História Moderna Americana

História – Ano 4

níveis:

L – 1ª à 4ª

M – 5º e 8º

Reveja as FAQs e entre em contato conosco se você encontrar um problema com um link.

Descrição do Curso:  Os alunos irão estudar a história americana de guerra civil post para o dia atual. Os alunos irão se envolver com leituras, vídeos, desenhos animados políticos e fotografias como eles aprendem sobre os eventos e líderes dos últimos 150 anos. Os alunos irão criar uma variedade de projetos para demonstrar o seu conhecimento, bem como escrever uma série de artigos de jornal com base em eventos da história.

Lista de leitura:

Há muitas opções para leitura opcional.

L   de Helen Keller  The Story of My Life, Keller; Uma vida inteira de memórias , Giles

M  The Boy’s Life of Edison, Meadowcroft; Facing Death, Henty; The Little Book of the War, Tappan; Animal Farm, Orwell; A Lifetime of Memories, Giles

PLEASE leave a comment to let me know of any problems with links.

Materials:

George Washington Carver, The Transcontinental Railroad

Day 1

L

  1. Read biography of George Washington Carver
  2. Tell a parent or older sibling about George Washington Carver’s life. How many things can you remember?

M

  1. Watch animation about the Growth of the Nation for review and preview (click on play)
  2. *Color a map of the USA to show what states belonged the United States at the end of the Civil War.

Day 2

L**

  1. Watch George Washington Carver video.
  2. *Print out these Timeline Decade Pages. You can put them in a notebook or on the wall. They are for your timeline pieces.
  3. *Print out the modern history timeline packet.
  4. Cut out Carver timeline piece and draw or write about Carver inside. Attach it to your timeline.

M**

  1. Read short biography of George Washington Carver
  2. *Print out these Timeline Decade Pages. You can put them in a notebook or on the wall. They are for your timeline pieces. (L is using this too.)
  3. *Print out the modern history timeline packet (L is using this too). Cut out timeline piece and write about Carver. Attach it to your timeline.
  4.  If you are an advanced reader and want to learn more, there is a biographical book on Carver you can read for fun.

Day 3

L*

  1. Watch the video on the transcontinental railroad.
  2. Write: The Transcontinental Railroad means a railroad that travels across a continent. (*You could use your timeline piece or create a *handwriting page.)
  3. continental means something related to a continent, a continent is one of the seven large land areas on earth, trans means across.

M

  1. Jogar Railroad raça   – Em uma página diz-lhe para ler um parágrafo, mas quando você clica no link, ele não está lá. Aqui estão as fotos dos três locais indicados. Que tem que as necessidades da estrada de ferro?
  2. Aqui está um novo link para The Big Four da Estrada de Ferro Central do Pacífico . Você não precisa clicar em cada nome individual na página do jogo.
  3. No meio, você terá que escolher qual empresa você irá trabalhar para, clique em um. Não se preocupe quando ele diz-lhe para pesquisar os índios ou fazer um projeto. Basta manter a clicar. Você deve tentar responder às perguntas embora.

dia 4

L *

  1. Encontrar Sacramento, Califórnia, e Omaha, Nebraska em um mapa. Estes foram os pontos inicial e final da primeira ferrovia transcontinental.
  2. Desenhar uma linha em um mapa, o melhor que puder, de onde a ferrovia viajou.
  3. Coloque o mapa em seu caderno história.

M *

  1. Leia sobre as pessoas que fizeram a ferrovia transcontinental. Você NÃO precisa clicar no seguinte. Aqui está mais informações se você precisar dele.
  2. Imprima mapa e etiquetar cada rota com o nome do homem responsável por essa ferrovia.
  3. Cortar a peça ferroviária transcontinentais. Escrever dentro sobre a estrada de ferro dentro e lugar na página 1860 do seu cronograma. Ou se você não gosta de livrinhos, você pode simplesmente cortar a imagem e anexá-lo para a página e escrever no papel.

dia 5

  1. L e M   Leia a notícia . Escrever um e-mail para alguém e dizer-lhes sobre o que você lê nas notícias.

Alexander Graham Bell, Thomas Edison

Dia 6 (*)

L (*)

História(*)

  1. Assista a este filme sobre Alexander Graham Bell .
  2. Se o vídeo não está disponível, veja este vídeo sobre  Alexander Graham Bell  e * escolher algumas  atividades  para completar a partir deste pacote. (No dia 7 eles vão fazer páginas 10 e 40.)

M

  1. Assista 30 minutos filme sobre Alexander Graham Bell .

dia 7

L *

  1. Leia esta biografia de  Alexander Graham Bell
  2. * Imprima páginas 10 e 40 e quaisquer outros que você gosta. Responda às perguntas na página 10 e na página 40, da melhor maneira que puder. Você pode conferir suas respostas na página 46 para saber mais sobre o Sr. Bell.
  3. Cut out timeline piece and write inside about Alexander Graham Bell. What were his accomplishments? What did he care about?

M

  1. Read a biography of Alexander Graham Bell.
  2. Write about his life. What do you admire about him? What were his accomplishments? What did he care about? Use the piece from the timeline to write inside.
  3. Look at these different diagrams of how to build a telephone like Bell’s. We hear sound because of vibrations. Your voice creates the vibrations. Mr. Bell figured out how to turn those vibrations into bursts of electricity that travel through the wires. Diagram one  Diagram two   It’s not so complicated, is it? His big discovery was how liquid, specifically an acid (like vinegar), made the vibrations stronger and clearer. In science this year we will learn more about acids, electricity, vibrations and sound. 

Day 8

L

  1. Read biography of Edison
  2. Cut out and write in Edison’s timeline piece and add it to your timeline.

M

  1. Read chapter 1 and 2  of The Boy’s Life of Edison
  2. Write a summary of each chapter in a sentence or two. Type them onto a power point slide for each chapter. Record your voice reading the slide. You can get some pictures for some of your slides from Wikipedia.

Day 9

L*

  1. *Copy Edison’s quote. Then explain what it means. Print out — Edison Quote Notebooking Page.  (The quote was made in 1903 and published in Harper’s Monthly in 1932.)
  2. Watch the videos below and look at the list of all of Edison’s inventions.

M

  1. Read chapter 3 and 4 of The Boy’s Life of Edison
  2. Write a summary of each chapter in a sentence or two. Make a power point slide for each chapter. Record your voice reading the slide.

Day 10

L

  1. Read the News  (alternate news site) Tell someone about what you learned in the news today.
  2. If you can read fifth grade level books and are interested in Edison, you could read this story of his life, The Boy’s Life of Edison.

M

  1. Read a news article. Tell someone about what you learned in the news today.
  2. Read chapter 5 and 6 of The Boy’s Life of Edison
  3. Write a summary of each chapter in a sentence or two. Make a power point slide for each chapter. Record your voice reading the slide.

Day 11

L

  1. Watch this video about Thomas Edison. Here’s an alternate link if that one disappears.

M

  1. Read chapter 7 and 8 of The Boy’s Life of Edison
  2. Write a summary of each chapter in a sentence or two. Make a power point slide for each chapter. Record your voice reading the slide.

Day 12

L

  1. Answer these questions as best you can about when Thomas Edison invented the light bulb. If you know how to type, then type your answers into the computer. Who? What? Where? When? How? Why? For instance who is Thomas Edison or Edison and Watson. What is that he invented the light bulb. These are the questions you ask and answer when you write a story for the newspaper.

M

  1. Read chapter 9 and 10 of The Boy’s Life of Edison
  2. Write a summary each chapter in a sentence or two. Make a power point slide for each chapter. Record your voice reading the slide.

Day 13

L

  1. Write a sentence to introduce a news story about Edison inventing the light bulb. (Example–don’t copy!–Thomas Edison invented many things, but one changed the world the most.) Put these sentences in the same place you put your answers from yesterday.
  2. Write a sentence about what you think about Edison or his invention. (Example–don’t copy!–I think Edison’s hard work paid off.)

M

  1. Read chapter 11 and 12 of The Boy’s Life of Edison
  2. Write a summary of each chapter in a sentence or two. Make a power point slide for each chapter. Record your voice reading the slide.

Day 14

L

  1. Write your news story. Start with your introduction sentence. Then write in sentences your answers to the who, what, where, when, why and how questions. Then write your final sentence. If you have time, add a title and a picture. Show it to someone.

M

  1. Read chapter 13 and 14 of The Boy’s Life of Edison
  2. Write a summary each chapter in a sentence or two. Make a power point slide for each chapter. Record your voice reading the slide.

Day 15

L

  1. Read the News  (alternate news site). Choose an article and write (or tell someone) the who, what, where, when, why and how of it.

M

  1. If you have younger siblings, read their news articles on Edison.
  2. Read chapter 15 and 16 of The Boy’s Life of Edison
  3. Write a summary of each chapter in a sentence or two. Make a power point slide for each chapter. Record your voice reading the slide. Show your presentation to your family. (You can read the rest of the book on your own if you like.)
  4. Cut out your Edison timeline piece and add it to your timeline. Write inside!

Helen Keller, Industrial Revolution (Coal Mines)

Day 16

L

  1. Read this short biography of Hellen Keller. It mentions the book she wrote. You are going to be reading it. And you can start now.
  2. Read chapter 1 of The Story of My Life: Helen Keller.  If you cannot read it on your own (that’s okay, it’s not easy), you can listen while you read along. Or you don’t have to read at all, just sit back and listen. Go to the “listen” link and click on chapter 1.
  3. Tell someone about Helen Keller.

M

  1. Photos from the coal mines: onetwothree
  2. Watch this video about coal mining today.
  3. About coal mining:

Coal was needed in vast quantities for the Industrial Revolution. For centuries, people in Britain had made do with charcoal if they needed a cheap and easy to acquire fuel. What ‘industry’ that existed before 1700, did use coal but it came from coal mines that were near to the surface and the coal was relatively easy to get to. The Industrial Revolution changed all of this.

Before the Industrial Revolution, two types of mines existed : drift mines and bell pits. Both were small scale coal mines and the coal which came from these type of pits was used locally in homes and local industry.

However, as the country started to industrialise itself, more and more coal was needed to fuel steam engines and furnaces. The development of factories by Arkwright and the improvement of the steam engine by Watt further increased demand for coal. As a result coal mines got deeper and deeper and coal mining became more and more dangerous.

Coal shafts could go hundreds of feet into the ground. Once a coal seam was found, the miners dug horizontally. However, underground the miners faced very real and great dangers. Flooding was a real problem in mines. Explosive gas (called fire damp) would be found the deeper the miners got. One spark from a digging miner’s pick axe or candle could be disastrous. Poison gas was also found underground and pit collapses were common; the sheer weight of the ground above a worked coal seam was colossal and mines were only held up by wooden beams called props.  (fromhttp://www.historylearningsite.co.uk/coal_mines_industrial_revolution.htm)

  1. Read chapters 1 and 2 of Facing Death
    • Parents: If this is too much reading, you can take out this book.

Day 17

L

  1. Read chapter 2 of The Story of My Life: Helen Keller.  If you need help, you can listen while you read along. Just click on the chapter number.
  2. Here are pictures of Hellen Keller to look at.

M*

  1. Read chapters 3 and 4 of Facing Death.
  2. The Industrial Revolution (a time period in which the nation moved from an agricultural focus to an industrial focus; marked by an increase in factories and machines)  — coal was an important part of running all these new factories. Farming was no longer the main economy of the country. We were producing more from factories now and coal was the fuel for those factories. Here’s a picture of kids working in a mine.
  3. Use this Coal mines notebooking page to write as if you were a worker in a coal mine. Use what you’ve learned about coal mines and the time period and write a paragraph about your life as a coal mine worker. Use the blank box for your title.

Day 18

L*

  1. Read chapter 3 of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.
  2. *Use this Helen Keller notebooking page. Copy the quote. Use the other space to write who Helen Keller was.

M

  1. Read chapters 5 and 6 of Facing Death
  2. Watch this video on the industrial revolution.
  3. Interview a younger sibling who is learning about Helen Keller or read this short biography.

Day 19

L

  1. Read chapter 4 of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.
  2. Watch this video on the industrial revolution. Tell someone about how life changed for Americans.

M

  1. Watch this video on the industrial revolution. (This will require you to disable adblock for this site.) Write in your notebook what an agrarian society is and what an industrial society is. Also write what technology made the industrial revolution possible.
  2. Read chapters 7 and 8 of Facing Death.

Day 20

L

  1. Read the News   (alternate news site). Choose an article and write (or tell someone) the who, what, where, when, why and how of it.
  2. Read chapter 5 of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.
  3. Maybe over the weekend you’d like to watch this 20 minute animated movie about Helen Keller. Here’s the link to the video on youtube. Get permission to watch this!

M

  1. Read a news article. Write out or tell someone the answers to the journalist’s questions: who, what, where, when, why and how.
  2. Read chapters 9 and 10 of Facing Death.

Henry Ford, Child Labor, Suffrage Movement

Day 21

L

  1. Read chapter 6 of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.
  2. Read this biography of Henry Ford.
  3. Cut out and fill in Henry Ford timeline piece.

M

  1. Read chapters 11 and 12 of Facing Death.
  2. Read this biography of Henry Ford.
  3. Cut out and fill in Henry Ford timeline piece.

Day 22

L

  1. Read chapter 7 of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.
  2. Look at these pictures of child labor in America. Choose a picture and show it to someone and describe to them what you see. What are they doing? Why do they look the way they do? What do you think they are thinking and feeling? Write your answers or talk with a parent or older sibling about your answers.

M

  1. Read chapters 13 and 14 of Facing Death.
  2. Read this page about child labor in America and look at the pictures. Lewis Hine was a photojournalist. He exposed child labor for what it really was and helped bring about reforms. Write in your notebook what you find most shocking.

Day 23

L

  1. Read chapter 8 of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.
  2. Do this activity about learning by looking at old photographs.

M

  1. Read chapters 15 and 16 of Facing Death.
  2. Look at these photographs. Make observations and conclusions. Write about the suffragettes from what you’ve observed. Here’s a women’s suffrage notebooking page photo 1  photo 2   photo 3   photo 4

Day 24

L

  1. Read chapter 9 of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.
  2. Look at this old photograph of suffragettes. What details do you see this photograph? Who are the suffragettes? What do they want? (answer: the right to vote) How badly do you think they want it? (hint: check the weather)  Write in your history notebook a sentence about the suffragettes. “The suffragettes were…” You finish the sentence.

M

  1. Read chapters 17 and 18 of Facing Death.
  2. Read this short article about the suffragette movement. How much of this information did you get from looking at the pictures yesterday? Add to or edit your writing from yesterday from what you learned today.

Day 25

L

  1. Read the News  (alternate news site). Choose an article and write (or tell someone) the who, what, where, when, why and how of it.
  2. Read chapter 10 of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.

M

  1. Read a news article. Write out or tell someone the answers to the journalist’s questions: who, what, where, when, why and how.
  2. Leia os capítulos 19 e 20 de encarar a morte.

Theodore Roosevelt, Imigração

dia 26

o

Leitura

  1. Leia este biografia de Theodore Roosevelt .
  2. Leia o capítulo 11 de The Story of My Life: Helen Keller   Se você precisar de ajuda, você pode ouvir enquanto você lê junto. Basta clicar sobre o número do capítulo.

Escrevendo

  1. Theodore Roosevelt salvou um monte de deserto. Ele protegeu-lo para manter as pessoas de usar as florestas, rios, etc. para negócios ou para as casas. Escreva sobre por que você acha que é importante para proteger a natureza como ela é. Você deve começar com uma sentença de introdução, uma frase que diz que você está indo para escrever sobre. Por exemplo …”Eu acho que é muito importante para proteger a natureza.”

M

  1. Leia este biografia de Theodore Roosevelt .
  2. Leia os capítulos 21 e 22 de encarar a morte.
  3. Escreva um parágrafo sobre porque é importante para proteger a natureza. Theodore Roosevelt foi um naturalista. Ele preservou deserto como parques nacionais para que tenhamos espaços naturais livres de casas e negócios. (Ar limpo, água limpa … Que outros motivos …)
  4. Do you need tips on writing a proper paragraph?  topic sentence   supporting details   closing sentence
  5. Se você gosta de Theodore Roosevelt e quiser ler mais, ele escreveu uma autobiografia e há uma biografia sobre ele .

dia 27

o

  1. Assista ao vídeo sobre a imigração .
  2. Leia o capítulo 12 de The Story of My Life: Helen Keller   Se você precisar de ajuda, você pode ouvir enquanto você lê junto. Basta clicar sobre o número do capítulo.

M

  1. Assista ao vídeo sobre imigração e Ellis Island .
  2. Leia os capítulos 23 e 24 de encarar a morte.

dia 28

L *

  1. Leia sobre a Estátua da Liberdade .
  2. Leia o capítulo 13 de The Story of My Life: Helen Keller   Se você precisar de ajuda, você pode ouvir enquanto você lê junto. Basta clicar sobre o número do capítulo.
  3. * Cor esta imagem da estátua da liberdade e / ou copiar esta citação da Estátua da Liberdade.

M *

  1. Read this page about the Statue of Liberty including Emma Lazarus’ poem.
  2. Read chapters 25 and 26 of Facing Death.
  3. *Print out this notebooking page, Statue of Liberty quote. What is the meaning of this poem? What is its invitation?
  4. Practice saying this part of the poem out loud. Stand up in front of your family and read this poem. Say it like you mean it!

Day 29

L

  1. Watch this video showing what it was like to build the Statue of Liberty.
  2. Watch this video about what it was like to come as an immigrant through Ellis Island.
  3. People came to America to find freedom: freedom to worship God their way, freedom from discrimination, freedom from poverty, and whatever other problem their families were facing. They were searching for a better life. Were their first experiences better? What do you think they were thinking of America when they arrived at Ellis Island?
  4. Read chapter 14 of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.

M

  1. Read these stories about coming to Ellis Island.
  2. Was life easy for new immigrants? What was it like for them?
  3. Read chapters 27 and 28 of Facing Death.

Day 30*

L

  1. Play City of Immigrants. (You don’t have to complete the whole thing, but I think you’ll probably want to!)
  2. Read chapter 15 of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.
  3. Write or tell about why you think Helen Keller is important.
  4. Maybe your family would like to watch The Miracle Worker, a Disney movie about Helen Keller. Here’s the link to the first part on youtube. Get permission to watch this!

M*

  1. Finish Facing Death.
  2. *Fill out a book report form for Facing Death.

If you’re looking for more books to read, check out the tons of Alger books listed under level 5. These fit the time period.

The Wright Brothers and other flyers

Day 31
L

  1. Watch this video on the Wright Brothers.
  2. If that video disappears, you can watch these animated movie clips about the Wright Brothers and this old-time film.
  3. Cut out your timeline piece. Draw/write about what you learn.

M*

  1. Read this comic book about the Wright Brothers (you have to click on “Next Page.)
  2. Watch this short video which I believe is from a flight demonstration in 1908.
  3. Draw/write about what you learned. Use a notebooking page with a blank top for drawing.

Day 32

L*

  1. Read about Amelia Earhart.
  2. *Write about Amelia Earhart.  Amelia Earhart notebooking page
  3. Read chapter 16 of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.

M*

  1. Read about Amelia Earhart.
  2. Write about her life.  Amelia Earhart Notebooking Page

Day 33

L

  1. Read about Bessie Coleman.
  2. Tell someone about Bessie Coleman.
  3. Read chapter 17 of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.

M

  1. Read about Bessie Coleman.  Write about her life.  Bessie Coleman Notebooking Page

Day 34

L

  1. Read about Charles Lindbergh. Click “Next Page” to read through all 12 pages of the story.
  2. Tell someone about Charles Lindbergh.
  3. Read chapter 18 of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.

M

  1. Read about Charles Lindbergh.
  2. Write about his life.  Charles Lindbergh Notebooking Page

Day 35

L

  1. Read the News  (alternate news site). Choose an article and write (or tell someone) the who, what, where, when, why and how of it.
  2. Read chapter 19 of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.

M

  1. Read the News. Choose an article and write (or tell someone) the who, what, where, when, why and how of it.

World War I

Day 36

L

  1. Watch this video on airplanes in WWI.
  2. Read chapter 20  of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.

M

  1. Read about where airplanes went from the time of the Wright brothers OR watch this video on airplanes in WWI.

Day 37

L*

  1. *Print out map (click on Europe). Color in Turkey, Germany, France, Russia, Serbia, Hungary and Austria. Color each a different color and write their names in that color on the back of the map. Your list of colorful names is your map key.
  2. If you need a map to look at, here is one online.
  3. Read chapter 21  of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.

M**

  1. Read chapter 1 of The Little Book of the War.
  2. *Print out a map (click on Europe) and label the countries and bodies of water mentioned. Create a key if necessary.
  3. *Also print out 11 copies of your favorite WWI notebooking page and take notes on each chapter.
  4. Two books you could consider reading just for fun over the next several weeks (to day 65) are Rilla of Ingleside (audio book) which is about life on the home front and is from the Anne of Green Gables  series and Air Service Boys Over Enemy Lines.

Day 38

L*

  1. *Print out another map of Europe. (You’ll notice this one is different. This is what the country borders looked like in 1914.)
  2. Write “European Alliances Before WWI.” That just means which countries in Europe were friends and agreed to help each other.
  3. Choose two colors.
  4. With one color, color in France, Britain, Serbia and Russia.
  5. With the other color, color in Austria-Hungary and Germany.
  6. Color neatly. Do the best you can.
  7. Here’s a map to help you. (Again, this is a map of 1914. Countries break up and get smaller or take on other countries and get bigger.)
  8. Read chapter 22  of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.

M*

  1. Read chapter 2 of The Little Book of the War.
  2. Take notes and keep marking your map. This book can be sparse on dates. Here is a concise timeline to help you out as your read. (Remember, no clicking on ads!)
  3. *Print out another map of Europe. (This is a map from 1914. Your other one is more modern day.)
  4. Read this sheet about European Alliances Before WWI and color this map to show the alliances, who was on whose side. Label the map with a title and the date. Work neatly. Do your best!
  5. Need help? Here’s a map from 1914.
  6. When the war starts, this is what the “sides” look like.

Day 39

L*

July 28th Austria declared war on Serbia
 August 1st Germany declared war on Russia
August 3rd  Germany declared war on France and invaded Belgium. Germany had to implement the Schlieffen Plan.
 August4th Britain declared war on Germany
  1. Look at this chart above. It’s a list of dates of when certain countries declared war on other countries at the beginning of WWI.
  2. *Print out another map! Draw on who is declaring war on whom. Maybe you could draw an arrow from Britain to Germany. Draw an arrow for each country declaring war on another country. This all happened in about 8 days in 1914.
  3. Put a title on your map, “Declares War 1914” might be a good one.
  4. Read chapter 23  of The Story of My Life: Helen Keller  If you need help, you can listen while you read along. Just click on the chapter number.

M*

  1. *Complete this worksheet, WWI political cartoon.
  2. Read chapter 3 of The Little Book of the War. Take notes.

Day 40*  (A book your family might want to read is The Singing Tree. It is not required. It is an award winning historical fiction novel about WWI. It is 5th grade reading level with an interest level of 3rd – 5th grade — according to a website. )
L*

  1. Cut out timeline piece on the assassination of Archduke Ferdinand. Write inside. He was assassinated in Sarajevo and was next in line to become King in Austria. His murder is considered the spark that started the war.
  2. Read the News   (alternate news site). Choose an article and write (or tell someone) the who, what, where, when, why and how of it.
  3. If you aren’t reading The Singing Tree, you could read one of two other books. These are optional. These books are harder so you should listen to it read to you or listen as you read along. There is a book about women and children on the home front which is Rilla of Ingleside from the Anne of Green Gables series. This has an audio book you can listen to. You can read a chapter a day except for a handful of chapters you’ll need to read on the weekends. Or you could read a boy book which does not have an audio book with it. It’s called, Air Service Boys Over Enemy LinesYou can read a chapter a day.
  4. *Here’s a book report page to fill out after you finish reading whatever you are reading. WWI Book Report

M*

  1. Cut out timeline piece on the assassination of Archduke Ferdinand. Write inside.
  2. Read an article. *Fill in the chart.

Day 41

L*

  1. Watch this lesson about countries declaring war in 1914 and 1915.
  2. *Color a map to match the one in the lesson. Title for the map, “WWI Expands”

M

  1. Watch this lesson about countries declaring war in 1914 and 1915.
  2. Label a map to show the sides–who is in which alliance, and label what year each country joined the war.

Day 42

L

  1. Read the timeline for 1914. Tell someone a few key events. What happened on Christmas?

M*

  1. *Print this worksheet or just take notes in your own notebook. Read about the causes of WWI.

Day 43

L*

  1. * Cor esta imagem de um avião de WWI . Por que é chamado uma tri-avião?
  2. Olhe para estas fotos de aviões WWI .

M

  1. Leia o capítulo 4 .
  2. Leia sobre aviões na Primeira Guerra Mundial .
  3. Escreva sobre um dos aviões usados. Você pode desenhá-lo muito se você gosta (estes são notebooking páginas com espaço para desenho). Você se lembra que os irmãos Wright vendeu sua concepção avião para o governo a utilizar para a guerra?

dia 44

L *

  1. * Cor  esta imagem  de um soldado canadense na Primeira Guerra Mundial. Leia o que diz.
  2. Assista os soldados em treinamento .

M

  1. Leia o capítulo 5 . Lembre-se de tomar notas.
  2. Dê uma olhada os usos de trincheiras na Primeira Guerra Mundial . Clique nos diferentes lugares do diagrama para uma imagem e descrição.
  3. Tomar as trincheiras teste rápido .

dia 45

L *

  1. Leia o vocabulário na página 4 . (Ls estiver usando todos, mas os wordsearch e palavras cruzadas.)
  2. Assista Canções da I Guerra Mundial , enquanto você trabalha na tarefa # 3 abaixo ..
  3. Faça o vocabulário correspondente na página 9.

M *

  1. Leia o vocabulário na página 4 . (M está apenas usando as páginas 4 e 7, embora 4 pode ser lido on-line.)
  2. Assista Canções da I Guerra Mundial , enquanto você trabalha na tarefa # 3 abaixo ..
  3. Faça o palavras cruzadas vocabulário na página 7.

dia 46

L *

  1. * Preencha esta planilha sobre as causas da Primeira Guerra Mundial . O “Triple Entente” foi o nome dado à aliança entre a Grã-Bretanha, França e Rússia. Então, o que países constituem a “Tríplice Aliança?”

M *

  1. * Preencha esta planilha sobre as causas da Primeira Guerra Mundial . Responda às perguntas em “níveis 5 e 6.”

dia 47

o

  1. Dê uma olhada neste diagrama de trincheiras utilizados na Primeira Guerra Mundial. Clique sobre as diferentes áreas do diagrama para fotos e descrições.
  2. Desenhar um diagrama de uma trincheira.
  3. Leia sobre armas utilizadas na guerra.
  4. Tome as armas teste rápido .

M

  1. Leia o capítulo 6 e capítulo 7 . Tomar notas.

dia 48

o

  1. Leia sobre ataques Zeppelin .
  2. Take the quick quiz.
  3. Make this minibook about WWI warfare. (page 2)

M

  1. Read chapter 8 and chapter 9. Take notes.

Day 49

L

  1. Make the minibook and read it. Then put it on your timeline. (page 1)

M

  1. Read chapter 10. Take notes.
  2. Look at these questions for review.
  3. Make a list of what you think are the key things to remember about WWI.

Day 50*

L *

  1. Read the News  (alternate news site). Choose an article and write an email (or tell someone) the who, what, where, when, why and how of it.
  2. *Choose an event related to WWI and fill in this news graphic organizer. Hold onto this.

M

  1. Read the News. Choose an article and write an email (or tell someone) the who, what, where, when, why and how of it.
  2. Choose an event related to WWI and fill in this news graphic organizer. Hold onto it.

Day 51

L

  1. Read about the end of the war.
  2. Take the quick quiz.
  3. List for a parent as many facts as you can about WWI.

M

  1. Read chapter 11 (postscript).
  2. Make sure to include “armistice” on your timeline. Write a definition of the word along with it.
  3. Take the quick quiz.

Day 52

L

  1. Read about the Treaty of Versailles, this is the agreement the countries made to end the war.
  2. Take the quick quiz.
  3. Cut out and fill in the timeline piece.

M

  1. Read the terms of peace, or President Wilson’s 14 points. They were rejected, but his League of Nations was established.
  2. Read about the actual Treaty of Versailles.  Click on next.
  3. Read about the countries’ opinions on the treaty.
  4. What about the treaty made Germany so mad? (Give more than one answer and write in complete sentences.) You can write in the timeline piece if you like.
  5. Cut out and attach the timeline piece. (and write inside!)

Day 53*

L

  1. Read this page and look at the chart showing how much the countries’ did not like the treaty.
  2. Look at these maps from before and after the war.
  3. *Color in this map to show what used to be Germany and what used to be Austria-Hungary.   Map of Europe After Versailles
  4. Write a title on your map.

M*

  1. Watch/listen/do this online activity on the League of Nations and the years following WWI.
  2. Look at this map from after the war.
  3. *Color in this map to show what new countries formed. Map of Europe After Versailles
  4. Here’s a pre-war map if you need it. Remember only the dark, thick dotted lines show country borders.
  5. Label your map with a title.

Day 54

L

  1. Read about Rememberence Day.
  2. Here are some pictures of Flander’s Field which is now a cemetery.
  3. Here is an artist’s painting of the poem.
  4. Choice: either draw/paint how the poem describes Flander’s Field, or read/perform the poem in front of an audience.

M

  1. Look at some of these political cartoons from WWI (You don’t have to look at them all. Ones with skeletons and such you might want to avoid.)
  2. Pick one you think is effective. Describe it, tell what the point is and why it is effective in making its point.
  3. Listen to this famous WWI poem called, In Flander’s Field, the name of a cemetery.

Day 55

L

  1. Type up your facts from Day 50 with a title. Write your facts in this fashion. Who: (name)  When: (date)  What:  …

M

  1. Write a news article using your notes from Day 50.
  2. Aqui estão exemplos e um esboço do que um artigo deve ser parecida.
  3. Não se estresse sobre ele. Trabalhe rapidamente. Escreva sua linha de abertura, incluem seus fatos, e escrever a sua conclusão.

dia 56

L / M

  1. Coloque junto um jornal .
  2. Use seu artigo notícias do dia 55. Se você tem outra história sobre a Primeira Guerra Mundial que você escreveu para o Inglês, você pode usar isso também. Se não, você pode listar um cronograma de eventos para um artigo e até mesmo fazer um anúncio, se quiser.
  3. Você vai ser capaz de imprimir ou salvar.

The Roaring Twenties

dia 57

o

  1. Leia sobre os  anos 1920 . Anote alguns fatos interessantes sobre o seu cronograma.

M

  1. Leia “ World News ” e tomar notas em seu cronograma.
  2. Leia o capítulo 1 de Animal Farm . Esta é uma alegoria sobre a Revolução Russaque teve lugar durante o fim da Primeira Guerra Mundial. Os animais são aqueles que se revoltaram contra o governo. Seus líderes convencê-los de que é para seu benefício, mas realmente foi apenas para seu próprio benefício.

dia 58

o

  1. Clique em um líder mundial . Escreva algo sobre o líder em seu cronograma. Há em branco peças cronograma para você usar.

M

  1. Leia “ Finanças ” e tomar notas em seu cronograma.
  2. Leia o capítulo 2 de Animal Farm . Descrever o que está acontecendo no livro a alguém.

dia 59

o

  1. Escolha um entertainer para ler sobre e adicione um fato a sua linha do tempo. Há em branco peças cronograma para você usar.

M

  1. Read “Science and Technology” and take notes on your timeline.
  2. Read chapter 3 of Animal FarmDescribe what’s happening in the book to someone.

Day 60*

L

  1. Look at pictures  from the 1910s.  Just look at page one (otherwise not everything is from that time period).
  2. Look at pictures  from the 1920s.  Just look at page one (otherwise not everything is from that time period).
  3. What differences can you find? Click on the pictures to see them more closely. (Hint: look at lengths)
  4. *Print out and color in this page of 20s clothing from England.

M

  1. Read either “Sports” or “Arts and Literature” and take notes on your timeline.
  2. Read chapter 4 of Animal FarmDescribe what’s happening in the book to someone.

Day 61

L

  1. Read the first paragraph about jazz. It says that jazz musicians use improvisation. It tells you what that word means in the second line.  What does it mean?
  2. Listen to some jazz and read about some jazz artists. (You don’t have to read them all).
  3. Want to play with a jazz band? Click on play and then choose jazz style.
  4. Are you interested in hearing more jazz music and learning more about it?

M*

  1. Read “Life” and take notes on your timeline.
  2. *How is life today similar or different from the 20s. Venn Diagram
  3. While you work, play some jazz music from the 20s.  some more   some blues    some church music
  4. Read chapter 5 of Animal FarmDescribe what’s happening in the book to someone.
  5. Are you interested in hearing more jazz music and learning more about it? Get permission to go to youtube and watch this video.

Radio

Day 62

L

  1. Listen to the first half of this radio show of a book called, The Biscuit Eater. Stop after 14 minutes.
  2. Notice the sound effects and how they use their voice to act even though you can’t see them. It’s a story of ( a boy who trains a dog to be a bird hunter. His father trains dogs too. In the final competition, the boy has his dog lose on purpose because he sees how much it means to his father, but his father realizes it.Highlight to read the summary if you think it would be helpful to you, but it tells you the ending!)

M

  1. Listen to the first half of this radio show of the book, The War of the Worlds. 
  2. Notice the sound effects and voice acting.
  3. This is a very famous radio broadcast. They told the story of an alien invasion as a news broadcast so that people thought it was really happening and many actually fled their homes. They have music playing like the radio show is really a music broadcast that is interrupted with these news reports.

Day 63

L

  1. Listen to the second half of The Biscuit Eater. Click in the middle and start at 14 minutes.

M

  1. Listen to the second half of The War of the Worlds
  2. You are going to be writing a radio show. You can think about what it will be.

Day 64

L

  1. Choose a story you have written to use as a radio broadcast. Or, you can choose a short book or part of a book.
  2. Plan out how you will include sound effects.

M

  1. Read about radio sound effects.
  2. Write a short radio show. You can use a story you have written, or write a new one, or maybe an easy thing to do would be a commercial. Choose places to add sound effects and figure out how you will do them.
  3. Read chapter 6 of Animal FarmDescribe what’s happening in the book to someone.

Day 65

L

  1. Read your radio show. Remember to act it out with your voice and to add sound effects. Perform it for an audience (can just be your family).
  2. If you have read a WWI book, finish your book report ( WWI Book Report).

M

  1. Read about radio scripts.
  2. Read your radio show. Do the different voices and sound effects. Perform it for an audience. (You could record it if you wanted so that you can play it like a real radio show.)
  3. Read chapter 7 of Animal FarmDescribe what’s happening in the book to someone.
  4. Read about the allegorical characters in the book and the real-life characters they were a metaphor for. Scroll down to “characters.”

The Great Depression

Reading Suggestions: These are not required. In order from youngest to oldest: The Babe and IThe GardenerTurtle in ParadiseA Year Down YonderA free book you can read online or download is Fame and Fortune by Horatio Alger. Though written earlier, Alger’s books were immensely popular during the depression. There are many of them, and they all share the theme of a poor man turning his life around. It was just the kind of inspiration people were looking for. Read online or download  Audio book  (23 chapters 5th grade? reading level)

Day 66

L*

  1. Leia a primeira seção desta lição sobre a Grande Depressão . (A primeira página e meia. Parar em “Vida Durante a Grande Depressão.”
  2. * Imprima estas minibooks presidente e cortar e preencha o um em Presidente Hoover e colocá-lo em seu cronograma.

M

  1. * Leia esta lição sobre a Grande Depressão e imprimir as páginas 5 e 6. Responda às perguntas na página 5 e escrever uma resposta completa para o número 11 na página 6. (A primeira resposta é errada na folha de respostas. O que deve ser? )
  2. Leia o capítulo 8 do Animal Farm . Descrever o que está acontecendo no livro a alguém.

dia 67

L *

  1. Leia “ Vida Durante a Grande Depressão ”, começando na segunda página.
  2. Imprima este minibook e escrever sobre os efeitos da depressão . Você pode adicioná-lo ao seu cronograma.

M *

  1. Leia através deste website em dthe Depressão  – três abas no topo. Leia algumas das cartas ao presidente.
  2. Assista de Franklin Delano Roosevelt discurso de posse , o seu discurso quando se tornou presidente.
  3. * Cortar e preencha o presidente Roosevelt minibook ‘s. (Você pode fazer Hoover também, se quiser.) Adicionar ao seu cronograma.
  4. Leia o capítulo 9 do Animal Farm . Descrever o que está acontecendo no livro a alguém.

dia 68

o

  1. Leia a quarta página sobre “ New Deal 
  2. Cortar e escrever em minibook presidente da FDR. Você pode adicioná-lo ao seu cronograma.

M

  1. Teens left home during the Depression to search for work, “to escape poverty or troubled families, others because it seemed a great adventure. At the height of the Great Depression, more than 250,000 teenagers were living on the road in America. Many criss-crossed the country by hopping freight trains, although it was both dangerous and illegal.” (from PBS)
  2. Assista parte deste documentário sobre a grande depressão e montando os trilhos: parte 2 .

dia 69

o

  1. Leia sobre a bacia de poeira .
  2. Explicar a um pai ou irmão mais velho que o Dust Bowl era e como era a vida para as pessoas que vivem lá.
  3. Você poderia começar a jogar este jogo, Up from the Dust .

M

  1. Leia sobre a bacia de poeira .
  2. Veja fotos de uma  tempestade de poeira .
  3. Read a poem. Perform the poem for your family or friends. (If you want to print it out, click here.)
  4. Read chapter 10 of Animal FarmDescribe what’s happening in the book to someone.

Day 70

L*

  1. Read the News  (alternate news site). Choose an article and write an email (or tell someone) the who, what, where, when, why and how of it.
  2. *Print out this newspaper assignment and fill it in.
  3. You could keep playing the game, Up from the Dust.

M*

  1. Read the news.  Choose an article and write an email (or tell someone) the who, what, where, when, why and how of it.
  2. *Print out and complete this newspaper assignment.
  3. Write a description of how the animal’s leaders were able to carry out the revolution.  Animal Farm notebooking page

Suggested Reading for World War II:  These are NOT required. WWII and Communism which followed  Gladys AylwardBrother Andrew; Jews — Ten and TwentyNumber the StarsThe Hiding Place  (youngest to oldest); Other — Navajo Code Talkers  middle school, Farewell to Manzanar ages 10+ (most of these are available on Kindle) Our study of WWII lasts 50 days, so there is lots of time to finish your Depression book, if you are reading one, and to read a couple of these as well.

Day 71

L

  1. Read this page about the start of WWII.
  2. Listen to the speech.
  3. Start a WWII timeline with the information you learned today. Here’s a paper one. Here’s an online one. You have to sign up to use the online one for it to remember you and save your timeline. If you have more than one student using it, each would need his own account.

M

  1. Read this page recounting the beginnings of WWII. This is a long page, but not lots of writing. Take your time to look at the pictures.
  2. Write down or tell someone what was happening during this time. You don’t have to know all the details, but in general, what is taking place.
  3. Start a WWII timeline with at least one thing you found most important from the information you learned today. Here’s a paper one. Here’s an online one. You have to sign up to use the online one for it to remember you and save your timeline. If you have more than one student using it, each would need his own account.
  4. Read this Wikipedia page on Animal Farm.

Day 72

L/M

  1. *Print out the map of the world. Print 2 so you can use one tomorrow (L and M are using this map).
  2. Color in the countries on the list with two colors. Use one color for the axis and one color for the allies.
  3. Write a key to show which color is which.
  4. Write a title on your map.
  5. Here’s an online map of the world if you need it.

Day 73

L

  1. *Print out a map of the world.
  2. Read about the leaders of WWII.
  3. Write the last name of each main leader in the country they led. Only write the main leader for countries where two are listed.

M

  1. *Print out a map of the world.
  2. Read about the leaders of WWII.
  3. Write the last name of each main leader in the country they led. Only write the main leader for countries where two are listed.
  4. Read about Hitler as a boy.  Answer in complete sentences. Does reading this make you think of him as just a person like the rest of us? What events of his childhood do you think affected who he became as an adult? Did anything surprise you about his childhood? what?
  5. Add to your timeline whatever you deem important. Not every date you come across should go on your timeline.
  6. Keep Animal Farm in mind as you read about this generation of dictators. How would the characters apply during WWII?

Day 74   Today the children will be reading about the evacuation of children during WWII. This is what happens at the beginning of The Lion, the Witch and the Wardrobe. You can consider reading the book or watching the movie.

L*

  1. Read about the evacuation of children during WWII.
  2. Write your feelings on the subject. Use this notebooking page and answer the question. evacuation

M*

  1. Read about the evacuation of children during WWII.
  2. Write your feelings on the subject. Use this notebooking page and answer the question. evacuation during WWII
  3. Decide whether or not you want to add anything to your timeline.

Day 75

L/M

  1. Read the News. Choose an article and write an email (or tell someone) the who, what, where, when, why and how of it.

Day 76

L*

  1. Print out this coloring page. Make sure you color the flags correctly. This is Roosevelt with the American flag, Churchill with the British flag and Stalin with the old Russian flag. These are the leaders of some of the Allies, the countries that fought against Germany and the Axis countries.
  2. Here is a flag website where you can look up the British and American flags if you need to.

M*

  1. Print out this document (World War Two worksheets) and save the remaining pages. Today complete page 1.

Day 77

L*

  1. Read this timeline up through 1940. Update your timeline.
  2. Print a map. Mark with an X the countries that are controlled by Germany by 1940. Make sure you put a title on your map. Use the information in the timeline. This is a modern map and not all of these countries existed in 1940. You may have to think some about what areas are being controlled.

M

  1. Read this timeline up through 1939. Update your timeline.
  2. Print a map. Mark with an X all the countries that are controlled by Germany by 1940. Make sure you put a title on your map. Use the information in the timeline. This is a modern map and not all of these countries existed in 1940. You may have to think some about what areas are being controlled.

Day 78

L

  1. Make a page with all the flags of the axis countries. Look at this page to find the flags on Germany’s side. (Scroll down and look for the heading. You don’t need “ensigns” or “personal” or “battle” flags. )

M

  1. Do the second page of the picture worksheets you printed out on Day 76.

Day 79

L

  1. Read about the Battle of Britain.
  2. Add it to your timeline along with some information about it.

M

  1. Read about the Battle of Britain.
  2. Read about the blitz.
  3. Take notes on your timeline. Please add information to your timeline, not just “Battle of Britain.”

Day 80

L

  1. Fill in this news organizer for an article on the Battle of Britain.
  2. Leia a notícia   ( site de notícias alternativo ). Escolha um artigo e dizer a alguém a quem, o quê, onde, quando, porquê e como dela.

M

  1. Preencha este organizador notícias para um artigo sobre a Blitz.
  2. Leia a notícia . Escolha um artigo e dizer a alguém a quem, o quê, onde, quando, porquê e como dela.

dia 81

o

  1. Ouvir um ataque aéreo sirene de Londres durante a Segunda Guerra Mundial.
  2. Ouvir um rapaz descrever sua experiência com o bombardeio de Londres.
  3. Ouvir um professor levar uma broca máscara de gás .
  4. Fale com um dos pais sobre o que você acha que seria como ouvir sirenes, ver bombas e usar uma máscara de gás. Talvez juntos, você gostaria de ler o Salmo 91.

M

  1. Ouça a esta breve coletiva após a Blitz .
  2. Ouça a experiência de uma mulher .
  3. Ouça a Winston Churchill .
  4. Escrever um noticiário sobre a Blitz (30 segundos) e execute-o como se no rádio.

dia 82

o

  1. Leia sobre as mulheres que trabalham durante a guerra.
  2. Você acha que isso era importante e necessário para as mulheres a trabalhar? Você acha que é importante e necessário para as mulheres a ficar em casa com seus filhos? tanto pode ser importante e necessário? Fale sobre isso com seus pais.

M

  1. Fazer a terceira página de seu pacote de planilhas de imagem sobre as mulheres fazem compras.

dia 83

o

  1. Leia sobre a casa durante a guerra. Use os links diferentes para ler sobre as diferentes salas e olhar para as imagens.
  2. O que é diferente do que a sua casa? Que é o mesmo?

M

  1. Leia sobre o papel das mulheres na guerra.
  2. Você acha que isso era importante e necessário para as mulheres a trabalhar? Você acha que é importante e necessário para as mulheres a ficar em casa com seus filhos? tanto pode ser importante e necessário? Escreva suas respostas em frases completas.
  3. Olhe para este cartaz da guerra. É uma peça famosa de propaganda da guerra. O que é que dizer para as mulheres? Por que eles postar isso em todo o país? (resposta: Ele está dizendo que as mulheres são fortes e capazes de trabalhar Eles queriam mulheres ao trabalho e queria que eles pensam de si mesmos como capazes.. )

dia 84

o

  1. Leia sobre racionamento durante a guerra.
  2. Read about rationing during the war. Use the links and look at the pictures.
  3. Make a sign to teach people about not wasting. (Here’s an example.)

M

  1. Read about rationing during the war.
  2. Look at these rationing posters. There are many.
  3. Make your own rationing poster.

Day 85

L

  1. Use your organizer from day 80 to write a news article on the Battle of Britain.
  2. Display your finished sign.

M

  1. Use your organizer from day 80 to write a news article on the Blitz.
  2. Display your finished poster.

Holocaust

Day 86

L*

  1. Read about Anne Frank — The Germans wanted to get rid of all the Jews. She was a Jewish girl.
  2. *Record what you learned about Anne Frank on this notebooking page.

M

  1. Read about Anne Frank
  2. Read an excerpt from her famous diary
  3. *Write about Anne Frank on this notebooking page.

Day 87

L

  1. Read this timeline of the Holocaust
  2. Work on your timeline.

M

  1. Read this timeline
  2. Listen to Hitler’s speech in 1939 threatening the Jews.
  3. Notice on the timeline the basic steps that Hitler used against the Jews: propaganda to turn public opinion against them, laws to discriminate against them, star of David to separate them, ghettos to isolate them, deportation to get rid of them.
  4. Work on your timeline.
  5. Choose page 6 or 8 from your picture worksheet packet to complete.

Day 88  (Materials for L: yellow felt or construction paper. safety pin)

L

  1. Watch these two short video clips.
  2. Can you find Hitler in this picture? Everyone had to raise their arm in salute to him.
  3. Make a star of David to wear.

M

  1. Try these four quizzes:
    • Nazification
    • Ghettos
    • Victims
    • You can search for answers by clicking on “Review” at the bottom of each page. You can also learn from finding out the right answer when you click to submit and check each answer.
  2. Choose a star of David craft to make: cutting,  folding–this one is youtube, get permission

Day 89

L

  1. Watch these two video clips:  kids tattooed  getting into freight cars to be taken to a concentration camp
  2. “A fome de moradores do gueto era uma política nazista deliberada. A quantidade de alimentos o gueto foi permitido poderia mudar de semana para semana, às vezes de dia para dia. A ração semanal oficial para os judeus era muito pequena. Às vezes, havia mais de 1.100 calorias por dia. Muitas vezes, nem mesmo que muito alimento foi disponibilizada. Durante uma semana particular, cada judeus foi deixada:. Pão 14,0 onças, produtos à base de carne 4,5 oz, Açúcar 1,75 onças, gordura 0,9 oz .. Nesse caso, a ração judaica era apenas cerca de 350 calorias por dia… Um adulto sedentário precisa de cerca de 2.000 calorias para manter seu peso. Um menino de treze anos de idade, precisa de cerca de 3.000 e um bebê precisa 1.200. Com muito menos do que esses montantes, o corpo perde peso rapidamente. Depois de um certo ponto, o corpo sobrevive por digestão do músculo. morte dolorosa de fome não vem muito depois disso.”1 oz. é de cerca de 30 gramas (a partir de http://fcit.coedu.usf.edu/holocaust/activity/35plan/starvati.htm)
  3. Liste esses montantes em esta folha e depois olhar em sua cozinha. Olhe para os pesos sobre os pacotes e estimar quanto daquelas coisas que você come cada semana-considerar juntamente com pão todos os grãos incluindo cereais, bolachas, arroz, etc. Açúcar inclui todas as guloseimas, bebidas açúcar, biscoitos, etc. Fat inclui o que você comer com qualquer tipo de manteiga ou óleo – molho de salada, batata frita.
  4. Terminar a folha.

M

  1. Experimente estes quizzes – Camps    Resistência   espectadores   Resistentes

dia 90

o

  1. Leia a notícia   ( site de notícias alternativo ). Escolha um artigo e dizer a alguém a quem, o quê, onde, quando, porquê e como dela.
  2. Você também deve saber que Hitler não apenas discrimina contra os judeus. Eram apenas no mais abundância nos países europeus que estava conquistando. Ele também se livrou de pessoas com deficiência, negros e Roma (ciganos). Também os cristãos que ajudaram os judeus foram enviados para os campos de extermínio. Você acha que você correria o risco de ser enviado para um campo a fim de salvar alguém?

M

  1. Leia a notícia . Escolha um artigo e dizer a alguém a quem, o quê, onde, quando, porquê e como dela.
  2. Você vê alguma coisa na notícia de hoje que você lembra de passos de Hitler para se livrar dos judeus? Propaganda, as leis, a separação, o isolamento, a deportação?
  3. Você também deve saber que Hitler não apenas discrimina contra os judeus. Eram apenas no mais abundância nos países europeus que estava conquistando. Ele também se livrou de pessoas com deficiência, negros e Roma (ciganos). Também os cristãos que ajudaram os judeus foram enviados para os campos de extermínio. Você acha que você correria o risco de ser enviado para um campo a fim de salvar alguém?

pearl Harbor

dia 91

L*  If you have L and M students, print out the whole Pearl Harbor lapbook. L and M will be sharing it. The lapbook uses the British spelling, harbour. Or, just print out the pages you need. Today do page 3 of the lapbook, the wordsearch. Here is an image of a bomber. Here is an image of a destroyer.

M*  Today you will do page 2 of the Pearl Harbor lapbook, definitions. You can just use this as a worksheet, or you can cut and fold it and put it in your notebook or in a sibling’s lapbook.

Day 92

L*  Today you will do page 5 of the Pearl Harbor lapbook. You can use the top of page 7 for a list of words.  (The clue for #7:  a sudden, surprise attack)

M*  Today you will do page 8-9 of the Pearl Harbor lapbook. Make a new cover for it based on the information on the timeline. (That cover is for South Africa.) Add it to your notebook timeline.

Day 93

L*

  1. Today you will do page 10 of the Pearl Harbor lapbook about the ships. You can put this on your timeline.

M*

  1. Today you will read pages 12-14 of the Pearl Harbor lapbook. Choose one of the notebooking pages from the back and write about one of their experiences.

Day 94

L*

  1. Today you will read page 14 of the Pearl Harbor lapbook. You might need someone to read it to you. Either fill out the oral history piece on page 15 or retell the soldier’s story.

M*

  1. Take a look at this website on Theodore Geisel’s (Dr. Seuss) political cartoons. Scroll down to the second cartoon on the page with the ostrich heads and read the paragraph next to it.
  2. Print out this notebooking page on the cartoon and answer the questions. (Image: 29 April 1941, PM. UCSD)

Day 95

L*

  1. Today you will put together the piece on page 16 of the Pearl Harbor lapbook. You can put this piece on your paper timeline.
  2. Of course, the biggest aftermath of Pearl Harbor was America entering the war. America joined the Allies and fought both Germany and Japan. It also created thousands of jobs in America, wartime jobs. It boosted the economy and made America rich, thoroughly ending the Depression.
  3. Work on your timeline.

M

  1. Read the news.  Choose an article and tell someone the who, what, where, when, why and how of it.
  2. Work on your timeline.

Day 96

L*

  1. Color this page. Tell the story of Pearl Harbor. Why is Pearl Harbor so significant? (answer: It got America into WWII.)
  2. Play this axis and allies game. America joined the allies. Who were they fighting alongside? Who were they fighting against? Russia is tricky because they had an agreement to help Germany, but then Germany double crossed them and so they became enemies and fought against Germany.

M

  1. Watch the first twenty minutes of this documentary on China during the period of the first and second World Wars. Stop at about 22:03.
  2. Tell a parent about what you learned.

Day 97

L*

  1. Color the pictures of the axis leaders and label the pictures.
  2. Here is a flag website. Here is Germany’s flag at the time with the image of a swastika on it.

M

  1. Watch the next section of this documentary on China during the period of the first and second World Wars. Start where you left off at 22:03. Stop at 35:43. Please stop it at this point. Do not keep watching.
  2. Tell a parent about what you learned.

Day 98

L*

  1. Print out a map of the world–world 1 will do.
  2. Color all the areas where fighting took place in WWII. Here’s another place to see where the fighting took place.
  3. Aqui está um mapa do mundo se você precisar dele.

M

  1. Assista a próxima seção deste documentário sobre a China durante o período das primeira e segunda guerras mundiais. Começam em 38:00, não onde você parou.  Pare no 57:07.
  2. Dizer a um pai sobre o que você aprendeu.

dia 99

o

  1. Olhe para este cartaz .
  2. O que está acontecendo com a suástica? A suástica era na bandeira alemã e um símbolo para a sua marca de ódio, controle e agarrando do poder.
  3. O que você acha deste cartaz significa? Discuti-lo com um dos pais.
  4. Olhe para este gráfico .
  5. Quantas pessoas morreram na Rússia / União Soviética? (resposta: quase 24 milhões )
  6. E quanto a outros países?
  7. A linha cinzenta mostra a percentagem de população. O gráfico mostra que quase um em cada cinco pessoas na Polônia foram mortos. O que isso significa em sua família? (resposta: Se você tem cinco pessoas em sua família, um teria sido morto durante a guerra. )

M

  1. Assista a próxima seção deste documentário sobre a China durante o período das primeira e segunda guerras mundiais. Comece pelo 57:07 e parar em 1:21:14.
  2. Dizer a um pai sobre o que você aprendeu.

dia 100

o

  1. Leia a notícia   ( site de notícias alternativo ). Escolha um artigo e dizer a alguém a quem, o quê, onde, quando, porquê e como dela.
  2. Ir para trás com seu cronograma de papel com um dos pais e dizer-lhes um pouco sobre cada item lá.

M

  1. Assistir a última seção deste documentário sobre a China durante o período das primeira e segunda guerras mundiais. Comece em 1:21:14 e terminá-lo.
  2. Preencher uma página notebooking. Escrever sobre o que você aprendeu sobre a China.

dia 101

o

  1. Ouça o Presidente Roosevelt declarou guerra contra o Japão.

M

  1. Assistir a esses vídeos sobre a luta entre os EUA e Japão. Vídeo Um   vídeo Two

dia 102

o

  1. Retire o mapa que você colorido em de onde a Segunda Guerra Mundial foi travada.
  2. Assista a este vídeo sobre a luta entre América e Japão.
  3. Encontre onde esta luta está ocorrendo em seu mapa.

M

  1. Leia este cronograma de luta da América com o Japão . (Você pode clicar nas imagens.)
  2. Esta é uma das imagens mais famosas da guerra.
  3. Find which info goes with the picture and write about it on your timeline.

Day 103

L

  1. Read about how Japanese Americans were kept in camps during the war for fear they would help the Japanese.
  2. Take the quick quiz.

M

  1. Read about Japanese internment camps in America. Fearing Japanese spies in America, the American government forced Japanese Americans to live in camps during the war with Japan.
  2. Go to this wikipedia page on the topic. Choose one of the many photographs or images. Click on it. Right click on the new larger image. Click on copy image. Paste it into a word processing document. You probably need to click on it again and drag a corner in to make it smaller. Write on the page about the photo and the internment of Japanese Americans during the war. Print it out.

Day 104

L

  1. Watch this video about the Japanese American internment.

M

  1. Take the quick quiz on Japanese American internment.
  2. Read their story. What was life like?

Day 105

L/M

  1. Read the news.  Choose an article and tell someone the who, what, where, when, why and how of it.
  2. Work on your timeline.

Day 106

L

  1. Read about pigeons during the war.
  2. Draw a picture of a pigeon carrying a message.
  3. There is a cartoon movie rated G I believe called Valiant which is about carrying pigeons during WWII.

M

  1. Read this essay on the development of technology during WWII.
  2. Explore the darkroom and read about technology developed for the war.
  3. Write on your timeline about two different types of technology used during the war.

Day 107

L*

  1. Watch this video on the enigma machine that coded Germany’s messages. It had more than 158 million million million different combinations (ways it could be set to code). Alan Turing, built what became an early model for digital computers. That computer was able to crack the code each day when the Enigma machine was reset to a new combination.   Turing and his team of mathematicians gave the allies valuable information as they could now read all of Germany’s secret messages.
  2. Print out these code wheels. This simplified code maker has twenty-five possible combinations. Cut out the wheels. Place the smaller in the larger. Line up the letters how you choose.
  3. Write a code. Find the letter you need in the smaller circle and write the letter that lines up with it in the bigger circle.
  4. Write your message. Give the decoder to someone and tell them what key to use (A=F for example). See if they figure out the message.

M

  1. Read about the top ten technologies of the war. (Click on top ten list, then the starred top ten list and then on the different choices in the poll to read about them. Vote.)
  2. Write about what you think are the two most important. Describe them and tell why.

Day 108

L

  1. Try this coded messages (or try this link) page. Start with the practice and work down the links. (This can take awhile to load.)

M

  1. Take the technology quiz.
  2. Write what you got wrong. “I learned that…”

Day 109

L

  1. Send a coded message.

M

  1. Read about the Navajo code talkers.
  2. Send a coded message.
  3. Por que os oradores do código é tão importante? O que era diferente sobre o seu “código” em comparação com a da atividade on-line? (Resposta: Não poderia ser quebrada. )

dia 110

L / M

  1. Leia a notícia . Escolha um artigo e dizer a alguém a quem, o quê, onde, quando, porquê e como dela.
  2. Trabalhar em seu cronograma . Você pode adicionar eventos, imagens, fatos …

dia 111

o

  1. Leia sobre os sucessos e fracassos do Eixo .
  2. Coloque esses eventos na sua linha do tempo .

M *

  1. Leia sobre a Convenção de Genebra .
  2. Leia sobre prisioneiros de guerra no Japão .
  3. Imprima esta  planilha II Guerra Mundial e preencha o número um.
  4. Assista a esta animação sobre a Batalha de Dunquerque, quando a França caiu para a Alemanha.
  5. Você também pode ler sobre Dunkirk .
  6. Preencha o número dois em sua planilha.

dia 112

o

  1. Tome o teste rápido .
  2. Faça isso palavra de busca . Clique e arraste sobre a palavra quando você encontrá-lo.

M

  1. Leia sobre Mussolini e os italianos na Guerra.
  2. Assista a esta animação na campanha italiana .
  3. Preencha o número três em sua planilha.
  4. Definir blitzkrieg . É o número quatro em sua planilha.

dia 113

o

  1. Faça o seu melhor com este  jogo de palavras cruzadas .
  2. Você pode conferir suas respostas clicando na tecla.

M

  1. Leia sobre  barcos U .
  2. Preencha o número cinco em sua planilha.
  3. Use esta página II Guerra Mundial para escolher mais um tópico para ler e escrever.
  4. Preencha o número seis em sua planilha.

dia 114

o

  1. Assista a este vídeo sobre a guerra na Europa.
  2. Obter um mapa e veja se você pode mostrar onde a Alemanha avançado e conquistado e depois retiraram-se até a rendição. Vamos saber mais sobre a queda das potências do Eixo em breve.

M

  1. Use esta página II Guerra Mundial para escolher mais dois tópicos para ler e escrever.
  2. Preencha os números sete e oito em sua planilha.

dia 115

o

  1. Leia a notícia   ( site de notícias alternativo ). Escolha um artigo e dizer a alguém a quem, o quê, onde, quando, porquê e como dela.
  2. Work on your timeline. You can add information, pictures… Here’s a place with pictures. (I haven’t looked at all the links. If there’s anything gross, close the page.)

M

  1. Read the news.  Choose an article and tell someone the who, what, where, when, why and how of it.
  2. Work on your timeline. Add events from what you studied this week.

Day 116

L

  1. Watch D-Day video.
  2. Find where they landed on a map.

M

  1. Do the D-Day Invasion page in your worksheet packet from Day 76.
  2. Watch D-Day video.
  3. Describe D-Day.  D Day Notebooking Page

Day 117

L

  1. Watch this animation of D Day and of the invasion of Normandy, France. Blue represents the allies.
  2. Do you remember your axis and allies?

M

  1. Watch this news reel about the liberation of cities that followed D-Day.  Warning–dead bodies. You can’t see much, but you see them lying there. You can listen if you don’t want to watch.
  2. Do the V-E day page in your worksheet packet from Day 76.

Day 118

L

  1. Read about these important days.
  2. Click to read more about V-E day.
  3. Make your own timeline piece for VE and VJ days. Add them to your timeline. There are some blank rectangle books in the timeline print out if you want to use one of those, but you can just create your own if you like.

M

  1. Franklin Roosevelt died and Truman took over as President on April 12, 1945.
  2. Watch Truman’s inaugural address.
  3. Read about the atom bomb. Answer the questions in the quiz.
  4. Read about the atom bomb on the third and fourth pages. Answer the questions on page three.

Day 119

L

  1. Read about the atom bomb. Answer the questions in the quiz.

M

  1. Now that the war is over, look back. They say, “Hindsight sight is 20/20.” That means it’s easier to know what to do once you already know the results of your decisions. Before the war, Prime Minister of Great Britain, Neville Chamberlain, decided the way to deal with Hitler was by trying to appease him, attempting to meet German grievances in hopes of avoiding war. Read these arguments for and against appeasement. Color code the for and against arguments (you don’t have to follow the directions just mark each blue or red–or whatever colors you choose.) Decide what you think and choose to do either extension 1 or 2.
  2. You have to write to convince them. Have a strong introduction but even stronger conclusion. Leave them convinced that you are right.
  3. Read your speech to your family. Be fiery!

Day 120

L

  1. Work on your timeline. Add your grandparents’ birthdays to the timeline.
  2. Make sure you have D, VE and VJ Day as well as when the atomic bombs were dropped on Hiroshima and Nagasaki.
  3. Also make sure you include when Roosevelt died and Truman took over as President, April 12, 1945.
  4. Make a paper timeline piece for VE and VJ days.
  5. You can look at this timeline.

M

  1. Work on your timeline. Add your grandparents’ birthdays to the timeline.
  2. Make sure you have D, VE and VJ Day as well as when the atomic bombs were dropped on Hiroshima and Nagasaki.
  3. Also make sure you include when Roosevelt died and Truman took over as President, April 12, 1945.
  4. Make a paper timeline piece for VE and VJ days.
  5. You can look at this timeline.
Optional Reading Suggestions for Civil Rights Movement: These are not free. Through My EyesA Tugging StringLinda Brown You Are Not Alone in order  from youngest to oldest. The last one is a collection of short stories and poems.  

Day 121

L

  1. What happens after the war? There are two big things that happen in the fifties, at least from my view point as an American. President Truman signs into law that people of all races and color must be treated equally in the armed forces. He also makes it America’s policy, or you could say America’s job, to protect democracy all over the world. The first of these is a step in what we know as The Civil Rights Movement. The second is about fighting Communism. Since the second has to do with more wars, let’s put that aside for now and learn about the first.
  2. During WWII African Americans had to fight for the right to fight for America. They were given separate training schools and fought separately. That is called segregation, or separation.
  3. Watch this video about the Tuskegee Airmen.
  4. After African Americans fought and died for America, do you think they felt they deserved to be treated like equals after the war?

M

  1. What happens after the war? There are two big things that happen in the fifties, at least from my view point as an American. President Truman signs into law that people of all races and color must be treated equally in the armed forces. He also makes it America’s policy, or you could say America’s job, to protect democracy all over the world. The first of these is a step in what we know as The Civil Rights Movement. The second is about fighting Communism. Since the second has to do with more wars, let’s put that aside for now and learn about the first.
  2. During WWII African Americans had to fight for the right to fight for America. They were given separate training schools and fought separately. That is called segregation, or separation.
  3. Watch part of this video on African Americans in WWII. You don’t have to watch the whole thing. You can stop after twenty minutes. “Mess” means kitchen. They only let blacks work in the kitchen, basically they were allowed to be servants.
  4. You can now do the final worksheet in your packet about African Americans in WWII.
  5. How did fighting in the War inspire African Americans to fight for desegregation(an end to segregation)?
  6. Note: blacks vs. African Americans. African American is the proper, polite term. It shows respect. Black is the color of death, of evil, of mud, etc. However, Blacks/Whites is an accepted way to talk about the issue. When I worked as a teacher at an all black school, I remember one of the teachers saying, “It’s okay. We know we’re black.” They didn’t mind me saying black because of my attitude toward them. However, the word Negro, which you will see in older books and even hear in this video, is considered discriminatory and abusive. Its use is even outlawed in many places.

Day 122

L

  1. You are going to prepare a presentation on the civil rights movement. You can make a poster, a scrapbook (on paper or online), a lapbook (create your own pieces or use premade) or a power point presentation. (If you have another idea for a project, ask your parents.)
  2. Today add the word segregation on your project. The definition is the separation of racial groups. (Racial groups include Africans, Asians, Native Americans, etc. Race describes someone based on his physical appearance.)
  3. If you are doing a power point, you can add a page with the word and definition on it. If you are doing a lapbook, you can make a piece on it. If you are doing a poster, you can write it in a word processing program to print out and put on your poster later.

M

  1. You are going to prepare a presentation on the civil rights movement. You can make a poster, a scrapbook (on paper or online), a lapbook (create your own pieces or use premade) or a power point presentation. (If you have another idea for a project, ask your parents.)
  2. Write a paragraph for your project about the background to the civil rights movement. Blacks were slaves, then won their freedom, but remained segregated. Blacks fought for and won equal treatment in the military, but remained segregated in daily life. Next we’ll look a little more at what segregation meant.

Day 123

L

  1. Listen to a story about segregation, when blacks and whites were separated in daily life. Click on “All Stories Index” and the story title, “White Socks Only.”
  2. We are going to be learning about how African Americans fought to end segregation. A lot of times they did it by doing what happened in this story, just quietly defying the law. The law in this story was that only white people could drink from the fountain. What did the girl think? How did the others help her?
  3. The laws that segregated the South were called Jim Crow laws. They said that blacks and whites had to have “separate but equal” schools, restaurants, waiting areas, and on and on.
  4. Look at this photograph of white and “colored” drinking fountains. Are the “equal?” It says “colored” not black. Mexicans, Native Americans, etc. were also discriminated against.
  5. Add Jim Crow to your project. You can use pictures from Wikipedia.
  6. If you are working on the computer, make sure you are saving all of your work.

M

  1. Look at this photograph of white and “colored” drinking fountains. It says “colored” not black. Mexicans, Native Americans, etc. were also discriminated against.
  2. Do you notice a difference between the two fountains? The Jim Crow laws of the South established “separate but equal” facilities for whites and blacks. Were they really equal?
  3. Look at these Jim Crow images. What do you see? How far reaching was segregation? How much hate do you think was behind segregation?
  4. Add Jim Crow laws to your project. You can use pictures from Wikipedia.
  5. You might be interested in watching the end of this movie, The Great Debatersbased on a true story about the debate team at Wiley College, an all black school. Tomorrow you will learn about the youngest member of their team. His character debates in this clip.

Day 124

L

  1. Look at this photograph. What do you see?
  2. Now read about the photograph.
  3. Now add James Farmer and CORE to your project. You might want to make a label/piece/page called “Civil Rights Organizations.” You’ll be learning about two more organizations.

M

  1. Read about James Farmer.
  2. Add James Farmer and CORE to your project. You might want to make a label/piece/page called “Civil Rights Organizations.” You’ll be learning about two more organizations.
  3. Ouça James Farmer falar sobre o uso de não-violência para combater a discriminação.

dia 125

o

  1. Leia a notícia   ( site de notícias alternativo ). Escolha um artigo e dizer a alguém a quem, o quê, onde, quando, porquê e como dela.
  2. Há notícias de discriminação hoje?

M

  1. Ouça a esta entrevista sobre a discriminação de hoje e tomar notas.
  2. Escreva um parágrafo sobre a discriminação hoje. Introdução, pelo menos dois pontos, um contador de pontos, a conclusão

dia 126

o

  1. Aprendemos que James Farmer começou uma organização chamada Core, o Congresso da Igualdade Racial. Nós vamos aprender sobre um par de outras organizações e seus líderes.
  2. NAACP Nós ler este “N” “Duplo A” “C” “P.” Ela representa a Associação Nacional para o Avanço das Pessoas de Cor. É a mais antiga organização de direitos civis. Tudo começou em 1908. Ele ainda é ativo hoje.
  3. Outra organização foi SCLC, Southern Christian Leadership Conference. Seu líder famoso durante este período conhecido como o Movimento dos Direitos Civis foi Martin Luther King, Jr.
  4. Adicionar NAACP e SCLC ao seu projeto sob Direitos Civis Organizações. Vamos saber mais sobre Martin Luther King, Jr.

M

  1. Aprendemos que James Farmer começou uma organização chamada Core, o Congresso da Igualdade Racial. Nós vamos aprender sobre um par de outras organizações e seus líderes.
  2. NAACP   Nós ler este “N” “Duplo A” “C” “P.” Ela representa a Associação Nacional para o Avanço das Pessoas de Cor. É a mais antiga organização de direitos civis. Tudo começou em 1908. Ele ainda é ativo hoje.
  3. Outra organização foi SCLC, Southern Christian Leadership Conference. Seu líder famoso durante este período conhecido como o Movimento dos Direitos Civis foi Martin Luther King, Jr.
  4. Adicionar NAACP e SCLC ao seu projeto em “Organizações de Direitos Civis.” Vamos saber mais sobre Martin Luther King, Jr.

dia 127

o

  1. Uma das maiores vitórias antecipadas para o Movimento dos Direitos Civis foi o caso em tribunal supremo, Brown vs. Conselho de Educação de Topeka Kansasde 1954.
  2. The Supreme Court had ruled that separate schools (and everything else) was legal according to America’s Constitution. This ruling was challenged by the NAACP and others. Thurgood Marshall was their head lawyer. He argued that the Constitution provides equal protection for all of America’s citizens. The Supreme Court this time ruled that “separate but equal” was not allowed in America’s school. They ruled unanimously, which means that every judge agreed. It was a huge victory.
  3. Add Brown vs. The Board of Education to your project.

M

  1. One of the biggest early victories for the Civil Rights Movement was the supreme court case, Brown vs. the Board of Education of Topeka Kansas, 1954.
  2. You can read a little about it here (and read about the NAACP’s first lawyer too, Thurgood Marshall). He became America’s first African American supreme court justice.
  3. Now watch the video about this historic event.
  4. Add Brown vs. the Board of Education to your project.

Day 128

L

  1. Another major event of the Civil Rights Movement was the Montgomery Bus Boycott organized by the SCLC. It began on December 5, 1955 when Rosa Parksrefused to sit in the back of the bus. The buses were segregated and blacks had to sit in the back. She refused and was arrested for not giving her seat to a white man. The SCLC organized a boycott of the bus system. No blacks rode the buses for 381 days. The buses lost 60% of its income. Blacks and sympathetic whites organized rides to help people get to work. In the end the segregation laws were changed. It was the start of many nonviolent protests.
  2. Read more about it here.
  3. Do you think you could stay calm if people treated you badly? Why or why not? Why might someone treat you badly? What would you do?
  4. Add the Montgomery Bus Boycott and Rosa Parks to your project. We will be learning about some other Non-Violent Protests.

M

  1. Another major event of the Civil Rights Movement was the Montgomery Bus Boycott organized by the SCLC.
  2. First read about its impetus. Answer the “Think About It” questions. (You can just talk about it with someone instead of writing answers.)
  3. Next, read about the boycott.
  4. Add the Montgomery Bus Boycott and Rosa Parks to your project. We will be learning about some other Non-Violent Protests.

Day 129

L

  1. Here’s another major event of the Civil Rights Movement, the “Little Rock Nine.” They were the first black student enrolled in an all-white high school in Little Rock, Arkansas. Even though the law said the school had to be desegregated, the teachers, students, parents even the governor of Arkansas said no! The governor used troops to stop the students from attending school! President Eisenhower helped out and protected the students so that they could attend school.
  2. Read more about it here (scroll down to the bottom).
  3. How would you feel about being one of those nine? Would you go to school? Why was it important that they went to school?
  4. Add the Little Rock Nine 1957 to your project.

M

  1. Here’s another major event of the Civil Rights Movement, the “Little Rock Nine.” Read about them and add them to your project.
  2. Discuss with your family: How would you feel about being one of those nine? Would you go to school in that situation? Why was it important that they went to school?

Day 130

L/M

  1. Do you remember about the Civil Rights Movement? (more tablet friendly)
  2. Read the news.  Choose an article and tell someone the who, what, where, when, why and how of it.
  3. Write a new first line to the article you read. What would you use for a hook? (something to catch people’s attention and interest)

Day 131

L

  1. Read about the freedom riders and sit-ins. Add them to your project.

M

  1. Read about the freedom riders and sit-ins.  Add them to your project.

Day 132

L/M

  1. Interview someone who participated either in the freedom rides or in a sit-in (just pretend). Do this with a sibling or give a script to a parent to participate. One person it the interviewer and one person is being interviewed. The interviewer should introduce the newscast and tell what the topic is and a little about what happened and who he/she will be interviewing (and of course, ask the questions).

Day 133

L*

  1. The most famous person associated with the Civil Rights Movement is Dr. Martin Luther King, Jr. You don’t need to add him to your project yet.
  2. Go to this website and print out the page so you can fill in the blanks. Click on the link and read about him in order to learn the answers.

M*

  1. The most famous person associated with the Civil Rights Movement is Dr. Martin Luther King, Jr. You don’t need to add him to your project yet.
  2. Print out the student worksheet at this cyberhunt site. Use the links to find the answers. (Notice that some of the answers are found on the same page. You might want to look for them all at once.)

Day 134

L

  1. One of the most famous events of the Civil Rights Movement was the March on Washington. More than 200,000 gathered on the Mall in Washington, D.C. on August 28, 1963.
  2. Learn about it and look at the pictures.
  3. Add the March on Washington piece to your paper timeline.

M

  1. Read about one of the most famous events of the Civil Rights Movement, the March on Washington.
  2. Answer these “think about it” questions (adapted from “Kids for King” site):
    • Dr. King hoped that everyone in the world would want to join his fight for equality if he could gather thousands of people to march in Washington, DC.  What would you most want to march for?  What do you care most about?  What do you want the whole world to know about?

Day 135

L

  1. Watch a portion of Dr. Martin Luther King, Jr.’s speech at the March on Washington.
  2. Add Martin Luther King, Jr. to your project.
  3. Maybe you’d like to watch this hour-long cartoon on Dr. Martin Luther King, Jr.

M

  1. Listen to Dr. Martin Luther King, Jr.’s speech at the March on Washington. Towards the end listen for the phrases “let freedom ring” and “I have a dream.”
  2. Give this portion of the speech to an audience. Here is a copy of that part of the speech, I Have a Dream.

Day 136

L

  1. Do you remember about the Civil Rights Movement? (more tablet friendly)
  2. Can you match these dates to the events?
  3. Work on your project. Add pictures, design, whatever you like. Make it your best effort. Is everything spelled correctly? Is it neat?

M

  1. Do you remember about the Civil Rights Movement? (more tablet friendly)
  2. Can you match these dates to the events?
  3. Add Martin Luther King, Jr. to your project.

Day 137

L/M

  1. Finish your project.
  2. Present your project to family and friends.
Reading List for Communism:  The Wall: Growing Up Behind the Iron Curtain,   Red Scarf Girl: A Memoir of the Cultural Revolution (true story),  Catch a Tiger by the Toe (McCarthyism), from before for WWII  Brother Andrew God’s Smuggler. I listed these youngest to oldest, but you can find Brother Andrew biographies for younger ages. These are optional. Read none or one or all. I tried to pick ones that were available on Kindle so that they could be gotten overseas and read on a computer.

Day 138

L

  1. Now there was another big movement in the 1950s, communism. Communism is when everyone works together to benefit each other. Everyone contributes and everyone receives what they need. It’s actually similar in ways to what the church is supposed to be like, having everything in common so no one has any need (Acts 4:32-35). So what’s wrong with communism? Communist governments aren’t run by Spirit-filled Christians who love the Truth and others more than themselves. They are sinful. They are greedy. They love themselves and don’t care about others. They end up forcing everyone to work for their own benefit. History shows us that under many communist governments the people end up poorer, sometimes starving and in many cases are killed by their governments. Communist governments, in making all men equal, which means you can’t own a home, land, business, etc. It all belongs to the government. They also take away religion.
  2. Watch this video about what government would be like under communism. In the cartoon there is a “snake oil salesman” (someone who convinces people to buy something that doesn’t work) who is selling “ISM.”
  3. After you watch the video…do you know what the big blue hand represents?  (answer: communist government)

M

  1. Read about different types of government. Click on them down the list.
  2. Which ones describe America?
  3. Read about communism. Communism was started by Lenin, or Napolean the pig in Animal Farm.
  4. Watch these two videos about the capitalist way vs. the communist way. After watching them, write or tell about communism from a capitalist prospective (Make Mine Freedom) and write or tell about capitalism from a communist prospective (The Millionaire). Write or tell what do you think?
  5. What is this 1911 propaganda poster about capitalism saying?

Day 139

L

  1. We are going to work on your timeline today.
  2. Add communism to your timeline on the 1950s page.
  3. You also need to add Brown vs. the Board of Education from the Civil Rights Movement.

M

  1. We are going to work on your timeline today.
  2. Add communism to your timeline on the 1950s page.
  3. You also need to add the events from the Civil Rights Movement.

Day 140

L

  1. Communism was begun by a Russian named Lenin. Stalin (whom you read about during WWII) learned from him.
  2. A book called Animal Farm written by George Orwell describes how Lenin took over Russia with communism during the Russian revolution toward the end of WWI. Lenin is the pig, Napolean.
  3. Watch the cartoon movie  based on the book. You don’t have to watch during school time. It would be best to watch with a parent.
  4. Look at the ways he uses propaganda (how he uses words, songs, images to make people proud to believe a certain way).
  5. Also pay attention to how individuals no longer work for themselves but for those in charge. In the end the new leaders are just as bad as the old ones.
  6. Talk about those things with your family after the movie.

M

  1. Communism was begun by a Russian named Lenin. Stalin (whom you read about during WWII) learned from him.
  2. O livro que você leu,  Farm Animal, escrito por George Orwell descreve como Lenin assumiu a Rússia com o comunismo durante a revolução russa em direção ao fim da Primeira Guerra Mundial. Qual personagem é Lênin? (resposta:  o porco, Napolean )
  3. Assista ao  desenho animado  baseado no livro. Você não tem que prestar atenção durante o horário escolar. Talvez você gostaria de ver como uma família.
  4. Olhe para as formas que ele usa propaganda (como ele usa palavras, canções, imagens para fazer as pessoas orgulhosas a acreditar que uma certa maneira).
  5. Também prestar atenção à forma como os indivíduos já não funcionam para si, mas para os responsáveis. No final, os novos líderes são tão ruim quanto os antigos.
  6. Converse com sua família sobre como Animal Farm retrata o comunismo ou escrever um parágrafo sobre o assunto.

dia 141

L *

  1. Olhe para este mapa . O comunismo foi chamado de “Ameaça Vermelha”.
  2. * Imprima um mapa “World 1” e cor em vermelho os países que foram controladas por líderes comunistas.

M

  1. Olhe para este gráfico . O comunismo foi chamado de “Ameaça Vermelha”. O vermelho neste gráfico representa o número de pessoas que vivem sob o comunismo. O azul representa aqueles que vivem sob a democracia (pelo menos em termos de obtenção de votar livremente a partir de uma escolha de pessoas). Durante o qual anos que parece comunismo estava prosperando? (resposta: de cerca de 1950-1990 )
  2. Olhe para este mapa de onde o comunismo era na década de 1950 .
  3. Experimente este jogo . Eu sei que você não conhece esses nomes. Mas usar suas habilidades de raciocínio lógico e reproduzi-lo como um quebra-cabeça. Descobrir qual famoso líder guerra fria vai com qual país.

dia 142

o

  1. Porque a América viu o comunismo como uma ameaça tão perigosa. Eles foram para a guerra com o comunismo. Foi chamado a Guerra Fria. Não houve bombas lançadas mas havia bombas construídas. Eles queriam assustar uns aos outros para manter o outro de tentar qualquer coisa.
  2. Após a Segunda Guerra Mundial América enviou ajuda para a Europa. Ao ajudar os países da América foi com o objetivo de mantê-los de tornar-se países comunistas. Este plano foi decidido pelo Presidente Truman.
  3. A Rússia, que era um aliado durante a Segunda Guerra Mundial, agora foi contra a América. Era um país comunista. Rússia não iria permitir que qualquer país da Europa Oriental ter a ajuda de América. Esses países se tornaram países comunistas.
  4. Olhe para este desenho animado . Ele mostra como Inglaterra e Estados Unidos estavam agora no lado oposto da Rússia.
  5. Saiba mais sobre o presidente Truman . Na página jogos que você pode encontrar o que você pode jogar online rolando para baixo.

M *

  1. * Imprima estas  charges políticas da Guerra Fria e responder às perguntas.

dia 143

o

  1. Coloque pedaço cronograma do presidente Truman em seu cronograma de papel.

M

  1. Presidente Truman criou o Plano Marshall para deixar de ser um isolacionistapaís (isolado, fora por nós mesmos) para se envolver com os assuntos do mundo. O plano para parar o comunismo se espalhasse foi chamado de contenção .
  2. O Plano Marshall de enviar ajuda para a Europa estava em vigor 1948-1952.
  3. Put the Truman minibook on your timeline and write about the Marshall Plan.

Day 144

L (*)

  1. Read these facts about President Eisenhower.
  2. Read this timeline about President Eisenhower.
  3. Look at one more page.
  4. (*) Color President Eisenhower. You can color him on paper or online.

M

  1. Read about Korea after WWII.
  2. Fill in this notebooking page about the Korean War.  Add a title.

Day 145

L

  1. Read the News   (alternate news site). Choose an article and tell someone the who, what, where, when, why and how of it.
  2. Want to see a commercial from 1953?

M

  1. Read about McCarthyism.
  2. Explain to someone about McCarthyism or write a paragraph explain what the term means.

Day 146

L*

  1. *Do this timeline activity. (Parents: the answer key is included in this. If you think your child is too young to figure out the clues, have him cut and glue the pieces onto the answer key)

M*

  1. *Do this timeline activity.

Day 147

L

  1. Read about John F. Kennedy.
  2. Kennedy made it the nation’s goal to send an American to the moon by the end of the decade. It was 1961 when he made the declaration. In 1969 an American walked on the moon. They just made the goal. Read about the historic event.
  3. Fill in the Apollo 11 timeline piece.
  4. Here is a video of Kennedy giving a famous speech.

M*

  1. Read about John F. Kennedy.
  2. *Look at this political cartoon and answer the questions. (Print out only page 1.)  Kennedy and Kruschev
  3. Here is a portion of Kennedy’s inaugural address. You read the most famous quote from it.

Day 148

L

  1. After Kennedy was assassinated Lyndon B. Johnson, his vice president, became the president. He was very interested in helping the poor and furthering civil rights, but his presidency was sidetracked by involvement with a communist conflict in Vietnam. North Vietnam was communist and wanted to unite with South Vietnam. America was scared of communism and did not want it to spread. We helped South Vietnam and eventually sent troops. Many Americans were against this war. Read about it.
  2. Fill in your Vietnam timeline piece.

M

  1. Read about Lyndon B. Johnson.
  2. Read about the Vietnam War.
  3. Fill in your Vietnam War timeline piece.

Day 149

L

  1. We’re going to skip over a few presidents for the moment. The Cold War with Russia and communism dragged on and on. One symbol of communism had been the Berlin Wall. Russia had tried to take over Berlin, Germany. It failed. So, it settled for taking half of it and built a wall to divide the city. People were trapped in East Germany and were not permitted to leave. West Germany with democratic rule became wealthy. East Germany under communist rule was poor. People who tried to escape East Germany were killed. Finally, When George H. W. Bush was president, the wall came down. The Russian ruler at the time was Michael Gorbachev.
  2. Assista ao vídeo .
  3. Preencha o seu pedaço cronograma Muro de Berlim.

M

  1. Vamos pular para o momento. A Guerra Fria com a Rússia eo comunismo arrastado por diante. Um símbolo do comunismo tinha sido o Muro de Berlim . Leia sobre isso e fazer o teste simples. A parede foi construído em 1961.
  2. Em 1989, quando George HW Bush era presidente, o muro caiu. O governante russo na época era Michael Gorbachev.
  3. Ouça o Presidente Reagan diz Gorbachev (chefe da Rússia na época) para derrubar o Muro de Berlim. Bush era seu vice-presidente.
  4. Você também pode ver Gorbachev e Bush neste vídeo. Você pode começar após 1 minuto. O homem que fala russo é Gorbachev e Bush segue-o.
  5. Preencha o seu pedaço cronograma Muro de Berlim.

dia 150

  1. Preencha este organizador notícias para um artigo sobre o Muro de Berlim caindo.
  2. Leia a notícia . Escolha um artigo e dizer a alguém a quem, o quê, onde, quando, porquê e como dela.

dia 151

o

  1. Leia sobre Richard Nixon .
  2. Ver sua linha do tempo .
  3. Preencha o seu pedaço cronograma para ele.

M

  1. Leia sobre Richard Nixon .
  2. Colocá-lo em seu cronograma.

dia 152

o

  1. Leia sobre Gerald Ford .
  2. Ver sua linha do tempo .
  3. Preencha o seu pedaço cronograma para ele.

M

  1. Leia sobre Gerald Ford .
  2. Colocá-lo em seu cronograma.

dia 153

o

  1. Leia sobre Jimmy Carter .
  2. Ver sua linha do tempo .
  3. Preencha o seu pedaço cronograma para ele.

M

  1. Leia sobre Jimmy Carter .
  2. Colocá-lo em seu cronograma.

dia 154

o

  1. Leia sobre Ronald Reagan .
  2. Ver sua linha do tempo .
  3. Preencha o seu pedaço cronograma para ele.

M

  1. Leia sobre Ronald Reagan .
  2. Colocá-lo em seu cronograma.
  3. Assista a este vídeo na Praça Tienanmen história sobre estudantes na China que protestavam contra seu governo limitante.

dia 155

o

  1. Leia a notícia   ( site de notícias alternativo ). Escolha um artigo e dizer a alguém a quem, o quê, onde, quando, porquê e como dela.

M

  1. Leia a notícia . Escolha um artigo e dizer a alguém a quem, o quê, onde, quando, porquê e como dela.
  2. Use sua nova agenda para escrever um artigo sobre o Muro de Berlim caindo.
dia 156
o
  1. Olhe para este mapa dos resultados da eleição a partir de quando Reagan foi eleito em 1984. As duas cores representam os dois candidatos, as duas pessoas correndo para a eleição. O que você observa?
  2. Olhe para este mapa dos resultados eleitorais da eleição de 2008. O que você observa?
  3. O que mudou ao longo dos últimos 20 anos?
  4. Pergunte a seus pais sobre a divisão do vermelho / azul na América.
M
  1. Olhe para este  mapa dos resultados da eleição  a partir de quando Reagan foi eleito em 1984. As duas cores representam os dois candidatos, as duas pessoas correndo para a eleição. O que você observa?
  2. Olhe para este  mapa dos resultados eleitorais  da eleição de 2008. O que você observa?
  3. O que mudou ao longo dos últimos 20 anos?
  4. Pergunte a seus pais sobre a divisão do vermelho / azul na América.
  5. Usando seus pais para obter informações: faça uma lista de questões que definem os republicanos (vermelho) e democratas (azul).
dia 157
o
  1. Leia sobre George HW Bush .
  2. Ver sua linha do tempo .
  3. Adicioná-lo à sua linha do tempo.
M
  1. Leia sobre George HW Bush .
  2. Adicioná-lo à sua linha do tempo.
dia 158
o
  1. Leia sobre Bill Clinton .
  2. Ver o cronograma .
  3. Adicioná-lo à sua linha do tempo.
M
  1. Leia sobre Bill Clinton .
  2. Adicioná-lo à sua linha do tempo.
dia 159
o
  1. Read about George W. Bush.
  2. View his timeline.
  3. Add him to your timeline.
M
  1. Read about George W. Bush
  2. Add him to your timeline.
Day 160
L
  1. When you read about President Bush (the younger), you read about 9/11, when terrorists attacked the World Trade Towers in New York City. The US then started the “War on Terror.” The US along with England and other allies decided to fight against terrorists. Soldiers were sent to Afghanistan and then to Iraq. The main target were members of a Muslim group called the Taliban.
  2. The War on Terror is similar to the Cold War because the “enemy” is just a lumped-together group that is hard to identify and because it causes a fear in people of what might happen.
  3. With terrorism, instead of two armies fighting each other, one individual tries to kill or cause damage by surprise. Often “regular” people are killed, not soldiers.
  4. Read these essays and letters by Japanese-American students. They were written the day after Pearl Harbor was bombed. They were about to face a lot of prejudice because of their names and skin. How did they feel about Pearl Harbor?
  5. What is tolerance? How does the one student define it? (answer:  As we know tolerance means to be friendly to other in any way.)
  6. Nós acabamos de ler na nossa leitura da Bíblia sobre não colocar-se com o falso ensino. Isto é diferente de tolerância. Não devemos   tolerar , ou colocar-se com falsos ensinamentos ou práticas malignas na Igreja, mas ainda estamos a ser gentil e amorosa. Amando um pecador desafiadora na Igreja significa chutando-os para fora da igreja para que eles vão se arrepender! Isso é amor.
  7. A “Guerra ao Terror” fez algumas pessoas  intolerantes  dos muçulmanos. Porque muitos (não todos) os terroristas ataque ter sido feito por muçulmanos, eles decidem todos os muçulmanos são maus e transformar seu medo e ódio em relação aos muçulmanos. A maioria dos muçulmanos vão dizer que eles acham que os terroristas estão fazendo coisas más.
  8. Mesmo os verdadeiros terroristas são criações de Deus. Jesus morreu por eles. Deus é capaz de salvá-los. Ele vai aceitá-los e perdoá-los se eles se arrependerem, não importa o que as coisas que eles fizeram. Devemos desejar como Deus faz que todos os muçulmanos e todos os terroristas sejam salvos. Devemos mostrar-lhes amar como Jesus faria.
  9. Não deve nos trazer alegria quando alguém morre. Sabemos que, no final, Deus trará justiça para todos. Nós não precisamos tentar e trazer justiça a nós mesmos lutando contra os terroristas. A Bíblia ensina que nosso inimigo não é uma pessoa. Nosso inimigo é Satanás.
  10. Uma última coisa sobre a guerra contra o terror. Terror significa medo. Terroristas trabalhar para causar medo. É-nos dito mais e mais e mais e mais e mais e mais e mais e mais na Bíblia a não ter medo. Não estamos a temer nada. Aqui está uma pequena canção minha família canta sobre não ter medo. É baseado em Hebreus 13: 5-6.
    • O Senhor é o meu auxílio. Eu não terei medo. O que é que o homem pode fazer para mim? (Nada!) Porque o Senhor mesmo disse: “Eu nunca vou te deixar.” Ele irá fornecer para mim, tudo o que eu preciso.
    • Cantamos lo mais e mais a inserção de coisas diferentes no espaço em branco, como terroristas. Meus filhos gostam de chamar “nada” em resposta à pergunta na canção. Não há razão para temer. Confiar em Deus que Ele está no controle. Amo ele. Obedecê-Lo. E você pode viver em paz, mesmo que o mundo está em guerra.
M
  1. Quando você ler sobre o presidente Bush (o mais novo), você leu aproximadamente 9/11, quando os terroristas atacaram o Trade Towers Mundial em New York City. Os EUA, em seguida, começou a “guerra ao terror.” Os Estados Unidos, juntamente com a Inglaterra e outros aliados decidiram lutar contra os terroristas. Soldados foram enviados para o Afeganistão e depois para o Iraque. O alvo principal era membros de um grupo muçulmano chamado o Taliban. Os membros dos talibãs são considerados terroristas pelos Estados Unidos.
  2. Com o terrorismo, em vez de dois exércitos lutando entre si, um indivíduo tenta matar ou causar danos de surpresa. Muitas vezes as pessoas “normais” são mortos, não soldados.
  3. A Guerra ao Terror é semelhante à Guerra Fria, porque o “inimigo” é apenas um grupo aglomeradas-juntos que é difícil de identificar e porque provoca um medo nas pessoas do que poderia acontecer. É diferente do que a Guerra Fria porque não há luta real em vez de apenas o deleite de lutar.
  4. Leia estas ensaios e cartas de estudantes japoneses-americanos . Elas foram escritas um dia depois de Pearl Harbor foi bombardeada. Eles estavam prestes a enfrentar uma série de preconceitos por causa de seus nomes e pele. Como é que eles se sentem sobre Pearl Harbor?
  5. O que é tolerância? Como é que o estudante defini-lo? (Resposta:   Como sabemos tolerância significa ser amigável para outro de qualquer maneira. )
  6. Nós acabamos de ler na nossa leitura da Bíblia sobre não colocar-se com o falso ensino. Isto é diferente de tolerância. Não devemos   tolerar , ou colocar-se com falsos ensinamentos ou práticas malignas na Igreja, mas ainda estamos a ser gentil e amorosa. Amando um pecador desafiadora na Igreja significa chutando-os para fora da igreja para que eles vão se arrepender! Isso é amor.
  7. A “Guerra ao Terror” fez algumas pessoas  intolerantes  dos muçulmanos. Porque muitos (não todos) os terroristas ataque ter sido feito por muçulmanos, eles decidem todos os muçulmanos são maus e transformar seu medo e ódio em relação aos muçulmanos. A maioria dos muçulmanos vão dizer que eles acham que os terroristas estão fazendo coisas más.
  8. Mesmo os verdadeiros terroristas são criações de Deus. Jesus morreu por eles. Deus é capaz de salvá-los. Ele vai aceitá-los e perdoá-los se eles se arrependerem, não importa o que as coisas que eles fizeram. Devemos desejar, como Deus faz isso, todos os muçulmanos e todos os terroristas sejam salvos. Devemos mostrar-lhes amar como Jesus faria.
  9. Não deve nos trazer alegria quando alguém morre. Sabemos que, no final, Deus trará justiça para todos. Nós não precisamos tentar e trazer justiça a nós mesmos lutando contra os terroristas. A Bíblia ensina que nosso inimigo não é uma pessoa. Nosso inimigo é Satanás.
  10. Uma última coisa sobre a guerra contra o terror. Terror significa medo. Terroristas trabalhar para causar medo. É-nos dito mais e mais e mais e mais e mais e mais e mais e mais na Bíblia a não ter medo. Não há razão para temer. Confiar em Deus que Ele está no controle. Amo ele. Obedecê-Lo. E você pode viver em paz, mesmo que o mundo está em guerra.
  11. Leia esta página de letras . América reagiu de temor para esses alunos. Eles foram presos durante a guerra. Houve alguma coisa a temer? Nunca deixe o medo controlar suas ações. Submeter a Deus e deixar que o Espírito Santo controlar suas ações.
  12. Preencha o seu pedaço cronograma na guerra ao terror.
dia 161
o
  1. Leia sobre  Barack Obama .
  2. Ver sua linha do tempo .
  3. Preencha sua peça cronograma. Como ele fazer história?
  4. Você pode assistir a este vídeo curto sobre ele começando na política . (Pergunte a um pai para ligá-lo para você. Há um anúncio em primeiro lugar. Seu pai pode assistir ao anúncio e fazer uma pausa após o anúncio para você.)
M
  1. Leia sobre  Barak Obama .
  2. Preencha sua peça cronograma. Como ele fazer história?
  3. Talvez você estaria interessado em assistir a este mini  filme biográfico sobre sua vida. (5 minutos)
dia 162
  1. Leia a notícia   ( site de notícias alternativo ). Escolha um artigo e dizer a alguém a quem, o quê, onde, quando, porquê e como dela.
M
  1. Jogue a Revolução Laranja jogo baseado nos acontecimentos na Ucrânia, em 2004.
  2. Veja se você pode fazer isso  combinando jogo  novamente.
dia 163
  1. Your job for today and tomorrow is to create a game. You can work together with siblings to make one game if you like.
  2. If you need ideas for how to get started, you can look at this. It also has boards you could print out and dice and spinners you could print out. Or, you can just  make a game up all of your own.
  3. Design your game today and start working on questions. They should have to do with anything from Year 4 History.
Day 164
  1. Keep working on making up questions. Make sure they are from your Year 4 history studies.
Day 165
  1. Play your game with others in your home.
  2. If you aren’t done, keep working on it and play when you are done.

Day 166

  1. You are going to do an end-of-the-year project. You can use the same topic for history and science and can use it for English as well. The first step is to choose a topic. I recommend the Panama Canal. You can study its history and build a model of it. You can choose something else. You could choose Marie Curie and her discovery of uranium, you could research the Manhattan Project or Albert Einstein and his discoveries; you could learn about “The Real McCoy.” Or you could study the history behind any of the elements, or any of the scientific breakthroughs from the past 150 years. Read around a bit today and choose a topic.
  2. The second step is to decide what type of project are you going to do. You can make a lapbook, a poster, a power point presentation, a museum box, an online presentation, or a scrapbook either on paper or online. You could write and put on a play or give a speech. Or, you can think of something I haven’t thought of. Choose what you are going to do.
  3. You are going to complete your project, write a bibliography-a list of your resources, and present your project to an audience.
Day 167*
  1. The first step is research. Here are some Research Note Taker sheets. You need to learn everything you can about your topic. Make sure you write down where your information is coming from. You need titles, authors, dates and website addresses.
Day 168
  1. Continue a sua pesquisa.
dia 169
  1. Continue a sua pesquisa.
dia 170
  1. Comece o seu projeto.
dia 171
  1. Leia o capítulo 1  de  uma vida de memórias .
  2. Qual é o cenário do livro? (Resposta: 100th festa de aniversário de George e toda a sua família está com ele em sua casa em NY. )
  3. Diga para alguém que três cenas ocorrem no capítulo.
  4. Adicionar ao seu projeto.
dia 172
  1. Leia  o capítulo 2  de  uma vida de memórias .
  2. Diga para alguém que três cenas ocorrem no capítulo.
  3. Adicionar ao seu projeto.
dia 173
  1. Leia  o capítulo 3  de  uma vida de memórias .
  2. Diga para alguém que três cenas ocorrem no capítulo.
  3. Adicionar ao seu projeto.
dia 174
  1. Leia  o capítulo 4  de  uma vida de memórias .
  2. Diga para alguém que três cenas ocorrem no capítulo.
  3. Adicionar ao seu projeto.
dia 175
  1. Leia  o capítulo 5  de  uma vida de memórias .
  2. Diga para alguém que três cenas ocorrem no capítulo.
  3. Adicionar ao seu projeto.
dia 176
  1. Leia  o capítulo 6  de  uma vida de memórias .
  2. Diga para alguém que três cenas ocorrem no capítulo.
  3. Adicionar ao seu projeto. Você precisa terminar hoje ou amanhã.
dia 177
  1. Leia  o capítulo 7  de  uma vida de memórias .
  2. Diga para alguém que três cenas ocorrem no capítulo.
  3. O livro menciona 1965 Feira Mundial . Aqui está uma página de recados de 1962 um.
  4. Terminar o seu projeto. Praticar apresentar seu projeto. Escreva o que você vai dizer se isso ajuda. Você está indo para dizer-lhes sobre o tema e sobre o seu projeto. Não ler o que você escreveu em seu projeto. Eles podem lê-lo por si mesmos. Diga-lhes sobre o que você aprendeu e sobre o que eles vão ver em seu projeto.
dia 178
  1. Leia  o capítulo 8  de  uma vida de memórias .
  2. Diga para alguém que três cenas ocorrem no capítulo.
  3. Leia sobre esta folha de pontuação para apresentar um tópico. Você gostaria de marcar um 4 para cada categoria. O último é somente se você está trabalhando em conjunto com os irmãos. Pratique o que você vai dizer para sua apresentação.
dia 179
  1. Leia  o capítulo 9  de  uma vida de memórias .
  2. Escrever uma  bibliografia   para ir com seu projeto. Se o seu projeto é on-line, adicione sua bibliografia ao seu projeto online.
dia 180
  1. Apresentar seu projeto. Mostrá-lo para o seu público. Conte sobre o seu tema sem ler exatamente o que seu projeto diz. Deixe-os olhar para ele e fazer perguntas. Responder às suas perguntas em frases completas.
  2. Envie-me fotos, links, vídeos … e eu vou publicá-las neste site!

Parabéns ,  você está feito!