Takaki - Chapter 13

While reading Takaki Chapter 13, I reflected back on all of the great literature that I read in my high school English classes, especially To Kill a Mockingbird and A Raisin in the Sun. Ok, just had to reminisce a little there....

This chapter for some reason made me feel as though I should be looking through one of those Life or Time collection books that are full of such vivid photographs that tell more about a story than words themselves can describe. They immerse the viewer in thoughts and feelings that literature can only hope to achieve. For this lesson, my goal is to integrate those two together.

I want to focus students in on one piece of literature, specifically Carl Sandburg's poem "Chicago." I think that this poem will serve as a way to bridge students of all levels together, as a way to keep the entire class together before breaking off into smaller groups to work on more tailored activities. Although not all students will need a computer in order to complete

For the advanced students, I will set them off to use online resources, such as the Library of Congress, to find pictures that demonstrate their understanding of the poem. They will need to create a mini scrapbook of at least ten photographs, with captions, that explains how the photograph makes them feel and how it depicts Sandburg's poem.

For the other two levels we will have a brief discussion interpreting the poem. After the discussion, the "regular" level students will be turned loose to find two photographs that depict their understanding of the poem. They will need to write captions that explain the connection to the poem.

For the base level students, we will look at a couple of photographs together, maybe South Water Street Market and Chicago Skyline with Railroad Tracks. As a group, we will discuss how these photographs visually depict Sandburg's message.

Curricular Unit with Daily Instruction

United States History

Curriculum Unit

Eleventh Grade

The Cold War

Unit Overview:

In this unit, students will study the Cold War, a time when Americans faced new patterns of immigration and demographic settlements. This resulted in new social, political, and economic issues as the United States entered the twenty-first century. The United States as we know it today was largely shaped as a result of the domestic and foreign policy measures implemented during the Cold War in response to the events of the time.

Note: This curricular unit is structured for a block schedule where classes run for ninety minutes.

Personal Stake in the Unit:

In preparing to student teach at West Springfield High School next semester, it is important that I look ahead to what classes I will be in and what units those classes will cover. One of the classes that my cooperating teacher teaches is United States History. One of the last units covered in that class covers the twentieth century, of which the Cold War is an important component of. The Cold War was a time when Americans faced new patterns of immigration and demographic settlements, which resulted in new social, political, and economic issues as the United States entered the twenty-first century. The United States as we know it today was largely shaped as a result of the Cold War.

When I think back to my high school Social Studies classes, I actually studied the Cold War in my International Relations class as opposed to any of my History classes. This topic was one of the most memorable events that we discussed, primarily because of my teacher’s enthusiasm for the event. Then last year, my professor did a lengthy unit on the Cold War during our 1960s unit in the class Social Forces that Shaped America. The Cold War has been a topic that has sparked a vast amount of enthusiasm within me, despite my preference to remain silent during political discussions in general.

Previous Learning:

• The causes and events that led to American involvement in World War II and the reasons for United States intervention in the war
• World War II events that involved American troops, most importantly President Truman’s decision to use the atomic bomb to force the surrender of Japan
• The major players in the Allied and Axis powers
• The role of the media in communicating major events of the war
• The impact that World War II had on science and technology

Essential Questions for the Unit:

• What were the political, economic, and social consequences of World War II?
• How was United States foreign and domestic policy shaped by the Cold War?
• What were the reasons for, responses to, and consequences of United States involvement in Korea, Cuba, and Vietnam?
• How did threats and responses to communism impact domestic affairs?
• What important events marked the rise of the United States as a world economic power?
• How did the Watergate scandal and the Vietnam conflict affect the Executive Branch?

Terminology/Key People:

• Alger Hiss
• Arms race
• Bay of Pigs
• Berlin Wall
• Bomb shelters
• Brinkmanship
• Cuban Missile Crisis
• Deterrence
• Fidel Castro
• George Kennan
• George Marshall
• GI Bill
• Glasnost
• Great Society
• Gulf of Tonkin Resolution
• Ho Chi Minh
• H-bomb
• Iron Curtain
• John F. Kennedy
• Joseph Stalin
• Julius and Ethel Rosenberg
• Kent State
• Korean War
• Lyndon B. Johnson
• Marshall Plan
• Mikhail Gorbachev
• National Defense Education Act
• NATO
• Nikita Khrushchev
• Perestrokia
• Richard Nixon
• Ronald Reagan
• Stalemate
• Tet Offensive
• Truman Doctrine
• United Nations
• Vietcong
• Vietnamization
• Vietnam War
• Watergate
• Winston Churchill
• Yalta Conference
• 38^th Parallel

Virginia State Standards Addressed:

1a The student will identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States

1c The student will formulate historical questions and defend findings based on inquiry and interpretation

1d The student will develop perspectives of time and place

1f The student will develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled

1g The student will apply geographic skills and references sources to understand how relationships between humans and their environment have changed over time

1h Students will interpret the significance of excerpts from famous speeches and other documents

12a The student will demonstrate knowledge of United States foreign policy since World War II by describing outcomes of World War II, including political boundary changes, the formation of the United Nations, and the Marshall Plan

12b The student will demonstrate knowledge of United States foreign policy since World War II by explaining the origins of the Cold War, and describing the Truman Doctrine and the policy of containment of communism, the American role of wars in Korea and Vietnam, and the role of the North Atlantic Treaty Organization (NATO) in Europe

12c The student will demonstrate knowledge of United States foreign policy since World War II by explaining the role of America’s military and veterans in defending freedom during the Cold War

12d The student will demonstrate knowledge of United States foreign policy since World War II by explaining the collapse of communism and the end of the Cold War, including the role of Ronald Reagan

Evidence of Achievement (Summative Assessment):

Students will have the opportunity on Day 8 of this unit to demonstrate their knowledge of the Cold War through an in class exam. Will explain the makeup of the exam once I’ve written it

Differentiation:

Students will have the opportunity to demonstrate their learning through a variety of different exercises, all of which comprise a variety of different activities and target different learning styles. Although not many of the in class activities give them a chance to decide how they wish to learn, there are a couple of chances for students to reflect upon the material, which will allow for their voices to be heard and give them the opportunity to take a stance on an issue. The diversity of activities allows students the chance to not only participate in at least one activity that meets their preferred learning style(s) but also allows for them to become holistic learners.

Formative Assessments:

• In class simulation, adapted from the Choices Program, outlining the four foreign policy options that the United States faced at the end of World War II
• Persuasive response paper to the foreign policy simulation
• Cuban Missile Crisis activity, which will allow students the opportunity to interpret primary documents from the 1960s
• Reflection assignment after viewing Fog of War

Materials:

“Cable from Soviet Ambassador to the USA A. Dobrynin to Soviet Foreign Ministry,” October 25, 1962, http://www.choices.edu/resources/supplemental_tah_Dobrynin_102562.php (accessed September 21, 2007).

Castro, Fidel, “Letter to Khrushchev,” October 26, 1962, http://www.gwu.edu/%7Ensarchiv/nsa/cuba_mis_cri/621026%20Castro%20Letter%20to%20Khrushchev.pdf (accessed September 21, 2007).

Cayton, Andrew, et al, America: Pathways to the Present (Upper Saddle River, NJ: Prentice Hall, 2003).

Choices for the 21^st Century Education Project, “Cuban Missile Crisis,” http://www.choices.edu/resources/supplemental_fog_ofwar_cmc.php (accessed November 16, 2007).

Choices for the 21^st Century Education Project, The Origins of the Cold War, US Choices after World War II (Providence, RI: Brown University), http://www.choices.edu.

Choices for the 21^st Century Education Project, “The US Role in the World,” http://www.thechoicesprogram.org/usroleballot/ballot.cfm (accessed November 17, 2007).

Churchill, Winston S., “Iron Curtain Speech, March 5, 1946,” http://www.fordham.edu/halsall/mod/churchill-iron.html (accessed November 10, 2007).

“Departure of a Titan,” TIME Magazine (December 8, 1967), http://www.time.com/time/printout/0,8816,844220,00.html (accessed November 19, 2007).

Eisenhower, Dwight D., “Farewell Address to the Nation, January 17, 1961, http://mcadams.posc.mu.edu/ike.htm (accessed November 10, 2007).

Fog of War, directed by Errol Morris, 107 min, 2004, DVD.

Hare, Ambassador Raymond, “Telegrams,” October 27, 1962, http://www.gwu.edu/~nsarchiv/nsa/cuba_mis_cri/19621026hare.pdf (accessed September 21, 2007).

Hurd, Douglas, “The Fog of War: Eleven Lessons from the Life of Robert S. McNamara,” RUSI Journal, vol. 149, iss. 2, pg. 76-78, http://www.jstor.org (accessed November 17, 2007).

Khrushchev, Nikita, “Letter to Kennedy,” October 26, 1962, http://www.choices.edu/resources/supplemental_fogofwar_khrushchev_102662.php (accessed September 21, 2007).

Khrushchev, Nikita, “Letter to Kennedy,” October 27, 1962, http://www.choices.edu/resources/supplemental_fogofwar_khrushchev_102662.php (accessed September 21, 2007).

Khrushchev, Nikita, “Speech to the RFSR Teacher’s Congress,” July 9, 1960, http://www.fordham.edu/halsall/mod/1960khrushchev-cuba1.html (accessed September 21, 2007).

“LBJ and McNamara,” http://drx.typepad.com/psychotherapyblog/images/2007/07/26/lbj_and_mcnamara_2_2.jpg (accessed November 19, 2007).

Marshall, George, “The Marshall Plan, June 5, 1947,” http://www.fordham.edu/halsall.mod/ 1947marshallplan1.html (accessed November 10, 2007).

McVie, Christine, “Don’t Stop,” http://www.lyrics.com/url.php?link=http://www.fmlegacy.com/LegLyrics/dontstop.htm (accessed November 16, 2007).

“Moment of Decision – Saturday, October 27, 5:00PM, Cabinet Room, The White House,” http://www.gwu.edu/%7Ensarchiv/nsa/cuba_mis_cri/audio.htm (accessed September 21, 2007).

North Atlantic Treaty Organization, “Official Webpage,” http://www.nato.int (accessed November 10, 2007).

Streitmatter, Rodger, Mightier than the Sword: How the News Media Shaped American History (Boudler, CO: Westview Press, 1997).

“Transcript of Audio Clip of Excom Meeting, October 27, 1962,” http://www.choices.edu/resources/supplemental_tah_excom_10-27-62.php (accessed September 21, 2007).

Truman, Harry S., “Address Before a Joint Session of Congress, March 12, 1947,” http://www.fordham.edu/halsall/mod/1947TRUMAN.html (accessed November 10, 2007).

Note: Many of the primary sources are linked through the Choices Program website, www.choices.edu. In addition, many of the other materials are found either online or are available at George Mason University or through its consortium.

Daily Instruction:

Day 0: Assign Homework for Day 1

Teacher Administration Instructions:

1. After students have completed their unit exam on World War II, assign them to four different groups in preparation for the next day’s simulation. The teacher will pre-assign the groups in order to ensure that there is a balance of students who will likely excel with the assignment as well as students who tend to need a little more help and guidance in completing assignments.

2. Distribute the appropriate readings from the Choices Program unit guide The Origins of the Cold War: US Choices After World War II. These brief readings describe the four options, as well as situate them within the historical context. They also outline the steps that the United States should take in light of a particular option, what we can learn from history that makes the particular option most useful, and what the arguments for the particular option are. The following readings will go to the following groups:

a. All students

i. US Soviet Relations During World War II (pg. 2-6 in Choices Unit reading guide)

ii. Options in Brief (pg. 24)

iii. Study Guide – Background Briefing (pg. 11 in Choices Unit teacher resource book)

b. Group 1 – Impose a Pax Americana

i. Option 1 Background (pg. 25-27)

c. Group 2 – Contain Soviet Communism

i. Option 2 Background (pg. 28-31)

d. Group 3 – Co-Exist and Compromise

i. Option 3 Background (pg. 32-35)

e. Group 4 – Avoid Foreign Entanglements

i. Option 4 Background (pg. 36-38)

3. Explain to students that these readings will help them to prepare for a simulation on the United States foreign policy options towards the Soviet Union after World War II. They should use the Study Guide as a way to organize their thoughts. This will make their prep work the next day much easier.

Homework: Complete Choices Unit packet readings.

Day 1: Foreign Policy Choices After World War II

Instructional Goals:

• Students will understand how the political, economic, and social consequences of World War II affected the United States’ post-war foreign policy, specifically its relations with the Soviet Union
• Students will understand the impact of international affairs on the foreign policy of the United States after World War II

Warm Up: Copy page 7 from the Choices Program teacher resource book, but cover up the top and bottom of the page so that only President Truman’s statement and the political cartoon are showing. Turn this into an overhead transparency and have this on the overhead for students as they enter the classroom. At the bottom of the page, pose the following question/statement: Analyze this statement and political cartoon based on the reading that you completed for today. How do these primary sources enhance your understanding of US-Soviet relations after World War II?

Teacher Administration Instructions:

1. Before students come into the classroom, have the desks into four different groups around the room, in a “square” formation so that all students are facing the center of the “square.”

2. Allow students five minutes after the bell has rung to complete the warm up activity. Afterwards, conduct a brief discussion with the class based on their interpretations of the primary source and how this further enhances their understanding of US-Soviet relations after World War II. This should take no longer than ten minutes.

3. Pass out the directions for the simulation and assessments, Handout 1.1. Go over what their role in the simulation is, and what a general overview of what their culminating task will be – to write a two page paper persuading the reader as to the choice that they believe the United States should have made in late 1946. Make sure that the rubric for the simulation part of the assessment is clearly understood by all students.

4. Allow students to divide up into their four groups to prepare for the simulation. Make it clear to students that they should spend their thirty minutes of prep time planning with their group for the simulation.

5. Pass out the worksheet “Big Four Conference” outline from the Choices Unit teacher resource guide (pg. 12-13). Explain to students that they should use this outline to take notes and that it will be useful in completing their persuasive paper.

6. Carefully go over the ground rules for the simulation. The teacher may choose to write the rules on the board.

a. The simulation will start by having each group give no longer than a five minute argument as to why their option is the best for the United States.

b. Once each group has had the chance to present their argument, then people will be allowed to ask questions about the other options. The teacher will serve as the proctor and will move from group to group, allowing people from each group to ask questions.

c. Rules for the simulation:

i. Only one person may speak at a time.

ii. Raise your hand if your wish to speak.

iii. Each person must speak at least once during the simulation.

iv. Make sure to fill in the “Big Four Conference” outline.

7. The simulation may take as much time as remains in the class, but make sure that there is at least ten minutes at the end of the class period so that the teacher can go over the directions for the response paper.

8. Go over the directions and rubric for the response paper. Allow time for students to ask clarifying questions before the period ends.

Homework: Read Chapter 19, “The Cold War, 1945-1960” (pg. 634-663). Begin working on your persuasive response paper, which is due in two days.

Day 2: Introduction to the Cold War

Instructional Goals:

• Students will understand the impact of international affairs on the foreign policy of the United States after World War II
• Students will understand the political state of the western world after World War II, specifically the partitioning of Germany and Soviet domination of Central and Eastern Europe, and the American occupation of Japan, as well as the measures taken by the United States to ensure stability in Europe after the war
• Students will be able to explain the causes for, responses to, and the results of the United States’ involvement in early Cold War focuses, specifically Korea
• Students will recognize the key players in the Cold War
• Students will be able to explain the foreign policy of the United States during the Cold War

Warm Up: Based on the reading you completed for today, how would you define the Cold War? How would you account for some of the events discussed in the textbook?

Teacher Administration Instructions:

1. Allow students five minutes after the bell has rung to complete the warm up activity. After five minutes, begin the class by having a five minute discussion of the warm up. Use the discussion as a way to ensure a smooth transition into the day’s lecture.

a. If answers are way off base, which they will likely be, assure students that the Cold War is a very difficult time period to study, which is why the day’s lecture has been structured in a way to help ease some of their confusion.

b. If answers are on track, then emphasize that the lecture will help reiterate the major points of the reading, as well as enhance their understanding of the material through some primary sources and visuals.

2. Conduct the lecture using the PowerPoint presentation, Lecture 2.1. Have students take notes in their notebooks. This will take up the majority of the class period.

3. Connect the lecture back to the previous day’s simulation on foreign policy options after World War II. Allow at least five minutes for students to ask about any questions they may have in writing their two page reaction paper, which is due the next day.

Homework: Read Chapter 22, Section 3, “Foreign Policy in the Early 1960s” (pg. 751-759). Complete your two page reaction paper.

Day 3: Three Perspectives on the Cuban Missile Crisis

Instructional Goals:

• Students will be able to explain the causes for, responses to, and the results of the United States’ involvement in early Cold War focuses, specifically Cuba
• Students will understand the viewpoints of the keys actors in the Cuban Missile Crisis
• Students will be able to explain the foreign policy of the United States during the Cold War, specifically the importance of empathy

Warm Up: How do the lyrics to “Don’t Stop” by Fleetwood Mac contribute to your understanding of the Cold War?

Teacher Administration Instructions:

1. Before students come into the classroom, have the lyrics to “Don’t Stop” by Fleetwood Mac up on the overhead, with the warm up question posed at the bottom of the sheet. Allow students five minutes after the bell has rung to complete the warm up activity. After five minutes, begin the class by listening to the song. Then, conduct a five minute discussion of what the song means to them in terms of their understanding of the Cold War. Make sure they understand the multiple perspectives of the cold war. They will likely say that they are still confused about the Cold War’s progression into a global concern because of the multiple perspectives, which you can respond to by saying that today the class is going to focus on breaking down the Cuban Missile Crisis.

2. Hand out the reading “Cuban Missile Crisis” from the Choices Program website. Read this aloud as a class, having students take turns reading it.

3. Play the audio clip “The Moment of Decision”found at the National Security Archive at George Washington University. After listening to it, conduct a brief (five-ten minute) discussion of it, highlighting the following questions:

a. What was the atmosphere of the discussion at the time?

b. Did it seem as though the President and his advisors well understood the problem before them?

c. What concerns did they have?

d. What options did they consider?

e. Did they understand the perspectives of the other countries involved?

4. Pass out packets of Cuban Missile Crisis primary sources to students, as well as the accompanying worksheet with questions on the primary sources, Handout 3.1 (still to be created). The packets include the following primary sources:

a. Nikita Khrushchev’s speech to the RFSR Teacher’s Congress, July 9, 1960

b. Cable from Soviet Ambassador the United States, October 25, 1962

c. Fidel Castro’s letter to Nikita Khrushchev, October 26, 1962

d. Nikita Khrushchev’s letters to John F. Kennedy, October 26 and 27, 1962

e. Telegrams from Ambassador Raymond Hare, October 27, 1962

f. Transcript of audio clip of Excom Meeting, October 27, 1962

5. Have them break up into groups of no more than four people. If students choose to, they may work on their own. Explain that they will have the rest of the class period to complete this assignment and that you will travel from group to group to answer any questions that they may have.

Homework: Read Chapter 22, Section 2, “The Great Society” (pg. 743-750) and Chapter 24, “The Vietnam War, 1954-1975” (pg. 790-819).

Day 4: The Vietnam War and the Collapse of the Soviet Union

Instructional Goals:

• Students will understand the development of the United States as a major economic power in the Post-War Era
• Students will understand the domestic and foreign policy measures of the national government during the Post-War Era
• Students will be able to explain the Vietnam policies of the Kennedy, Johnson, and Nixon administrations and the shifts of public opinion about the war
• Students will understand the political impact of the Cold War on the home front, especially through the legislation that Congress passed during this time as well as explain the role of America’s military and veterans in defending freedom during the war
• Students will be able to identify the reasons for the collapse of the Soviet Union and the end of the Cold War, most importantly the collapse of communism

Warm Up: Using the political cartoon on pg. 819 of your textbook, answer questions 25-27 under the heading “Skills Assessment.” Be sure to focus specifically on question 27 and thoroughly explain what the message of the cartoon is.

Teacher Administration Instructions:

1. Allow students five minutes after the bell has rung to complete the warm up activity. After five minutes, begin the class by having a five minute discussion of the warm up. Use the discussion as a way to ensure a smooth transition into the day’s lecture, explaining that the Vietnam War will be a major focus of the day’s lecture.
2. Conduct the lecture using the PowerPoint presentation, Lecture 4.1 (still to be created). Have students take notes in their notebooks. This will take up the majority of the class period.
3. Allow students to begin working on their homework, explaining that tonight’s assignment is lengthy so they should take advantage of their in class time to get a jump start on it.

Homework: Read “Vietnam War: Bringing the Battlefield into the American Living Room” and “Watergate Forces the President to His Knees” from Mightier than the Sword.

Day 5: Fog of War, Part One

Instructional Goals:

• Students will understand the impact of the media upon historical events
• Students will be able to identify Robert McNamara’s eleven lessons and use them to further explain the events of the Cold War

Warm Up: How does last night’s reading help you to better understand the events of the Vietnam War and Watergate? What is the significance of analyzing the news media as a means through which to find greater understanding of historical events?

Teacher Administration Instructions:

1. Give students five minutes after the bell has rung to answer the warm up question in their notebook. Afterwards, ask for students to share some of their responses. Unlike with most of the warm up discussions, allow for this discussion to be more extended, up to fifteen minutes. Make sure that students understand not only the importance of the news media but also how the news media informs citizen understanding of historical events.
2. Let the students know that they will be spending the rest of this class period and the beginning of the next class period watching The Fog of War. Because they will be completing a reflection assignment on the movie for homework the next day, emphasize that they should be actively paying attention and taking notes on the movie.
3. Start the movie. In order to keep students’ attention, you will want to skip Chapters 1 and 8-12 of the movie, unless you feel they are completely necessary or if you have sufficient time to include them.
1. Chapter 1 – film credits
2. Chapter 8 – background on Robert McNamara
3. Chapters 9-12 – McNamara’s involvement in World War II

Chapter 13 serves as a good summary of the skipped chapters, as it discusses McNamara’s lessons from World War II. By skipping these six chapters, you are skipping about 30 minutes worth of the movie.

4. Stop the movie right before the bell is to ring. Pass out the film review of the movie and the TIME article, which are to be read for homework.

Homework: Read film review of Fog of War and TIME article “Departure of a Titan.”

Day 6: Fog of War, Part 2

Instructional Goals:

• Students will be able to identify Robert McNamara’s eleven lessons and use them to further explain the events of the Cold War
• Students will understand the importance of the media’s portrayal of historical events

Warm Up: How does the documentary Fog of War further enhance your understanding of the events of the Cold War?

Teacher Administration Instructions:

1. Allow students five minutes to answer the warm up question. There will be no discussion of the warm up question until after the movie Fog of War is completed.
2. Finish the movie Fog of War. If the discussion of the previous lesson’s warm up only took fifteen minutes to complete, there should be approximately ten minutes of the movie left to watch.
3. After the movie is done, conduct a discussion with the class on how hearing first hand from Robert McNamara enhances their understanding of the events of the Cold War. Allow the discussion to go where the students let it go, within reason, but make sure they focus in on the following questions, which the teacher must use as a way to redirect the discussion if it gets too off hand:
1. STILL HAVE TO COME UP WITH QUESTIONS
4. Explain to students that one of the greatest lessons of the Cold War is that it explains a lot about out nation’s modern history. One of the greatest ways in which citizens can help write history is by voting and indicating what their political beliefs are. Pass out a copy of “The US Role in the World” ballot from the Choices Program website. Explain that students should answer the questions in order to better understand their own beliefs are.
5. At the end of the period, pass out the review sheet for the unit exam, which will be on Day 8 of the unit. Also pass out the reflection questions (Handout 6.1 – still to be completed) and go over the directions for the assignment.

Homework: Complete Fog of War reflection questions. Begin studying for unit exam.

Day 7: Unit Review

Instructional Goals:

• Students will prepare themselves for the unit exam

Warm Up: How does this picture depict the working relationship between President Lyndon B. Johnson and Secretary of Defense Robert McNamara?

Teacher Administration Instructions:

1. Before students walk into the classroom, have the image of President Johnson and Secretary of Defense McNamara up on the overhead. Allow five minutes after the bell has rung for students to complete the warm up. Then, spend about five minutes discussing with students how the image is representative of the working relationship between the two, as was discussed by McNamara in the film Fog of War.

2. Explain to students that the class will be playing a Jeopardy review game in preparation for the next day’s exam. Just like in Jeopardy, the game will consist of a Jeopardy and a Double Jeopardy round. However, there will not be any Daily Doubles or a Final Jeopardy question. Although this is a game, students should see this as an opportunity to review the unit material for the exam, so they should feel free to raise their hand in order to interrupt the game as a way to ask for clarification on any of the questions. In order to answer a question, students must raise their hands, and the first person to raise their hand will receive the first opportunity to answer the question. Just like in a traditional game of Jeopardy, teams will receive points for correct answers and loose points for incorrect answers, and the teacher will be keeping track of the points.

3. Divide the class up into at least five groups. Use your judgment based on the size of the class. However, in order to encourage all students to participate, the groups should be no larger than five people.

4. Use the Jeopardy game PowerPoint files (Game 7.1 and Game 7.2 – still to be created). In order to maneuver through the files, click the links as opposed to using the keyboard arrows. Make sure that you have practiced doing this in the file before the first class in order to ensure that you don’t reveal questions and answers at times that you shouldn’t be. The game is intended to take up the majority of the period. You may elect to give the winning team(s) extra credit on their unit exam.

5. If there is time at the end of class, allow students to ask any remaining questions that they have about the test.

Homework: Study for the unit exam.

Day 8: Unit Exam

Instructional Goals:

• Students will complete the unit exam

Warm Up: What remaining question(s) do you have before you take the unit exam?

Teacher Administration Instructions:

1. Allow students up to five minutes to complete the warm up. If you notice that students are just sitting around, then you can choose to begin class early. Ask if there are any remaining questions about the exam. Beforehand, explain that you will answer questions for no longer than five minutes in order to ensure that there is sufficient time for them to take the exam.

2. Distribute the exam (Exam 8.1 – still to be created). Remind students that there should be complete silence until all students have turned in their test.

Homework: There may be reading that needs to be assigned for the next unit. If not, then students will not have any homework.

Takaki - Chapter 12

This chapter on Mexican immigration to the US during the early 1900s lends itself very clearly to a discussion on today's immigration debate. Although a discussion on this topic is clearly very important, most high school students do not really know where they stand politically. Although I do not want to have an depth discussion on politics itself and the differences between the political ideologies and parties, I do think that it is important that students do some self reflection on their personal views.

In order to keep this more personal for those students who wish to not discuss their views, I will take the class to the computer lab and have them complete a political survey, which has been set up from the Choices Program. In addition, there is a separate survey on immigration issues, which I will also ask students to complete.

Because there will be students who do not wish to share their views with their classmates, or who may not know what their views are, I will let the survey information stop here. However, I will encourage students that if they wish to have such discussions or debates that they can use the information from the survey as means of discovering where it is that they stand and to use that information as a basis for their personal discussions.

Takaki - Chapter 11

The first thing that comes to my mind when I think of spatial learning is making use of maps. Because of the upsurge of online resources both for finding maps and for making maps, it is crucial that students learn about these resources and how to use these resources to supplement their learning.

To supplement their learning of Takaki Chapter 11, students will create their own map of New York City based on the September 7, 2007 New York Times article "Jewish Landmarks Map Includes Movers, Shakers, and Bialy Markers." Because the New York Board of Rabbis has not made their map publicly available yet, I want students to use the selected landmarks listed in the article to create their own Google Map of New York City's Historical Jewish Landmarks. Not only will they gain technological knowledge, but they will also gain an appreciation for the widespread influence of Jewish people in New York City. Students will also be able to recognize some of the influential people, like Woody Allen and Ruth Bader Ginsburg, whose ancestral routes trace back to those early Jewish immigrants into the United States. Lastly, this activity will emphasize that Jewish immigrants were not concentrated in only one part of New York City, which was made clear as a result of Takaki's discussion of the migration not just from Europe to the United States, but also within New York City itself.

Learning Processes Entry #5 (Third Official Entry)

Throughout this entire process of trying to break down exactly it is that I learn, I've discovered that the ways in which I learn are from the ways in which my peers learn best. This process has certainly made me more aware of when I am actually learning and when I am not actually learning. Based on what I've read in others' blogs, as well as based on our discussions in class, it has become apparent that people's preferred learning styles are evident in the different ways in which they pursue learning.

This lesson is something I can take with me into the classroom as a way to help my students improve their learning and study skills. By recognizing their preferred learning styles, I can then suggest study skills to them based on the suggestions made in class. Clearly, it will be easiest for me to make the most effective instructions for those students who are most like me - who like to hear something explained after reading about it. However, I realize that not everybody is like myself and it will be extremely important for me to help all of my students and point them towards study habits that might be most useful to them.

Being the list person that I am, I will be creating a collective list of the variety of study skills that this class has utilized. Based on what I know about everybody, I will be able to categorize the various practices into the three learning styles - visual, auditory, and kinesthetic. I will then be able to reference back to this list as I recognize that students need help in adjusting their study and learning habits.

Takaki - Chapter 10

This chapter on Japanese immigration to the United States certainly contributes to today's debate on US immigration policy. The ideas in this chapter naturally allow for class discussion and for students to explore their own opinions on immigration policy while considering the contributions that immigrants can make in this country.

The overall goal for a lesson on this chapter is that students are going to formulate their own immigration policy for today, utilizing the information provided about the Japanese in Takaki Chapter 10. I will use materials from the Choices Program to help guide students in how to formulate their immigration policy. The reading "US Immigration Policy: What Should We Do?" will guide students through a series of questions, which will help them in discovering what their opinions on immigration to the United States are. The reading also outlines various pros and cons of four different options, which will help those students who do not know as much about current events.

Students will then use the four example options in the Choices Program reading to help them in developing their own policy. For this assignment, they will be asked to write a two to three page paper, explaining their policy and their reasoning for the policy, utilizing specifically their knowledge of the world today and the information about the Japanese in Takaki Chapter 10. They will also be allowed to use newspaper articles to help augment their position and to further defend the position that they have chosen.