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.