Dan

__** February 2012 **__

Name of Strategy: Fly Swapper Review Game Topic of Lesson/Unit: World War Looms Targeted MLR Indicator(s): History E2 Reading Assignments: Chapter 24 (Textbook), PowerPoint lecture, vocabulary list.
 * Literacy Strategy Implementation Template **

Strategy(s) Purpose: Students have taken notes from two Power Points, they have read the assigned text and given their analysis of they information and they have studied vocabulary words and taken a quiz. This was all done before February vacation.

Description of Implementation: Terms were written on the board in various ways (see attached video). Ms. Alexander then had the students stand behind a line on the floor in two lines (each line was a team). The first two students were given a fly swatter and instructed to wait for the clue while remaining behind the line until they found the term on the board. Once a student found the correct answer they would run to the board and swat the correct answer. HERE
 * I would recommend viewing the attached video in order to see what a delightful learning tool this game can be. **

Reflections: This review exercise was very helpful to the students while simultaneously allowing them to have fun while allowing them to display their prior knowledge of the topic. Ms. Alexander actually modeled the “fly swatter” review game for the students. She also played the role of game show hostess.

December Entry


 * Literacy Strategy Implementation Template December 2011 **

Attach: Student handouts/templates Samples of student work applying the strategy
 * Directions: ** Complete template after implementation of literacy support strategy.

Teacher: Hodge Department: S.S. Grade: 11

Name of Strategy: Point of View Guide

Topic of Lesson/Unit: Culture in the 1930’s

Targeted MLR Indicator(s): History E2

Reading Assignments: Chapter 23 Section 4 (Textbook)

Strategy(s) Purpose: Students Read pages 716-720 and respond to the questions on the study guide.

Description of Implementation: After reading the questions on the provided study guide students read the assigned reading and wrote essay style answers which were graded using the Mountain Valley High School Universal Writing Rubric.

Reflections: The assignment went really well, the students respond well went they are allowed to reflect on what they have read.


 * STUDY GUIDE**

UNITED STATES HISTORY II

//Culture in the 1930’s//

23-4

Name _

__Period__

__Date:__

Directions: Answer the following while reading the section. Use complete sentences. Please use white lined paper or type your responses.


 * The Lure of Motion Pictures and Radio**


 * 1) 1. Why were movies popular during the Depression?
 * 2) 2. What role did radio play in American homes during the Depression?


 * The Arts in Depression American**


 * 1) 1. What was the Federal Art Project?
 * 2) 2. Identify successful American writers of the Depression-era.

Once you have completed the above assignment go to page 720 and answer the section four review questions. Turn these assignments in at the end of class. Thank-you. Your answers for number three, four and five will be graded using the MVHS Universal Writing Rubric.


 * STUDENT WORK**

Nicole Burgess U.S. History II 6-B 1/5/2012 Culture in the 1930’s Chap. 23-4 The Lure of Motion Pictures and Radio 1.) Why were movies popular during the Depression? Movies provided a window on a different, more exciting world. People gladly paid the 25 cents to watch a film. The movie industry profited greatly during the Depression. Films became an increasingly dominant feature of American life. 2.) What role did radio play in American homes during the depression? Nearly 90% of American households owned a radio. Families typically spent several hours a day gathered around the radio listening to their favorite programs. Comedians became popular through the radio such as Bob Hope, Jack Benny, and the duo Burns and allen. They later moved onto televisions and movies. The Arts In Depression American 1.) What was the Federal Art Project? The Federal Art Project was when a branch of the WPA paid artists a living wage to produce public art. This project aimed to increase appreciation of art and promote positive images of American society. Art became something that was taught in school. These artists created posters and painted murals on public buildings, portraying the dignity of ordinary Americans at work.

2.) Identify successful American writers of the Depression-era. African American Richard White, was helped by another program that the WPA created called the Federal Writers’ Project. Richard was able to complete his novel Native Son in 1940 about a young man trying to survive living in a world of racism. Another writer that was helped was Zora Neale Hurston who wrote Their Eyes Were Watching God in 1937 about a young woman growing up in rural Florida. One of America’s most famous authors, John Steinbeck was also helped by this project. He was able to publish his epic novel The Grapes of Wrath in 1939 which is about the lives of Oklahomans who left during the Dust Bowl and went to California. Before his novel came out, he too suffered during the Depression. Review Questions Page 720 2.) Main Idea Writers: Richard White, Zora Neale Hurston, John Steinbeck, James T. Farrell, Jack Conroy and James Agee. The contribution they made was providing novels for education. Radio Stars: Orsen Welles, Bob Hope, Jack Benny, and the duo Burns and Allen. The contribution they made was providing something for every household to listen to. Painters: Edward Hopper, Thomas Hart Benton, and Grant Wood. The contribution they made was painting murals on building walls which drew people in. Movie Stars: Clark Gable, Vivien Leigh, Marlene Dietrich and James Cagney. The contribution they made was providing people with a window on a more exciting world especially during the Depression. Critical Thinking 3.) Hypothesizing More movies about the hardships of African Americans would have been produced if the government had supported the moviemaking as a part of the New Deal. Their also would have been movies made to make Roosevelt look better. 4.) Analyzing Effects The entertainment industry effected the economy by providing jobs for writers, painters, actors, actresses, comedians, and singers. 5.) Drawing Conclusions The main benefits of the governments support for art and literature was that it helped create jobs for artists who could not afford their own paint and canvas, and for writers who could not afford to publish their own book. Famous artists such as John Steinbeck may not have been able to publish his stories if not for the help of the government. With the support of the government, more artists could paint and many painted murals on the sides of buildings; therefore creating hope and a form of entertainment for the communities.