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The document discusses how the Zimmermann Telegram was a major factor in drawing the United States into World War 1. It was a secret message from Germany to Mexico proposing an alliance against the U.S. if America entered the war. This inflamed American public opinion and helped push the U.S. to join the allies in 1917. Students will learn about the encrypted telegram by reading materials and watching videos that explain its contents and impact. They will then answer questions to evaluate their understanding of how the telegram drew the previously neutral U.S. into the First World War.
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The document outlines an ASSURE lesson plan for a 10th grade history class on American involvement in World War I. It involves using various digital media like a PowerPoint poster, Voki, social media posts, and QR codes to teach students about American attitudes before entering the war, reasons for entering, and how the war ended. Students will take notes during the lesson and participate in a closing discussion about American entry into the war. There is no formal evaluation but the discussion will allow students to share their opinions.
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The document outlines an ASSURE lesson plan for a 10th grade history class on American involvement in World War I. It involves using various digital materials like a poster, Voki, Facebook post, Pinterest board, and QR code to teach about American attitudes before entering the war, reasons for entering, and how the war ended. Students will take notes during the lesson and participate in a closing discussion about American entry into the war. The goal is for students to understand America's role in the war with 90% accuracy after this lesson.
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This document outlines a lesson plan for a 10th grade history class about American involvement in World War I. The lesson will use various digital materials like a PowerPoint poster, Voki video, social media posts, and a QR link. Students will learn about American attitudes before entering the war, reasons for entering, and how the war ended. They will participate through discussion and a 3 question pop quiz to evaluate learning. The goal is for students to explain America's role in the war with 90% accuracy.
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Pic analysis[1]
The document summarizes and analyzes three historical photographs from different time periods and locations:
1) A photograph from 1940s Germany showing school children saluting in a way that suggests they want to be Nazi soldiers.
2) A photograph of American soldiers from the Vietnam War posing together in uniforms, appearing happy.
3) A photograph from the 1920s prohibition era showing officials dumping out a large quantity of alcohol.
Pic analysis[1]
The document summarizes and analyzes three historical photographs from different time periods and locations:
1) A photograph from 1940s Germany showing school children saluting in a way that suggests they want to be Nazi soldiers.
2) A photograph of American soldiers from the Vietnam War posing together in uniforms, appearing happy.
3) A photograph from the 1920s prohibition era showing officials dumping out a large quantity of alcohol.
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The document summarizes and analyzes three historical photographs from different time periods and locations:
1) A photograph from 1940s Germany showing school children saluting in support of becoming Nazi soldiers.
2) An image of happy American soldiers posing together in Vietnam War-era uniforms and weapons.
3) A prohibition-era photo depicting officials dumping alcohol that was confiscated, likely from smugglers.
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The document discusses 3 different historical photographs, analyzing the people, situations, and messages depicted in each. For the first photo, it suggests German children riding bikes and saluting, showing loyalty to their cause. The second shows American soldiers posing for a photo during wartime to reassure families. The third depicts workers happily pouring out liquid, likely alcohol, in an American town.
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2) Young American soldiers in Vietnam, reflecting the harsh realities of war.
3) Workers pouring liquid, likely reflecting the economic crisis of the Great Depression.
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The document summarizes and analyzes three historical photographs from different time periods and locations:
1) A photograph from 1940s Germany showing school children saluting in a way that suggests they want to be Nazi soldiers.
2) A photograph of American soldiers from the Vietnam War posing together in uniforms, appearing happy.
3) A photograph from the 1920s prohibition era showing officials dumping out a large quantity of alcohol.
Pic analysis[1]
The document summarizes and analyzes three historical photographs from different time periods and locations:
1) A photograph from 1940s Germany showing school children saluting in a way that suggests they want to be Nazi soldiers.
2) A photograph of American soldiers from the Vietnam War posing together in uniforms, appearing happy.
3) A photograph from the 1920s prohibition era showing officials dumping out a large quantity of alcohol.
Pic analysis[1]
The document summarizes and analyzes three historical photographs from different time periods and locations:
1) A photograph from 1940s Germany showing school children saluting in support of becoming Nazi soldiers.
2) An image of happy American soldiers posing together in Vietnam War-era uniforms and weapons.
3) A prohibition-era photo depicting officials dumping alcohol that was confiscated, likely from smugglers.
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This document provides guidance on forming WH-questions to ask about subjects, objects, complements, or other elements of a sentence. It explains that WH-questions are formed by omitting the element being asked about and using an appropriate question word or phrase followed by a helping verb and the main verb. Examples are provided of questions asking about subjects, objects, complements, time, place, manner and other details. Guidance is also given on selecting the correct helping verb based on the tense.
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The document discusses 3 different historical photographs, analyzing the people, situations, and messages depicted in each. For the first photo, it suggests German children riding bikes and saluting, showing loyalty to their cause. The second shows American soldiers posing for a photo during wartime to reassure families. The third depicts workers happily pouring out liquid, likely alcohol, in an American town.
Pic analysis
1) The first photograph shows four boys saluting Hitler while riding bicycles on a dirt road in Germany, suggesting they were unaware of Hitler's actions.
2) The second photo depicts a group of smiling military men posing for a picture, conveying the brotherhood experienced during wartime.
3) The third photo shows men happily dumping liquid from containers, likely celebrating the end of prohibition by pouring out alcohol they could now legally purchase.
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The document analyzes and summarizes 3 photographs. For the first photograph of boys on bikes, it infers they are German and Nazi supporters based on the era and salute. For the second of US soldiers, it suggests they are posing during the Vietnam War. The third shows men pouring liquid, believed to be alcohol, and is thought to depict Prohibition. The photographer's messages, historical importance, questions raised, and potential captions are also discussed for each photo.
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This unit plan aims to teach 10th grade students about America's role in World War II. Most students are visual or auditory learners. Over 5 days, students will learn about how America prepared for the war, its entry and impact in both the European and Pacific theaters. They will analyze documents, maps, videos and presentations. Day 1 covers pre-war America and preparation. Day 2 focuses on the war in Europe. Day 3 examines Pearl Harbor and the war with Japan. Day 4 looks at island hopping in the Pacific. Day 5 discusses the atomic bombs dropped on Japan and has student groups debate this. Technology like PowerPoints, videos and maps will enhance instruction.
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The photograph shows a group of German boys around 10-14 years old who appear to be part of a youth group based on their uniforms and coordinated hand gestures. It was likely taken in the 1930s or 1940s during Hitler's reign in Germany, making it historically significant. The photograph raises questions about the purpose of their group and meaning of their hand signal. Further research could provide more context about the photo.
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The document analyzes 3 historical photographs and asks questions to understand their context and significance. Picture 1 shows young Nazi supporters in Germany. Picture 2 portrays happy American soldiers preparing to return home from the Korean or Vietnam War. Picture 3 depicts prohibition supporters in the 1920s pouring out alcohol, likely dominated by upper class males as women are absent. The photographer aimed to convey Nazi popularity among youth, soldiers' enjoyment amid war's pain, and endorsement of prohibition's moral goals. All three photos provide historical insights but raise new questions about events and people depicted.
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The document describes three black and white photographs depicting:
1) German students waving to the photographer, reflecting daily life in Germany.
2) Young American soldiers in Vietnam, reflecting the harsh realities of war.
3) Workers pouring liquid, likely reflecting the economic crisis of the Great Depression.
Pictures
The document analyzes 3 historical photographs - one showing young German boys supporting the Nazi party, another of US soldiers from the Vietnam War, and a third of officials and townspeople pouring alcohol into sewers during Prohibition. It infers details about the subjects and situations depicted based on visual evidence. The purpose is to convey how the photos provide important historical insights, such as Nazi indoctrination of youth, racial integration among soldiers, and public support for banning alcohol.
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This document outlines a 5-day lesson plan for teaching 5th grade students about the American Civil War. The 24 students are a diverse group. Over the course of the week, through videos, readings, activities and a robot, students will learn about America before and after the war, its causes and key events, and be able to describe its effects on the country with 90% accuracy.
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The document outlines a lesson plan for high school history students using the ASSURE method. It involves teaching 10th grade students about the causes of World War I. Students will learn about the four major background causes through a web quest and view images on Pinterest about the assassination of Archduke Franz Ferdinand. The objective is for students to identify the causes and archduke with 90% accuracy. Students will participate by working in groups on the web quest and viewing pins. Their learning will be evaluated through a rubric on the web quest site.
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2. American public opinion began turning against Germany after events like the sinking of the Lusitania in Document 2, showing Americans wanted some action taken against Germany.
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HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
Decision to drop bomb 2
This document provides an overview of the evolution of warfare from ancient times to the modern era. It discusses the concept of total war seen in ancient civilizations, where military action extended beyond soldiers to target civilians. Over time, rules and limitations emerged through concepts like just war theory, which aimed to protect non-combatants. The document then outlines key changes in warfare, such as the distinction between combatants and non-combatants in the 1600s and the rise of large national armies during the Napoleonic Wars that relied on civilian support. It analyzes how warfare has attempted to become more civilized over time.
Greta kennedy lesson
This lesson plan aims to have high school students examine the causes and effects of the Vietnam War through analyzing primary source documents representing different perspectives on the war. Students will break into groups to read documents from the viewpoint of an anti-war protester, pro-war soldier, anti-war soldier, or government official. After discussing in their groups, students will present arguments justifying their stance on whether U.S. involvement in Vietnam was justified. The lesson intends to improve students' analytical thinking and ability to participate in discourse through evaluating historical interpretations of the controversial war.
Civil war begins part 2
The document provides an overview of key learning targets and events to be covered about the American Civil War. It includes 5 learning targets focused on the divisions between northern and southern states, issues of states' rights and slavery, and important figures like Abraham Lincoln, Ulysses S. Grant, and Robert E. Lee. It then outlines 5 key events of the Civil War to be studied: 1) Confederate forces opening fire on Fort Sumter in April 1861, starting the war; 2) Confederates winning the First Battle of Bull Run in July 1861; 3) the battle between the USS Monitor and CSS Virginia in March 1862; 4) Lincoln issuing the Emancipation Proclamation in January 1863; and 5) General Lee surrendering
Digital unit plan template ww1
This digital unit plan focuses on teaching 10th grade world history students about World War 1. The unit goals are to understand how to prevent future human rights violations and genocide, why WWI was called "the war to end all wars", and how propaganda was used. Lessons include lectures, online research, timelines, and presentations. Formative assessments track student understanding, like timelines of key events in the Russian Revolution. The summative assessment is a presentation on human rights violations in WWI. Students will analyze causes of WWI, turning points like trench warfare, and how the Russian Revolution and US entry impacted outcomes.
Webquest
The document provides an assignment for an 11th grade World War II class. It includes 11 sections for students to complete involving reading passages, watching videos, and answering questions to gain understanding of key WWII concepts. The sections cover causes of the war; leaders like Hitler and Churchill; major battles in Europe and the Pacific; concentration camps and the Holocaust; and veteran interviews. The goal is for students to recognize major leaders, events, and experiences of WWII and understand the perspectives of different veterans.
Portfolio toyecanty
This document provides an example student portfolio for an 8th grade computer applications class that covers word processing, spreadsheets, databases, and PowerPoint. The portfolio includes sample student work for each application, including a word-processed essay on the Vietnam War with citations, a spreadsheet, a database for tracking a school fundraising project, and a linked PowerPoint presentation. It also includes questions for students to answer to reflect on their learning and use of each application. Students will create their own portfolios in PowerPoint and upload them to SlideShare.
W I S P Assignment 2 Germany
The document discusses several causes of World War 1 including imperialism, militarism, nationalism, and the assassination of Archduke Franz Ferdinand. It also discusses the political structure and rise of the Nazi party in Germany during the 1920s-1930s period including the impact of the Treaty of Versailles and Hitler's consolidation of power. Finally, it examines reasons for the Holocaust and factors that influenced public support for the Nazis in Germany.
Vietnam War Photo Essay
This photo documents a horrific moment from the Vietnam War in 1972. It shows children, including a naked 9-year-old girl named Phan Thị Kim Phúc, fleeing a napalm attack by South Vietnamese forces that mistakenly targeted civilians. The searing image came to symbolize the human costs and atrocities of the war, fueling anti-war sentiment. It serves as a reminder of how wars can destroy innocent lives and generations.
19 4powerpointpres2011222
The document provides information about activities to teach students about the end of the Vietnam War and the era of the Cold War from 1945-1990. It includes a photo analysis activity on the fall of Saigon, a reading guide on pages 620-627 of the textbook, a "Quiz, Quiz, Trade" activity with vocabulary words, a Frayer model activity on the Weathermen group, a 10 question matching quiz on the chapter, a reflection journal, and an extra credit crossword puzzle. The goals are to have students engage with primary sources, comprehend textbook information, review terms, analyze a radical protest group, assess learning, and reflect on what was learned.
Dup cold war
This unit plan focuses on teaching 9th and 10th grade students about the Cold War. The unit aims to help students understand key questions like who fought in the Cold War, the difference between ideological wars and others, and how the Cold War changed American foreign policy. Students will learn about the collapse of the Soviet Union by doing grouped presentations and station learning. They will also create a flow chart to understand the causes and effects of the Truman Doctrine and Marshall Plan. Additionally, students will make an illustrated timeline of important Cold War events. Assessment will include entry-level questions, a webquest, and a final summative where students create storybooks about different Cold War topics and teach their classmates.
008 Write My Essay Me Example Letter To Friend
The document provides instructions for requesting essay writing help from the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password; 2) Complete a order form with instructions, sources, and deadline; 3) Review writer bids and qualifications and place a deposit; 4) Review the paper and authorize payment if satisfied; 5) Request revisions to ensure satisfaction and receive a refund for plagiarized work.
M5HAhist.docxDirections Your task is to search the internet f.docx
M5HAhist.docx
Directions: Your task is to search the internet for two political cartoons that represent the years of the Great Depression and the New Deal. Once you have selected your two cartoons, copy and paste them into your Word document for this assignment. Please remember that you must cite your source for where you found each cartoon.
Guidelines:
1. Cartoon 1: This political cartoon must be from the 1930s. It should address one or more of the following topics: Difficulty of farmers, Stock market crash, Bank failures, Consumer over-borrowing, Businesses closing.
2. Cartoon 2: This political cartoon must be from the 1940s. It should address one or more of the following topics: Franklin Roosevelt, the New Deal, “Relief, Recovery, Reform,” any of the New Deal programs such as the CCC, TVA, PWA, etc., Court-packing scheme.
Questions to answer:
For each cartoon, you will construct a 300-400 word essay in which you analyze the meaning of the political cartoon. You should address these questions within the context of your essay:
1. Who are the objects and people in the cartoon?
2. Which of the objects are symbols and what do these symbols mean?
3. What is the meaning behind the words and phrases used in the cartoon?
4. What action is taking place in the cartoon?
5. How would you explain the message in the cartoon in your own words?
M5L2ARadio.docx
1920’s Radio
Radio was a major source of news and entertainment during the 1920’s. By 1925, over 2.5 million Americans owned and listed to radios.
Your task for this assignment is to construct a radio news program that details some of the important events of the 1920’s. Your show will be called “Lifestyle of the Roaring ‘20’s.”
You will serve as the host and you will interview a guest of your choice (someone from the time period) and they will answer a series of questions on the following topics (a minimum of 4):
· The impact of the Automobile
· Prohibition
· Organized crime
· Fundamentalism and the Scopes “Monkey” trial
· Flappers
· Education
· Sports
· Entertainment
· And the Harlem Renaissance
This assignment can be submitted in transcript form or can actually be performed and recorded.
If you would like to record this as an “actual” radio show, please follow the directions below
1. Go to http://vocaroo.com/
2. Make your recording
3. Save the link
4. Submit into the text box
M5L4MAHist.docx
Lesson 4 Mastery Assignment
Throughout this lesson you learned about the way FDR and the New Deal tried to help the nation through the Great Depression. In this assignment you are going to use the notes and information you learned to help you complete this assignment. There are two parts to this assignment. Make sure you do both.
Part I: Complete the chart below using your knowledge and the notes provided for you.
Program
Identify what type of program: (relief, recovery, or reform)
What was the purpose and details of th ...
Information Fluency and Inquiry: Cold War Mini-Lesson
This document provides an overview for a multi-lesson unit on the Cold War for high school students. Lesson 1 focuses on the Truman Doctrine and has students research and present on its impact. Lesson 2 examines new communist regimes in Asia and has students write persuasive letters. Lesson 3 analyzes the role of geography in US containment policy and has students identify countries at risk of communist influence. Students use online resources and tools like Google Slides, Hangouts, and interactive maps for research, collaboration, and presenting their work.
Essay Writing - Introduction, T
This document discusses the origins and portrayal of Jim Crow laws in the United States. It begins by explaining how the term Jim Crow originated from a minstrel show performer in the 1830s and went on to describe the segregation of public facilities through discriminatory laws. It then examines quotes from a woman named Mary that downplay the negative effects of Jim Crow laws on African Americans, reflecting a covert form of racism.
American revolution r. kakish
This technology integration plan outlines how students will learn about the American Revolution through role playing, group work, hands-on activities, and technology. Students will research a person of their choice who influenced the Revolution, develop interview questions, and become experts on that person. They will then complete a webquest where they travel back in time to develop reasons for peace and write a persuasive letter to the British. The teacher will facilitate and provide modeling, while students work collaboratively in groups. Student learning and integration strategies will be evaluated through rubrics, self-evaluations, and daily reflective journals.
World war ii lesson
This document outlines a 7-day unit plan for an 11th grade U.S. History class on World War II. The unit objectives are for students to identify important WWII figures and explain their significance, examine historical documents from the era, and compare cultural and traditional views of WWII. The unit will include lessons on key events like the invasion of Normandy and Pearl Harbor, as well as figures like FDR, Hitler, and Churchill. Assessments include authentic assessments, traditional assessments, homework, tests, quizzes, and a project. Teaching methods incorporate lecture, technology, group activities, primary sources, and critical thinking.
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M5HAhist.docxDirections Your task is to search the internet f.docx
M5HAhist.docxDirections Your task is to search the internet f.docx
Information Fluency and Inquiry: Cold War Mini-Lesson
Information Fluency and Inquiry: Cold War Mini-Lesson
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Project based learning updated
Project based learning is a teaching method where students investigate and respond to engaging questions or problems over an extended period of time. It addresses real-life issues, has the teacher serve as a facilitator, motivates students, encourages advanced thinking skills, and promotes collaboration. Project based learning helps students develop skills for a technological society, brings relevance to learning, lends itself to authentic assessment, and promotes lifelong learning for students with varying styles. It prepares students for the 21st century by having them draw conclusions, solve complex problems, give feedback, and generate their own ideas to confront problems. Technology can be implemented into projects through posters, videos, blended presentations, PowerPoints, and wikis. An example project has students predicting what would
Abstract
This unit focuses on the key events of World War 1, including the assassination of Archduke Franz Ferdinand, the four main causes of the war, the influence of propaganda, and the events leading to U.S. involvement. The unit culminates with an explanation of the Treaty of Versailles and its impact on Germany. Most lessons are student-directed and involve technology, arts, and resources from class as well as those created by the teacher. The goal is to help students understand the significance of World War 1 through an engaging and emotive learning experience.
Ci 350 unit_plan
This document outlines a lesson plan to teach 6th grade students about World War I over the course of 5 days. It describes the class as predominantly male with some students having IEPs and little prior knowledge of wars and government. The plan is to use technology like videos, websites and digital tools to help students research and demonstrate their understanding of the causes, key events, US involvement and outcomes of WWI with 80% accuracy. Each day focuses on a different topic like the war's origins, propaganda's role in US entry, and the aftermath. Online resources are provided to support learning.
Project based learning
Project-based learning is a teaching method where students investigate and respond to engaging questions or problems over an extended period of time. It addresses real-life issues, has the teacher serve as a facilitator, motivates students, encourages advanced thinking skills, and promotes collaboration. Project-based learning helps students develop skills for a technological society, brings relevance to learning, lends itself to authentic assessment, and promotes lifelong learning for students with varying styles. It incorporates comparing information, drawing conclusions, solving complex problems, giving feedback, and conveying ideas through various media.
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The student used Photoshop's liquefy tool to slim down the mid-section and enhance the buttocks of a picture of an overweight girl found online. They added a filter to create shadows and hide mistakes from the liquefy tool. While they liked learning Photoshop's tools, they had trouble removing the bikini string with the clone tool. The student thinks they could have students create political cartoons or propaganda posters using Photoshop in their social studies classroom.
Assure method
1) The document outlines a month-long plan to teach students the 12 months of the year through various engaging activities.
2) Groups of students will color pictures of different seasons and match months to the appropriate season using Velcro.
3) Throughout the month, students will review months through a song, video, and rotating through different seasonal grouping activities.
4) At the end of the month, students can demonstrate their learning through singing, grouping, or reciting the 12 months.
Ci 350 unit_plan
This document outlines a lesson plan for teaching 6th grade students about World War 1 over the course of almost three weeks. It describes the class as predominantly male with some diversity and students with IEPs. The plan is for students to learn about the causes, key events, and outcomes of WW1 through group work, projects, and videos. Students will analyze propaganda, create timelines, and explore different perspectives. Formative assessments and online resources will also be used with the goal of 80% accuracy on the material.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
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6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
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Webquest 2
- 1. U.S Involvement in WW1 Introduction: Students will be learning about the Zimmermann note and how to read the encrypted message that came from Germany to Mexico. Student will realize that this was a major factor for the U.S. involvement of World War One. It was the process of Germany trying to become alliances with Mexico in case a war did break out with the United States. This helped get the United States into the war by inflaming U.S. public opinion. It is relevant to the students because it is important to know the events that led or pushed the United States to become part of the First World War. Task: students will watch a series of video to find out more information about the Zimmerman note and why it was one of the deciding factors for the U.S. to enter WW1. Process: You will pull out your handout you have been working on in class for two days and flip to page 3. You will read the passage and then watch this video below: https://www.youtube.com/watch?v=Gedy8LwQTaw After you watch this video you will complete the two question about the political cartoon on the worksheet. You will then visit the national archives website and look at the encrypted version of the telegram. www.nationalarchives.org You will then watch a video on history.com http://www.history.com/news/ask-history/what-was-the-zimmermann-telegram You will then answer these questions? 1. Why was Germany seeking out an alliance with Mexico? 2. What did Germany promise Mexico? 3. Why did it make the United States so upset? 4. What year did the United States enter WW1? 5. What does neutrality mean? 6. Why was the U.S. reluctant to join WW1? 7. Who captured the telegram?
- 2. Evaluation: Students will be evaluated on their answers for the questions listen above. They need to be answered correctly and fully answered in order to receive full credit. To be safe students should not have one word answers. Conclusion: Students should be able to explain what the Zimmerman note is and what it did for the involvement of the United States in WW1.