Monday/Tuesday december 21 & 22, 2020 | Media and Communication Technology | the american Revolution12/21/2020 Skyward grade book updated. Media and Communication Technology in the Making of America Open google classroom:
Return for group share-outs. Ticket out: What evidence do you have recorded in your document from today? Tuesday | Ticket In Group sharing of one item of independent exploration. What we tried to find in your explorations....
Next up: A quick link reading. Getting the Word Out: The Revolutionary Communications Circuit.
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Do Now: Study this map that is closer to home.
Up Next: Open your google classroom document:
The suffrage events of the early twentieth century generated an impressive paper trail. Untold thousands of fliers were printed and handed out at demonstrations and pickets. Marches were documented with cardboard stereographs (loc.gov/item/96519665) and books of suffrage songs were distributed at meetings. Perhaps most importantly, the more spectacular suffrage events were given extensive coverage in daily newspapers, which at the time were wildly popular, very affordable, and hungry for attention-getting events to put on their front pages. We will read this together.
One document that provides ample opportunity for exploration is the official program of perhaps the most elaborate spectacle ever staged by the suffrage movement: the Woman Suffrage Procession in Washington, D.C., on March 3, 1913 (loc.gov/item/rbpe.20801600/). This procession, which took place on the eve of the inauguration of President Woodrow Wilson, was staggering in its scale, as it included thousands of marchers making their way up Pennsylvania Avenue in color-coordinated outfits, ten bands, dozens of floats, heralds on horseback, and charioteers, culminating in a costumed allegorical tableau on the steps of the U.S. Treasury building. The printed program for the procession is suitably ambitious, including not only a careful listing of the parade’s many sections (“1. Countries Where Women Have Full Suffrage.”), but also a statement of purpose (“WHY WOMEN WANT TO VOTE”), biographical profiles of the procession’s many organizers, and pages of advertisements. Now, explore the link in this section on your own. [15-minutes]
Be sure to document your explorative thinking in the google classroom "Communication NHD Primary Source Notes Tracker." Lesson Objectives:
Maps can communicate a great deal about the circumstances in which they were created. Reading maps as historical objects and applying historical thinking strategies can help the reader what these sometimes overlooked objects can communicate to us. Focus on the map as your entry point of observation while avoiding reading the text and titles that go with it.
Do Next: Open Google Classroom
Exiting today. Record input regarding our map exploration today into:
Time Permitting..... Communication in History Forms of communication have evolved before and throughout recorded history. All cultures have developed methods to convey information that are considered essential to their continued successful existence. As historians looking back upon these cultures, what insights might we gain about these cultures, or events therein, when viewing them through the mediums of communication? Lesson Objectives:
Do Now: How are the images above the same? How are they different? Open Google Classroom to the new document:
Tuesday 12/15/2020Today we will pick-up where we left off Monday.
Open in google classroom: Communication | NHD | Primary Source Notes Tracker.
Ticket Out: Status check of your document. NPR Link: Idaho Anne Frank Memorial Defaced With Nazi Propaganda
Select a story to read/listen to from the list below. REACT! document in google classroom.
CNN10 Period 5 | Check-in 12:20 - Ends 1:15. Join Classroom Here VIRTUAL CHECK-IN | OFFICE HOURS | LINK Today we will continue our discussion on the role primary sources play in learning about the past. Do Now: Open your google classroom document:
Share the name of one person in your primary source hunt!
Our Cause and Effect fact finding mission.
Anyone can google search for an answer. In what situations or circumstances would using primary sources be useful? Why? How? Ticket Out: Turn in your Pearl Harbor document in google classroom. Time Permitting: CNN10 Period 5 | Check-in 12:20 - Ends 1:15. Join Classroom Here VIRTUAL CHECK-IN | OFFICE HOURS | LINK Today we will look at the role primary sources play in learning about the past. Our Cause and Effect fact finding mission.
Primary Sourcing: Add the tasks below to your hunt for Pearl Harbor, "causes and effects."
Ticket Out: Share the name of one person in your primary source hunt! Today we will look at the role primary sources play in learning about the past. You are to embark upon a Cause and Effect fact finding mission.
Open Google Classroom for your note taking document. Here are Three Links to explore the event. [we will watch the first one together]
What can we learn about this event based upon the primary sources viewed today? How is the information different primary sources than secondary sources [text books, wikipedia, etc.]?
Do Now:
Whole Group | Listen, Think, Wonder Last year, Planet Money ran a show about why it doesn't make sense economically and, heartbreakingly, even environmentally to recycle plastic. But if recycling most plastic is not working now — and if it didn't work 30 years ago when the numbers and arrows first popped up — did it ever work? And why did it take us so long to learn the truth? In this episode, NPR reporter Laura Sullivan, with the support of PBS's Frontline, sets out to find out who is responsible. And what she finds is a paper trail — crinkled-up documents (that apparently did not get recycled) long forgotten in old boxes. And the trail leads, well, to a guy on a beach in Florida. Google Classroom has your graphic organizer document, instructions, and link.
Lesson Objective:
Weighing the costs and benefits of using natural resources.
On Deck | REACT thinking routine for this story topic.
Next Up: CNN10
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