Composition Notebook and Signed Course Description Due by Monday, September 4. The assignment below is due Friday, Aug 31.
Reading and Writing Activity: Why is History Important? Why Study It?
Links to all six readings and response sheet are here
Readings
Response Sheet
Finish Friday, Sept. 8
Tuesday, September 12
9/11 Lesson Morris 2015 Name:
Using the text, read the section assigned to you and then present it to the class. As each class presents, take notes below on the information about 9/11.
Group Two: The Attack on America (US 2-US-4)
1. Reporter’s Notes. USA Today reporter Kevin McCoy interviewed survivors. Give two quotes from survivors.
2. The ash from the collapsed buildings was ___ inches deep on Lower Broadway.
3. Why did the 9/11 terrorists target the Trade Centers and the Pentagon?
4. On the morning of 9/11, ____ commercial airliners were hijacked by ____ terrorists. The first plane hit the ___ tower of the World Trade Center, and _____ minutes later, the second plane hit the other tower. Less than an hour later, a third plane hit the ________________ in ___________________. Passengers in the fourth plane heard of the attack by cell phone. What did they do?__________________________________________________________
5. The fire and explosions caused ____ buildings to collapse or partially collapse. _____________ people died, including _______ police and _____________ firefighters.
6. How many survivors were pulled from the collapsed towers? _____
7. What were the airlines involved in the hijackings? ___________________ Where did each flight begin? ___________________ (Use map top of page)
Group Two: Rescue Efforts and the Search for Terrorists (US4-US5)
1. Though few survivors were found, the rescuers spent weeks recovering bodies and cleaning up the debris. The Towers had __________ tons of steel, _____________ cubic yards of concrete, and ________ acres of glass, a total of ______________ of toxic debris.
2. Investigation determined that __________________ a millionaire from ________________ was behind the attacks. He was hiding in ___________________, given protection by radical Muslims called the _________________ who ran the country at the time.
3. USA Today Chart (top of page). How much debris was removed per day? ______ By how many trucks? Trucks take the debris to barges that carry _______ tons each trip. All the debris is then sifted at a landfill to search for body parts and clues.
Group Three: Hunting the Terrorists (US6-US-9) ****
1. Since 1960 there have been ________ terrorist attacks around the world.
2. On the map, pick two places where there has been a major attack, then give its date and describe it.
3. Using the chart on US8, which continent has had the most terrorist casualties since 1995? _____________ Which has had the least? __________________
Group Four: Finding those responsible, Effect on American Life (US9-US11) (US13-US-15)
1. Who was President at the time of the 9/11 attacks? ________
2. The terrorist network linked to 9/11 was called ________________.
3. The US attacked the nation of _______________________ in the month of _____, and the year _____________ because ________________________.
4. In December, __________________, the Taliban was driven out of power.
5. The US also invaded the nation on Iraq, though the book does not mention this.
6. How did airports tighten security after 9/11?
7. The number of passengers dropped ___%, ______________ airline jobs were lost, and ____________ million dollars were lost by airlines after 9/11.
8. The stock market dropped _____ when it reopened after the attacks.
9. In October, 2001 President Bush signed an anti-terrorism law (US15). Give three things it allowed the government to do.
Group Five and Six: Newspapers
Read a 9/11 newspaper and analyze each section. How is the 9/11 attack covered? How did it affect the world of entertainment, sports, business, and life in general? Share your findings.
Group 7: Interview someone who witnessed 9/11 who is in this room. Find out:
1. How old were they?
2. Where were they when they found out?
3. What did they do/think?
4. How did it change their life?
9/11 MME Hyperlink to Video Clips
Thursday, Sept 14
History is Us
Main Idea: Each of us influences history. Each of us causes a ripple effect on all those around us and on the future. That's why we must make our life count every day.
Powerpoint Link for this Lesson
- History--anything that happened in the past.
- Epitaph---a short saying that goes on a person's tombstone.
- Obituary-- a short life-sketch that tells a reader about someone's life, usually in the newspaper after he/she dies It contains:
- where, when died
- when, where born
- parents, siblings
- education/training/military
- marriage
- children
- career
- interests and contributions
- location of funeral services and suggested gifts or memorials
- Assignment:Due Tuesday, Sept 191. Write an obituary about yourself after you have lived your ideal life. Include all of the above elements.2. Write an epitaph (what would go on a memorial)
Here is an example:Nathaniel Mencow, 89
- May. 28, 2007
Nathaniel Mencow, also known as "Babe, Nate or Gus" Mencow 89 years young, of Worcester passed away on Sunday, May 27th.
His wife of 54 years, Anna (Shapiro) Mencow died in 2001. He is survived by his three children and their spouses, Ruth and Gershon Hundert, Barbara and Paul Neustadt and William Mencow and Amy Mates; his nine grandchildren, Daniel, Dena, Rachel, Rena, Joseph, Naomi, Deena, Noah and Jesse and by his cousin, Ireene Ozer. He was predeceased by his four brothers Harry, Abraham, Samuel and William Mencow and by his sister, Dorothy "Daisy" Hoffman. He was born in Worcester, the 5th of 6 children of David and Ida (Sugarman) Mencow, both of whom immigrated from Borisov, Byelorus.
He enlisted in the Army Air Corps in 1941. He moved through the ranks of the Eighth Air Force from 570th Squadron Navigator to 390th Bomb Group Navigator and was promoted to 13th Combat Wing Navigator. He completed 25 daylight bombing missions in 1943-44 and returned to the European Theater of operations for a second tour of duty. His missions included what became known as "The Big Three" to Regensburg, Munster, and Schweinfurt, as well as air support for the allied landing on D-Day. He received the Distinguished Flying Cross with one Oak Leaf Cluster, the Air Medal with three Oak Leaf Clusters, 2 Presidential Unit Citations, and numerous campaign medals for his heroism during WWII. He served as Deputy Commander of the 9226th Air Reserve Squadron and retired from the Air Force Reserves in 1963 with the rank of Lietenant Colonel. In 1991, a documentary based on his B-17 plane, "Betty Boop - The Pistol Packin’ Mama", was released and continues to be shown widely throughout the country.
After WWII, he ran his own wholesale furniture business until his "retirement" in 1982. In those years, he won so many prizes on WTAG’s "college of useless knowledge" that he was asked to stop calling.
At age 70, he received his B.A. in Media and Communications, cum laude, from Worcester State College and began a new career as a teacher, settling in as the "building substitute" at Sullivan Middle School, where he created, coordinated, and curated a WWII Museum, which was dedicated in his name in 1995. Mencow brought his wit, life experiences, and the joy of living to the Worcester School Department and touched thousands of lives.
He also oversaw a thriving program which brought Clark University’s Holocaust Center doctoral students into Worcester high school classrooms.
In 1999, he was selected as the Thomas Jefferson Recipient for Sullivan Middle School.
In 2002, he received the Thomas S. Green Public Service Award in recognition of his outstanding service to the City of Worcester.
He also was awarded two keys to the City of Worcester.
At the 2003 WSC commencement, he received the College’s Community Service Award.
He lectured frequently about the Armenian Genocide and, in 2004, organized the first Assyrian and Armenian Genocide Workshop at Clark.
In 2006, he was inducted into the Worcester Public Schools’ Administrator’s Hall of Fame.
At age 88, received his M.A. from WSC, became the college’s eldest degree recipient, and was hired as an Adjunct Professor of History.
The family wishes to express their heartfelt thanks to the extraordinary staff at the Jewish Healthcare Center.
Funeral services will be held at 4 PM TODAY, MONDAYY 28TH in BETH ISRAEL SYNAGOGUE on JAMESBURY DRIVE. Burial will be in B’Nai Brith Cemetery.
Memorial Observance will be held through Monday Evening at Beth Israel Synagogue on Jamesbury Drive and 2 to 4 PM and 7 PM to 9 PM on Tuesday, May 29th through Thursday, May 31st at his residence, 5 Suburban Rd.
The family requests that flowers be omitted and suggests that memorial contributions may be made to the Nate Mencow U.S. History Scholarship Fund at Worcester State College, 486 Chandler St., Worcester 01602 or to the Jewish Healthcare Center, 629 Salisbury St., Worcester 01609.
Life Sketch Rubric—Morris 2017
Written in THIRD PERSON as if you had lived a long, successful life.
· Your full name
· When, where died
· When, where born
· Names of parents and siblings (brothers and sisters)
· Education (High school, College, if attended), Military service
· Marriage (if so desired)
· Children, number and names
· Brief overview of your career (job, jobs, awards, honors)
· Interests
· How you made society better
· Location of funeral/memorial services
· Suggested gifts or memorials
Waht is an Epitaph?
Friday, Sept 15
What is Civilization?
Main Idea: There are eight things a culture needs in order to be considered a civilization. The natural surroundings also affect where civilizations develop.
What is civilization?
1. A group of people living and working together to create an organized society.
2. An advanced state of human society with a high level of culture, science, industry and government.
3. Complex systems or networks of cities that emerge from pre-urban (pre-city) culture
Eight Features of Civilization
1. Writing Systems
2. Infrastructure: public works like roads, bridges, canals, etc
3. Government/Laws
4. Art and Architecture
5. Social Classes
6. Organized Religion
7. Job Specialization: People doing different jobs
8. Cities
Five natural/environmental factors that influence where civilizations develop.
1. nearness to water
2. landforms (mountains, plains, plateaus, islands, peninsulas, etc)
3. vegetation (things that grow)
4. soil
5. climate
MME
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