1. Week 11 November 12-16, 2018 Veterans Day, Current Events (ALL)
Unit I Exam (academic) or Honors (practice) DBQ
OHP (ALL)
Quarter #2Unit II

2. Why are we here this week?
Review World War I via teacher-led presentation, The Americans Ch. 11, The First World War, and History Alive! Ch
Complete MAJOR assessment QUIZ on World War I.
Work Day on Friday, Periods 1-3 ONLYOHP, Unit I study guide (academic), Imperialism DBQ (honors), Veterans Day (11/12) & current events (11/13) preparations.

3. Homework: Last Call for Unit I packets & Quarter # 1 SCL, late, etc
Homework: Last Call for Unit I packets & Quarter # 1 SCL, late, etc. Foreign Policy essay SCL? WW I quiz SCL?
Monday, November 12, 2018 Veterans Day Mrs. Robinson-Iraq War Dr. Pelham-Vietnam Mr. Colby, Mr. Smith, Mr. Grahan, Mr. Dunn

4. Homework: OHP interview and/or product (due in two weeks)
Homework: OHP interview and/or product (due in two weeks) Follow packet instructions, videos, & samples provided
Tuesday, November 13, 2018 Current Events NPR radio Student-led “Pair & Share” discussion Consensus & “Minority Report” FORMS “reflection”

6. Current Events Tuesday, November 13th
Students in PAIRS #2-8…storyworksheetSHARE
“Sharing” twice per marking period…
PAIRS of students select topic from approved list…
Article review (worksheet) done in advance… submit your own work…
presentation to a group…
discussion of issues & ?s…
following a # order…
minor grade (25 points)

7. Current Events “Checklist”
LISTEN to NPR radio broadcast…wuz up world?
Laptops…go to teacher website app and FIND article
SKIM text…LISTEN to pairs of students who chose this topic
DISCUSS open-ended questions
Report CONSENSUS to whole class
MINORITY REPORT: What might someone “else” say?
ALL students REPLY to FORMS survey (Outlook ?)
7-10 minutes

8. mi·nor·i·ty re·port noun
Following your 7-10 minute “sharing” of what’s in the story, plus DISCUSSION of your questions…
…be prepared to SHARE the CONSENSUS (opinion/reaction of the majority), plus the MINORITY REPORT!
mi·nor·i·ty re·port noun
minority report (noun): a separate report presented by members of a committee or other group who disagree with the majority.

9. Wednesday & Thursday November 14-15, 2018
Homework: Prepare for Friday’s Unit I exam and/or OHP WORK
Foreign Policy essay SCL? WW I quiz SCL? Warm up ?s
Wednesday & Thursday November 14-15, 2018
Imperialism (practice) DBQ or Unit I Exam Guide Ch Ch
Unit IFriday’s academic test (Winter ‘19 Midterm)
Ch. 10 & Ch
ASK a good question?

10. HONORS ONY: Imperialism DBQ IS a valid substitute for 3-paragraph essay

11. Unit I Exam Study Guide These questions are intended to provide a brief overview of material in order to prepare for your Unit 1 study guide. In order to be successful, you must use your notes, vocab sheets, and all other class materials as resources in studying.
 Define imperialism.
Define cultural superiority.
How did America use global competition to further its interests abroad?
How did America use cultural superiority to further its interests abroad?
How did America use new markets to further its interests abroad?
How did America use military power to further its interests abroad?
Explain the pro’s and con’s of the US controlling the Panama Canal.
What were the 3 causes for the US to enter WWI?
What were the 3 causes for the US to enter the Spanish-American War?
Explain why Americans were reluctant to accept the League of Nations plan set forth by Wilson after WWI.
Name 3 different objectives of propaganda we have talked about.
Give 2 reasons for US isolation (neutrality) during WWI.
Give 3 reasons for US intervention in WWI. Identify the event that brought the US to war.
Explain the concept of Big Stick Policy, and a real-life example of where this was used
Explain the concept of Open Door Policy, and a real-life example of where this was used.
Define stalemate and tie it in to trench warfare
What are spheres of influence and where did the USA establish them after Spanish-American War?
List 4 conditions of the Treaty of Versailles.
Identify MAIN causes of WWI and the Spark.
Why was the Schenck v. US case significant? Explain how it connects to the first amendment
Describe 2-3 new technologies that changed the way of fighting in WWI.
What was Yellow Journalism and how was it a cause of the Spanish-American War?
What was Gavrilo Princip’s motive for assassinating the Archduke of Austria-Hungary? Tie it in to MAIN
What are the differences between Realism and Idealism?
Explain the US interest in Hawaii, Cuba, Samoa and Philippines
How did the United States acquire territory in Panama and Philippines?
What is the difference between domestic and foreign policy?
Define armistice and identify the importance behind it
Point 2 in the League of Nations dealt with Freedom of the Seas. How did this attempt to eliminate any causes of a future war?
How did Liberty Bonds work?
Why are alliances a problem?
How was the League of Nations idealistic? Compare its ideas to those outlined in the Treaty of Versailles.

12. What is the “goal” or objective?
What “tools” or techniques help achieve the goal?

14. Propaganda Objectives and Tools
 Common Objectives of Wartime Propaganda
 List your own (personalized) explanation of the GOALS listed below
Recruitment of soldiers, either through a draft or voluntary enlistment.
Financing the war effort through the sale of war bonds – loans from citizens to the government – or new taxes.
Eliminating dissent and unifying the country behind the war effort.
Conservation of resources – such as food, oil, and steel – necessary to wage war.
Participation in home-front organizations to support the war effort.

15. Common Tools Used in Wartime Propaganda What do these techniques look like?
Demonization: This tool involves portraying the enemy as purely evil, menacing, murderous, and aggressive. The propagandist attempts to remove all confusion and ambiguity (uncertainty) about whom the public should hate. The enemy may be portrayed as a hairy beast or the devil himself. This tool becomes more powerful when the enemy can be blamed for committing atrocities against women, children, or other noncombatants.
Emotional Appeals: This tool involves playing on people’s emotions to promote the war effort. Since the strongest emotion is often fear, propagandists create their work based on the premise that the more frightened a person is by a communication, the more likely he or she is to take action. Thus, propagandists are careful to explain in detail the action that they want the consumer of the propaganda to carry out.
Name Calling: This tool involves using loaded labels to encourage hatred of the enemy. Labels like “Commies,” “Japs,” and “Huns” reinforce negative stereotypes and assist propagandists in demonizing the enemy.
Patriotic Appeals: This tool involves using patriotic language or symbols to appeal to people’s national pride.
Half-Truths or Lies: This tool involves deception or twisting the truth. The propagandist may attempt to include some element of truth in the propaganda to make an argument more persuasive. For example, blaming the enemy for complete responsibility for the war and portraying one’s own country as a victim of aggression is a common propaganda tool.
Catchy Slogans: This tool involves using memorable phrases to foster support for the war effort. For example, short phrases like “Remember the Maine!” and “Remember the Alamo!” have been very successful in motivating Americans to strongly support the use of arms against Spain and Mexico, respectively.
Evocative Visual Symbols: This tool involves using symbols that appeal to people’s emotions – like flags, statues, mothers and children, and enemy uniforms – to promote the war effort.
Humor or Caricatures: This tool involves capturing the viewer’s attention through the use of humor to promote the war effort. The enemy is almost always the butt of the jokes used by propagandists. 

19. Propaganda Objectives and Tools
 Common Objectives of Wartime Propaganda
Recruitment of soldiers, either through a draft or voluntary enlistment.
Financing the war effort through the sale of war bonds – loans from citizens to the government – or new taxes.
Eliminating dissent and unifying the country behind the war effort.
Conservation of resources – such as food, oil, and steel – necessary to wage war.
Participation in home-front organizations to support the war effort.

20. Common Tools Used in Wartime Propaganda
Demonization: This tool involves portraying the enemy as purely evil, menacing, murderous, and aggressive. The propagandist attempts to remove all confusion and ambiguity (uncertainty) about whom the public should hate. The enemy may be portrayed as a hairy beast or the devil himself. This tool becomes more powerful when the enemy can be blamed for committing atrocities against women, children, or other noncombatants.
Emotional Appeals: This tool involves playing on people’s emotions to promote the war effort. Since the strongest emotion is often fear, propagandists create their work based on the premise that the more frightened a person is by a communication, the more likely he or she is to take action. Thus, propagandists are careful to explain in detail the action that they want the consumer of the propaganda to carry out.
Name Calling: This tool involves using loaded labels to encourage hatred of the enemy. Labels like “Commies,” “Japs,” and “Huns” reinforce negative stereotypes and assist propagandists in demonizing the enemy.
Patriotic Appeals: This tool involves using patriotic language or symbols to appeal to people’s national pride.
Half-Truths or Lies: This tool involves deception or twisting the truth. The propagandist may attempt to include some element of truth in the propaganda to make an argument more persuasive. For example, blaming the enemy for complete responsibility for the war and portraying one’s own country as a victim of aggression is a common propaganda tool.
Catchy Slogans: This tool involves using memorable phrases to foster support for the war effort. For example, short phrases like “Remember the Maine!” and “Remember the Alamo!” have been very successful in motivating Americans to strongly support the use of arms against Spain and Mexico, respectively.
Evocative Visual Symbols: This tool involves using symbols that appeal to people’s emotions – like flags, statues, mothers and children, and enemy uniforms – to promote the war effort.
Humor or Caricatures: This tool involves capturing the viewer’s attention through the use of humor to promote the war effort. The enemy is almost always the butt of the jokes used by propagandists.

34. Propaganda Objectives and Tools
 Common Objectives of Wartime Propaganda
Recruitment of soldiers, either through a draft or voluntary enlistment.
Financing the war effort through the sale of war bonds – loans from citizens to the government – or new taxes.
Eliminating dissent and unifying the country behind the war effort.
Conservation of resources – such as food, oil, and steel – necessary to wage war.
Participation in home-front organizations to support the war effort.

35. Half-Truths or Lies: This tool involves deception or twisting the truth. The propagandist may attempt to include some element of truth in the propaganda to make an argument more persuasive. For example, blaming the enemy for complete responsibility for the war and portraying one’s own country as a victim of aggression is a common propaganda tool.
Catchy Slogans: This tool involves using memorable phrases to foster support for the war effort. For example, short phrases like “Remember the Maine!” and “Remember the Alamo!” have been very successful in motivating Americans to strongly support the use of arms against Spain and Mexico, respectively.
Evocative Visual Symbols: This tool involves using symbols that appeal to people’s emotions – like flags, statues, mothers and children, and enemy uniforms – to promote the war effort.
Humor or Caricatures: This tool involves capturing the viewer’s attention through the use of humor to promote the war effort. The enemy is almost always the butt of the jokes used by propagandists.
Demonization: This tool involves portraying the enemy as purely evil, menacing, murderous, and aggressive. The propagandist attempts to remove all confusion and ambiguity (uncertainty) about whom the public should hate. The enemy may be portrayed as a hairy beast or the devil himself. This tool becomes more powerful when the enemy can be blamed for committing atrocities against women, children, or other noncombatants.
Emotional Appeals: This tool involves playing on people’s emotions to promote the war effort. Since the strongest emotion is often fear, propagandists create their work based on the premise that the more frightened a person is by a communication, the more likely he or she is to take action. Thus, propagandists are careful to explain in detail the action that they want the consumer of the propaganda to carry out.
Name Calling: This tool involves using loaded labels to encourage hatred of the enemy. Labels like “Commies,” “Japs,” and “Huns” reinforce negative stereotypes and assist propagandists in demonizing the enemy.
Patriotic Appeals: This tool involves using patriotic language or symbols to appeal to people’s national pride.

36. Common Tools Used in Wartime Propaganda
Demonization: This tool involves portraying the enemy as purely evil, menacing, murderous, and aggressive. The propagandist attempts to remove all confusion and ambiguity (uncertainty) about whom the public should hate. The enemy may be portrayed as a hairy beast or the devil himself. This tool becomes more powerful when the enemy can be blamed for committing atrocities against women, children, or other noncombatants.
Emotional Appeals: This tool involves playing on people’s emotions to promote the war effort. Since the strongest emotion is often fear, propagandists create their work based on the premise that the more frightened a person is by a communication, the more likely he or she is to take action. Thus, propagandists are careful to explain in detail the action that they want the consumer of the propaganda to carry out.
Name Calling: This tool involves using loaded labels to encourage hatred of the enemy. Labels like “Commies,” “Japs,” and “Huns” reinforce negative stereotypes and assist propagandists in demonizing the enemy.
Patriotic Appeals: This tool involves using patriotic language or symbols to appeal to people’s national pride.

37. Common Tools Used in Wartime Propaganda
Half-Truths or Lies: This tool involves deception or twisting the truth. The propagandist may attempt to include some element of truth in the propaganda to make an argument more persuasive. For example, blaming the enemy for complete responsibility for the war and portraying one’s own country as a victim of aggression is a common propaganda tool.
Catchy Slogans: This tool involves using memorable phrases to foster support for the war effort. For example, short phrases like “Remember the Maine!” and “Remember the Alamo!” have been very successful in motivating Americans to strongly support the use of arms against Spain and Mexico, respectively.
Evocative Visual Symbols: This tool involves using symbols that appeal to people’s emotions – like flags, statues, mothers and children, and enemy uniforms – to promote the war effort.
Humor or Caricatures: This tool involves capturing the viewer’s attention through the use of humor to promote the war effort. The enemy is almost always the butt of the jokes used by propagandists.

38. Friday, November 16, 2018 Homework: OHP WORK
Imperialism (practice) DBQFORMS “pair & share” peer review
Unit I Exam: America as a World Power
Ch. 10 & Ch

39. OHP “Completion”
Objectives Students will… Examine & discuss OHP samples Complete interview (script?) Compare first-hand testimony to the historical research (5-7+ minimum) (Begin to) Construct the PRODUCT

40. OHP is in the “home stretch!”
Discuss in “peer group”…
1) Interview plan (results?)
Interview script10-15 QUALITY questions…edited, typed, & spaced?)
Practice interview?
RESEARCH progress (5-7+ sources) and the ANALYSIS (compare & contrast story to “facts”)
Noodle Tools?
4) PRODUCT options: PPT, essay, video/documentary, etc.

41. Components of the OHP Product
Introduction (give detailed background info of the time period: Cold War, WW II, 1950’s culture, Vietnam, etc. …include timelines, maps, images, video clips, etc.)
I. Body: Explain person’s experiences related to time period (era or event) in detail (results of most of your interview questions should be included)
II. Analysis: Compare interview responses to your research information on the topic. Historical details expected, including citations of sources *Demonstrate understanding of interviewee’s experience in historical context.
V. Conclusion: Summarize the effect(s) that era/event had on your interviewee’s life
(Write a thank you letter to you interviewee (consider sharing a copy of your product)
“Complete” researchwrite interview script…conduct interview PRODUCT?
Interview “season” opened last week…10/26!
Interview should done no later than 11/18!
OHP product due on or before Tuesday, 11/27!

42. Research & Interview Script REMINDERS Carefully read important expectations below
All questions should be short, easy-to-understand, open-ended, & neutral
(AVOID one-word answer ?s, leading questions, and overly complex ?s)
2-3 “intro” questions…biographical ?s…do NOT start with a historical question!
You MUST include 2+ questions that are based directly on your research!
(Advanced OHP products have at least 5 direct quotes/comparisons (person’s testimonyresearch)
6-8 “body” questions about the historical era or event are expected
Arrange ALL questions in chronological order
2-3 “thought” questions are required (compare to today?)
ASK, “What would you like my classmates to remember about this event/era?”
10-15 TOTAL (TYPED) questions…SEND to interviewee BEFORE interview…ADD topic and person’s name on the top of your interview script…TRIPLE space between questions (answer spaces for her/him…space for notes & follow-up questions for you)

43. VISIT Teacher “Weblinks” for MORE reliable sources
RESEARCH “done?” Did you Open OHP research WORD file Collect images & text as you VISIT these websites*…collect things that might be HELPFUL
Textbooks? History Alive! and/or The Americans
Reliable & suggested sites…Schoolwires
*Lenape Library research databases
*ABC-CLIO most .org, .edu, and .gov sites are OK!
* *Flow of History
*DID YOU CHECK OUT THESE THREE?!?!
VISIT Teacher “Weblinks” for MORE reliable sources
Your research should have grown into a LARGE collection of sources & information…use it to provide BACKGROUND information in your final product and for ANALYSIS of the interviewee’s answers from the interview

44. Friday, November 16, 2016
Complete RESEARCH: minimum 5 sources in MLA format
(ADD Noodle Tools “document” to the end of OHP product…*CITE sources throughout project)
2) ANALYZE the INTERVIEW results compared to the RESEARCH
Include FINAL interview questions in the beginning of the OHP product
*CITE sources within your product as you analyze “historical research vs. the tale ”
3) Examine SAMPLES, review RUBRIC, & select PRODUCT format
PowerPoint is most common…essay, documentary video, tri-fold or poster, or OTHER?

45. What is OHP? Steps (continued):
5) Students will create a final product that demonstrates their understanding of the interviewee’s experience in historical context. Please choose from the following options:
a. A PowerPoint presentation or Podcast
b. A short narrative / biography
c. A documentary
Other product as approved by the teacher
6) All products should:
a. Demonstrate an understanding of the historical event or era.
b. Incorporate specific information from the interview.
c. Place the interviewee’s experiences in historical context.
d. Interest and engage the audience.
Demonstrate effort and quality work.
7) Students should send a thank you letter to the person they
interviewed (also consider sharing your OHP product).

46. -Highly informative & engaging retelling of interviewee’s story?
--Excellent analysis of research compared to participant’s testimony (displays many insightful “connections”)?
-Appearance & “construction” are high quality (much effort & careful consideration are evident)?
-Expectations & required “pieces” are assembled with much attention to details (few, or no “mistakes”)?

48. Do you see the “only” thing MISSING?
in-text citation?

49. QUESTION?

54. Carefully select questions & narrator’s answers to feature in your OHP productNOT all get a “slide” or analyzation

57. OHP Exhibitions will begin Tues
OHP Exhibitions will begin Tues. 11/27/19…not everyone will “present,” but ALL product will be on display

58. Do the following:
Include some (NOT ALL) ACTUAL testimony (text, audio, and/or video) from the interview
Analyze, compare/contrast, and/or REFLECT on the historical research AND the person’s testimony
PICTURE of your person (like a baseball card with bio info)
Include LOTS of relevant images, maps, timelines, etc. to make it LOOK NICE!
Be creative and original, but FOLLOW INSTRUCTIONS, the RUBRIC, and LEARN from the SAMPLES! ASK for help!

60. Weiderhold’s Question Matrix
The Question Matrix is a set of 36 question starters that ask what, where, which, who, why and how. The questions in the top rows of the matrix are knowledge and information questions. The lower rows are questions that require analysis, synthesis and evaluation.
C:\Documents and Settings\Educator\My Documents\ICTPD\Questioning\Weiderhold Question Matrix.doc
Event
Situation
Choice
Person
Reason
Means
Present
What is?
Where / When is?
Which did?
Who is?
Why is?
How is?
Past
What did?
Where / When did?
Which did
Who did?
Why did?
How did?
Possibility
What can?
Where / When can?
Which can?
Who can?
Why can?
How can?
Probability
What would?
Where / When would?
Which would?
Who would?
Why would?
How would?
Prediction
What will?
Where / When will?
Which will?
Who will?
Why will?
How will?
Imagination
What might?
Where / When might?
Which might?
Who might?
Why might?
How might?

61. Q-Matrix Event Person/Group Reasons Results
What is ...? Who is...? Why is...? How is...?
What did...? Who did...? Why did...? How did...?
What will...? Who will...? Why will...? How will...?
What might...? Who might...? Why might...? How might...?

62. Preparing for the interview and doing individual research

63. Writing Interview Questions and a Script for the Interview

64. Conducting the Interview

65. HONORS only
Your selected book must be “approved” by October 26, 2018…presentations begin in 2019!

66. OHP is a GREAT & CHALLENGING project!
OHP Timeline of Expectations
Dates
Introduction to OHP
What is required for this district core assessment? What do I NEED to KNOW & DO in ~2 months?
Wednesday, 9/26
Topic exploration (research) & OHP project preparations (videos)
Tuesday 10/3
*Parent Signature and Topic Choice due, including your Subject interviewee
WHO will you interview? What ERA or EVENT will you research & investigate?
*Monday, 10/8
2-paragraph summary (¶¶) w/ 2+ sources, 1-¶ biography of interviewee, & 3-6+ questions
Library (or laptops)
What do I know about: Era/Event? My person? 3 types of questions? WHAT will I ask & HOW?
Friday, 10/19
Enhance interview script (B,H,T…10-15 total questions?), continue research (5+ sources?) (LIB/lap)
*2-¶ summary w/ several sources, 1-¶ “biography,” & TYPED ?s *PRINTED & SHARED
*Tuesday, 10/23 and/or Wednesday, 10/24
FINAL interview script MUST be submitted for approval PRIOR to the actual interview!
Interview “season” is 10/27-11/ Verification of completed interview REQUIRED!
Did I carefully TYPE questions in logical order, as directed? Did I send them to interviewee?
Friday, 10/26
through
Sunday, 11/18
Collaboration Work Day?
How do my questions and progress compare to my peers? How can we improve our OHP work?
Monday, 10/29
OHP WORK DAY Organize research, select/begin product, interview prep/analysis (LIB./lap.) Make NoodleTools & MLA-style citations (Do you have history “facts” and interview “info” throughout product?)
Am I ready to (or did I) conduct & record my research-based interview?
Have I chosen my OHP product type? ANALYZE! Compare/contrast research vs. person’s story
Thursday, 11/1
FINAL OHP work day PechaKucha? Library (or laptops)
Now that my interview & research are “complete,” how can I BEST show my OHP work?
Friday, 11/16
Oral History Project “Delivery Day” (Minimum of 12 PPT slides, NOT include. intro & works cited)
Monday, November 26th Library (or Laptops)
actual file attachment or Office 365 link…projects delivered in Room Prepare to share! EXHIBIT? Carousel?
FINAL PRODUCT due no later than
Tuesday, 11/27
OHP Product Presentations/Exhibitions PECHA KUCHA!!!
In 3-5 minutes, how should I introduce my topic and “retell” my person’s story?
What was the most interesting thing learned from research? From interview testimony?
What “essential lessons” did I learn that my classmates should see, hear, and THINK about?
You can display/share your entire project, but you will not “read” or speak about every slide, nor will you play every video clip, recorded interview answer, etc.
Tuesday 11/27 through early December
“People’s choice” awards based on PEER voting!
~1 hour-Interview should occur between 10/26-11/18, See teacher as needed…ASK?s 😊
Dates subject to change
OHP is a GREAT & CHALLENGING project!
OHP proposal?
RESEARCH?
INTERVIEW?
THOUGHTFULLY completed OHP “steps?”