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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
Linni0011

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
Debate Issue: Oil Drilling  Alaska - can we balance economic development & environmental protection?
Linni0011

Debate Issue: Oil Drilling Alaska - can we balance economic development & environmental protection?

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Debate the Issue: Oil Drilling in Alaska How can we balance economic development and environmental protection? Background of the Issue: The goals of economic growth and environmental protection are often in conflict. For example. Power plants provide energy, but they pollute their air. Dams supply water, but they destroy natural habitats. Finding a balance between growth and conservation may involve trade-offs. Use the timeline and the quotes by former President George W. Bush and Defenders of Wildlife to help you answer the questions and better understand the issue.
Age of Imperialism: Reading for Information – Edward Morel’s The Black Man’s Burden, 1903
Linni0011

Age of Imperialism: Reading for Information – Edward Morel’s The Black Man’s Burden, 1903

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Reading for Information – Edward Morel’s The Black Man’s Burden, 1903 Directions: After reading “The Black Man’s Burden,” answer the questions that follow. 1) _____ The purpose of lines 7-11 in the second paragraph is to show the reader… a) …how the invaders mistreated and used their military against the African natives. b) …that the invaders have much more to accomplish before they can take over Africa. c) …the intentional and unintentional wrongdoings of invaders upon the native populations in Africa. d) …the extent to which the industrial revolution aided in colonizing Africa. 2) _____ Which term is most important in understanding the key ideas in this article? a) abode b) exploitation c) militarism d) malady 3) _____ In lines 19-26 Morel argues… a) …there is too much physical labor for the Africans b) …the Africans are too weakened by disease and child bearing to handle the pressures of imperialism c) …imperialism would prevent the Africans from experiencing monotonous, uninterrupted labour d) …the Africans would not adapt well to the European system of labour 4) _____ There is enough evidence in this article to conclude that the author believes…
World War II: The War in the Pacific: Map Activity with Key!
Linni0011

World War II: The War in the Pacific: Map Activity with Key!

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The War in the Pacific: Map Activity Background: Japan took over large chunks of eastern Asia in the late 1930s. In 1941, Japan attacked the US naval base at Pearl Harbor in Hawaii. Then, Japanese forces quickly took over American, British, Dutch, and other territories in Asia and the Western Pacific. Starting in mid-1912, Allied (mostly US) forces began fighting their way back across and up the Pacific towards Japan. Directions: Locate and label the Islands and countries listed below Then, Locate and Label, as well as date the battles, invasions, and other military actions listed below Next, trace the movements of Allied forces toward Japan. They moved west across the Pacific from Pearl Harbor. They also moved northwest up the Pacific from Eastern Australia. Countries and Islands Hawaiian Islands Malaya Australia Midway Islands Singapore New Guinea Gilbert Islands French Indochina Aleutian Islands Marshall Islands Thailand Philippine Islands Marian Islands Burma Formosa Solomon Islands China Japan Mongolia Korea Dutch East Indies (including Borneo, Celebes, Sumatra) Soviet Union Manchuria Military Actions: Midway Tarawa Coral Seas Guam Tinian Guadalcanal Leyte Gulf Iwo Jima Okinawa Pearl Harbor Wake Kiska Landing, Attu Eniwetok Philippine Sea Palau Islands Brunei Hiroshima Nagasaki
Conspiracy Theories Assignment/ Project- Students love this!
Linni0011

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.
DBQ: Watergate What were roles of the Congress, the press, & the courts in investigating President?
Linni0011

DBQ: Watergate What were roles of the Congress, the press, & the courts in investigating President?

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What were the roles of the Congress, the press, and the courts in investigating President Nixon’s unchecked presidential power? Background: President Richard Nixon’s administration was marred by political scandal, called Watergate. That led to his resignation. What were the roles of the Congress, the press, and the courts in investigating President Nixon’s unchecked presidential power? Task: Use your knowledge of World War II and the documents to answer the questions and then the essential question
Civil Rights during the Harlem Renaissance- lecture (Powerpoint)
Linni0011

Civil Rights during the Harlem Renaissance- lecture (Powerpoint)

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Civil Rights during the Harlem Renaissance- lecture (Powerpoint) Describes, dance, poetry, literature, jazz scene/ locations, and more about the Harlem Renaissance in order to learn more about civil rights during the era. This also contains video links to help students get a depiction of what is involved
What is an Empire?, How is an empire formed?, Do people benefit from an empire?  Lesson Plan
Linni0011

What is an Empire?, How is an empire formed?, Do people benefit from an empire? Lesson Plan

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What is an Empire?, How is an empire formed?, Do people benefit from an empire? Lesson Plan OBJECTIVES: Students will define and explain what an empire is MAIN GOAL: To understand what an Empire is LESSON PLAN IN DETAIL: 1. Bell Ringer Questions: What is an Empire?, How is an empire formed?, Do you think people benefit from an empire? Explain, Can you name one Empire in history?, Are empires likely to remain a crucial part of the human landscape for the foreseeable future? o Students will fill out the bell ringer activity of the sheet of paper handed out by the instructor. o I will ask several students to volunteer their answer (10mins.) 2. I will then tell students that “Bitter Political Power struggles within the Roman Republic led to the creation of the Roman Empire. Today we will read “Introduction: What is an Empire?” (1 min., Total 11 mins.) 3. I will then instruct students that they will be working in one of their assigned groups and reading the article. In their groups they are to read the article page by page, and target the key ideas on each page. The number of key ideas and bulleted information is to be written down on the paper handed out by instructor. (30 mins., Total 41 mins) 4. We will then discuss what each group bulleted. (15 mins. 56 mins)
Political Spectrum: Where do you stand? Lesson Plan
Linni0011

Political Spectrum: Where do you stand? Lesson Plan

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Political Spectrum: Where do you stand? Lesson Plan Objectives: 1. Examine the political spectrum and differentiate between radical, liberal, moderate, conservative means 2. Find out their own view / placement on the political spectrum Key terms/ vocabulary Radical Liberal Moderate Conservative Reactionary Continuum
1980s United States Dinner Party Assignment/ Lesson Plan/ Assessment
Linni0011

1980s United States Dinner Party Assignment/ Lesson Plan/ Assessment

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You are hosting a dinner party and are inviting 12 historical figures from our unit this school year. Some of your guests may not get along, they are from different cultures, and some may not eat what you have planned. It is your job to create a successful dinner party using the criteria below. PART 1: CHOOSE YOUR GUESTS You must have people from the following time periods. You can only be general about one person from each column, otherwise they all have to be specific individuals. (Example of general would be : War Hawk “someone doesn’t like war” during Vietnam era. Be sure to give a BRIEF Description of who they are Step 2: SEAT YOUR GUESTS. Draw a table and explain you seating choice. (You might not want someone people to sit next to one another b/c they might fight, or you might want them to sit next to someone else b/c they might fight; you might want to group people with common interests…you decide and tell why thoroughly Thorough explanation of seating: Step 3: Topic of Conversation A good host NEVER lets his/her guests sit in silence and knows their guests well. For each person come up with a topic of conversation or a question for them to answer. Step 4: Food What will you serve your guests? Think of their needs and or what they are associated with (example is someone fought in Germany, serve them German food; Gandhi cannot eat meat, so you might want to order him lettuce) Step 5: Entertainment You might want to provide a song that represents your guests. (Example: Rosa Parks is known for not sitting on the back of the bus- therefore she might really enjoy OutKasts “Rosa parks song where the line quotes “everybody move the back of the bus…” , Whereas Agent Deep Throat (from the Nixon hearings, the informant that refused to give up his name might use the Ting Ting’s “That’s not my name” because he refused to reveal his identity) Be sure to give reasons as to why they get that song Step 6: Party Favors Dinner guests love party favors. What will you give each of your guests as they leave your dinner party? Tell Why (example Martin Luther King Jr. might get a dream catcher b/c of his I have a dream speech)
Ancient Egypt/ Nile River Valley: Mummies Project
Linni0011

Ancient Egypt/ Nile River Valley: Mummies Project

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Ancient Egypt/ Nile River Valley: Mummies Project You're an Egyptian living in 1200 B.C. The King of Egypt has recently died (so sad!), and you alone are in charge of burying his body. Normally, this would take an Egyptian 70 days to complete, However, you have one weekend!!! Your Task: To read the articles given to you on mummies, (or use any outside source) and design a tomb for the late King of Egypt. Your tomb must be decorated on the outside, and must have the proper supplies within the tomb for the late King’s journey to the After-world. On a separate sheet of paper, provide a description of what is in the King’s tomb and why. Also, do not forget to include your king in the tomb.
Foundations of Civilization: How civilizations began Lesson Plan- Student love !!!
Linni0011

Foundations of Civilization: How civilizations began Lesson Plan- Student love !!!

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Foundations of Civilization: How civilizations began Lesson Plan- Student love !!! contains guided Notes and PowerPoint for students, review and reflection and interactive game Game rules include: Directions: Some people define a civilization as a society that has a relatively advanced culture; one characterized by the growth of cities. As you play the Civilization Game, you will be solving problems faced by Neolithic man. You are to choose a solution (s) that will lead to the formation of cities. As you play the game, fill in your answer sheet under each problem. Each correct solution will mean one point for your team. An incorrect solution, gives your team no points. In addition, the teacher will add 1-5 points at the end of the game for the quality of your groups’ explanation. Your group represents a family that lived about 4,000 years ago along the banks of the Tigris River. You live in a small village with five other families. Each family raises all its own grain and vegetables by farming, supplemented by some food obtained by hunting, fishing and gathering. Usually, you eat ervy bit of food you grow. Sometimes, you aren’t able to grow enough. Those are the lean years of famine. You also have a few chickens and a cow for milk. Your house is made of sun-dried brick, and is roofed with reeds gathered from the river bank. The women of the family weave the cloth from which all your clothes are made. Everyone makes the containers and tools needed by the family from natural elements in the environment. Almost every year the river floods, covering the land with silt rich enough to grow your food. Your family consists of the parents and children, the wives of grown sons, parents of the father, and occasionally widowed and orphaned relatives. Your family will be given a series of problems to solve. Your solution will determine whether or not civilization will develop. Write the letter of the solution you believe will lead to civilization on your answer sheet. Note: A problem may have more than one correct solution; therefore it is your duty to explain why you choose that answer.