage.

Session 3: Activity 3: The Civil War ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],A - Reorder the paragraph about the American Civil War On March 22 the Northern army conquered the city of Savannah and from there they marched through the Carolinas and reached Richmond, the capital of the Confederation. Captain Grant conquered the city and the war was put to an end. The war put an end to slavery, and it decided that the United States was one nation, whose parts could no be divided. In both, men and material resources the North was stronger than the South. However, the early North’s defeats in Virginia discouraged its supporters. But in June 1863, the Union defeated the Southern forces in the Gettysburg battle, which was the biggest ever fought in the United States ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 3: Activity 4: The Civil War ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 4: Activity 1: What were they doing? ,[object Object],They/hunt/a buffalo Grand Chief/tell/ a story The Sioux warrior/ride/his horse The Iroquois/dance/the ghost dance ,[object Object],[object Object],[object Object],[object Object],[object Object]

Session 4: Activity 2: Who was the Murderer? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 4: Activity 3: Sheriff and Murderer ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Unit 2 ,[object Object],[object Object],[object Object],[object Object]

Session 5: Treasure Hunt: The Nation of All Nations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 5: Treasure Hunt: The Nation of All Nations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Immigration to the USA Links: - Internet Modern History Sourcebook: US Immigration - Family Search - Ancestry. com -Genealogy and Family History Records - Ellis Island - The National Park Service - Living Conditions for Immigrants - The American Immigration Homepage

Session 6: Activity 1: The Great War ,[object Object],B – Rewrite the sentences. Use the comparative and superlative form of the adjectives. 1 – Both American and German armies were big, but the American army was (busy). 2 – The Italian were such a disorganized army! They were (disorganized) army during the war. 3 – Allies and German had good submarines, but the allies submarines were (good) 4 – All wars are horrible, but this one was (horrible) ,[object Object],[object Object],[object Object],[object Object],[object Object],Big funny Good Bad Irregular adjectives beautiful Long Adjectives nice Older than old Short Adjectives Comparative Base Form Big funny Good Bad Irregular adjectives beautiful Long Adjectives nice The Oldest old Short Adjectives Superlative Base Form

Session 6: Activity 2: World War II ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],In 1939/ Hitler/ Invade/ Poland France and Great Britain/ declare war/on Germany During the war/ the German/ take/ Jews/ to concentration camps/ like Auswitch In 1941/ Japanese warplanes/ launch/ an attack/ on US Navy on Pearl Harbor ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 6: Activity 3: Hiroshima and Nagasaki ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 6: Activity 4: The Atomic Bombings of Hiroshima and Nagasaki ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The bombs killed as many as 140,000 people in Hiroshima and 80,000 in Nagasaki by the end of 1945,roughly half on the days of the bombings. Since then, thousands more have died from injuries or illness attributed to exposure to radiation released by the bombs. In both cities, the overwhelming majority of the dead were civilians.

Session 6: Activity 4 : The Atomic Bombings of Hiroshima and Nagasaki ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 7: Activity 1: Pronunciation of regular verbs ending ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],/id/ /d/

Session 7: Activity 2: African Americans ,[object Object],African Americans were allowed to vote in 1867. Some whites organized terrorist groups to make black people slaves again. During the first half of the twentieth century black people had to be separated from whites in schools, theaters, restaurants, public buses, etc. Martin Luther King supported the Black movement in search of social equality. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 7: Activity 2: Rosa Parks ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 7: Activity 3: Racial Equality ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 8: Activity 1: Protest Songs ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Session 8: Activity 2: Blowing in the Wind ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Manu Chao: Clandestino Me dicen el clandestino Por no llevar papel Pa' una ciudad del norte Yo me fui a trabajar Mi vida la dejé Entre Ceuta y Gibraltar Soy una raya en el mar Fantasma en la ciudad Mi vida va prohibida Dice la autoridad Solo voy con mi pena Sola va mi condena Correr es mi destino Por no llevar papel Perdido en el corazón De la grande Babylon Me dicen el clandestino Yo soy el quiebra ley Mano Negra clandestina Peruano clandestino Africano clandestino

Session 8: Activity 2: Blowing in the Wind ,[object Object],B – Now, Read the song by Manu Chao. What do you think is the problem he is talking about? C – Both songs have many things in common even though one of them was written in the 60s and the other in the 90s. Find the lines in both songs in which we can find those similarities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Equality Violence

Session 8: Activity 3: Speak Up ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Unit 2, the melting pot

Recommended

Recommended

More Related Content

What's hot

What's hot (15)

Similar to Unit 2, the melting pot

Similar to Unit 2, the melting pot (20)

Unit 2, the melting pot