WORLD WAR I & THE U.S. January 25 and 26, 2016

US HISTORY - WWI OVERVIEW & 1920’S Objective: Students will be able to analyze U.S. involvement in the war by interpreting guided reading. Purpose: To be introduced to the issues surrounding the world and the United States prior, during, and after World War I and to interpret the overlying causes and consequences. Standard(s): 2.11 & 2.15 Historical Thinking Skill: Analysis & Interpretation. Cause & Consequence.

ANNOUNCEMENTS 1.Re-Emphasis of Classroom Rules  Cellphones Away when Class Begins. This is common sense. I shouldn’t have to tell you this Every. Single. Day.  Excessive gum chewing will result in a phone call home and a disciplinary essay.  Having more than 3 tardies will result in a phone call home and after school detention.  Food Allowed: Water, coffee, tea. Cheetos AWAY. Carrots OKAY. 2.Grading & Late work Policy  All late work during Semester 2 is grades 50% off in addition to incorrect / incomplete answers.  Unless there is a situation beyond your control, in which case I need a note and signature of some kind as to the reason of your absence.  Example: 20 points = 10 points.

WARM-UP: CNN STUDENT NEWS  Write a ONE SENTENCE summary on TWO news stories from CNN Student News.  After the video you will have 5 minutes to write your 2 summaries.  Summary: “A brief statement or account of the main points of something.  Discussion to follow: What do you think?

WARM-UP: QUICK WRITE Has there ever been a time when you have wanted to stay out of a situation or argument but were forced into it? How did you deal with it? How did you react? Write a minimum of a ½ page.

WORLD WAR I

African Americans Women Factory owners who had discriminated against African Americans & Mexican Americans now recruited them 500,000 joined the “Great Migration” from south  north for jobs. Men left work to go to war. Led to new opportunities for women and minorities. Woman’s Land Army – Job on farms. 400,000 women joined the Industrial work force. Immigrants / Aliens Dissidents The government feared that secret agents might infiltrate or sabotage the U.S. Restrictions placed on immigration. Literacy Tests for new arrivals.

WORLD WAR I

Powers of the President Lever Food & Fuel Control Act: President  power to manage food production Sedition Act: Illegal to stop the sale of Liberty Bonds or say/write anything “disloyal” about the American govt. Food Rationing: Distributing goods to consumers in a fixed amount. Price Controls: A system of pricing determined by the government on the sale of food. Workers / Labor Daylight Saving Time: Turning clocks ahead 1 hour in summer increased daylight & work hours. Industrial Workers of the World (Socialists) gained popularity, but led to mass convictions and vigilantism.

Contagious Illness Influenza: “The Flu” – High fever, runny nose, coughing, headache, feeling tired. Trench foot: Numbing of the foot due to cold and water. Trench mouth: Advanced gingivitis. Lack of brushing / dental hygiene.

WORLD WAR I Brain Pop Video: WWI Pop-Quiz during video, Watch the video and answer questions 1-10 posed on the “Class- Set”. Upon end of video, exchange papers with neighbor sitting next to you. Grade their work. Turn in.

CLOSURE 1. In what ways does your propaganda poster reveal about the time period? 2. What message is your poster trying to convey?

ASSESSMENT: WWI TIMELINE - WWI Timeline: 1.Turn to page 644 & 645 in your textbook. 2.Copy the timeline as shown in the textbook into your notebook. 3.You may separate the different boxes with colored pencils. 4.After you have finished writing/drawing the timeline, answer the questions  5.Raise your hand in order to be stamped. Timeline Questions: 1.What impact did the assassination of Archduke Francis Ferdinand have on the United States? 2.Explain the significance of the following dates: Did the sinking of the Lusitania cause the United States to enter World War I? Explain your answer.

WORLD WAR I World War I Video Write 5 facts.

ASSESSMENT: GUIDED READING – SECTIONS 1 & 2 - Section 1: The Road to War 1.As you read Section 1, Complete the sequence chain to show the series of events that led to World War I and shaped the American response to the war.

WILSON & TREATY OF VERSAILLES JANUARY 27 AND 28, 2016

END OF WWI: TREATY OF VERSAILLES Objective: Students will be able to examine and analyze the issues and consequences of WWI Purpose: To bring closure to WWI and determine the lasting effects of the war both in the U.S. and the world. Standard(s): 2.11 & 2.15 Historical Thinking Skill: Analysis & Interpretation. Cause & Consequence.

WARM-UP: QUICK-WRITE America entered WWI, enacting a draft, bringing thousands of American men across the Pacific, leaving their women and children to continue their lives at home without them What do you think are some ways life in America had to change to accommodate the war effort?

- 1. What were "Wilson's 14 Points?“ Goals for the war. When the war ended he wanted these in the Treaty of Versailles. He wanted to “make the world safe for democracy." Some of the 14 points were: Self Determination - nationalities should be able to have their own countries. Disarmament - we should take away many of the worlds weapons. Freedom of the Seas - to be able to sail and trade anywhere. No blame or punishment - just start over. Blame would create bad feelings. League of Nations - He wanted an international organization to make sure there wasn't another war.

- 2. What was actually in the Treaty of Versailles? Germany was blamed and made to pay reparations. A League of Nations was created. No real self determination existed. Nations kept colonies and made new nations without regard the wishes of the peoples who lived there.

ASSESSMENT: TREATY OF VERSAILLES - Treaty of Versailles 1.Receive a copy of the class set. 2.Read, listen, and follow along with the letter explaining the treaty and the narrative. 3.Discuss the treaty. 4.Answer the questions in your notebook. 5.Wilson’s 14 Points on page: in textbook.

CLOSURE Sedition Act: An Act of the United States Congress that extended the Espionage Act of 1917 to cover a broader range of offenses, notably speech and the expression of opinion that cast the government or the war effort in a negative light or interfered with the sale of government bonds. Do you agree or disagree with the Supreme Court ruling that the US government has a right to limit free speech where there is a " clear and present danger " to other people? Why? Ex. “Because…”

WWI & THE U.S. CITIES January 28 & 29, 2015

US HISTORY - WWI OVERVIEW & 1920’S Objective: Students will be able to analyze the changing social and cultural norms in the cities. Purpose: To examine the changing of social perspectives and through the influence of American views and artistic development Standard(s): 2.11 & 2.15 Historical Thinking Skill: Analysis & Interpretation. Cause & Consequence.

WARM-UP: QUICK WRITE After WWI ended men returned state-side. How do you think women will respond after having taken on leadership roles while the men were overseas?

ACTIVITY: VIDEO – AMERICA: THE STORY OF US – CITIES -

CLOSURE: QUICKWRITE Compare and contrast Prohibition to the current issue of legalizing marijuana. What are pros and cons of each?