In the case of emergency school closure, please complete the activities below. The number of lessons you must complete depends on the number of class periods we miss. Each will be graded as a formative assessment. Please reach out to me by email at michelle.luco@atlanta.k12.ga.us as I will be checking my email periodically if there is a school closure.
I will be available for live office hours Monday through Friday from 9:00 a.m. - 12:00 p.m. through Remind.
You may also use Remind to communicate with me at any time.
Remind Code if you haven't already joined: @lucoib4b
Check your Remind for notification of upcoming Google Meets.
I will be available for live office hours Monday through Friday from 9:00 a.m. - 12:00 p.m. through Remind.
You may also use Remind to communicate with me at any time.
Remind Code if you haven't already joined: @lucoib4b
Check your Remind for notification of upcoming Google Meets.
Due Dates/ Pacing New Updates --> |
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| turn_it_in_registration.pdf |
Lesson 1 - Due 3/20
The 1920s - Read Chapter 23 in the Out of Many textbook. Answer the questions below with specific details and examples based on your reading. Submit your answers through TurnItIn.com.
- How did the widespread use of automobiles change American society in the 1920s?
- How did the new mass media reshape American culture?
- What political and cultural movements opposed modern cultural trends?
- What were the key policies and goals articulated by Republican political leaders of the 1920s? How did they apply these to both domestic and foreign affairs?
- Which Americans gained the most, and which were largely left out during the postwar prosperity, and why?
| faragher_ate_ch23.pdf |
Lesson 2 - Due 3/24
The Great Migration-
View the video posted below on the Great Migration.
Then, go to https://www.moma.org/interactives/exhibitions/2015/onewayticket/ . Click on “View the Migration Series”. Scroll through the panels of Jacob Lawrence’s artwork and read his original captions. In 2-3 paragraphs, referring to details from the images, answer the question below. Submit your answer through TurnItIn.
View the video posted below on the Great Migration.
Then, go to https://www.moma.org/interactives/exhibitions/2015/onewayticket/ . Click on “View the Migration Series”. Scroll through the panels of Jacob Lawrence’s artwork and read his original captions. In 2-3 paragraphs, referring to details from the images, answer the question below. Submit your answer through TurnItIn.
- What do these panels reveal about the Great Migration and the challenges faced by African American migrants to northern cities?
| jacob_lawrence_hw.pdf |
| jacob_lawrence_hw.docx |
Lesson 3 - Due 3/26
The Harlem Renaissance -
Read the "Harlem Renaissance" article by Nina Gifford posted below. Then, use the article and the interactive website at artsedge.kennedy-center.org/interactives/harlem/index.html to answer these questions with specific examples and details. Submit your answers through TurnItIn.com.
Read the "Harlem Renaissance" article by Nina Gifford posted below. Then, use the article and the interactive website at artsedge.kennedy-center.org/interactives/harlem/index.html to answer these questions with specific examples and details. Submit your answers through TurnItIn.com.
- According to Gifford, what two opposing ideologies dominated the Harlem Renaissance? In what ways were these ideologies different?
- What is the significance of Harlem in African American history?
- How did the migration to Harlem represent a new way of life for African Americans?
- Look through a few of the biographies on the "Faces of the Harlem Renaissance" section of the interactive website. How did the artists learn from each other? (Refer to specific examples.)
- Click on the section titled "Themes and Variations" and click on the article titled "On the Harlem Newstand". How did these publications contribute to the birth of the Harlem Renaissance? What political role did they play?
- Under "Themes and Variations" click on the article titled "Black Writers Tell It On the Mountain". What themes and subjects did Harlem Renaissance writers explore in their works? (Refer to at least two examples.)
- In the article, Gifford discusses how historians have critically evaluated the Harlem Renaissance. How do you think the Harlem Renaissance should be evaluated – according to its aesthetic value, its social significance, or by another measure? Why?
| the_harlem_renaissance_reading_only.pdf |
| 19_20_ppt_googlemeet_harlem_renaissance.pdf |
Google Meets - Wed 3/25 and Thur 3/26
Topic: Review the 1920s, Great Migration, and the Harlem Renaissance
I'll be hosting a live GoogleMeet this week for each class. Please set the times in your planner so that you can remember to tune in (your attendance will be recorded in Infinite Campus). The meeting times are set to match the actual times our classes meet so that there is no conflict with other classes. However, if you do have a conflict with the time your period meets or miss it for whatever reason, you can drop in to one of the other sessions.
Please send me a message on Remind if you have any questions!
Wednesday (A Day) Times:
I'll be hosting a live GoogleMeet this week for each class. Please set the times in your planner so that you can remember to tune in (your attendance will be recorded in Infinite Campus). The meeting times are set to match the actual times our classes meet so that there is no conflict with other classes. However, if you do have a conflict with the time your period meets or miss it for whatever reason, you can drop in to one of the other sessions.
Please send me a message on Remind if you have any questions!
Wednesday (A Day) Times:
- 9:00 - 10:00 am (1A)
- 11:00 am - 12:00 pm (2A)
- 2:00 - 3:00 pm (4A)
- 9:00 - 10:00 am (1B)
- 11:00 am - 12:00 pm (2B)
- 2:00 - 3:00 pm (4B)
Lesson 4 - Due 3/30
Causes of the Great Depression - Read pp. 846-853 in the Out of Many textbook and complete the guided notes sheet attached below (fill in the Word document, or save the GoogleDoc to your own Drive and complete). Submit through TurnItIn.
Click here for the GoogleDoc. NOTE: If you use the GoogleDoc, you must save a copy to your own Drive before editing.
Click here for the GoogleDoc. NOTE: If you use the GoogleDoc, you must save a copy to your own Drive before editing.
| faragher_ate_ch24.pdf |
| ch._24_great_depression_hard_times_reading.pdf |
| ch._24_great_depression_hard_times_reading.docx |
Lesson 5 - Due 4/1
The Dust Bowl - Watch the four videos at the link below to answer the guided viewing questions. Submit your answers through TurnItIn.
gpb.pbslearningmedia.org/resource/economics-dust-bowl-gallery/ken-burns-the-dust-bowl/
Guided Viewing Questions:
Video Clip 1: "Recollections on the Southern Plains" -
gpb.pbslearningmedia.org/resource/economics-dust-bowl-gallery/ken-burns-the-dust-bowl/
Guided Viewing Questions:
Video Clip 1: "Recollections on the Southern Plains" -
- How do the speakers from this clip describe the southern Plains? What were some challenges faced by residents of the region?
- What was the climate like in the southern Plains?
- How did human occupation of the Southern Plains change between 1600 and the early 1900s?
- Explain how modern machinery changed the way farmers planted and produced wheat on the southern Plains.
- Compare and contrast the effects of the lister and the one-way plow on the soil. Explain the advantages and disadvantages of each plow.
- Who were "suitcase" farmers and how did they operate their farms?
- Summarize the effects of Black Tuesday and the stock market crash on the American economy. What were the effects on the farmers of the southern Plains?
- What was the government concern about wheat production in 1930? What did farmers do in response to this concern?
- What were the positive and negative effects of the bumper crop of 1931?
- What were the two factors that made the harvest of 1932 a double disaster for southern Plains farmers?
- Describe the attitudes of farmers and the adjustments they made to survive the drought and depressed wheat prices after 1932.
- Describe the effect of the drought and depressed wheat prices on families like the Foresters.
Lesson 6 - Due 4/3
Effects of the Great Depression - Please complete the GoogleForm below before we're "back" from Spring Break. Make sure you are logged in to your APS account before starting.
GoogleForm Assignment - Click me!
GoogleForm Assignment - Click me!
Enjoy your Spring Break!
4/6 - 4/10
Lesson 7 - Due 4/14Hoover vs. FDR - I hope you enjoyed Spring Break! This week, you're going to compare the solutions to the Great Depression proposed by President Hoover and President Franklin D. Roosevelt. Follow these steps:
Note: If you pull quotes or specific information from them, you can cite the background text as (Background) and the video as (Video) just to keep things simple. Refer to the primary sources as Source A and Source B.
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Google Meets - 4/15 and 4/16
Topic: Effects of the Great Depression & Review for Summative
I'll be hosting a live GoogleMeet this week for each class. Please set the times in your planner so that you can remember to tune in (your attendance will be recorded in Infinite Campus). The meeting times are set to match the actual times our classes meet so that there is no conflict with other classes. However, if you do have a conflict with the time your period meets or miss it for whatever reason, you can drop in to one of the other sessions.
Please send me a message on Remind if you have any questions!
Wednesday (A Day) Times:
I'll be hosting a live GoogleMeet this week for each class. Please set the times in your planner so that you can remember to tune in (your attendance will be recorded in Infinite Campus). The meeting times are set to match the actual times our classes meet so that there is no conflict with other classes. However, if you do have a conflict with the time your period meets or miss it for whatever reason, you can drop in to one of the other sessions.
Please send me a message on Remind if you have any questions!
Wednesday (A Day) Times:
- 9:00 - 10:00 am (1A)
- 11:00 am - 12:00 pm (2A)
- 2:00 - 3:00 pm (4A)
- 9:00 - 10:00 am (1B)
- 11:00 am - 12:00 pm (2B)
- 2:00 - 3:00 pm (4B)
Lesson 8 - Due 4/16
The New Deal -
- Review the "New Deal" PowerPoint slides (same slides from the 4/15-16 Google Meet).
- Watch this video (The New Deal, BBC History File) from 5 minutes in to 10 minutes 30 seconds : youtu.be/MBsJd0ZPO0E
- Then, use Chapter 24 in the Out of Many textbook to complete Part A of the "Alphabet Soup" graphic organizer. (Don't turn it in yet!)
For more info on the FDIC and SEC, try these links:
https://www.fdic.gov/about/learn/symbol/
https://www.sec.gov/Article/whatwedo.html
| 19_20_ppt_the_new_deal.pdf |
| new_deal_alphabet_soup_pictionary.docx |
| new_deal_alphabet_soup_pictionary.pdf |
Options- You may: print and hand-write/draw and send me a picture/scan, OR complete the Word document, OR complete the GoogleDoc found HERE (save a copy to your own Drive before editing).
Lesson 9 - Due 4/20 (A), 4/21 (B)
Challenges to the New Deal -
- Watch the rest of this video (starting at 10 minutes 30 seconds): youtu.be/MBsJd0ZPO0E
- Then, use Chapter 24 in the Out of Many textbook to complete Parts B and C of the "Alphabet Soup" graphic organizer, and the three questions at the end.
- Submit "Alphabet Soup" on TurnItIn.
Lesson 10 - 4/22 (A), 4/23 (B) *Summative
Open-note summative exam on Lessons 1-9 -
The exam will consist of 50 multiple-choice questions. You may attempt the test up to two times and I will take the higher score. The test will be timed for 1 hour and 30 minutes. You may refer to your notes during the test, but I highly suggest you spend some time before the test reviewing your work from Lessons 1-9 and Chapters 23 - 24 in the Out of Many textbook.
The test will "Open" on April 21 and stay open for one week.
Test Link: www.classmarker.com/online-test/start/?quiz=9vm5e9622abada3b
The exam will consist of 50 multiple-choice questions. You may attempt the test up to two times and I will take the higher score. The test will be timed for 1 hour and 30 minutes. You may refer to your notes during the test, but I highly suggest you spend some time before the test reviewing your work from Lessons 1-9 and Chapters 23 - 24 in the Out of Many textbook.
The test will "Open" on April 21 and stay open for one week.
Test Link: www.classmarker.com/online-test/start/?quiz=9vm5e9622abada3b
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Google Meets - 4/27 and 4/28
Topic: U.S. Entry into World War II
I'll be hosting a live GoogleMeet this week for each class. Please set the times in your planner so that you can remember to tune in (your attendance will be recorded in Infinite Campus). The meeting times are set to match the actual times our classes meet so that there is no conflict with other classes. However, if you do have a conflict with the time your period meets or miss it for whatever reason, you can drop in to one of the other sessions.
Please send me a message on Remind if you have any questions!
Recorded lesson: https://youtu.be/3BlrzURfUuw
Monday (A Day) Times:
I'll be hosting a live GoogleMeet this week for each class. Please set the times in your planner so that you can remember to tune in (your attendance will be recorded in Infinite Campus). The meeting times are set to match the actual times our classes meet so that there is no conflict with other classes. However, if you do have a conflict with the time your period meets or miss it for whatever reason, you can drop in to one of the other sessions.
Please send me a message on Remind if you have any questions!
Recorded lesson: https://youtu.be/3BlrzURfUuw
Monday (A Day) Times:
- 9:00 - 10:00 am (1A)
- 10:55 am - 11:55 am (2A)
- 2:05 - 3:05 pm (4A)
- 9:00 - 10:00 am (1B)
- 10:55 am - 11:55 am (2B)
- 2:05 - 3:05 pm (4B)
| 19_20_ppt_us_entry_into_wwii.pdf |
Lesson 11 - Do 4/27 (A), 4/28 (B)
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U.S. Entry into World War II Part 1-
To finish the year we'll be looking at two broad topics related to World War II (a topic which will be revisited in greater depth from a global perspective during Year 2):
Recorded lesson: https://youtu.be/3BlrzURfUuw
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Lesson 12 - Do 4/29 (A), 4/30 (B)
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U.S. Entry into World War II Part 2 -
Complete the "U.S. Entry WWII Document Analysis" activity. Submit your answers to TurnItIn. Use the presentation from Lesson 11 and the "Hemispheric Reactions" chapter (between pp. 22-44) posted below as references if you need additional information. (I'll also have a GoogleMeet "tutorial" on Friday to answer questions if you get stuck.) |
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| us_entry_wwii_document_analysis.pdf |
| hemispheric_reactions_chapter.pdf |
Tutorial - Friday, 5/1
I'll be hanging out on GoogleMeet between 11:00 a.m. - 12:30 p.m. to answer questions, or if you'd like one-on-one assistance with Lesson 12. You can also just drop in to say hi.
Link: https://meet.google.com/rfh-rbra-ktu
Link: https://meet.google.com/rfh-rbra-ktu
Lesson 13 - Do 5/4 (A), 5/5 (B)
Domestic Effects of WWII Part 1 -
Watch the YouTube video posted below (Smithsonian's "America in Color - the 1940s") and answer the guided viewing questions on the attached document. Submit your answers through TurnItIn.
Watch the YouTube video posted below (Smithsonian's "America in Color - the 1940s") and answer the guided viewing questions on the attached document. Submit your answers through TurnItIn.
| america_in_color_1940s_viewing_guide.pdf |
| america_in_color_1940s_viewing_guide.docx |
Lesson 14 - Do 5/6 (A), 5/7 (B)
Domestic Impact of WWII Part 2 -
For Lesson 14, please be sure to tune in to the GoogleMeet on 5/6 or 5/7 and actively participate by answering questions, engaging in the chat box, and taking notes.
We'll be discussing the 1940s documentary, so you may want to have your answers to Lesson 13 open on your computer/device.
You may also view the PowerPoint below (it's from last year, so there are some slides I'm not going over during the GoogleMeet), or watch one of the videos below for more info on the Homefront (Crash Course) or the internment of Japanese-Americans (Ted-ED).
For Lesson 14, please be sure to tune in to the GoogleMeet on 5/6 or 5/7 and actively participate by answering questions, engaging in the chat box, and taking notes.
We'll be discussing the 1940s documentary, so you may want to have your answers to Lesson 13 open on your computer/device.
You may also view the PowerPoint below (it's from last year, so there are some slides I'm not going over during the GoogleMeet), or watch one of the videos below for more info on the Homefront (Crash Course) or the internment of Japanese-Americans (Ted-ED).
| ppt_wwii_on_the_homefront.pdf |
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Google Meets - 5/6 and 5/7
Topic: Domestic Impact of WWII
I'll be hosting a live GoogleMeet this week for each class. Please set the times in your planner so that you can remember to tune in (your attendance will be recorded in Infinite Campus). The meeting times are set to match the actual times our classes meet so that there is no conflict with other classes. However, if you do have a conflict with the time your period meets or miss it for whatever reason, you can drop in to one of the other sessions.
Please send me a message on Remind if you have any questions!
Wednesday (A Day) Times:
I'll be hosting a live GoogleMeet this week for each class. Please set the times in your planner so that you can remember to tune in (your attendance will be recorded in Infinite Campus). The meeting times are set to match the actual times our classes meet so that there is no conflict with other classes. However, if you do have a conflict with the time your period meets or miss it for whatever reason, you can drop in to one of the other sessions.
Please send me a message on Remind if you have any questions!
Wednesday (A Day) Times:
- 9:00 - 9:30 am (1A)
- 11:00 am - 11:30 am (2A)
- 2:05 - 2:35 pm (4A)
- 9:00 - 9:30 am (1B)
- 11:00 am - 11:30 am (2B)
- 2:05 - 2:35 pm (4B)
Lesson 15 - Do 5/11 (A), 5/12 (B)
The Atomic Age Part 1-
For this lesson, I'd like you to watch the 1982 documentary The Atomic Cafe and answer the reflection questions on the document below (submit your answers through TurnItIn). Here's a description of the film from a Google search:
You can read more about the impact of nuclear proliferation on Americans at Khan Academy: https://www.khanacademy.org/humanities/us-history/postwarera/1950s-america/a/atomic-fears-and-the-arms-race. I also attached a brief article from the Library of Congress about the cultural significance of The Atomic Café.
For this lesson, I'd like you to watch the 1982 documentary The Atomic Cafe and answer the reflection questions on the document below (submit your answers through TurnItIn). Here's a description of the film from a Google search:
- This darkly humorous documentary consists of archival footage about nuclear warfare. Drawing largely on government propaganda and training films for American soldiers, the movie, presented in collage form, features clips from early in the Cold War era that are filled with alarming misinformation. Some segments address the alleged safety of nuclear radiation, "duck and cover" drills and other related topics, including instructions for living in a fallout shelter.
You can read more about the impact of nuclear proliferation on Americans at Khan Academy: https://www.khanacademy.org/humanities/us-history/postwarera/1950s-america/a/atomic-fears-and-the-arms-race. I also attached a brief article from the Library of Congress about the cultural significance of The Atomic Café.
| atomiccafe.pdf |
| atomic_cafe_viewing_guide.pdf |
| atomic_cafe_viewing_guide.docx |
Lesson 16 - Do 5/13 (A), 5/14 (B)
The Atomic Age Part 2-
Please tune in to the Google Meet this week and actively participate by answering and asking questions, writing in the chat box, and taking notes. This will be the last virtual class of the school year.
I also want to encourage you to visit the World War II page and explore some of the videos and virtual exhibits for the topics you're interested in. Leave a comment if you find something interesting! You may also want to consider thinking about your IA topic for next year.
Please tune in to the Google Meet this week and actively participate by answering and asking questions, writing in the chat box, and taking notes. This will be the last virtual class of the school year.
I also want to encourage you to visit the World War II page and explore some of the videos and virtual exhibits for the topics you're interested in. Leave a comment if you find something interesting! You may also want to consider thinking about your IA topic for next year.
Google Meet - 5/13 and 5/14
Topic: The Atomic Age
I'll be hosting a live GoogleMeet this week for each class. Please set the times in your planner so that you can remember to tune in (your attendance will be recorded in Infinite Campus). The meeting times are set to match the actual times our classes meet so that there is no conflict with other classes. However, if you do have a conflict with the time your period meets or miss it for whatever reason, you can drop in to one of the other sessions.
Please send me a message on Remind if you have any questions!
Link: https://meet.google.com/aua-yrhe-xwr
Wednesday (A Day) Times:
I'll be hosting a live GoogleMeet this week for each class. Please set the times in your planner so that you can remember to tune in (your attendance will be recorded in Infinite Campus). The meeting times are set to match the actual times our classes meet so that there is no conflict with other classes. However, if you do have a conflict with the time your period meets or miss it for whatever reason, you can drop in to one of the other sessions.
Please send me a message on Remind if you have any questions!
Link: https://meet.google.com/aua-yrhe-xwr
Wednesday (A Day) Times:
- 9:30 - 10:00 am (1A)
- 11:00 am - 11:30 am (2A)
- 2:05 - 2:35 pm (4A)
- 9:30 - 10:00 am (1B)
- 11:00 am - 11:30 am (2B)
- 2:05 - 2:35 pm (4B)
Start thinking about topics for the History IA (Year 2)
Free Summer Workshop for IB Students (Online)
It's hosted by the Atlanta Institute for Diplomatic Leadership. Past students that have attended said they loved it, and they love NAHS students back. It's online this year, and free. Please see the attached flyer for more information, or visit www.diplomaticleadership.org/ . They have a limited number of spots, so if you're interested, sign up soon.
| free_workshop_for_ib_and_pre-ib_students_in_the_class_of_2020_2021_or_2022.docx |