May 23 - WE Didn't STart the Fire iMovie INtegration
Now that you have your research done, you are to use the example below as a guide to insert photos and text to describe the people, places and things in your section of the song. Then we will add them all together and create a classroom "We Didn't Start the Fire" video.
http://www.school-for-champions.com/history/start_fire_facts.htm
http://www.school-for-champions.com/history/start_fire_facts.htm
May 20 - We Didn't Start the Fire
Today you will start researching a part of the lyrics from Billy Joel's popular song "We Didn't Start the Fire." After you have your assinged lyrics, for each person, place or thing (in other words for each noun) you will be answering the following questions below.
1. Rough date (this is already provided, you simply must copy)
2. Location: Where did it occur?
3. Historical significance
4. Connection to current events of today
5. "Fun Facts” that are associated with the person, place, etc.
1. Rough date (this is already provided, you simply must copy)
2. Location: Where did it occur?
3. Historical significance
4. Connection to current events of today
5. "Fun Facts” that are associated with the person, place, etc.
May 16 - Civil Rights Music
Today you will be working in groups with a song made famous during the Civil Rights Movement. After listening to your song, your group needs to go online, find the lyrics and then analyze them answering the following questions.
Group #1: "A Change is Gonna Come" by Sam Cooke
Group #2: "We Shall Overcome"
Group #3: "The Times They are a-Changin'" by Bob Dylan
Group #4: "Strange Fruit" by Billie Holiday
Group #5: "People Get Ready" by Jeff Beck
Group #1: "A Change is Gonna Come" by Sam Cooke
Group #2: "We Shall Overcome"
Group #3: "The Times They are a-Changin'" by Bob Dylan
Group #4: "Strange Fruit" by Billie Holiday
Group #5: "People Get Ready" by Jeff Beck
May 14 - Civil Rights Movement
Complete the following webquest and accompanying email to learn more about the Civil Rights Movement.
http://www.pekinhigh.net/classroom_links/social/owens/civil%20rights%20main.htm
http://www.pekinhigh.net/classroom_links/social/owens/civil%20rights%20main.htm
april 25 - Great Depression
Using the cartoon to the left, answer the following questions in complete sentences.
1. Who are the three people depicted in this cartoon? How do you know who they are?
2. What do some of the abbreviations stand for? Name two.
3. What is ironic about the “New Deal Remedies” bag?
4. How is Roosevelt depicted by the illustrator?
5. Do you think this cartoon is optimistic or pessimistic of the “New Deal” Programs? Why or why not?
1. Who are the three people depicted in this cartoon? How do you know who they are?
2. What do some of the abbreviations stand for? Name two.
3. What is ironic about the “New Deal Remedies” bag?
4. How is Roosevelt depicted by the illustrator?
5. Do you think this cartoon is optimistic or pessimistic of the “New Deal” Programs? Why or why not?
April 25 - New Deal
Watching the video below, take notes over the Alphabet Soup programs administered by the FDR government during the Great Depression.
april 18 - We Didn't Start the Fire
Today you will be researching a part of the lyrics from Billy Joel's popular song "We Didn't Start the Fire." After you have your assinged lyrics, for each person, place or thing (in other words for each noun) you will be answering the following questions below.
1. Rough date (this is already provided, you simply must copy)
2. Location: Where did it occur?
3 .Historical significance
4. Connection to current events of today
5. "Fun Facts” that are associated with the person, place, etc.
1. Rough date (this is already provided, you simply must copy)
2. Location: Where did it occur?
3 .Historical significance
4. Connection to current events of today
5. "Fun Facts” that are associated with the person, place, etc.
april 11 - Cuban Missile Crisis
Simulation #1 - Should the U.S. send another U-2 plan over Cuba to ascertain if there are MRBM (Medium Range Ballistic Missile) installation sites?
april 8 - historical tunes
After covering the music of the Civil Rights Movement last week, today you will be analyzing music with historic undertones and justifying why you think that your song will be one to stand the test of time. After selecting your song you will be wriitng at Type 3 persuasive paragraph stating evidence from the song to justify your opinion.
Use the following link if you are struggling to pick a song.
http://www.songfacts.com/category-songs_about_historical_events.php
FCA #1: Topic Sentence (10% Summary) 2 pts. http://collinsed.com/PDFs/10%25_summary_focus_sheet_TSAT.pdf
FCA #2: 3 pieces of evidence from song 6 pts.
FCA #3: 2 paragraphs/5 sentences each 2 pts.
Use the following link if you are struggling to pick a song.
http://www.songfacts.com/category-songs_about_historical_events.php
FCA #1: Topic Sentence (10% Summary) 2 pts. http://collinsed.com/PDFs/10%25_summary_focus_sheet_TSAT.pdf
FCA #2: 3 pieces of evidence from song 6 pts.
FCA #3: 2 paragraphs/5 sentences each 2 pts.
April 4 - Civil Rights Music
Today you will be working in groups with a song made famous during the Civil Rights Movement. After listening to your song, your group needs to go online, find the lyrics and then analyze them answering the following questions.
Group #1: "A Change is Gonna Come" by Sam Cooke
Group #2: "We Shall Overcome"
Group #3: "The Times They are a-Changin'" by Bob Dylan
Group #4: "Strange Fruit" by Billie Holiday
Group #5: "People Get Ready" by Jeff Beck
- What issues, problems, or events are presented in the song? Does the song seem to be written in response to a specific event?
- To whom is the song being addressed to?
- What points of view or attitudes are revealed?
- What were the circumstances at the time the song was released?
- Does this song suggest any solutions to the issues/problems addressed?
- How effective is this song as a social protest?
- What, if any, relevance does this song have to American society today?
Group #1: "A Change is Gonna Come" by Sam Cooke
Group #2: "We Shall Overcome"
Group #3: "The Times They are a-Changin'" by Bob Dylan
Group #4: "Strange Fruit" by Billie Holiday
Group #5: "People Get Ready" by Jeff Beck
March 28 - civil Rights Webquest
Complete the following webquest and accompanying email to learn more about the Civil Rights Movement.
http://www.pekinhigh.net/classroom_links/social/owens/civil%20rights%20main.htm
http://www.pekinhigh.net/classroom_links/social/owens/civil%20rights%20main.htm
March 26 - Commerial for 1950s product
Today your task is to create a video for the product you researched yesterday. You will be graded on whether you include the 7 P's of Marketing. You can act things out or take still pictures and stream them together in iMovie using a voice overlay, the choice is yours! Be creative, have fun and remember to somehow include the 7P's of Marketing.
March 26, 2013 - Elvis Presley on Ed Sullivan Show
March 12 - Life on the Homefront
http://www.lhs.rcs.k12.tn.us/teachers/pughc/WWII%20Webquest.htm
Using the following link for a webquest, you are going to be finishing up our discussion on life in America during the war doing some individual work. We are paying attention to the following two section, Homefront and Propaganda (these are located at the bottom of the webquest). Using the provided links, you need to answer the 5 questions for each section in your SMASH journal and then design your own time-warped poster that would have promoted the war or an aspect of the war that can be displayed in class. Once you have finished your poster you need to select one of the other areas of the webquest, research and then answer the questions.
Using the following link for a webquest, you are going to be finishing up our discussion on life in America during the war doing some individual work. We are paying attention to the following two section, Homefront and Propaganda (these are located at the bottom of the webquest). Using the provided links, you need to answer the 5 questions for each section in your SMASH journal and then design your own time-warped poster that would have promoted the war or an aspect of the war that can be displayed in class. Once you have finished your poster you need to select one of the other areas of the webquest, research and then answer the questions.
March 11 - Women at War
In your SMASH Journal, 1940s section, answer the following questions. Make sure you turn the question around in each of them and use the handout of the two images to help you.
#1. What do these two women have in common? Include physical characteristics and personality traits.
The two women have the following characteristics in common: _______________, _______________, _____________, _____________.
#2. How do they differ?
The two women differ by ____________, ________________, and _____________________.
#3. Which image do you think became more popular with the public during the war? Why?
#4. How do these images go against the usual portrayal of women during the era?
#5. Which image do you like better? Why?
#6. What was the purpose of these images?
#7. Do these images fit the definition of propaganda? Why or why not?
Once you have completed the task at hand. Use the following website to continue to explore component of WWII.
http://www.history.com/interactives/inside-wwii-interactive
#1. What do these two women have in common? Include physical characteristics and personality traits.
The two women have the following characteristics in common: _______________, _______________, _____________, _____________.
#2. How do they differ?
The two women differ by ____________, ________________, and _____________________.
#3. Which image do you think became more popular with the public during the war? Why?
#4. How do these images go against the usual portrayal of women during the era?
#5. Which image do you like better? Why?
#6. What was the purpose of these images?
#7. Do these images fit the definition of propaganda? Why or why not?
Once you have completed the task at hand. Use the following website to continue to explore component of WWII.
http://www.history.com/interactives/inside-wwii-interactive
March 1 - Stock Market Reflection
1. How much money did you end up with? What was the root cause of your success or failure?
2. What prior knowledge did you have that made this simulation easier or harder?
3. If you were to play the game again, what would you do differently?
2. What prior knowledge did you have that made this simulation easier or harder?
3. If you were to play the game again, what would you do differently?
FEbruary 25 - So you think you can Dance? or Project Runway
Today you have the choice to either learn how to dance the Charleston or play fashion designer on Project Runway. In So You Think You Can Dance you will go next door to Mr. Prombo's room and watch a video that will teach you how to dance the Charleston. You will then return to class and perform for everyone! In Project Runway you will be working in groups to create a life-sized, 2D representation of a flapper style using fabric remenants and accessories. You will present your work to the class as well, identifying what elements you chose to include and why.
http://www.youtube.com/watch?v=5pj0uSOGrfc
http://www.youtube.com/watch?v=WpLNaWB7ggU
http://www.youtube.com/watch?v=5pj0uSOGrfc
http://www.youtube.com/watch?v=WpLNaWB7ggU
FEbruary 19 - Flapper Style
While watching the film, in your notes section, write down at least ten elements of Flapper Style. Use the images and captions to help you. If you aren't sure, just take a guess. You get 10 points if you have 10 items listed down! When they ask what your parents thought of your style, use your compare and contrast skills to see if you can pick up on differences between how mothers dressed and how daughters dressed.
February 12 - Zimmerman Note
Now that you have had a hand at breaking a code, your task is to create a code! Go to google and search presidential quotes. Select a school appropriate quote that has at least ten words and note the name of who said the quote. Using your grid that was provided to you yesterday, write a code for the presidential quote you selected. Once everyone is done, we will switch codes and see if you can decipher the quote.
February 6 - WWI
Your task today is to use the internet to research one of the four main causes of World War I: nationalism, alliances, militarism, or imperialism/colonial rivalries. After you have been assigned your cause, work with your group to uncover informaton about it and complete your graphic organizer. You will be responsible for presenting to the rest of the class and teaching them about what you learned.
http://www.funfront.net/hist/wwi/index.htm
http://www.funfront.net/hist/wwi/index.htm
February 4 - Titanic
After watching the video clip on the discovering of RMS Titanic, answer the following quesitons.
http://education.nationalgeographic.com/education/multimedia/save-titanic/?ar_a=1
Type 2 Writing (complete a notecard, make sure you turn the question around)
1. Why do you think it took so long to find the wreckage?
2. Would you spend thousands of dollars to go down in a submarine to the wreckage site? Why/Why Not?
3. Describe your feelings on going through personal belongings of people that died over a century ago.
http://education.nationalgeographic.com/education/multimedia/save-titanic/?ar_a=1
Type 2 Writing (complete a notecard, make sure you turn the question around)
1. Why do you think it took so long to find the wreckage?
2. Would you spend thousands of dollars to go down in a submarine to the wreckage site? Why/Why Not?
3. Describe your feelings on going through personal belongings of people that died over a century ago.
January 29 - INventions
Link for Brainstorm - http://todaysmeet.com/InventionsBrainstorm
After selection an invention from the list, answer the following questions in your 1900's tab of your SMASH journal. Using the information you found you will then write an Type 3 persuasive paragraph on why your invention has changed your life and the lives of many!
Inventor's Name:
Date of Birth and Death:
Education of Inventor:
Hometown:
Most important invention:
Why did inventor want to invent the item?
Date of invention/patent (if applicable):
Why is invention important?
How has it improved or simplified life?
Has invention been improved upon since it was invented?
Did it lead to future inventions?
Did inventor invent other things?
List 3 interesting facts about the life of the inventor:
After selection an invention from the list, answer the following questions in your 1900's tab of your SMASH journal. Using the information you found you will then write an Type 3 persuasive paragraph on why your invention has changed your life and the lives of many!
Inventor's Name:
Date of Birth and Death:
Education of Inventor:
Hometown:
Most important invention:
Why did inventor want to invent the item?
Date of invention/patent (if applicable):
Why is invention important?
How has it improved or simplified life?
Has invention been improved upon since it was invented?
Did it lead to future inventions?
Did inventor invent other things?
List 3 interesting facts about the life of the inventor:
January 29 - Great Train Robbery
In 1903, the western film "The Great Train Robbery" was produced by Edwin Porter. Porter had previously worked for Thomas Edison at Edison Studios. This film is considered groundbreaking due to the use of different scences and camera angles.
Once you have watched the film your task is to connect with Today's Meet (below), sign-in with your name and work collaboratively with your classmates to tell the story of the movie. We are looking for greatness, so use your words wisely to add dialogue to this rivoting masterpiece!!!!
Working in teams of two and three, you will be assigned as specific scene to write dialogue for in the hit movie, "The Great Train Robbery". Go back and review what is happening in your scene, brainstorm characters you think would talk, and starting writing! Remember, dialogue looks similar to below when written.
Robber #1: (all excited) Hey there, grab that rope and let's tie him up.
Robber #2: Great idea. (grabs rope and wraps up banker, then panting says) Can we take a break, I'm getting really tired.
Robber #1: Are you kidding me? You want to run to Starbucks really quick and grab a coffee? Maybe I should make the bed up and you can take a nap? SNAP OUT OF IT! We are in the middle of the greatest train robbery in history! (mutters under breath) I knew I should have went with professionals!
Scene 1 - Train Car 1 (Matt & Rayne) beginning to 1:45 http://todaysmeet.com/gtrscene1
Scene 2 - Train Car 2 (Winners!) 1:45-4:00 http://todaysmeet.com/gtrscene2
Scene 3 - Stick 'em up (T, M, & E) 4:00-6:10 http://todaysmeet.com/gtrscene3
Scene 4 - Get Away (Macey & Kennedy) 6:10-7:11 http://todaysmeet.com/gtrscene4
Scene 5 - Discovery/Dance (R, D, K) 7:11-8:44 http://todaysmeet.com/gtrscene5
Scene 6 - Catching Criminals (J & C) 8:44-10:22 http://todaysmeet.com/gtrscene6
Once you have watched the film your task is to connect with Today's Meet (below), sign-in with your name and work collaboratively with your classmates to tell the story of the movie. We are looking for greatness, so use your words wisely to add dialogue to this rivoting masterpiece!!!!
Working in teams of two and three, you will be assigned as specific scene to write dialogue for in the hit movie, "The Great Train Robbery". Go back and review what is happening in your scene, brainstorm characters you think would talk, and starting writing! Remember, dialogue looks similar to below when written.
Robber #1: (all excited) Hey there, grab that rope and let's tie him up.
Robber #2: Great idea. (grabs rope and wraps up banker, then panting says) Can we take a break, I'm getting really tired.
Robber #1: Are you kidding me? You want to run to Starbucks really quick and grab a coffee? Maybe I should make the bed up and you can take a nap? SNAP OUT OF IT! We are in the middle of the greatest train robbery in history! (mutters under breath) I knew I should have went with professionals!
Scene 1 - Train Car 1 (Matt & Rayne) beginning to 1:45 http://todaysmeet.com/gtrscene1
Scene 2 - Train Car 2 (Winners!) 1:45-4:00 http://todaysmeet.com/gtrscene2
Scene 3 - Stick 'em up (T, M, & E) 4:00-6:10 http://todaysmeet.com/gtrscene3
Scene 4 - Get Away (Macey & Kennedy) 6:10-7:11 http://todaysmeet.com/gtrscene4
Scene 5 - Discovery/Dance (R, D, K) 7:11-8:44 http://todaysmeet.com/gtrscene5
Scene 6 - Catching Criminals (J & C) 8:44-10:22 http://todaysmeet.com/gtrscene6
December 18 - Museum Curator
Multigenre Museum Exhibits for The Grapes of Wrath
You are one of the curators at a museum that will feature an exhibit on the Great
Depression or the Dust Bowl. Your job is to assemble artifacts and resources
that will capture one particular topic from the time period for visitors
to the museum.
Artifacts
Your exhibit should include at least 6 different artifacts.
Curator Notes
For each artifact in your exhibit, write an explanation that explains background on the piece, its source,
and its significance.
Sample Topics
Jalopies
Setting
Route 66
Woody Guthrie
Sears Catalogue and other Catalogues
Woolworth
General Store
Music of the 1930s–1940s
WPA
Clothing of the 1930s–1940s
Dustbowl
Okies
Hoovervilles
Weedpatch (Arvin Federal Govt. Camp)
Truckstops and Cafes on Route 66
Migrant Workers
Farming in Calfiornia
Care of the Mentally Handicapped
Recipes of the 1930s–1940s
Community Associations within the Camps (formal and informal)
Entertainment (books, movies, local events)
December 11 - Questions for My Man Godfrey
Pick 3 out of the 5 questions below and respond to them (you MUST answer either #4 or #5). Each question is worth 5 points, make sure you respond to each part of the question and you turn the question around.
1. How does Godrey come to be working for the Bullock family? What goals does he have when he starts? How do those goals change as the film develops?
2. What kinds of behavior and character traits do you see in Godfrey? What kinds of traits do you see in the Bullock family? How do the individual characters contrast with each other? How is Godfrey changed by the Bullocks? How are they changed by him?
3. What specific elements (characters, dialogue, music, lighting, camerawork, etc.) in the film catch your attention? Why did they catch your attention? What is their purpose in the film?
4. Sometimes we notice elements in a film because of repetition or similarities to other elements or sometimes because of differences and contrasts with other elements? Do you see any patterns like those in elements of setting, behavior, characterization, etc? Why do you think those patterns are there?
5. What do you think is the film's "message" or "meaning"? What, if anything, is the movie trying to say? Keep in mind that the film is set and was made in the middle of the Great Depression. What attitudes does it suggest about economic hard times? What does the film seem to suggest about relationships between the sexes, the responsibilities of the rich, and the role of the family?
1. How does Godrey come to be working for the Bullock family? What goals does he have when he starts? How do those goals change as the film develops?
2. What kinds of behavior and character traits do you see in Godfrey? What kinds of traits do you see in the Bullock family? How do the individual characters contrast with each other? How is Godfrey changed by the Bullocks? How are they changed by him?
3. What specific elements (characters, dialogue, music, lighting, camerawork, etc.) in the film catch your attention? Why did they catch your attention? What is their purpose in the film?
4. Sometimes we notice elements in a film because of repetition or similarities to other elements or sometimes because of differences and contrasts with other elements? Do you see any patterns like those in elements of setting, behavior, characterization, etc? Why do you think those patterns are there?
5. What do you think is the film's "message" or "meaning"? What, if anything, is the movie trying to say? Keep in mind that the film is set and was made in the middle of the Great Depression. What attitudes does it suggest about economic hard times? What does the film seem to suggest about relationships between the sexes, the responsibilities of the rich, and the role of the family?
December 6 - Stock Market Reflection
1. How much money did you end up with? What was the root cause of your success or failure?
2. What prior knowledge did you have that made this simulation easier or harder?
3. If you were to play the game again, what would you do differently?
2. What prior knowledge did you have that made this simulation easier or harder?
3. If you were to play the game again, what would you do differently?
December 3 - Stock Market Crash
http://video.about.com/history1900s/The-Stock-Market-Crash-of-1929.htm
http://campaignstops.blogs.nytimes.com/2012/10/31/obama-vs-hoover/?ref=greatdepression1930s
http://campaignstops.blogs.nytimes.com/2012/10/31/obama-vs-hoover/?ref=greatdepression1930s
November 28 - So you think you can dance
November 27 - The GREAT Gatsby
Step 1: Respond in your SMASH Journal (next to today's warm-up)
What does the expression ‘the American dream’ mean to you? Think of any examples, whether from your own life, or from books you have read, or movies you have seen, about someone pursuing the American dream and include these in your answer. In what ways, if any, might a person born and raised in the United States have a different understanding of the American dream than someone from another country, a naturalized citizen, or a first-generation American? Why?
Step 2: Click on the following link and read the article.
http://www.nytimes.com/learning/teachers/featured_articles/20080220wednesday.html
Step 3: Take the quiz to test your comprehension of the article. Make sure to put your name at the top. You can reread the article to help you answer the questions.
Step 4: Divide into four groups. Each group will get four quotes from the article. In your group, discuss what you think each quote means. Select which one means the most to you. Be prepared to discuss answers when Ms. Bonnstetter returns.
Step 5: On a notecard, write about one of your 'green lights'. Why is this important to you? What are your plans in making your 'green light' a reality?
What does the expression ‘the American dream’ mean to you? Think of any examples, whether from your own life, or from books you have read, or movies you have seen, about someone pursuing the American dream and include these in your answer. In what ways, if any, might a person born and raised in the United States have a different understanding of the American dream than someone from another country, a naturalized citizen, or a first-generation American? Why?
Step 2: Click on the following link and read the article.
http://www.nytimes.com/learning/teachers/featured_articles/20080220wednesday.html
Step 3: Take the quiz to test your comprehension of the article. Make sure to put your name at the top. You can reread the article to help you answer the questions.
Step 4: Divide into four groups. Each group will get four quotes from the article. In your group, discuss what you think each quote means. Select which one means the most to you. Be prepared to discuss answers when Ms. Bonnstetter returns.
Step 5: On a notecard, write about one of your 'green lights'. Why is this important to you? What are your plans in making your 'green light' a reality?
November 26 - Flapper Style
While watching the film, in your notes section, write down at least ten elements of Flapper Style. Use the images and captions to help you. If you aren't sure, just take a guess. You get 10 points if you have 10 items listed down! When they ask what your parents thought of your style, use your compare and contrast skills to see if you can pick up on differences between how mothers dressed and how daughters dressed.
October 1, 2012
Now that you have had a hand at breaking a code, your task is to create a code! Go to google and search presidential quotes. Select a quote that has at least ten words and note the name of who said the quote. Using your grid that was provided to you last week, write a code for the presidential quote you selected. Once everyone is done, we will switch codes and see if you can decipher the quote.
September 27 - Zimmerman Note
WWI - September 20
Your task today is to use the internet to research one of the four main causes of World War I: nationalism, alliances, militarism, or imperialism/colonial rivalries. After you have been assigned your cause, work with your group to uncover informaton about it and complete your graphic organizer. You will be responsible for presenting to the rest of the class and teaching them about what you learned.
http://www.funfront.net/hist/wwi/index.htm
http://www.funfront.net/hist/wwi/index.htm
Titanic - September 18
After watching the video clip on the discovering of RMS Titanic, answer the following quesitons.
http://education.nationalgeographic.com/education/multimedia/save-titanic/?ar_a=1
Why do you think it took so long to find the wreckage?
Would you spend thousands of dollars to go down in a submarine to the wreckage site? Why/Why Not?
Describe your feelings on going through personal belongings of people that died over a century ago.
http://education.nationalgeographic.com/education/multimedia/save-titanic/?ar_a=1
Why do you think it took so long to find the wreckage?
Would you spend thousands of dollars to go down in a submarine to the wreckage site? Why/Why Not?
Describe your feelings on going through personal belongings of people that died over a century ago.
Inventions - Week of September 10
Great Train Robbery Extension - September 10
Working in teams of two and three, you will be assigned as specific scene to write dialogue for in the hit movie, "The Great Train Robbery". Go back and review what is happening in your scene, brainstorm characters you think would talk, and starting writing! Remember, dialogue looks similar to below when written.
Robber #1: (all excited) Hey there, grab that rope and let's tie him up.
Robber #2: Great idea. (grabs rope and wraps up banker, then panting says) Can we take a break, I'm getting really tired.
Robber #1: Are you kidding me? You want to run to Starbucks really quick and grab a coffee? Maybe I should make the bed up and you can take a nap? SNAP OUT OF IT! We are in the middle of the greatest train robbery in history! (mutters under breath) I knew I should have went with professionals!
Scene 1 - Train Car 1 beginning to 1:45 http://www.todaysmeet.com/GTRScene1
Scene 2 - Train Car 2 1:45-4:00 http://www.todaysmeet.com/GTRScene2
Scene 3 - Stick 'em up 4:00-6:10 http://www.todaysmeet.com/GTRScene3
Scene 4 - Get Away 6:10-7:11 http://www.todaysmeet.com/GTRScene4
Scene 5 - Discovery/Dance 7:11-8:44 http://www.todaysmeet.com/GTRScene5
Scene 6 - Catching Criminals 8:44-10:22 http://www.todaysmeet.com/GTRScene6
Robber #1: (all excited) Hey there, grab that rope and let's tie him up.
Robber #2: Great idea. (grabs rope and wraps up banker, then panting says) Can we take a break, I'm getting really tired.
Robber #1: Are you kidding me? You want to run to Starbucks really quick and grab a coffee? Maybe I should make the bed up and you can take a nap? SNAP OUT OF IT! We are in the middle of the greatest train robbery in history! (mutters under breath) I knew I should have went with professionals!
Scene 1 - Train Car 1 beginning to 1:45 http://www.todaysmeet.com/GTRScene1
Scene 2 - Train Car 2 1:45-4:00 http://www.todaysmeet.com/GTRScene2
Scene 3 - Stick 'em up 4:00-6:10 http://www.todaysmeet.com/GTRScene3
Scene 4 - Get Away 6:10-7:11 http://www.todaysmeet.com/GTRScene4
Scene 5 - Discovery/Dance 7:11-8:44 http://www.todaysmeet.com/GTRScene5
Scene 6 - Catching Criminals 8:44-10:22 http://www.todaysmeet.com/GTRScene6
Great Train Robbery - September 4
In 1903, the western film "The Great Train Robbery" was produced by Edwin Porter. Porter had previously worked for Thomas Edison at Edison Studios. This film is considered groundbreaking due to the use of different scences and camera angles.
Once you have watched the film your task is to connect with Today's Meet (below), sign-in with your name and work collaboratively with your classmates to tell the story of the movie. We are looking for greatness, so use your words wisely to add dialogue to this rivoting masterpiece!!!!
http://todaysmeet.com/greattrainrobbery
Once you have watched the film your task is to connect with Today's Meet (below), sign-in with your name and work collaboratively with your classmates to tell the story of the movie. We are looking for greatness, so use your words wisely to add dialogue to this rivoting masterpiece!!!!
http://todaysmeet.com/greattrainrobbery
20th Century u.S. History Tasks
Every four years our nation gets the chance to elect the President of the United States of a America. While you are too young to vote (unless any of you are 18) we are going to be taking a look at the election process and analyzing political cartoons from the past and present. Your first task is to find a political cartoon, either in the paper or from the internet and bring it to class. Write one paragrah that talks about what is going on, what the message of the cartoon is and who the intended market is for the cartoon. You might be way off.......that is ok, take a guess and try to figure out what is going.
United States Movie Style
I've seen a variety of maps of the United States, but this one has got to be one of the best! The first silent motion picture, The Great Train Robbery, debut in 1903. Filmmaking has come a long way since then! Your task is to find a movie from the picture that you have seen, write a five paragraph essay persuading me why or why not I should see it, without giving away the ending of the movie. Make sure to include what state your movie represents somewhere in your writing!
WordFoto - August 23
To get things started with our classroom theme, you are going to be using the iPads today. Your first task is to go to the WordFoto app. Using your type 1 writing prompt from earlier today, you will create a piece of artwork that represents you. Mine is shown as an example.