Nicholas R. Baker

Directions: Please take out a blank piece of paper and a writing utensil. Describe the following: What is each picture trying to illustrate regarding the Cold War. Make sure you number your paper and write down your response beside the number.

Picture #1

Picture #2

Picture #3

Picture #4

Picture #5 The two pictures represents the same thing.

This would be a great Just Do It activity to introduce SOL USII.8c. Cold War terminology is extremely important to understand in order to understand the Cold War ideologies and perspectives. This is a great exercise that would help students to differentiate between each important Cold War term and to illustrate the perspective of communism within the United States during the Cold War.

Directions: Describe the fears that the United States had in regards to the communism. What locations did the United States try to prevent communism from spreading and were they successful? How and why? Please write at least a 2 paragraph response. You may use your notes. Then draw 4 pictures representing containment, the spread of communism, détente, and brinkmanship.

 This would be a wonderful Wrap Up Activity because it essentially is a summary of the lessons important talking points on the Cold War. This activity would help students realize the success or unsuccessful attempts made by the United States to contain communism around the globe. This activity would nicely wrap up a lesson on the United States perspective during the Cold War.

Directions: The following picture represents the three social classes or estates in French society. Please take out a blank sheet of paper and writing utensil. Describe each person and social class within the picture in at least 3-4 sentences. Think about what types of clothes, how they are positioned, and etc.

 The Just Do It Activity utilizes a visual discovery component that could be used to discuss the causes of the French Revolution in SOL WHII.6e. This Just Do It Activity would be a great introduction into the French Revolution. The Just Do It activity reflects the strife between the three estates or the French social class. Students will be able to reflect and differentiate between the three estates and determine what estate is being dominated over by the other two estates. Social strife between the three estates is a critical important cause for the French Revolution.

Directions: Answer the following question by creating some sort of collage using pictures from old magazines. How did the third estate differ from the first and second estates? How did the third estate revolt against the first and second estates? When creating a visual please use school appropriate images. Please write a 2-3 paragraph summary of your answers on the back of your collage or visual.

This is an interesting Wrap Up activity where I would have students create a collage to summarize the views and impact that the third estate had on the French Revolution. I would have students analyze how the 3 rd estate was so successful during the French Revolution and why they revolted specifically against the 1 st and 2 nd estates.

Directions: Please take out a piece of paper and write down your definition for natural rights and social contract. After this we will go over your response as a class.

For the Just Do it Activity I want students to describe and define what are natural rights and a social contract. These two terms are very important for students to understand in that these two terms are the foundation for many important government documents for example, The Declaration of Independence and the US Constitution. These two ideas are fundamental terms that are used by Enlightenment philosophers and terms specifically mentioned in SOL WHII.6d.

Directions: Have students answer the following worksheet by having them analyze quotes from the Declaration of Independence and the US Constitution. For each quote have them analyze the quote and then determine what Enlightenment philosopher’s ideas are being represented in the quote. At the end go over as a class the answers.

The Declaration of Independence Quotes: 1. “…all men are created equal, that they are endowed by their Creator with certain inalienable Rights, among these are Life, Liberty, and the Pursuit of Happiness.” (Answer: John Locke Natural Rights) 2. “…that whenever any form of Government becomes destructive of these (rights), it is the Right of the people to alter or to abolish it, and it institute a new government.” (2 Enlightenment Philosophers) (Answer: Locke and Rousseau)

3. “He has dissolved Representative houses repeatedly, for opposing… his invasions on the Rights of the people…” (Answer: Montesquieu) 4. “…for imposing Taxes on us without our consent…” (Answer: Rousseau) The US Constitution 1.

Amendment 1 “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof, or abridging the freedom of speech, or of the press…” (Answer: Voltaire)

2. “Article I Legislature Power… Article II: Nature and Scope of Executive Power… Article III: Judicial Power, Courts, Judges…” (Answer: Montesquieu) 3. “The Senate shall have the sole power to try all Impeachments. When the President is tried, the Chief Justice shall preside Judgment in Cases of Impeachment shall not extend further than to removal of office…” (Answer: Montesquie Checks and Balances)

This Wrap Up activity connects the entire lesson together by having students analyze how the Enlightenment philosophers ideals connect to the creation of important government documents that make up the many political systems around the world. The two government documents are the Declaration of Independence and the US Constitution both were chosen due to the ability to relate the material more to the students.

Directions: Please take out a sheet of paper and a writing utensil. What is the “feminization of poverty” in your own words? How do you think it relates to the photograph. List who, what, when, where, and why. Explain. We will go over as a class once you are done.

For the Great Depression/Stock Market Crash Just Do It Activity I had students analyze a picture of the Migrant Mother in order to have students reflect on the lives of women during the Great Depression. A key aspect of this is from the SOL USII.6d where it talks about analyzing the impact of the Great Depression on various individuals.

Directions: Please outline the cause and effects of the Stock Market Crash and Great Depression. Include this when you write a personal reflection on how people must have felt during the Great Depression and the Stock Market Crash. Please write a school appropriate rap song to answer the above question.

For the Wrap Up Activity I had students create a rap song on the cause and effects of the great depression and an average person’s perspective within the Great Depression. I thought that this would be a fun and engaging activity where students could be assessed on how well they understand the impact of the Great Depression on many Americans during the time period.

Directions: Analyze the following two quotes and pictures. Next write a 3-4 sentences explaining; who, what, when, where, and why.   We saw all these people behind the fence, looking out, hanging onto the wire, and looking out because they were anxious to know who was coming in. But I will never forget the shocking feeling that human beings were behind this fence like animals [crying]. And we were going to also lose our freedom and walk inside of that gate and find ourselves…cooped up there…when the gates were shut, we knew that we had lost something that was very precious; that we were no longer free." Mary Tsukamoto from http://amhistory.si.edu/ourstory/activities/internment/m ore.html

“I spent my boyhood behind the barbed wire fences of American internment camps and that part of my life is something that I wanted to share with more people.” from George Takei

This Just Do It activity comprises primary source information that is being used as both a visual discovery element and a quote analysis element. I wanted students to make a connection between the primary source quotes and the pictures to determine and describe the event that is taking place. This activity would be a great activity to discuss the internment of Japanese Americans during World War II.

Directions: (You have two choices) #1 Write a personal reflection from the position of an interred Japanese American living in an internment camp. Make sure to describe what life must have been like in an internment camp for a Japanese living in America during WWII. In 1-3 paragraphs or #2 You can write a reflection on why groups of individuals are forced relocated and compare and contrast the Japanese Internment to other examples throughout history. 1-3 paragraphs

For this Wrap Up Activity I decided to give students two choices. The first option is to write a personal reflection from the perspective of an interned Japanese American. The second option is to describe why force relocation has occurred throughout history and to give examples over time. This Wrap Up Activity nicely summarizes USII. 7c regarding the impact and importance of force relocation and specifically how this impacted Japanese Americans during WWII.