To begin class students worked on a quick assessment that had them identify and explain the 3 Rs of FDR’s New Deal, two relief programs, and two recovery programs. I spent the next few minutes reviewing the PowerPoint from the video they watched the night before.

When we finished, students worked on the New Deal Elite Eight Programs. The students seemed to enjoy doing the bracket and asked if we could do it for other topics. I definitely plan on doing it for review.

HW for tomorrow: Key People Associated with the New Deal V.G.

Have a great night!

For the first ten minutes of class students answered 9 practice multiple-choice questions on old material. Most students did well, but a set on Reconstruction tricked many of them. When I start after school reviews next week, we’ll spend time reviewing that topic.

Students watched the Chapter 23 video for homework. This video covers the causes of the Great Depression, the Stock Market Crash, and the presidency of Herbert Hoover. I spent about 15 minutes reviewing the content with them and we focused mostly on the causes of the Depression and the Bonus Army.

The last 15 minutes were spent on students answering a Short Answer Question on the Great Depression. I collected them from the students and will review their answers.

HW for tomorrow: The New Deal V.G.

Have a great night!

To recap Chapter 22 about the 1920s, I had a discussion with the students about a graphic organizer I created. We spent a lot of time recapping immigration, the Harlem Renaissance, and Marcus Garvey.

When students finished, I had them complete the document analysis portion of the 1920s Analysis Sheet that matches up with the video on the 1920s. Finally, students answered 11 practice questions about World War I and the 1920s.

Have a great night!

For homework, students watch my video on the 1920s. Today in class I wanted to focus on the immigration part of the 1920s. After reviewing nativism and the notes portion of the video, we analyzed a couple political cartoons about immigration, including one found in the period 7 review sheet.

We spent a lot of time discussing the Red Scare, Palmer Raids, and ideas that were considered radical during that time.

For the last 10-15 minutes of class, the students worked on a Short Answer Question I created about the First Great Migration:

• Briefly explain how ONE of the following was most significant in African Americans moving to the North and West during and after World War I.
  • Escaping Segregation
  • Racial violence
  • Limited economic opportunity in the South
• Provide ONE piece of historical evidence that supports your choice in part a.
• Briefly explain why one of the other options is not as significant a reason for African Americans moving to the North and West during and after World War I.

Have a great night!

Today was the first day back from our weeklong mid-winter recess. The only homework I gave students over break was an essay on the Progressive Era. I plan on having them write an essay every two weeks from here until May. They will be a mix of old topics and current topics.

I haven’t recorded a video on the Harlem Renaissance yet, but I do have a PowerPoint I made. I spent the first half of class discussing the PowerPoint with the students. When we finished, we analyzed two poems from Langston Hughes and Claude McKay.

For the rest of class, the students worked on 13 multiple-choice practice questions that covered material from the Spanish-American War through the Harlem Renaissance.

HW for tomorrow: 1920s V.G.

Have a great night!