Vocab (both Academic and Content) (p.305) Also, define "anti-Semitic".
Taking Notes (Chart) (p.305)
Critical Thinking (p.307)
Look at the propaganda poster on page 308. Why do you think there is no father in the picture? How was this effective in getting people to support Hitler?
Lesson 3 Review (p.309): #1, 2, 3, 4, 5
Chapter 15 Assessment: #3, 4, 5, 6, 10, 12
World War II: How Did It Start?
World War 2: The Last Secrets of the Axis: This documentary shines light on the influence of General Haushofer on Adolph Hitlers rise to power.
Karl Ernst Haushofer (27 August 1869 – 10 March 1946) was a Germangeneral, geographer and geopolitician. Through his student Rudolf Hess, Haushofer's ideas influenced the development of Adolf Hitler's expansionist strategies, although Haushofer denied direct influence on the Nazi regime.
Writing Prompts: You know those "Journal Writes" that we do occasionally? Come up with some good writing prompts that are interesting for students but also incorporate class material. For example, The Spanish American War, Women's Suffrage, World War I, Presidential Elections, Invention, etc.
Project Ideas: Come up with a new approach to a lesson plan. Instead of "Read the chapter and answer these questions" give me some projects or lesson ideas. Maybe do some Googling and find some good lessons for a specific topic from the class that interests you.
Good Supplemental Videos: When I cover a topic from the book I like to show short clips from movies or documentaries to help illustrate the lesson. Find good clips that are interesting to students and get the links to me to check out.
Decorations: We could really use more classroom decorations. Maybe an old railroad lantern or a coal miner's helmet or some things to hang on the wall. My "US 101" sign has been popular so maybe a 25W or I75 road sign -- or a STOP sign or a WRONG WAY sign. (Don't take them from the streets!)
Classroom Needs: We really need book shelves, a large clock, and some wall hangings.
Mannequins: We have discussed putting in mannequins (one male and one female) that we could dress up in clothes of the period we are covering. If you know any places to find mannequins cheap, that would be fun. Also, if you have clothing/costumes for mannequins for when we DO get them, that would be great.
Assisting: Passing out papers, taking attendance, keeping the classroom clean, erasing/cleaning desks, etc. are good ways of getting some extra credit points.
First we will take a brief look at current events and discuss where in the world they are happening.
Next, we are going to practice a note-taking technique by outlining Chapter 9: Lesson 3 (The Rise of Napoleon and the Napoleonic Wars). We will start with the section title, add the main header title, and begin adding the sub-header titles. We will leave a space for "bullet points" or "numbers" for each paragraph in that section. For example:
The Rise of Napoleon and the Napoleonic Wars
The Rise of Napolean
Early Life
Military Successes
Consul and Emperor
Obviously you would continue through the whole section (or chapter in some books).
Next you can summarize the paragraph in one brief sentence. Often you can simply use the first sentence of the paragraph (the topic sentence) -- and even break it down into a simpler form.
Chapter 9: Lesson 4:
#3: How did Napoleon lose his empire?
#4: Why did the turmoil of the French-revolutionary years result in a conservative European reaction?
#5: What happened to revolutionary ideas after the French Revolution was over?
Write a short essay describing the rise and fall of Napoleon, using your book as your reference. Remember to focus on your topic sentences to support your paragraphs.
Today we will be getting into groups and breaking down the Tennessee World History Standards (found here). We will form the following groups:
Age of Revolution
Industrial Revolution
Unification and Imperialism
Each section will contain a series of standards (W.1 through W.104) with specific goals. A standard may want you to "Evaluate" something or "Compare" things or "Describe" things. Others may direct you to do a research project, cite text evidence, or write an informational essay.
Your tasks for today:
Get into your respective groups.
Write the name of the group and the names of all group members on a piece of paper.
Decide how you will divide the work to handle the standards in your group:
List relevant page numbers for people, places, or concepts in your standard.
Discuss possible lesson ideas to achieve that standard.
Assist fellow group members in their understanding of the task, standard, or concepts.
When your section standards are set, take some time to discuss a "culminating task" (a project, essay, or larger lesson that can tie your section together). Generally it would be something to reinforce the standards, but having it be fun is always a plus.
