Mrs. Madrigal’s Social Studies Blog

Hoy van a trabajar en sus proyectos usando los sitios de internet de abajo. Primero click on “FILE” –> “NEW WINDOW” En la nueva pagina buscen informacion para sus proyectos y la pagina original deberia siempre estar abierta para ver los sitios de internet.

http://www.un.org/

http://www.impre.com/laopinion/

http://www.cnn.com/espanol/

http://www2.esmas.com/noticierostelevisa/internacional/

http://www2.esmas.com/noticierostelevisa/internacional/

http://www.eluniversal.com.mx/noticias.html

http://www.jornada.unam.mx/ultimas/

http://www.heraldo.com.mx/

www.elmundo.com.sv

Today you will be working on your PowerPoint Presentations. This will be the last day of the computer lab so keep your eye on the time. If you need more time than you need to make time during lunch or after school to use the school computers.

The requirements for the assignment are listed below, you also have the yellow handout where the assignment is described.

Possible Order of Slides: (1) Person – background information of the person(s), goals & accomplishments, struggles or controversies, connection to the Cold War. (2) Place or Event – Place/Location, people or countries involved, goals/accomplishments, connection to Cold War.

Final Project

Due Monday October 19, 2009

(All projects will be saved onto my computer on Monday)

Presentations: Monday and Tuesday

Final Exam

Wednesday October 21, 2009

50 multiple choice

Treaty of Versailles – Cold War

Requirements

Length: 5 slides (3-5 bullet points per slide)

• 1 slide title Page
• Four Slides dedicated to content (5 Ws and an explanation of the Cold War connection)
• Last Slide should list the websites used for research (At least 3  sources)

1. Background: Choice of background should be consistent from slide to slide, be appropriate for the topic and should not distract from the text/graphics. First slide must include a Creative Title, your topic title, and your name
2. Animation and Font: The choice of your font formats (color, bold, italic) should help readability of content and not deter from it. Also, it is often more effective to have bulleted points appear one at a time so the audience listens to the presenter rather than reading the screen. Each bullet point is required to have animation.

3.  Spelling & Grammar: There should be no misspellings or grammatical errors. Remember, a PowerPoint Presentation should include short bullet points so you should be able to catch spelling and grammatical mistakes more easily.

4. Content: There should be an explanation of your topic and the context of the time period in which it take places in. Think of the Five W’s: Who, What, When, Where, and Why. Each presentation should have illustrations to help support their topics. If you’d like to have a slide dedicated to pictures this slide will not be counted as part of the 5 slides needed.

• The PowerPoint presentation is not a substitute for your explanation. Each slide should have short bullet points which you will explain in further details. There should not be whole paragraphs in your slides.

5. Delivery: Students should not read the presentation. Practice what you will say after each bullet point to further explain the ideas. (You may use index cards to help you).

Directions: Today you will gather the information to prepare for your power point presentation. You will gather facts, pictures and make judgments on your topic. The primary goal is to become familiar with your topic and that is going to require you to read different articles and take notes.

Step 1: Open up a Word Document and save it as “Final Project Research” to save your information. You want to save the URL of the websites you visit and pictures that you will want to include in your PowerPoint and factual information of your topic.

Step 2: Research

Start with the Digital Library to learn a general overview of your topic. (Try Britannica and FactsOnFile)

Once you’ve used Digital Library you can explore other avenues to search, see recommended websites below. If you find a website you like and you think it might be helpful for the class let me know so I can post it. Judge for yourself if its a creditable site, look for the creator of the website. If its an organization like a university or news media its more trustworthy than if its just one individual.

Research Objective: How does your topic relate to the themes found in the Cold War?

Questions to Answer:

What is your topic about?

Who is involved in your topic?

When and where did it take place?

What were the goals, successes, failures, influences and affects of your topic?

How does your topic relate to the conflict between USA and USSR, the spread of communism and the containment of communism, fears of the atomic bomb etc.

Helpful Links:

http://notebook.lausd.net/portal/page?_pageid=33,245998&_dad=ptl&_schema=PTL_EP

www.coldwar.org

www.time.com (they might have great pictures for you to use)

If you have not picked your photo from the museum’s archives make sure that you select it today! Everyone should be either working or finishing the photo analysis questions (the questions are on the back of the assignment or you can see them below). Once you are done with the questions you can begin organizing your essay that is answering the following question:

Before the war, how were the lives of Jews “normal”? Explain how Jewish life can be viewed as ordinary and how their lives were changed after Nazi occupation.

General Organization for Essay:

Paragraph 1 Introduction: Introduce and briefly discuss the events of the Holocaust. Make sure you answer the essay prompt by introducing your photo subjects and yourself.

Paragraph 2: Provide more in depth information on the subjects of your Jewish photo (Question a,b) and compare the similarities you find with your photo and the Jewish photo(Include Question c)

Paragraph 3: Discuss Questions D and E

Paragraph 3 Conclusion: Provide a final explanation/thoughts about Jewish life before the Holocaust and how the fate of the Jews relate to the anti-Semitic Laws of Germany (See pink timeline).

Holocaust Photo Questions to be answered in class (will be checked before the end of the period):

1. Where is or was that town/city located? When was the photo taken?
2. (Who is in the photograph? Give background information on the people in the picture and why the photo might have been taken.
3. Based on your selected photo, what can you infer about the life/culture of the town/city prior to the German invasion? In other words, how do you think life was for the Jews before the German invasion?
4. When and how did the town/city come under Nazi rule (timeline)?
5. For your selected photo, what was the fate of the Jews during the Holocaust? How were the subjects of your photograph affected by the anti-Semitic laws established by Hitler?

1. Copy and paste link : http://www.ushmm.org/research/collections/search/ph_catalog.php

2. Search through the photo archives for a picture that is “just right” for you. A helpful keywords to search: “Life before the Holocaust”

Make sure that you read over the directions from the handout for specific requirements for the dates.

3. Fill out the Photo Analysis Sheet that is behind the directions once you’ve picked your historical photo. Copy and paste the historical photo onto a blank microsoft word page so you can resize the photo to your desire.The questions found behind the handout will help you with your final writing assignment.

During your time in the computer lab you will be using online resources to learn more about the ideas of our new unit, the Industrial Revolution.

Step 1 –On your window go to “File” –> “New” –> “Window.” You should have one window with the class website and the other to do your research and browsing. I will not answer questions like “What do I do next?” if you don’t have the class website window open.

Step 2 – Go to the United States Patent and Trademark office. www.uspto.gov Click on the “How to Search” on the top right and click on “SEARCH Patents Now.” You will then be taken to page where you want to know about patents issued, or in other words granted to individuals/corporation. Click on the “Quick Search” under the section blue section of Patents issued.

On a separate sheet of paper titled, Industrial Revolution Research, search for 1 patent of an items you use in your everyday life or that are very important to you. When you do your search you will probably come up with hundreds of results. Browse through the patents and find 1 patents that connect to your item the most.

What to do after you find a modern invention? When you focus on the patent you want, describe the original item that you use, the inventor of the patent and date, and lastly how the item affects your everyday life.

Possible Student Example:

1. Blow Dryer: The blow dryer is an item that I often use in the morning to style my hair. There were over 500 patents that related to the blow dryer but the one that I found the most interesting was the portable blow dryer holder, invented by Judy Koster and Thomas Szafranski on June 7, 2007. I believe their invention has improved the blow dryer by allowing a person to use multiple blow dryers with more ease. They have created ways for people to place the blow dryer to continue to dry hair but allowing people to freely use their hands to style.  The blow dryer invention has affected my life by allowing me to be more stylish and daring with new hair-dos everyday.

Step 3: MAIN ASSIGNMENT

Copy and paste the link onto the new window’s browser: http://notebook.lausd.net/portal/page?_pageid=33,245998&_dad=ptl&_schema=PTL_EP

This link will take you to LAUSD’s Digital Library where you will do your research. There are lots of site you can choose from, the recommended sites are Britannica Online, Gale Cengage, Facts on File, and Ebsco. You will click on one of the sites and begin searching an inventor of the INDUSTRIAL REVOLUTION. (See possible topics below)

Browse the following topics that you will do further research on. By the end of the period you will give me your top 2 choices for inventor. Choose your inventor wisely because you will be spending some time on it and you will not be able to change it later!

What to do after you’ve chosen your inventor? You can begin writing down the Who, What, When, Where, and Why of your inventors on the same sheet of paper. Make sure you write down where you got the information for your bibliography later.

Your paper should answer the following about your inventor (see possible topics below):

Possible topics:

• Spinning Jenny (James Hargreaves)
• Spinning Mule (Samuel Crompton)
• Steam Engine (James Watt)
• Railroads (George Stephenson and Robert Fulton)
• Telegraph (Samuel Morse)
• Telephone (Alexander Bell)
• Cotton Gin (Eli Whitney)
• Internal Combustion Engine (Rudolf Diesel)
• Assembly Line (Henry Ford)
• Daguerreotype photography (Louis Daguerre)
• Sewing Machine (Elias Howe and Isaac Singer)
• Transatlantic Cable (Cyrus Field)
• Phonograph, Incandescant Light Bulb (Thomas Edison)
• Electric Motor (Nikola Tesla)
• Diesel Engine (Rudolf Diesel)
• Manufacturing (Michael Boulton)
• Road Building (John McAdam)
• Canal Engineering (James Brindley)
• Flying Shuttle (John Kay)
• Bessemer Converter (Henry Bessemer)
• Pasteurization Process (Louis Pasteur)
• Theory of Evolution (Charles Darwin)
• Bicycle Pedals (Ernest Michaux)

(Check with me first if you would like to do something other than what is listed, FYI:Industrial Revolution ~1750-1850)

I. Journal

II. Study Guide

Quiz Tomorrow

Study Guide Questions to be collected before the quiz

1. What is a democracy? What are some features of a democracy?
2. What were the social divisions in Greek society?
3. What is a polis and how do you think it helped in the development of Greek philosophy?
4. Why do you think Greeks developed democracy? (What forms of government did they have before?)
5. Describe a dictatorship and provide examples.
6. Socrates was a Greek philosopher that …
   1. What did he value? b. what were his ideas of government? c. what was his final end?
7. How are Plato’s ideas of government different from Socrates?
8. How are Aristotle’s idea of government relate to his teachers, Plato and Socrates? (How are his ideas similar/different to Socrates and Plato).
9. What is philosophy? How did our discussion on Friday relate to philosophy?

How do your ideas of creating a government relate to the ideas of either Plato/Aristotle/Socrates?

Homework Collected: Period 1, 3 Current Events Due on Thursday (Last day for credit is Monday) and Period 4 Current Events was due Friday (Last day for credit Tuesday).

I. Journal (Not Collected)

II. Finish Presentation

Reflection Questions (Collected)

1. How do you feel you did in your presentation? How do you feel your group did?

2. How was the group process? How did you get along with your group members?

III. Cornell Notes : Greek Civilization and the Rise of Democracy (Finished on Friday)

*Scheduled quiz for Tuesday*

IV. Philosophical Chairs

I. No Journal – Prep Time for Presentations

II. Presentations

III. Reflections

Reflection Questions

1. How do you feel YOU did in your presentation? Judge your individual contribution and your performance.

2. How did you feel your group did? Judge what your group did well and areas you think your group could improve.

3. How did you feel working with your group? How comfortable did you feel interacting, talking and sharing your ideas with members of your group. Any problems?

I. Journal: Describe you previous experience with working in groups.

a. How do you feel about working with others. ExplaiWhat specific assignments have you done in the past in groups.

b. Describe your feelings about public speaking. On a scale of 1-10, 10 being the most comfortable, how do you feel about talking in front of a class. Explain.

II. Skill Builder: Two Brains are Bigger than One

III. Creating a New Government (If  you were absent, answer these questions on your own and be prepared tomorrow to present

Imagine that your group has successfully taken over an abusive and destructive government and is now trying to replace it with a new government. Discuss and answer the following questions below using your best judgment for a new system. Answer the questions on a separate sheet of paper, one per group. Every member of your group must be prepared to explain and defend the responses.

1. 1. Leadership
   1. What qualities does a leader need to have to work in your government? In other words, describe the character traits (at least 3) and level of education that your group thinks will qualify a person to serve in a leadership role. Make sure you explain your response.

1. 2. Nationalism
   1. Nationalism, pride in one’s own country, is often successful when a government uses items and symbols that people can be proud of. Create a national flag that symbolizes what your group hopes to establish in a new government. You may also create a national anthem instead of a flag. Lyrics must be 5 lines or more.

1. 3. Taxes

   1. Taxes = Money that people pay directly to the government.

      Will your tax system be equal to all classes of people or will you more heavily tax one group? If so, make sure you explain how your government will deal with potential problems.

1. 4. Free Speech
   1. Will your government grant the people the freedom of speech? Explain
   2. How will your government deal with various groups of people who openly oppose your government? Make sure your response includes your government’s reaction to the following:
      1. Critics in a newspaper or Television Network
      2. High School and College Protestors
      3. Criticism from politicians within your own government

1. 5. Government Expenditures
   1. Your government will need to make decisions on how to spend money. Today, the U.S. federal government makes decisions to spend in various areas. In your group, decide from the following categories which will receive more money and why. From 100% of your revenues, what will be the percentage that you spend on:
      1. i.      Military
      2. ii.      Health Care (Decide if you want to provide healthcare for all or copy the U.S. system of providing health care for only the poor and senior citizens.)
      3. iii.      Education

1. 6. Economy
   1. Should your country have no economic differences among its people? In other words, do you think your country will be better off if all the people earned the same amount of money and therefore there are no rich or poor? Explain your answer and the benefits of your choice.