Syllabus 2017-2018Connecting history to home - Connecting history to home - due Friday, February 2Outside nonfiction reading assignment Outside reading assignment - due Friday, March 23, 2018 by 2:30 (no late work except for excused absence)The "mystery man" lesson Clues for mystery man table to record clues (turn in for credit) (due in class 2/15/18)WWI Country project - Project instructionsSources: Use the "encyclopedia" link to help you on this website. It has a huge variety of topics, countries, and all things WWI. website"All Quiet on the Western Front" movie viewing with viewing guide, 1930 versionLink to the movie via Youtube (this is not the best copy, but it is there and it is free; you might be able to find this elsewhere) https://www.youtube.com/watch?v=SkQSVcOpOQcStaff Ride Resources (Staff Ride assignment)http://www.greatwar.co.uk/battles/ (Battles of the Western Front, shown on a map)http://www.history.com/topics/world-war-i/battle-of-the-somme (Battle of the Somme)
Why did the US enter the Great War?The Lost BattalionThe Lost Battalion available on YouTube: http://www.bing.com/videos/search?q=the+lost+battalion&&view=detail&mid=B3C0DCFF74920BDC01E6B3C0DCFF74920BDC01E6&FORM=VRDGARTreaty of Versailles SimulationSimulation resources (all countries - very useful)Evaluating Germany's response to the Treaty of Versailles (includes why this was not the "war to end all wars")Use the documents from class and answer the following questions:Mystery leader campaignYour team is to create a campaign poster for your "mystery" leader. Do not reveal the person by name or image on your poster. Your poster should include the following details:--Images (not of your leader)--Slogan (that you create or something that he really used)--An original quote from the person that illustrates a compelling promise that would appeal to the people of his nation-- Promises of what he will do to improve the country--The specific conditions that need improvement in the country (economic, social, political)Your poster should be a finished, polished product that represents time well spent and an effective use of group work. It should be accurate and present a strong case for why your leader should be elected.You may choose to use Wikipedia, Worldbook Online (through the CHS Library), history.com, and other credible sources.The Wavehttps://www.youtube.com/watch?v=ICng-KRxXJ8Who Voted For Hitler?WWII In Color: The Gathering Stormhttps://www.youtube.com/watch?v=zjTgMbkZcbMEuropean Theater map resource - label the countries and bodies of water as indicated and shade each country as axis, ally, or neutral (make sure to key this)https://www.google.com/search?q=european+theater+ww2+map&safe=strict&rlz=1C1GGRV_enUS757US757&source=lnms&tbm=isch&sa=X&ved=0ahUKEwih4JfM983XAhUfHGMKHYMAArIQ_AUICigB&biw=1600&bih=904#imgrc=5BfsDjSm-R3EoM:
The Homefront - WWII
(a little bit of everything and lots of links – dig in)
Dr. Seuss goes to war
Posters of the Homefront
a student’s work on Disney during the war, but includes videos and art work. Not a bad source & should be accessible from school.
Click on the link for the Scotts family who lived in the home from 1941-45. What does their WWII story reveal about life on the Homefront?Critical Movie Analysis – step one
For TBA, know the title of the movie that you have selected to watch for your critical analysis. Your movie should meet the following criteria:
Step II: View the movieAs you watch, take notes on questions that you have as you view the movie. These can be questions about the movie's authenticity or how/when/where scenes and events were depicted. For example, when watching the movie Mrs. Miniver, one could wonder "did they really have those people with armbands and helmets who told people to turn out their lights?" You will be researching the answers to the questions that you develop as well as reading critiques of the film.You should watch the movie prior to TBA so that you can make full use of your work time during class. Your final project will be due no later than TBA.Step III:You will critique your movie using either platform of your choice: Word or Google docs. We will work on this in class on TBA and it is due as a paper copy no later than TBA.Google doc:https://docs.google.com/document/d/1sXLSMgt9e--CjLsl_-zJhjy3DCxVAz1YMO3F6P8rC4U/edit?usp=sharing
- 1.5-4 hours in length
- Should be a feature film, NOT a documentary
- Must be connected to WWI or WWII
- It may not be any movie that we have watched in its entirety in class (this includes Schindler's List & Mrs. Miniver which we will be watching)
- It can be a more modern film or an older one; it does not have to be a primary source
- Make sure that this is a film you can access and watch in its entirety by the end of March
D-Day: What If?Work time with your groups (and computers) on TBA and TBA. Share out with class on TTBA. Each person should present a section of your information and/or a slide. 16 points, daily work. Credit for accuracy, everyone participates and presents rather than reads, accountability to work time (on time and present and on-task), visual appeal of your presentation (includes map and includes a maximum of 5 words per slide).The full assignment description is here.Research links:Holocaust resources -Pages 73-88 "Life in the Ghettos"1. What were ghetto conditions like?2. What was the Judenrat and what did they do?3. What was the function of each and what happened there?
Warsaw, Lodz, Jewish Councils, KovnoSystematic Extermination, pages 119-1501. What and where were the camps?2. What were the three stages?3. What was "selection" all about?
4. Auschwitz was considered one of the worst camps. Why?5. How did tatooing and shearing contribute to the systematic organization of the camps?6. What are the lessons that we should take from the Holocaust in our 21st Century lives?The Killers: The Nuremberg Trials, pages 199-210
1. What was the plan for dealing with Nazi war criminals at the end of the war?2. What kinds of defense did the accused offer?
3. How many people were sentenced to die? Were they executed?
4. From whom did Mengele receive sympathy?
5. What did the Nuremberg trials accomplish, besides the obvious?
6. Who was Eichmann and why was he important?
7. How did other European countries handle Nazi war criminal trials?
8. What were survivors’ options after the war? Where did they go and how did they rebuild?"A Day in Auschwitz"Final Project: WWII - due TBA at the beginning of class.