Building the New Deal – In class April 5/8

Young New Dealers – You hopefully have a decent idea about many of the New Deal programs made famous by their acronyms in the alphabet agencies. Today you and your partners are going to take a specific program and create a representation using everyone’s favorite building toy – Lego.

Your task is to create a visual representation of your assigned New Deal program, and summarize the program on one half of a piece of paper (including a primary source quote).  You can also describe your representation (with a different narration) using an app called tellagami or using the video function on your phone.  As you describe your representation, put a pretty picture of your representation in the back of your animated voice.

When you are done, we will have a little museum walk so that we can dig deeper into these New Deal agencies.  Be creative, and have fun!

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LEARNING EXPERIENCE April 3/4 – FDR and the New Deal

Was the New Deal a positive step for America?

That’s an essential question for this unit, and you will be developing a foundation of information regarding the New Deal in a lengthy study guide in order to help answer this question. Don’t wait until the last minute on this one!



Carefully follow directions on all parts of the assignment!


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Life During the Depression – for April 3/4

Screen Shot 2016-04-04 at 7.47.08 AMWe investigated the basics of the Great Depression and solved a bit of a mystery about the causes of the economic crisis – did you challenge your parents about their knowledge of why the Depression happened?

In our  next class, we will look at a few specific groups in the American the population that were affected in various ways, Remember, the Depression only directly affected one-third of the population – but those that were hit really suffered!  you will be one of those people in our next class as we share depressing stories created by … YOU!

You will be given a role for the next class and will have the opportunity to create a single “scrapbook” page that summarizes your life during the Great Depression.  Consult your section of the  Life During the Depression” reading below and follow the instructions and rubric carefully.  You can check out any other resource you want to consult, especially if you can get a great primary source quote! An  example of an African American during the Depression is available here! Last Hired - Life in the Depression rubric

Life During the Depression”]


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MADVERTISING – For class March 12/13

Untitled drawing (1)As you learned in your breakout, advertising was a big part of the growing consumer society in the 1920s.  Instead of just informing people about a product, 20s advertisers tried to influence consumers to buy products through the use of slogans, temptation, and guilt. The modern advertisements we see today started in the 20s – can you create one? Let’s find out …

You will receive a 1920s topic in class today, and your goal is to create an advertisement that describes the historical topic and “sells” the topic’s importance to your classmates. Your process is as follows …

  • Research your topic for 10-15 minutes to find out the basic information and importance the topic had in relation to the 1920s (and the present).
  • Create a visual/print advertisement (one page of a Word, Pages, or Google Doc, saved as a PDF) in the tradition of the 1920s. The ad should have visuals and a catch phrase or slogan that helps sell the topic’s importance in the 20s (and today, if possible).
  • Create a 20-30 second radio advertisement to go along with the print ad. The radio advertisement should provide some essential information about the topic and discuss the importance of the topic in the 20s (and today, if possible). The radio ad should be saved as an .mp3.
  • SAVE BOTH ADVERTISEMENTS and upload them on Google Classroom. We will use these in class on Wednesday and Thursday for a little bit of 1920s MADNESS.

Screen Shot 2016-03-08 at 3.16.02 PM

How to save sound as an .mp3 on GarageBand

How to save a document as a .pdf


The Twenties – Roar or Yawn?

The Roaring Twenties overview from The History Channel

From Shmoop

From the History Channel

From Digital History

Some videos

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Classifying and Evaluating the Roaring 20s

It was the best of times, it was the worst of times … a famous opening of a Charles Dickens novel? (yes)  A description of Taft’s hairline?  (no … only the worst there)  A framework for a way to look at the decade of the 1920s?  Absolutely!

You started analyzing the 1920s in class when you broke out of the decade.  Keep filling up those 20s buckets by using   using  America in the 20th Century – The Roaring 20s (usmstudent, wildcats), and also make your way through the 1920s – Roar or Yawn activity. If you are interested, and want some laughs), you can also watch our AHR! friend John Green as he discusses the great decade in The Roaring 20’s: Crash Course US History #32.

Then, on your separate document, start to evaluate the decade by classifying the events and idea of the decade in a different manner – was the decade “The Best of Times” or “The Worst of Times”?  Using your notes and the materials provided online, evaluate the various topics discussed by classifying them as positive or negative legacies of the decade.


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WWI – Educate, Commemorate, Honor

After two weeks of diving into the role of WWI in America’s story, we are excited to see how you will educate, commemorate, and honor the role of WWI in America’s story.  As we close our current study of WWI (and hopefully continue to investigate this under publicized yet incredibly important part of our country’s story), please take some time (90 seconds) to respond clearly and confidently to the flipgrid prompt below.

I can’t wait to see the World War I National Memorial when it is completed in Washington DC!  Not this, year gang – but we will drive by the site in April.

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Want more from the trenches “Over There”? Check it out …

So, Doughboy – how were the trenches? After today’s class, you hopefully have an idea about the challenges American had when they were part of the trench warfare in World War I – and remember, they didn’t have it nearly as bad as the other Allies (or the Germans)! Want to learn more?  I did, so I went to France and Belgium to find out all about WWI on the Western Front.  You can see some of my experiences on my travel blog at

Wan’t more? Check out the sites listed below.

Want some actual letters from the trenches?  Check out …

Want some games? 

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The War to End All Wars? PEACE after WWII … for March 6/7

Once the war ended, what happened?  An easy peace treaty meeting in Paris – typical, right?   Not so fast …

For your next class, preview the peace process that came after the war by reading and watching some content concerning the Paris Peace Conference and the Treaty of Versailles. The History Channel also has a decent overview video and reading.  You can also watch Peace, Diplomacy, and Reparation.  As you read and watch, you should be able to :

  • … generally describe Woodrow Wilson’s Fourteen Points.
  • … discuss why the rest of the “Big Four” opposed Wilson’s Fourteen Points.
  • … give a broad outline of the actual peace provisions of the Treaty of Versailles.
  • … discuss why the Treaty of Versailles was opposed by the Senate and some of the public in the US.
  • … describe how the Versailles process was a failure in the goal of continuous world peace.

Please come to class with some questions about the peace process, as we will discuss it in more detail.

You can also spend some time thinking about the legacy of the Great War – The War to End All Wars – World War I. This would be a great section on your WWI target display!

Check out Legacy of the War – World War I Centennial;  World War I Centenary: 100 Legacies of the Great War; A 100-Year Legacy of World War I – The New York Times; and WWI Casualty and Death Tables from PBS to THINK about the overall impact of the Great War, both globally and in the United States.  You may also want to check out the description of the Tomb of the Unknown Soldier at Arlington National Cemetery – four of you will lay a wreath there in six weeks.


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Get ready to go “OVER THERE” on Monday, March 4!

You should have a solid understanding of America’s entry into the Great War, including the rationale outlined by Woodrow Wilson in his war message to Congress. You also should understand the role that Americans played o the home front during WWI and how the war changed the lives of so many.

Now it’s time to go “Over There” and become part of the AEF – The American Expeditionary Force.  To prepare for your class experience ON MONDAY (everyone), please carefully read Welcome to the AEF, using this  reading guide to direct you.  We will find out the challenges that the men faced in the trenches on the Western Front. You can think about the essential info for your WWI Legacy target display as well!

Make sure you listen to “Over There” by George Cohen – it’s a classic! (And you may be singing it …)

If you can, make sure you have a cell phone, download HP Reveal (Android iOS), and also try the Layar app (Android iOS).

See you in France on Monday!


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