WWI: Trench Warfare

Starter
Watch 15 minutes of A Very Long Engagement, starting at scene 28.

1. What weapons do you see during this film clip?  List them.
2. What do you notice about this kind of war?
3. How is this kind of war different from other types of war you may have seen portrayed in the news, movies, etc.?

Post Video Discussion and Trench Warfare Assessment

Use the handout linked above to guide your small group discussion.  Then complete one of the two options on the handout for your trench warfare assessment.

TURN IN:  STARTERS 4-8, AND TRENCH WARFARE ASSESSMENT

AQotWF

Read and annotate, work on choice activities (see Student Resources page for details and instructions).

HOMEWORK

1. Read and annotate to the end of chapter 8.  DUE: Tuesday, 9/3
2. AQotWF Choice Activities.  DUE: Friday, 9/6
3. Trench Warfare:  If you didn't finish this in class (see the linked handout above), finish it and email it to Lori ASAP!

Causes of WWI: Imperialism and Assassination

Starter 7:

1. List 3 details that you think are important for understanding this cartoon.

2. For each detail, explain what you think it could mean.

3. In 1-2 sentences, what is the main message of the cartoon?

Imperialism

Take notes on Imperialism, using the powerpoint linked above.  If you were absent, check with Lori to fill in gaps in your understanding!

Assassination

Watch the video linked above about the assassination of Archduke Franz Ferdinand.

Powder Keg Update

Fill in the last two spots on your Powder Keg notes.

AQotWF

• Read and annotate
• Work on choice activities (see Student Resources page on this website for all handouts and instructions).

HOMEWORK

• AQotWF:  Read and annotate to the end of Chapter 8.  DUE: Tuesday, 9/3
• AQotWF Choice Activities:  Complete 3 activities.  DUE: Friday, 9/6

Causes of WWI: Nationalism

Starter 6

1. What do you see here?  What details do you notice?

2. What kind of group do you think would have this as their image?  Explain your reasoning!

Nationalism Predictor:  The Black Hand

Complete the handout linked above.  Then use the Constitution of the Black Hand to compare your brainstorm with the actual rules of the organization.

If absent, get Nationalism Notes from a classmate, and fill out the N on your Powder Keg.

AQotWF

1. Finish your Character Portrait/Attributes Map.  DUE: Start of class, Thursday
2. Read and annotate
3. Start on AQotWF Choice Activities.  See the Student Resources page of this DP for further instructions and guidance in these!

HOMEWORK

1. Finish Character Portrait/Attributes Map.  DUE: Start of class, Thursday
2. Read and annotate to the end of chapter 8 in AQotWF.  DUE: Start of class, Tuesday, 9/3

Causes of WWI: Alliances

Starter 5:

1. What do you see in this cartoon?  Describe important details!

2. List 3 symbols being used in this cartoon, and what you think they mean (take a guess!).

3. What is the overall message of this cartoon?  1-2 sentences only!

Alliances Simulation

Complete alliances simulation.  If you were absent, come talk to Lori!

Powder Keg:  Alliances

Fill in the Powder Keg notes with Alliances information.

Alliances Map

Create a list of the countries in the three alliances of WWI: Allied Powers, Central Powers, and Neutral, using the map linked above.

Character Portraits and Reading Time

Work on your AQotWF Character Portrait.  If you finish, read and annotate!

HOMEWORK

Read and annotate to the end of chapter 5 in AQotWF.  DUE: Wednesday.  

Causes of WWI: Militarism

Binder Set Up
Organize your binders into the following categories, and put work in the appropriate categories.  Remember, all my handouts will have the category they should go in on the upper right had corner!

1. Starters:  Pretty self-explanatory
2. Classwork:  Most work you do in class, and most handouts, will go in this section.
3. Project Work:  This is for project drafts, revisions, and critiques
4. Notes:  For lecture and movie notes
5. Library:  Put texts and reference sheets in here. 

Starter 4

1. What do you see here?  What are the details that stand out to you that you think are important?

2. What questions do you have about this image?  Try to be more specific than "who are these guys?" or "what's going on here?"

3. What do you think is happening here?  Take a guess, based on what you see!

Powder Keg:  MANIA

Get powder keg notes handout from Lori, fill out the first M with Militarism notes.  If you're absent, get these notes from a friend!

Militarism Activities

Complete one of the two activities below:

1. Germany and the Next War Text and Germany and the Next War Instructions  OR...
2. Militarism: Images, Stats, Quotes and Militarism Instructions

Show Lori when you're finished!

AQotWF Character Analysis

Get started on one of the two activities linked above (look towards the bottom of the first page).  You will have time to finish these in class tomorrow- do NOT do them as homework!

HOMEWORK

Read and annotate through the end of chapter 4 in AQotWF. 

AQotWF and Multiple Intelligences

TURN IN SIGNED SYLLABUS TO MAILBOX!

Starter 3

1. In chapter 1 of AQotWF, the men all use the toilet together in a field for HOURS (pages 8-9).  What is the author trying to say about the experience of war by describing this event?  Look closely at the text!
2. What do you notice so far about Remarque's writing style?  What stands out to you about how he writes?

TURN IN STARTERS 1-3.  If handwritten, staple together and put in the mailbox.  If typed, email to lori.fisher@animashighschool.com.

Multiple Intelligences

Watch the following videos, and think about, What does it mean to be smart?

• Millionaire Fail:  What happens here?  What does it mean to be smart?  Does this video mean the woman in the 
• What does it mean to be smart?  What are your reactions to this video?  Do you think IQ has a big influence on your life?
• History of Multiple Intelligences  

Now, take the quiz online!  Multiple Intelligences Quiz.  After you take the quiz, write an informal note that does the following:

• Lists your three strongest intelligences
• Lists two concrete strategies or approaches that you would like to use while reading AQotWF

AQotWF Reading Time

Read and annotate!

Debrief and Discussion

Debrief reading and MI with Stephen

War 4 Corners

Respond verbally to statements about war.

HOMEWORK

1. Class Supplies:  Have all supplies in the syllabus with you on Monday.  DUE: Monday, 8/26
2. AQotWF:  Read and annotate through Chapter 3.  DUE: Monday, 8/26

WWIII Brainstorm and AQotWF Intro

Starter 1: WWIII?
What would start WWIII?

1. Who would have to be assassinated?  Would assassination actually be a cause?  Why/why not?
2. What countries would likely be involved?  why?
3. What would warfare look like?  Think about weapons, victims, speed...
4. Would civilians be targeted?  Why/why not?

Our Stories

Stephen led activity about the differences and similarities between history and story.

Creative Historians Project

See handout linked above for details on the project.

All Quiet on the Western Front (AQotWF)

1. Read that sucka!  Annotate as you go.

HOMEWORK

1. Signed Syllabus:  Return the last page of the syllabus signed by you and your parents.  DUE: Friday, 8/23.
2. Class Supplies:  Bring all the supplies from the syllabus to class.  DUE: Monday, 8/26.

First Day! Welcome to AHS and 10th Grade!

Welcome Back!
Hi everyone!  I am super excited to be teaching you guys for 10th grade humanities this year.  We are going to have an amazing year together!

Introductions
Meet new people and form groups!

Class Procedures

1. Read over the Class Procedures rubric.
2. Stage a picture for a 1 on the rubric- have Lori take a picture.
3. Stage a picture for a 3 on the rubric- have Lori take a picture.

Starter 1: Truth of War

Freewrite on the following question.  No more than one page!  What is the truth of war?

1. Swap papers with the person sitting next to you.  Write your favorite sentence from theirs on the side board, with their name next to it.
2. In your starter, under your freewrite, write the sentence from the board that is your favorite, and what it makes you think.

Syllabus and Debrief

1. Read the syllabus
2. Highlight the 5 most important things in the syllabus.  NO MORE THAN 5!
3. Write a question the syllabus brings up for you on the question board.
4. Debrief with Lori.

Required Activities

See activities on the second page of the handout linked above.

HOMEWORK:

1. Signed Syllabus:  Have your parents fill out and sign the last page of the syllabus after they've read it.  DUE: Friday, 8/23/13
2. Class Supplies:  Buy all class supplies needed for this class, have them ready to go on Monday!  DUE: Monday, 8/26/13