4/6: Responses to War

Students will be able to describe Nixon's leadership and the roots of the environmental movement.

TEKS:  10A

Activities:
1.  Film extra credit due.
2.  Folder:  Purple paper.
3.  Responses to the war.  Complete chart and attach in journal page 157.
4.  Kent State film clip.
5.  Complete notes on Nixon.  Attach notes to page 159.

4/3: Vietnam War

Students will be able to explain the anti-war movement.

TEKS:  8F

Activities:
1.  Vietnam map complete and attach to page 155.
2.  Complete Vietnam illustrated notes.  Attach to page 156.
3.  Vietnam war film clip.
4.  Begin War Response chart.  Attach to page 157.

4/2: Vietnam War / Rapid Fire

Students will be able to explain the causes of and consequences of the Vietnam War.

TEKS:  8D, 8E

Activities:
1.  Together we will work on a Vietnam War map.  Copy my annotations and attach map to page .
2.  We will complete graphic notes that cover key events in the Vietnam War.  Once complete attach to page .

3/31: Vietnam War Vocabulary

Students will be able to define key terms associated with the Vietnam War.

TEKS:  8D, 8E

Activities:
1.  Civil Rights Review and additions.
2.  Entrepreneurs and film clip.
3.  Complete vocabulary terms.

3/30: Ceasar Chavez

Students will be able to explain how the efforts of Ceasar Chavez and Dolores Huerta helped shape the Civil Rights movement.

TEKS:  9C, 26D

Activities:
1.  Viva La Causa film.  IF YOU ARE ABSENT THERE WILL BE AN ALTERNATE ASSIGNMENT SINCE THIS FILM IS NOT AVAILABLE ON YOUTUBE.

3/27: Black Panthers/Rapid Fire Test

Students will be able to describe the contributions of the Black Panthers to the Civil Rights movement.

TEKS:

Activities:
1.  Rapid Fire test.  Test will be written and timed.
2.  Housekeeping in journal.
4.  Sign up for review folders.
5.  Malcolm X film clip.  Or if time this one.
6.  Black Panther reading and notes in journal after test.

3/26: A Time For Justice

Students will be able to timeline important civil rights events.

TEKS:  Numerous.

Activities:
1.  Watch a film and complete the timeline.
2.  IF ABSENT YOU ARE EXPECTED TO WATCH THIS FILM AND COMPLETE THE TIMELINE.

LINK:  A TIME FOR JUSTICE

3/24: Civil Rights Reference Foldable

Students will be able to organize key information about the Civil Rights Movement.

TEKS:  Numerous.

Activities:
1.  Rapid Fire practice.
2.  Civil Rights Quick Review.
3.  Malcolm X film clip.
4.  Discussion over key people, groups, events during Civil Rights Movement.
5.  Make sure timeline is set to go for tomorrow.

3/23: LBJ

Students will be able to describe LBJ and the Great Society.

TEKS:

Activities:
1.  Rapid Fire Practice.  Test Friday.
2.  We will take notes over LBJ.
3.  Set up our timeline for the film "A Time For Justice".

EXTRA CREDIT:  https://docs.google.com/document/d/e/2PACX-1vRfIowwaici0QbERgyphDBhoUHz9q__W_e430Z6r6WVG5uieSiECDXn_Ia_qSLa4rVvxqN7IZ1lpevo/pub

3/20: Rapid Fire Test

Students will be able to define terms associated with the Gilded Age.

TEKS:  Numerous

Activities:
1.  Rapid fire test - written.
5.  Sweatt v. Painter.

3/5 and 3/6: Review Stations

Students will review previously covered course material in preparation for the STAAR.

TEKS:  Many

Agenda:
1.  With your assigned partner, complete station activities.

3/4: CUA

Students will be able to complete the district CUA.

TEKS:  Many

Agenda:
1.  Complete the CUA.

3/3: Cuban Missile Crisis

Students will be able to explain JFK's role in the Cuban Missile Crisis,

TEKS:  8A

Activities:
1.  Rapid fire practice.
2.  Finish JFK notes.

3.  Cuban missile crisis graphic page 137  in journal.
4.  Film clip.

3/2: JFK

Students will be able to explain how participation in the democratic process includes civic responsibility; describe JFK's role in the Cuban Missile Crisis.

TEKS:  8A, 23C

Activities:
1.  Rapid fire practice.
2.  Review.
3.  Discuss JFK and take notes.  Add notes to page in our journal.
4.  Film clips:
     a.  Kennedy assassination
     b.  Oswald assassination
     c.  Rosemary film clip
5.  Complete U2 assignment - 15 minutes.

2/28: Brown v. Board of Education / Montgomery Bus Boycott

Students will be able to analyze the effects of landmark Supreme Court decisions.

TEKS:  21A, 24B

I WILL BE OUT TODAY.  PLEASE TAKE CARE OF BUSINESS.

Activities:
1. Complete reading on Brown v. Board of Education.  Complete tasks.

2.  Montgomery Bus Boycott

2/27: U2 Incident

Students will be able to explain the U2 incident.

TEKS:

Activities:
1.  Review affluent society.
2.  Journal housekeeping.
3.  U2 Incident film/reading.  Complete tasks on page 133.

2/26: Eisenhower Foreign Policy/U2 Incident

Students will be able to

TEKS:

Activities:
1.  Review

2.  Set up page 131 in journal.
2.  Truman Film clip .  Complete chart tasks.
2.  Notes to include graphic.  Both taped to page 132.
3. U2 film clip.  Explain what a U plane is.  Start at 2:40.  What do you think the story is about?
4.  Read and complete the tasks.

2/25: NASA

Students will be able to explain how space technology and exploration improve the quality of life.

TEKS:  28B

I WILL BE OUT TODAY.  ALL OF YOUR INSTRUCTIONS ARE BELOW - PLEASE READ.  PLEASE TAKE CARE OF BUSINESS, WE DON'T HAVE DAYS TO WASTE.  THE SPACE RACE AND NASA ARE ALWAYS COVERED ON THE STAAR TEST.

Activities:
1.  Copy my space race graphic onto your journal page 134 - CLICK ON IT TO MAKE IT BIGGER.  You will need to skip a couple of pages.

2.  On your phone watch 4 minute film clip about NASA technology.
3.  NASA HOME AND CITY assignment.  Look at the chart.  I want you to explore the NASA Home and City site - click EXPLORE.  Go to all of the places (rooms and buildings) listed on the chart.  For each room or building find 3 examples of NASA technology.  Find the technology by moving around the room or building and looking for the blue dots.  You will most likely have to move your phone - like virtual reality.   List that technology in the corresponding box.  DUE TODAY.

LINK:  NASA HOME AND CITY

2/24: Review Day

Students will be able to review past information to identify areas of weakness.

TEKS:  Many

Agenda:
1.  Discuss NATO and Warsaw Pact.
2.  Review quiz.
3.  Complete review tasks.

2/21: Affluent Society

Students will be able to describe affluency in the 1950's.

TEKS:

Activities:
1.  Let's finish the Korean War notes.
2.  Korean War quiz.  This will be timed.
3.  Using the packet, complete the chart that covers society in the 1950's.  Include a color illustration and notes about the topic.


Will do as a class next week:
Select a film clip to watch from 1950's tv shows:    I Love Lucy film clip  or  Father Knows Best . 

2/20: Korean War

Students will be able to describe the efforts of the US and UN to keep communism from spreading into South Korea.

TEKS:  8C

Activities:
1.  Complete yesterday's work including watching the film clip "How to Find a Communist".
2.  Let's finish the Rosenberg's.
3.  The Venona Papers and guilt.

4.  We will complete a map activity while discussing the division of Korea.  Let's attach to pages 128 and 129 in our journal.
5.  Quiz.

2/19: Red Scare

Students will be able to describe the Red Scare including McCarthyism and HUAC.

TEKS:  8A

Activities:
1.  We will discuss the Red Scare and do a simulation,
3.  Take notes on page 127 in your journal.
4.  Independently, read about the Rosenberg's.  Complete tasks with elbow partner.
5.  How to find a Communist.

2/18: Harry Truman

Students will be able to describe the presidency of Harry Truman, explain how Jackie Robinson broke the "color barrier".

TEKS:  29A

Activities:
1.  Review questions.
2.  We will look at a map of NATO/Warsaw Pact Membership.
3.  Let's talk about Truman.  Take notes and attach in journal to page 125.
4.  Jackie Robinson film clip - if time.  Please complete task on bottom of page 126.

5.  Journal Housekeeping.

2/14: Primary/Secondary Sources

Students will be able to distinguish between primary and secondary sources.

TEKS:

Agenda:
1.  Set up page 126 in journal.  Watch film and list examples of sources. 

2.  We will play Jenga today.

2/13: A Divided Germany

Students will be able to describe the Truman presidency including foreign and domestic policies.

TEKS:  8A

Activities:
1.  Let's look at a divided Germany.  Complete notes on pate 123.
2.  Copy my notes about containment.   Attach to page 124 in your journal.
3.  NATO reading.
3.  Film clip.

2/12: From World War to Cold War

Students will be able to describe Soviet aggression and explain US responses to that aggression.

TEKS:  8A

Activities:
1.  Amendment review.
2.  You will examine Soviet aggression and US responses by completing an online tutorial.  The tutorial is 30 minutes long.  If you don't finish in class it becomes homework - due tomorrow at the beginning of class.

Tutorial

2/11: Cold War Introduction

Students will be able to define key terms associated with the Cold War.

TEKS:  Many

Agenda:

UN Review:

1.  As a historian remember to ask questions and consider that what you see may not be the whole story.

2.  Introduction to Cold War.  Create a graphic on page 120.
3.  Big ideas vocabulary.  Cut out and attach to page 121.

2/10: CUA 7

Students will be able to complete the district assessment.

TEKS:  Many

Agenda:
1.  Test
2.  Complete reading on United Nations.

2/7: WW2 Review

Students will be able to describe key WW2 events.

TEKS:  Many

Agenda:
1.  Journal Housekeeping.
2.  Map work with Generals.
3.  CWPT

2/6: Truman / Timeline

Students will be able to describe important Truman moments; timeline important WW2 events, and discuss the creation of 2 postwar organizations.

TEKS:

Agenda:
1.  Let's see Truman sworn in.

2.  Truman learns of the atomic bomb.

4.  Truman makes decision to drop atomic bomb and the use of that bomb.

5.  Copy timeline in your journal on page117.

6.  Let's talk about post war organizations.

2/5: The End of the War / Atomic Bomb

Students will be able to explain how WW2 came to an end.

TEKS:  7D

Agenda:
1.  DDay graphic.
2.  We will finish up the film part 4 (10 minutes).  Attach to page 115.
3.  Let's add a small graphic to page 112 about the end of the war.
4.   Discuss in detail the development and use of the atomic bomb.  Notes on page 116 of your journal.
5.  Let's look at the language of the pamphlets.

2/4: Battle of Iwo Jima Reconstruction

Students will be able to analyze the Battle of Iwo Jima.

TEKS:

Activities:
1.  I will introduce the topic and review important information.
2.  Partners will be given a file with instructions and supplies to reconstruct the Battle of Iwo Jima.

2/3: WW2 Contributions

Students will be able to describe the contributions to the war effort by various groups of people.

TEKS:

Agenda:
1.  Mr. Klein will be teaching the class today.  His work will be added to page 113.

1/31: D-Day / Rapid Fire Test

Students will be able to

TEKS:

Agenda:
1.  Rapid Fire Test.
2.  Finish film clip 3 if necessary.  Complete graphic in journal and discuss on page 112 D-Day in detail.
3.  General review - desk work.

1/30: The Holocaust

Students will be able to describe the Holocaust in detail.

TEKS:  7D

Activities:
1.  Today we will work in stations.  Complete each station activity.  This will be due at the end of class.

1/29: Life on the Homefront

Students will be able to describe the contributions of all Americans to the war effort.

TEKS:

Activities:
1.  Review if necessary:  Japanese Internment
2.  Complete life on the homefront if necessary.
3.  WWII Technology discussion.  Divide page 110 into 8 boxes.
3.  Watch third film segment (20 minutes).  Attach to page 111.

1/28: Battle of Midway / Life on the Homefront

Students will be able to describe the importance of the Battle of Midway.

TEKS:

Agenda:
1.  Rapid Fire 2.
2.  Review last week's material.
3.  We will continue watching the film.  Complete questions which will be attached to page 105.
4.  We will also complete a graphic over the Battle of Midway on page 106.
5.  Let's talk about life on the homefront.  Notes on page 109.

1/27: Japanese Interment

Students will be able to explain Japanese internment.

TEKS:

Agenda:
1.  Rapid Fire 2.
2.  Today is a CUA retest day.
3.  Complete the Japanese Internment reading and complete the questions.  Due at the end of class.
4.  Film clip (3:22)

1/24: Mobilizing for War

Students will be able to describe efforts to gear up for war and explain the internment of Japanese Americans and the purpose of Executive Order 9066.

TEKS:  7F, 17A, 18B

Activities:
1.  We will discuss mobilization.  Attach notes to pages 102 and 103.
2.  Let's watch a short film clip about women:

1/23: Pearl Harbor / Hitler / MacArthur

Students will be able to describe Pearl Harbor, explain Hitler's actions, and discuss MacArthur's role in the Pacific.

TEKS:  7A, 7C, 7D, 7E

Agenda:
1.  Review our discussion yesterday.
2.  Watch the first part of our film - 23 minutes - and complete questions.  Cut out and attach to page 100 in your journal.
3.  With elbow partner, discuss answers and sign in box 5.
4.  Battan Death March - let's create a graphic on page 101.

1/22: Neutrality Laws

Students will be able to describe US reactions to the outbreak of WW2.

TEKS:  7B

Activities:
1.  Review responses from elbow partner work:  What can the US do to help its allies without entering the war?
3.  Copy my Neutrality Law graphic onto page 98 in your journal.
4.  Begin vocabulary PDA.

1/21: Rise of Dictators / Causes of WWII

Students will be able to

TEKS:

Agenda:
1.  Rise of Dictators discussion.
2.  Complete the map.
3.  Copy causes of WWII mindmap onto page in your journal.

1/20: MLK Day

NO SCHOOL.

1/17: Rapid Fire Test / Rise of Dictators

Students will be able to describe the various causes of WWII including the triggering event.

Agenda:
1.  Rapid Fire Test.
2.  We will complete a chart that covers WW2 dictators.

1/16: WWII / Rise of Dictators

Students will be able to locate the key players in WWII on a map; describe the rise of dictators.

TEKS:  7A

Activities:
1.  Rapid Fire Practice.
2.  Finish CUA.
3.  Complete Eleanor R tasks.

1/15: CUA

Students will be able to take the district assessment.

Agenda:
1.  Rapid Fire practice.
2.  Complete CUA.
3.  When done attach tomorrow's work in journal.

1/14: Polio / Review

Students will be able to define Polio, describe how FDR was impacted by Polio, and explain how the March of Dimes worked toward funding the research to obtain a vaccine.

TEKS:  26B

Activities:
1.  Rapid Fire Practice.
2. We will get to the bottom of the Polio epidemic in the US.
3.  If time we will complete a short peer tutoring task.

1/13: Eleanor

Students will be able to discuss the cure for polio; also identify the contributions of Eleanor Roosevelt.

TEKS:  16D, 27B

Activities:
1.  Rapid Fire practice.  Test Friday.
2.  Let's finish talking about the Legislative and Judicial Branches.
3.  Set up page 93 for reading about Eleanor.  Complete reading and tasks.
4.  Cast your vote regarding how we should handle the CUA's.

1/10: New Deal Critics / Court Packing

Students will be able to describe the criticisms of New Deal programs.  Also, explain court packing.

TEKS:  16D, 25D

Activities:
1.  We will briefly discuss FDR's critics.   Cut out and attach notes to page 89.
3.  Individually, you will learn about Court Packing.  Complete the tasks on page 90.

1/9: New Deal / Alphabet Agencies

Students will be able to explain the purpose of and continued effects of 4 alphabet agencies.

TEKS:  16E

Agenda:
1.  Introduce the New Deal and discuss.  Add graphic to page.
2.  Begin working on independently reading about 8 alphabet agencies.

1/8: Middle East Crisis / FDR

Students will be able to describe how various New Deal agencies continue to impact people today.

TEKS:  16D, 16E

Activities:
1.  Discuss current Middle East Crisis.  Cut out and attach notes to page in your journal.
2.   Finish FDR mindmap.
3.  Complete New Deal Graphic.

1/7: FDR In Office: Mindmap

Students will be able to describe the fireside chats and the introduction of New Deal agencies.

TEKS:

Activities:
1.  Reminders.
2.  Review where we left off.
3.  What did the Depression look like?
4.  FDR mindmap - copy on page 85.