In reverse order.
This slideshare is on WWI as a revolution in military affairs where new weaponry was lethally mismatched with old tactics.
This slideshare is on the origins of WWI and the Alliance System
We have begun a unit on World War I. that looks at The Great War as the watershed event in world history that divides the 19th and 20th centuries.
In Flanders Field
by Lt. Col. John McCrae
IN FLANDERS FIELDS the poppies blow
Between the crosses row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.
We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.
Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.
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One of the practices that I frequently use in the classroom to start a lesson is the “Daily Board Question”, which each student must address individually (at times collaboratively) in their Social Studies notebook.
Technically, the “DBQ”, which usually takes anywhere from two to ten minutes to do and discuss, isn’t every day nor is it a factual-recall question, but the activity serves a number of purposes:
A mental prompt or “anticipatory set”
To foreshadow the conceptual theme of the day or week.
To introduce new material
To review old material with a different analysis or perspective
To practice making coherent, logical, arguments based upon evidence
To challenge preconceived notions, assumptions, premises
Orientation to the mindset of the classroom instead of the passing period
Present a visual format (Diagram, Graphic Organizer, Taxonomy etc.)
Novelty – to stimulate interest in what comes next
Synthesis – to combine old concepts into new ones
Imaginative, counterfactual, scenario thinking and analysis
For example, the daily board question for today in Social Studies was as follows:
Which terms from Column A best match terms from Column B and explain WHY:
Column A Column B
Monopoly Sphere of Influence
Sole Proprietorship Empire
This question was useful for two reasons: first, it served as a basic review of terms from the two sections of our unit; secondly, it led the students to connect the terms in the form of an analogy.
The more I read about scientific studies on the brain and neurolearning, the more clear it becomes that the public schools need to bring more “right -brained” thinking skills into the classroom next to the traditional analysis, application and comprehension activities. We need to integrate synthesis, metaphors, analogies, alinear exercises and visual models with traditional methods in order to maximize student learning.
Study Guide for Unit Test: Gilded Age/Age of Imperialism
Write a brief explanation about the following concepts, terms, people and events. Use your Social Studies Notebook, handouts etc.
Economic/Industrial Revolution/Gilded Age Section:
Economics (inc. Micro-and Macro-) __________________________________________________
Agricultural, Industrial & Information Revolutions_______________________________________
Free Market Capitalism___________________________________________________________
Scarcity, Wants & Needs___________________________________________________________
Law of Supply___________________________________________________________________
Law of Demand__________________________________________________________________
The Gilded Age__________________________________________________________________
Robber Barons/Captains of Industry__________________________________________________
John D. Rockefeller_______________________________________________________________
Adam Smith & The Wealth of Nations_________________________________________________
Age of Imperialism Section
Sphere of Influence_________________________________________________________________
Justifications for Imperialism__________________________________________________________
Roosevelt Corollary to the Monroe Doctrine______________________________________________
Frederick Jackson Turner____________________________________________________________
Alfred T. Mahan & The Influence of Sea Power in History__________________________________