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history Teacher by Day and By Night Shop

I have been teaching for 13 years. I have taught in New York, Connecticut, California, and Colorado teaching US History, Modern World History, Ancient World History, Social Problems, World Religions, Geography, Economics and more. I believe teaching is an art and find joy in creating hands-on activities that engage my students. My expectations are high for my students and myself.

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I have been teaching for 13 years. I have taught in New York, Connecticut, California, and Colorado teaching US History, Modern World History, Ancient World History, Social Problems, World Religions, Geography, Economics and more. I believe teaching is an art and find joy in creating hands-on activities that engage my students. My expectations are high for my students and myself.
The 1920's and the Harlem Renaissance Project
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The 1920's and the Harlem Renaissance Project

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Your Task: Analyze the documents, works of art and more, order to learn more about the Harlem Renaissance, and the general feelings of the era You will be traveling to different stations, and learning about: 1. Jazz Scene 2. Musicians 3. Dance 4. Poetry 5. Writers 6. Art 7. Politics (we did this the other day) 8. Other- fads, hairstyles trends, and more Next- Compare the Harlem Renaissance with that of your generation 1. Migration Patterns- o Where are the majority of people (ethnics groups) and why o Which cities in US have largest population? 2. The Music Scene-Venues- o Choose 2 o describe them, who goes/went there, socio-economic, genres of the era 3. Singers o famous singers of the era- and why they represent the era/ time period o 1 song that represents economics o 1song to represent society, o 1 song to represent politics o Analyze those songs completely-( I.C.E.D & OPVL) 4. Dance o [Give at least 3- what do you believe each represents] 5. Poetry o find a poem that represents the era, use the poem analysis sheet to help you describe it. The event/ description cannot be the same as one mentioned in another section o Use the poem analysis sheet to help guide your analysis 6. Writers o [books of the era and what they wrote about- choose 2 only one can be fiction- how does this represent your generation, why did the author write this, summarize the literature?] o Use I.C.E.D o Cannot be same historical events as above 7. Art o [Choose 2 and explain the meaning- famous paintings, statues, architecture, etc.] o Use the art analysis sheet to help you 8. Politics [this can be presidential as well as social politics] 9. Other [fashion, hairstyles, fads, food etc.] Format: 1. Movie 2. Collage 3. Art/ Work 4. Portfolio 5. NOT powerpoint! Grading: Communication Rubric C
Uncle Tom’s Cabin by Harriet Beecher Stowe (exerpt) and worksheet
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Uncle Tom’s Cabin by Harriet Beecher Stowe (exerpt) and worksheet

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Uncle Tom’s Cabin by Harriet Beecher Stowe (exerpt) Task: 1. Identify Point of View Whose point of view is reflected in this selection? 2. Demonstrate Reasoned Judgment How accurately could a white northern woman portray the feelings of an enslaved person being auctioned? What parts of her story might have been written differently by someone who had been enslaved? 3. Create: re-write the story from the view of an enslaved individual
Roaring Twenties: Harlem Renaissance- Musicians of the Era- Lesson Plan
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Roaring Twenties: Harlem Renaissance- Musicians of the Era- Lesson Plan

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Harlem Renaissance Musicians of the Era 1. Edward “Duke” Ellington 2. Louis Armstrong 3. Bessy smith 4. Billie Holiday 5. Other Directions: Read/ listen to 2 of the artists, and describe….. a. What made them “famous”/”special”? b. What struggles did they face? c. Major advancements? d. What is the tone or mood of this recording? e. Why do you think the original recording was made and for what audience? f. List two things in this sound recording that tell you about life in the United States at the time. contains readings, video links and graphic organizers for students to learn more about the Harlem Renaissance through music
1920's Harlem Renaissance- the Dance Movement
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1920's Harlem Renaissance- the Dance Movement

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1920's Harlem Renaissance- the Dance Movement 1. The Shimmy 2. The Cakewalk 3. The Charleston 4. The Lindy Hop Directions: Read about the following dances and… a. Describe their origins b. Explain the Dance moves c. Was it accepted by society or not? d. Try the Dance out!!!!
Conspiracy Theories Assignment/ Project- Students love this!
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Conspiracy Theories Assignment/ Project- Students love this!

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Conspiracy Theories Assignment/ Project- Students love this! this includes, background information, research tasks and topics with graphic organizer for students to complete with an annotated bibliography and rubric Background: One guilty pleasure in the life of a curious person is indulgence in the world of conspiracy theories. Conspiracy theories serve an important purpose for one major reason: they contain plenty of truth or of verifiable fact in resistance to secret, corporate or government entities that are not forthcoming with the truth about strange, criminal, covert or extra normal events. Conspiracy theories help humans to imagine the worst. Imagining the worst helps to prepare the human mind and society for the worst. Preparing for the worst is essential to survival. Your Task: To Research One Great Conspiracy in the world, and come up with your own conclusion to help shed “new” light and truth to the conspiracy, or to prove the “conspiracy” to be false.
World War I: Major Battles Graphic organizer
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World War I: Major Battles Graphic organizer

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Covers the follow battles: Battle of Marne, Battle of Verdun, Battle of Somme, Battle of Ypres (Battle of Passchendaele, Second Battle of Marne, Battle of Tennenberg, Battle of Gallipoli, Jutland, St. Mihiel, Chateau-Thierry, asks students to research: Where did the Battle Take Place When did it take place Who fought in the Battle Number of Casualties of Both sides Outcome and importance of the Battle (who gained what?; important event, etc…) Major Technology Used
Industrial Revolution Project: museum exhibit with Rubric, daily guidelines and activities
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Industrial Revolution Project: museum exhibit with Rubric, daily guidelines and activities

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Industrial Revolution Project: museum exhibit with Rubric, daily guidelines and activities groups research 1. Changes in agriculture and industry 2. Urbanization and City Life 3. Business organizations and changes 4. Innovations in transportation and communication 5. Consumer goods and entertainment 6. Arts and Sciences All have guided questions to help students perform to the top tier
Ancient Greece: CREATE YOUR OWN GREEK SUPER HERO
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Ancient Greece: CREATE YOUR OWN GREEK SUPER HERO

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CREATE YOUR OWN GREEK SUPER HERO Directions: Please “create” a Greek super hero by addressing the items below. There is a rumor that their will be super hero battles so be ready. A. Appearance: what does your superhero look like? You may choose to draw a picture, or simply describe the appearance of your species. B. Name: what is his or her name? C. Form of Communication: what is their signature “saying”? D. Transportation: do they walk, fly, ride an animal? E. Weapons: what sort of weaponry do they have? Do they even have weapons, must be ancient no lasers? F. Super Powers: what super power(s) do they have, must be appropriate to Greek Culture? G. Family: who is he or she related to, parents etc.? H. Education/Intellectual Development: how or from who did they learn their skills, or where they just born with them? I. Careers: what does your super hero do when he/she isn’t being superheroey? J. Companions: do they have companions or friends? K. Arch-nemesis: who is their greatest rival L. Their journey: what event happened to make them “realize their super powers”.
Identifying the Author’s Purpose and Point of View: Worksheet
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Identifying the Author’s Purpose and Point of View: Worksheet

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Identifying the Author’s Purpose and Point of View: Directions: When an author writes, he or she has a purpose in mind. Authors often write to explain, to persuade, or the entertain, to persuade or to entertain. Understanding an author’s purpose will help you to interpret what he or she has to say. In addition, to a purpose, an author usually has a personal perspective. This perspective is called a point of view. Knowing an author’s point of view is useful because it can influence that way he or she presents or interprets the facts in a piece of writing. Here is how you do it: 1. Read the title and skim the passage to form an idea of what it is about. 2. As you read, use context cues to help you understand unfamiliar words. 3. Look for a statement of the author’s purpose. If it is not stated directly, try to infer it from the information provided 4. Use active reading strategies. As you read, as yourself how the author feels about the subject he or she is discussing 5. Before re-reading the passage review the passage review questions to identify information that you need to find
BROWN VS. BOARD OF EDUCATION (1954) - How does Segregation Affect Education? Worksheet
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BROWN VS. BOARD OF EDUCATION (1954) - How does Segregation Affect Education? Worksheet

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BROWN VS. BOARD OF EDUCATION (1954) - How does Segregation Affect Education? Worksheet BACKGROUND: Until the 1950s, many public schools through the United States were segregated by race. This separation for students was legal because of the 1898 Plessy vs. Ferguson decision, in which the Supreme Court ruled that “separate but equal” facilities did not violate the Constitution. However, many believed that segregated schooled could never provide an equal education. The Facts The Issue The Decision • Linda Brown was an African American student in the segregated school district of Topeka, Kansas • Linda’s parents tried to enroll her in an all-white school closer to home, but school officials denied the application on the basis of race • The NAACP filed a lawsuit against the Board of Education on behalf of the Brown and several other black families • The NAACP argues that segregated schools deprived African American students the equal protection of the law required by the Fourteenth Amendment The Supreme Court ruled unanimously that segregated schools were inherently unequal and violated the Fourteenth Amendment WHY IT MATTERS Brown vs. Board of Education was an important first legal victory in the civil rights movement. This landmark decision brought America one step closer to securing equal rights for all. Chief Justice Earl Warren declared that segregation in education was unconstitutional because it prevented an equal education for all races” “In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity… is a right which must be made available to all on equal terms… To separate them (Children in grade and high schools) from others of similar age and qualifications solely because of their race generates a feeling of inferiority… that may affect their hearts and minds in a way unlike to ever be undone…” CONNECT TO YOUR WORLD Use the data in the table to create a graph, and describe the trend that you see. Then, research school segregation today. Have schools become more or less segregated since 2001? What might explain this change? School Desegregation After Brown Percentage of African Americans students in 90 percent minority schools 1968 1988 1991 2001 South 78 24 26 31 Northeast 43 48 50 51 Midwest 58 42 40 47 West 51 29 27 30 Source: National Center for Education Statistics Common Core of Data
Rome: THE RISE OF CHRISTIANITY- Lesson Plan
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Rome: THE RISE OF CHRISTIANITY- Lesson Plan

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THE RISE OF CHRISTIANITY OBJECTIVES: Describe how the conditions Jews faced in Judaea contributed to the rose of Christianity, Identify the difficulties early Christians experienced in the Roman Empire, and Explain the changes that helped establish Christianity and stabilize the church during the late Roman Empire MAIN GOAL: To understand that the rise of Christianity and its gradual spread across the empire changed the culture of the Romans Time: 1 Class Period (57 mins) LESSON PLAN IN DETAIL: 1. Bell Ringer: I will put a map of the spread of the Roman Empire on an overhead and ask my students to write down what they know about Roman Religion and the Religion of groups in the areas Rome controlled (5 mins) 2. As a class, we will read the textbook chapter entitled “The Rise of Christianity”. Students will “bump” read. (20 mins, Total 25 mins) 3. Students will then break into assigned groups and complete the worksheet that goes along with this reading (15 mins, Total 40 mins) 4. We will then go over the worksheet (10 mins, Total 50 mins) 5. Closure: Students will take a short quiz based on what they learned today. ( 7 mins, Total 57 mins) Homework – DBQ Packet on Rise of Christianity and questions to go with it.