Transcript objectives - Wright State University

RATIONALE: Events in American History
are studied within the context of world
happenings. The time period between
1815-1919 is the forerunner to the modern
era and provides excellent opportunities for
learners to investigate the backgrounds for
today’s issues.
GOAL: Students will be able to perform the
following objectives with 100 % accuracy.
OBJECTIVES:
• Given significant events in history between
1815 and 1919, the learner will ascertain
whether or not “lessons” of the past pertain
to similar situations in modern times.
• Given information about cultures on three different
continents between 1815 and 1919, the learner will select
and compare at least three of the following:
A. Art, literature, music
D. Relationship to the
B. Customs, traditions and
environment
social developments
E. Science/Technology
C. Philosophical/Religious ideas
• The learner will select and discuss a cultural groupor
representative individual to American society
• 1815-1919 Explain social, economic political
interdependence
• Given access to background information, the learner
will compare the efforts of the United States government
with governments in other nations to promote
competition, to protect national economic interests, or to
regulate economic activity
• Given a list of reforms enacted in the U.S. between 1815
and 1919, the learner will identify two and explain how
they helped to make the United States government more
democratic
• Given selected narratives, the learner will determine
whether they include examples of propaganda and
describe the propaganda techniques being used
 Groups of students will make a music video to
the song “The Battle of New Orleans”
http://www.geocities.com/Heartland/Ranch/9198/
war1812/w1812f.htm
 Select a signor of the Declaration of
Independence to act out in role play
http://www.ushistory.org/declaration/signers/index
.htm
 Students must pick two principles of war and write
a 3-5 page paper about how they were used during
the Battle of Gettysburg
- www.militaryhistoryonline.com
 Students will design their own
propaganda poster for WWII and an advertisement
of any product marketed at time of WW II
http://www.earthstation1.com/American_Propagand
a_Posters.html
 Students will analyze a song from the
Vietnam War, explaining the significance of
its lyrics
http://www.geocities.com/Athens/Forum/9061
/USA/Vietnam/songsart.html
PEOPLE IN SOCITIES
 Students will create their own salad bowl that
represents America and write a short paper
explaining ingredients and colors
http://www.cs.ucf.edu/~MidLink/salads/salad.home.ht
ml
 Students will choose a local festival and prepare a 35 page report about festival origins, which they will
share with the class
http://www.wcnet.org/~kbrandt/ohio.htm
PEOPLE IN SOCIETIES
 Students will visit and critique 10 web sites about
the origins of native peoples from three different
continents (Africa, North American and South
America)
http://www.pitt.edu/%7Elmitten/indians.html
 Class will go on a field trip to the Dayton Museum
of Natural History and the Dayton Art Institute to
view Native American artifacts and African
American Art
http://db.4w.com/jpoe/jack/sites/dai/dai.htm
PEOPLE IN SOCIETIES
 Students will learn how to brief court cases,
on index cards and will brief such cases as:
Brown vs. Board of Education, Miranda vs.
Arizona
http://library.thinkquest.org/2760/homep.htm
Anatomy of a Murder: A Trip Through Our
Nation’s Legal Justice System
 Students will complete the Fairy tales of Europe
under Charlemagne and the formation of the United
States so they can compare and contrast the
countries
http://www.chronique.com/Library/MedHistory/charle
magne.htm
 Students will work in groups to create a class
timeline of Europe through the Middle Ages to
American colonization
http://www.ucalgary.ca/HIST/tutor/endmiddle/
 Students will create their own Mid-Evil shield that
would symbolize their crest
http://www.britannica.com/bcom/eb/article/0/0,5716
,109180+20+106268,00.html
 Prepare a speech where you act as one of the
leaders of World History (Queen Elizabeth, Nicholas
II, Hitler, Mussolini)
http://www.historyplace.com/worldwar2/timeline/ww2
time.htm
 Students will decide what category each description
goes into for a group quiz grade
Secularism
/
Humanism / Individualism
Life is an opportunity
to be enjoyed.
Search for harmony
between religion,
secularism and
paganism
Confidence
in
self-ability
http://library.thinkquest.org/3648/tq_home.html
 Each student will research and represent a country
at the Model U. N. at the end of the month
http://www.un.org/Pubs/CyberSchoolBus/munda/
 Students will study the North Atlantic Free Trade
Agreement. One group will be the United States,
another will be Canada, a last group will be Mexico.
We will barter as a class to see who benefits.
http://www.aag.org/HDGC/www/local/units/unit2/htm
l/2actguide.html
 Students will compare NAFTA to the new trade
agreement with China by reading passages about
each, and answering questions that compare the two
agreements.
http://www.chinapntr.gov/
 Students will locate three newspaper articles about
the decision making process (local, state and
national) and summarize decision that was made
http://www.newspapers.com/
 Students must pick a state or national issue
that they feel strongly about. They must
write a formal business letter to their
Congressional Representative (Senator or
House member) urging him or her to make
a particular decision.
http://lcweb.loc.gov/global/legislative/congres
s.html
 Students will form four groups and role play the
governments of Singapore, Cuba, Great Britain and
the United States. Peer evaluation forms will be
completed by students watching. Students will state
which government is the most democratic and why.
http://horizon.unc.edu/TS/featured/1997-05a.asp
 After studying William Jennings Bryant, Teddy
Roosevelt, Ross Perot and Jesse Jackson students
will be given statements to place in the right category
http://douglass.speech.nwu.edu/brya_a26.htm
 Students must pretend to be one of these reformers
for a month as they run for President (Jackson,
Perot, Bryant, Roosevelt) and write one journal
entry a week for four weeks
http://www.usbol.com/ctjournal/JJacksonbio.html
 Students will write a one page essay about why it is
important to exercise you right to vote
http://youth.net/cec/cecsst/sst-high.html
 A local/ Congressman will visit the classroom.
Students will write five questions they are prepared
to ask her.
http://lcweb.loc.gov/global/state/oh-gov.html
 Students will participate in different ways of
voting as the teacher asks questions in rapid
succession. Students will then write a paragraph
about why it is important to have a secret ballot
during elections.
http://www.igc.org/cvd/
 Students will be introduced to the importance of
registering and the qualifications that a person needs
in order to register to vote (with mock registrations).
http://www.sos.state.tx.us/function/elec1/voter/voter.ht
ml
 On the Campaign Trail - Three students will be
selected by the class to run for the primary. Two
candidates will be chosen for mock Presidential
Election
http://scriptorium.lib.duke.edu/americavotes/
 Mock elections will be held with secret ballots, a
board of elections to count the votes and a victory
speech
http://www.stm.it/elections/election.htm
 Students will hold a Mock Senate and
House of Representatives as well as a mock
trial.
http://www.detnews.com/1999/classrooms/99
03/06/
• STUDENTS WILL HAVE A
COMPREHENSIVE FINAL
EXAMINATION AT THE END OF THE
YEAR THAT COVERS EACH OF THE
CATEGORIES IN THIS PRESENTATION