World History

Students will read a document of Kennedy-Khrushchev exchanges. Students will take notes, write a summary, and answer questions on a primary resource. They will also take the role of Kennedy and write a response to Khrushchev.

Individual lesson that begins with an introduction to the Korean War. Students then listen to audio clips of President Truman and answer questions to the clips while they are listening.

To assist students in developing skills that will enable them to analyze political cartoons and political posters and develop an understanding of the different perspectives of the Korea War, students will analyze political cartoons and political posters.

Students will research and construct timeline of American involvement in the Korean War as well as use historical maps to identify communist and non communist countries

This is a cumulative lesson on the Holocaust. This lesson will be used towards the end of the Holocaust Unit. Students will have a thorough knowledge of the Holocaust. This lesson may be used before or after the lesson on the Nuremberg trials.

Group activity. Students in class use primary sources like Truman Doctrine speech, Marshall plan, and Iron Curtain speech to discuss foreign policy from US/USSR perspectives at the time of the Cold War.

Students will use Erich Maria Remarque's All Quiet on the Western Front, Henri Barbusse's Under Fire, and letters written home by American soldiers to compare the experiences of different participants in World War I.

Students will present an argument for what was the most significant result of World War I to change the development of the world.

Students as a group will present a persuasive argument for which of the 4 MAIN (militarism, alliances, imperialism, nationalism) causes was primarily responsible for leading to World War I.

Students will learn the reasons for the US entering WWI, as well as being exposed to WWI propaganda which can be related to wartime propaganda in general.