Wednesday, October 19, 2011

Interview Lesson Pan

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Lesson Plan Type Interview

Class time

1 class to introduce lesson and 1 class session for final presentation

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Outside time

depending on student, from to 5 hours

Suggested Grades


SOL Connections

.1-, .7-8, .10, 4.1-4, 4.7-8, 5.1, 5.-5, 5.7-8, 6.1-, 6.7-, 7.1-, 7.8-10, 8.1, 8.5


Interview worksheet, students will need to record interviews, a camera to take pictures, and access to the interviewees immigration memorabilia to make copies

Technology resources

Suggested reading list, students can research the country of origin online and print out images of places their interviewee talks about


Interview rubric

Supplemental resources/information for teachers

none needed

Relevant websites

http// (top pick)





Students will be able to

1. Define emigrate, immigrate, immigration, and immigrant.

. Define what an interview is.

. Conduct an interview following set guidelines.

4. Present material uncovered in an interview to classmates.


Students see the face of immigration every day in the diverse culture in which we live. They can become more and more aware of this diversity by experiencing a first-person immigration story by conducting an interview with a person who immigrated to the United States, either recently or long ago.


1. Before introducing the interview, discuss some major terms

emigrate To leave one country or region to settle in another.

prefix e means out

root mi means to change or go

immigrate To enter and settle in a country or region to which one is not native

prefix im means in

root mi means to change or go

After learning the definitions, you may choose to read stories about immigration (list attached). Finally, tell the students that they will be conducting an interview with an immigrant in order to come face-to-face with immigration.

. Students next task is to define the criteria for an interview. First define the word

interview A conversation, such as one conducted by a reporter, in which facts or statements are drawn out from another.

prefix inter means between

root view means to see

Students should start by describing interviews they have seen sportscaster interviews after games, late show celebrity interviews, and other examples they can list. Have students list qualities of a good interview and a good interviewer.

. Pass out interview worksheet. Model an interview with a student. Pass out assessment rubric (attached) and your deadlines. You may choose to introduce this project at the beginning of your immigration unit and have the presentations at the end. You should remind students not to approach a stranger for their interview, to instead ask their parents for suggestions.

4. Students should present their interviews at a set time, preferably at a special event; if the interviewees can be involved, so much the better!


Find descriptions of immigrants in eye-witness style books or from a composite of many immigrants experiences. Assign each student one of these characters and have them memorize or have ready access to the information about that person including age, place of origin, reason for emigrating, etc. (all the questions on the worksheet). Hold mock interviews where each student has a chance to be interviewed and be the interviewer.

Older groups, or theater/dance classes, can examine into two or three immigrant characters and develop them physically. More than one student will be assigned the same character, and as a group, discuss the character in-depth and decide how each student things the character would talk, walk, carry themselves, dress, etc. These well-developed characters could be interviewed as a performance.

Possible Graphics

Interview Worksheet

put lines to fill in after each category (more for some, of course)

1. Persons name

. Native country

. Immigration date

4. Transportation

5. How long it took

6. Special events of trip

7. Special things brought along

8. Reasons emigrated

. Who else came

10. Arrival place in USA

11. First USA sight

1. First USA memory

1. Language issues

14. Feelings

15. How USA is different from native land

16. What missed the most

Interview Rubric

Categories Superior Excellent Good Fair Poor

Completeness of Interview0 points · Student asks all 16 questions on worksheet and ensures that there is a full response by asking follow-up questions. · Student asks all 16 questions on worksheet and asks some follow-up questions. · Student asks all 16 questions on worksheet. · Student asks 1-15 questions on worksheet. · Student asks 1 or under questions on worksheet.

Presentation0 points · Student records interview and has transcribed answers fully. · Student relates interview in an organized way, combining answers from many questions under a central theme or thesis.· Students paper presentation includes images, formatted type, and organization. · Student records interview or takes copious notes so answers are almost verbatim.· Student relates interview in an organized way, covering the material in each question.· Students paper presentation contains either images or formatted type and organization. · Student has many direct quotes from interview, and a solid summary of the rest of the interview.· Student presents interview question by question.· Students paper presentation is neat and demonstrates time and effort. · Student has a few direct quotes and general sense of the remaining answer.· Student presents interview covering most questions.· Students paper presentation is mostly neat. · Student has no direct quotes and only a vague sense of the answers.· Student present interview with only basic facts.· Students paper presentation is messy or hastily assembled.

Supplimentary Materials10 points · Student provides photo of self and interviewee, copies (or originals) of immigration artifacts such as transport tickets, photos from native country, postcards or letters from family back at home, or other memorabilia. · Student provides photo of self and interviewee, and a few immigration memorabilia. · Student provides photo of self and interviewee and one or two immigration memorabilia. · Student provides photo of self and interviewee. · No supplementary materials submitted.


What makes a great play? What makes a play great? (Lesson Plan Type 1)

Grade Levels 6-1

Class time

- Class sessions depending on writer-readiness of group

Outside class time

if completed or edited versions will be assigned, from to 5 hours


Brainstorming worksheet

Overhead version of brainstorming worksheet

Guidelines sheet

Examples of great plays, with key scenes marked (optional)

Examples of videos of great plays (optional)

SOL Connections

.1, ., .7-8, 4.1, 4., 4.7-8, 5.1, 5.7, 6.1, 6., 6.7, 7., 7., 8.-, 8.5

Technology resources needed

Students could tape themselves reading with a video camera


Scene rubric

Relevant Websites






This lesson teaches students the elements of a play and takes them through the steps towards a play of their own. You may choose to use this lesson as a final project for an English or history class, with students taking a scene from a novel and transforming it into a play, or creating a play version of an important historical event.


Student will be able to

1. Identify key elements of a play characters, plot, and setting.

. Describe the characters, plot, and setting of his or her play in written form.

. Write one scene of their play in dialogue.

4. Write blocking and set descriptions.


To open the lesson, have students share times when they have seen a play. Many will have seen a holiday or church play, while others may have attended a community theater or acting company performance. Have student describe their experiences.

1. Define the key terms of theater.

plot The pattern of events or main story in a narrative or drama

setting The context and environment in which a situation is set; the background.

The time, place, and circumstances in which a narrative, drama, or film takes place

set The scenery constructed for a theatrical performance

characters A person portrayed in an artistic piece, such as a drama or novel

Characterization in fiction or drama

cast The actors in a play, movie, or other theatrical presentation

To practice using these terms and becoming familiar with their definitions, take a play that most children have seen, such as A Christmas Carol, and complete the Play Worksheet (attached) on an overhead. Use the notes below if necessary.

A Christmas Carol


What happens in the play? It is Christmas, and a stingy, old, businessman is being as mean as usual to his poor worker and his own family. After his dead business associate visits him in ghost form, three ghosts, the ghosts of Christmas Past, Present, and Future, take him on a tour of what was, what could have been and what will be if the stingy man does not change his ways. After seeing his poor workers sons fate and his own fate, the old man decides to honor the Christmas spirit all year long.

What is the climactic moment? When the old man sees his name on his own grave and realized his life is not only over, but wasted if he does not change his ways.


Who are the people in the play?

Include ages, appearance, relationships, background, and personality.

Ebenezer Scrooge old, stingy, mean, hates Christmas, miserly

Bob Cratchett the poor worker, father to Tiny Tim, middle-aged, poorly dressed

Tiny Tim the sickly son of Bob Cratchett, the eternal optimist, Christmas spirit personified, around 6 years old

Jacob Marley ghost of Scrooges old business partner, wrapped in chains, remorseful, scary

Ghost of Christmas Past youthful, optimistic, gentle

Ghost of Christmas Present robust, loud, generous, bountiful, middle aged

Ghost of Christmas Future skeletal, silent, scary, ageless

Fred Scrooges nephew


Where does the play take place?

Include physical setting and temporal setting.

1th Century England

Scrooges house and workplace

Bob Cratchetts home

Scrooges old school and first workplace

London (?) business center, underground black market


. Tell students that they will now use this form to create an idea for a play of their own. Students should begin at the place on the worksheet that first gives them an idea. Use theater games and improvisation games (attached use the theater games found in the middle of most Marmalade TIPS) to help get ideas started. A group-written play is always a good idea, but can lead to some arguments!

. When the worksheets are complete, tell students they will now be writing one scene of their play. Hand out the guidelines for playwrights (attached).

Play Worksheet

There are many ways to start writing a play. Some playwrights have a character, or a relationship between two characters in mind. Some have a climactic event in mind, or an interesting plot twist. Use this worksheet as a way to record what you want your play to be.

Arrange the following into a graphic organizer thing with arrows so that it is a clear cycle with no clear beginning or end. You know, like the recycling sign?

PLOT leave most room for this one

What happens in the play?

What is the climactic moment?


Who are the people in the play?

Include ages, appearance, relationships, background, and personality.


Where does the play take place?

Include physical setting and temporal setting.

Guidelines for Playwrights

1. See a play! At the very least, read one of the classics, such as

a. Death of a Salesman, by Arthur Miller

b. The Glass Menagerie, by Tennessee Williams

c. Whos Afraid of Virginia Woolf?, by Edward Albee

. Less is more.

a. Use fewer but more defined characters.

b. Singular settings one room or one unchanging collection of rooms.

c. Linear plotlines avoid flashbacks, multiple story lines, and big gaps in time

. There are physical restraints in plays remember that time is needed to change sets and costumes, and theater budgets are limited.

4. Consider a bold beginning. There is a phrase in Latin, in media res, which means in the middle of things. A scene or a play that begins in a moment of heightened emotion or activity is exciting and draws in the audience right away.

5. Characterization is vital.

a. Make sure your characters have a strong and obvious want or need that will propel them to take risks, shocking or surprising risks.

b. Write about your characters before you start writing your play. You must know them backwards and forwards so that you dont accidentally or unconsciously write your own thoughts as theirs. Ask yourself constantly, Would my character really speak or behave that way? A good way to do this is to answer questions about them that may not even influence the play. Think about these questions and the reasons for your answers Where does the character live? Why does s/he live there? What does s/he do for a living? Does s/he like it? It s/he educated? How old is s/he? What religion, political leanings, and social behavior? This type of work is called a character study.

c. Avoid idealizing your characters. The greatest characters in the greatest plays were flawed in some way.

6. Test your dialogue. Either you and some friends, or some actors you know can get together and read your work out loud. You will hear your lines and see them in a new way. Remember to approach any critique session with an open mind if you get criticized on a certain point, the idea is not bad, you just need to work on getting it across more effectively.

7. Have a message. Good plays tend to say something about humanity to humanity. The things we all deal with are the stuff of good plays love, death, family, hopes, fears, and longings. Try to move your audience to catharsis, a moment where they live through a moment with the characters, and experiences a release at the experience. They dont have to leave happy to be satisfied! (catharsis A release of emotional tension, as after an overwhelming experience, that restores or refreshes the spirit)

8. Action is effective, and can be silent. Non-verbal communication is what makes a play not a novel or other written work. Characters can enter a setting, do something, see someone, or other non-verbal action and propel the story. Look for examples in plays where non-verbal action takes place. (A good example is The Miracle Worker by William Gibson, in which there are many silent scenes.)

Play Rubric

Requirements Possible Points Self-Score Teacher Score

Script has clear climax through verbal and non-verbal action. 10

Script contains blocking directions that contribute to the plot/climactic scene. 5

Script is sufficiently lengthy to express the scenes content. 5

Spelling, grammar (unless character-influenced) is correct. 5

Totals 5

Sample Rubric from http//

Criteria Needs Developing Developing Competent Highly Competent

Focus-Content(Addressing the question) Response is confusing and needs more information Ideas are scattered and need further development Developed ideas and essentially accurate information Sophisticated, substantial, well-developed ideas

Script(Organization and details) The script contains little or no characterization, content, and details The script contains enough facts characterization, content, but no specific details The script contains enough facts and has many details from the book The script contains ample facts and details and has clearly followed the book’s intention

Script(Following directions and completeness) The script is not readable, has frequent errors and is not in dialogue form The script is readable, has some errors an dialogue form was attempted The script is typed, with few errors, mostly in dialogue form The script is typed in dialogue form and has no errors

Script(Characters and dialogue) Dialogue does not seem real nor do the characters Dialogue is somewhat real Dialogue sounds mostly realistic Dialogue sounds like real conversations

Script(English usage) Frequent errors in capitalization, punctuation, spelling and grammar Some errors but they do not prevent overall understanding of the content Few errors in capitalization, punctuation, spelling and grammar No errors in capitalization, punctuation, spelling and grammar

Effectiveness of Overall Performance Difficult to follow. Many pauses, voice parts lacked expression, flow not apparent. Visuals not eye catching Visuals and voice expression held the audiences attention at times throughout the performance Held audiences attention but didnt have the X factor. Visuals and voice expression not on an even level. A pleasure to watch! Through voice expression, music and visuals, the play was brought to life

Animation Puppet show and characters lifeless and rather mechanical Some of the puppets seem to come alive but only at certain times Puppeteers worked hard to bring puppets to life, but unable to balance facial, voice and visual effects Speakers and actors performance was animated with facial, voice and visual effects

Team Work Doesnt cooperate. Gets frustrated with team members Considers some views but often wants own views or those of friends to be used Usually considers all views Always helps team to reach a fair decision. Uses the consensus model

Team Responsibility The team never attempts to solve its problems and gives up readily The team seldom solves its problems and gives up easily The team tries to solve its problems as a team but sometimes needs to ask classmates or the teacher for help The team solves its problems by itself, without seeking outside help

Group Work(Individual Responsibility) Needs teacher intervention often, to keep on task Often off task. Other students take leadership role Works well in the group, but does need to be kept on task sometimes. Supports the group through individual responsibility

Time Management Completes some work only with much help. Little concept of allotted time Struggles to complete task within allotted time Completes all work on time with minimal guidance within allotted time. Independently organizes materials and self to complete task. Evidence of planned approach.

Activity #

Theater and Immigration Vocabulary Through Multi-sensory Instruction (Activity Type )

Grade Suggestions



Use this list of vocabulary before you see the presentation or right afterwards as a review.


Students will be able to

1. Identify or recall examples of theater vocabulary learned.

. Identify or recall examples of immigration vocabulary learned.

SOL Connections

.1, ., .4, ., 4., 5.4, 6.

Time Required

One class period or less, depending on time spent on word analysis


Flashcards with words in syllabication

Technology Resources

A PowerPoint presentation could replace flashcard use, and the darkened room might be more conducive to students repeating and tracing words.


The first step is creating the flashcards. Create one set of cards with the vocabulary words in full. Create a second set with the key roots and prefixes represented in the word. Combine the two sets by placing the root or prefix of a word first, and then the whole word.

The procedure for vocabulary presentation is the following

1. Hold up the card of the first root or prefix and say it out loud.

YOU spec � Repeat after me, spec

. Have the students repeat it.


. Tell them the definition of the root or prefix.

YOU spec is a root that means to observe or to see. spec, to see.

4. Have them repeat the root and then the definition.

STUDENTS spec. to see.

5. Show them the card for the full word and say it out loud.

YOU An example of a word with this root is spectator

6. Have the students repeat the word.

STUDENTS spectator

7. Tell them the definition of the word.

YOU A spectator is someone who watches an event.

8. Tell them that they will now repeat the word while tracing the word with two fingers on their desks. You trace the word on the board at the same time.

YOU spectator (tracing)

STUDENTS spectator (tracing)

. Now have students write the word on a sheet of paper. They should write the words in a column so that the list is ready for the assessment.

10. Repeat 1- until all words are complete.


When all words are complete, have students write down the definitions of the words next to their own list. They may write the definitions in their own words, but you will find that they use words similar to those you have presented.

Vocabulary List

Theater Words � This list is extensive. Choose the words you prefer.

theater Dramatic literature or its performance, or the place of the performance

root thea from Greek for to gaze at

actor A theatrical performer

root act from Latin to do

act a major division of a play

antagonist person, situation that is in opposition to the protagonists goal

prefix anti means against

root agon means actor, combatant

protagonist the main character in the play with which the audience identifies most strongly

prefix pro means for

articulation the clear and precise pronunciation of words

prefix ar means to to fit together, from articulus, joint

applause the appreciation for the artistic effort

prefix ap meaning toward, root plause meaning clapping

audience the viewers of the artistic endeavor

prefix aud meaning to hear

cast the group of actors with roles in a play (see other activity)

character a role in the play that an actor creates

root charact meaning to inscribe

comedy a light and amusing play that has a happy ending

root com meaning revel

conflict the problem in the play between the characters or their surroundings

prefix con meaning against and root flict meaning strike

costume any clothing an actor wears onstage for a performance

root costum meaning to become accustomed to

cue a signal for something to happen onstage

root cue from quando, Latin where

denouement the final resolution of the conflict or plot

prefix de meaning to undo, and root noue meaning knot

dialogue lines actors speak in a play

prefex dia meaning through

root log meaning speech

monologue a story, speech, or scene performed by one actor

prefix mono meaning one

director the person who oversees the entire production

prefix di meaning away

root rec meaning straight

drama a play which has a serious subject matter but does necessarily have a disastrous end

root dram meaning to perform

melodrama a dramatic form popular because of the cliff hanging plots, heart tugging emotional appeal, the celebration of virtue, and a strongly moralistic tone

root mel meaning song

gesture an expressive movement of the body or the limbs

root gest meaning to behave

hero the protagonist

from word heros in Greek, meaning protector

improvise to speak without scripted dialogue

prefix im meaning not, root provis meaning to foresee

motivation an actors reason for doing or saying something on the stage

root motiv meaning movement

movement physical movement that creates character

root mov meaning to push away

objective a characters intentions or goals

prefix ob meaning toward and root ject meaning to throw

pace the tempo of the play

root pec meaning to stretch

pantomime to act without words through facial expression and gesture

prefix pant meaning all and root mime from Greek for mime

props anything that an actor handles onstage as well as furniture and other items used to enhance the set

short for property, that is, a theaters property.

root prop meaning ones own

rehearsal time spent perfecting a show

prefix re meaning again

root hears meaning to plow

resolution the solution to the problem in the play in which all loose ends are tied together

prefix re meaning again

root sol meaning to loosen

scene the basic structural element of a play

scenery onstage decoration to help establish the time and place of the play

root scen meaning stage (from Etruscan, showing the age of theater!)

script the text of the play

root scrip meaning to write

set the onstage physical space and its structures in which the actors perform

setting the time and place of the situation on the stage

root set meaning to follow or faction

stage the physical area where the actors perform

backstage all areas of a stage other than the acting area that are out of sight of the audience

root sta meaning to stand

tragedy a form of drama in which the main character suffers a disaster

root trag meaning goat and ged meaning song (strange!)

Immigration Vocabulary

Tenements rundown, low-rental apartment building whose facilities and maintenance barely meet minimum standards.

root tenem meaning to hold

Emigrant one who leaves ones country or region to settle in another

prefix e meaning away and root migr meaning to move

Immigrant one who enters and settles in a country or region to which one is not native prefix im meaning to go into and root migr meaning to move

Ellis Island An island of Upper New York Bay southwest of Manhattan. It was the chief immigration station of the United States from 18 to 14. Officially closed in 154, the site was designated a National Monument in 165, and the main building was opened to the public as a museum in 10.

Visas An official authorization appended to a passport, permitting entry into and travel within a particular country or region.

short form of carta vista, card which has been seen from root vis meaning to see

Minorities Ethnic, racial, religious, or other groups having a distinctive presence within a society; a group having little power or representation relative to other groups within a society; a member of one of these groups.

from root minor meaning smaller

Diverse Differing one from another.

prefix di meaning away and root vert meaning turn

Peasants member of the class constituted by small farmers and tenants, sharecroppers, and laborers on the land where they form the main labor force in agriculture

original Latin pagus, meaning inhabitant of a region

Flee To run away, as from trouble or danger

from root fleu meaning flow

Activity #4

Immigration Timeline (Lesson Type )

Grades -8


Students will be able to

1. Describe the events at Ellis Island between 100 and 10

. Describe the events in the United States between 100 and 10

. List simultaneous events under both categories.

SOL Connections

.10, .1, 4.-4, 4., 5., 5.5, 5.8, 6.1-, 6.5


One class period or less


Display or bulletin board time line

Cards of events to be cut out by students and attached to time line

Time lines


Students can list what they already know about the US and/or immigration between 100 and 10. Younger children can figure out how many years ago 100 was, and learn about the key inventions of the day to place these decades in context (electricity, automobiles)


Divide the class into two groups, one who will place the immigration dates on the timeline and one who will place the US History events on the timeline. Write each time lines events on cards and distribute randomly to each group. As you add date lines to the time line (the perpendicular dashes that mark years) students should look through their cards to see if they have an event which occurred in that year. If they have the year, they should raise their hand and come forward to add their card to the time line. You could alternate between each group or allow students from both groups come forward at the same time. The object is to have students realize the simultaneous events that influence both time lines.

Relevant Websites

1. Ellis Island home page http//

. Ellis Islands Wall of Honor. See if one of your immigrant ancestors has perhaps been listed by a distant cousin http//

. Selected Images of Ellis Island and Immigration, ca. 1880-10, from the Collections of the Library of Congress http//

4. Images of Ellis Island from the UCR/California Museum of Photography http//

5. Student and educator-prepared site with an overview of immigration and particularly of Ellis Island


6. Cyndis List of Ellis Island-related sites http//

7. For insight into the immigrant experience, visit the Lower East Side Tenement Museum http//

8. American Family Immigration Center - an ambitious project gathering information on the more than 17 million people who immigrated through New York from 18-14, the peak years of Ellis Island processing. These port records documents are, for the first time, being digitized and entered into an electronic database for easy access. For a nominal fee, visitors to the Center will have the opportunity to receive a printout of their familys data as well as a scanned reproduction of the original ships manifest on which their ancestors entry appears, and a picture of the ship on which they arrived. The first phase of the Center is planned to be completed in 001. Future plans call for making the Immigrant Arrival Records accessible via the Internet, and expanding the database to include additional years and ports of entry


Ellis Island Timeline from http//


1815 The first great wave of immigration begins, bringing 5 million immigrants between 1815 and 1860.

1818 Liverpool becomes the most-used port of departure for Irish and British immigrants.

181 The first federal legislation on immigration requires notation of passenger lists.

180 The U.S. population is about .6 million. About 151,000 new immigrants arrive in 180 alone.

185 Great Britain decrees that England is overpopulated and repeals laws prohibiting emigration. The first group of Norwegian immigrants arrive.

1846-7 Crop failures in Europe. Mortgage foreclosures send tens of thousands of the dispossessed to United States.

1846 Irish of all classes emigrate to the United States as a result of the potato famine.

1848 German political refugees emigrate following the failure of a revolution.

186 The Homestead Act encourages naturalization by granting citizens title to 160 acres.

1875 First limitations on immigration. Residency permits required of Asians.

1880 The U.S. population is 50,155,78. More than 5. million immigrants enter the country between 1880 and 180.

188 Chinese exclusion law is established. Russian anti-Semitism prompts a sharp rise in Jewish emigration.

180 New York is home to as many Germans as Hamburg, Germany.

181 The Bureau of Immigration is established. Congress adds health qualifications to immigration restrictions.

18 Ellis Island replaces Castle Garden.

184-6 To escape Moslem massacres, Armenian Christians emigrate.

187 Pine-frame buildings on Ellis Island are burned to the ground in a disastrous fire.

100 The U.S. population is 75,4,575. More than ,687,000 immigrants were admitted in the previous ten years. Ellis Island receiving station reopens with brick and ironwork structures.

106 Bureau of Immigration is established.

110 The Mexican Revolution sends thousands to the United States seeking employment.

114-8 World War I halts a period of mass migration to the United States.

11 The first quantitave immigration law sets temporary annual quotas according to nationality. Immigration drops off.

14 The National Origins Act establishes a discriminatory quota system. The Border Patrol is established.

140 The Alien Registration Act calls for registration and fingerprinting of all aliens. Approximately 5 million aliens register.

146 The War Brides Act facilitates the immigration of foreign-born wives, fiances, husbands, and children of U.S. Armed Forces personnel.

15 The Immigration and Naturalization Act brings into one comprehensive statute the multiple laws that govern immigration and naturalization to date.

154 Ellis Island closes, marking an end to mass immigration.

General US History Timeline 100 � 11

from http//

· Feb. , 100 - The Hawaii Territory is organized.

· Mar. 4, 101 - William McKinley is sworn in as President for a nd term.

· Mar. 4, 101 - Theodore Roosevelt is sworn in as the 5th Vice President of the United States.

· Sep. 14, 101 - Theodore Roosevelt is sworn in as the 6th President of the United States.

· Mar. 4, 105 - Theodore Roosevelt is sworn in as President for a nd term.

· Mar. 4, 105 - Charles Fairbanks is sworn in as the 6th Vice President of the United States.

· Jan. 16, 107 - Oklahoma is the 46th state admitted to the Union.

· Mar. 4, 10 - William Taft is sworn in as the 7th President of the United States.

· Mar. 4, 10 - James Sherman is sworn in as the 7th Vice President of the United States.

· Jul. 1, 10 - The 16th Amendment is passed by Congress.

· Jan. 6, 11 - New Mexico is the 47th state admitted to the Union.

· Feb. 14, 11 - Arizona is the 48th state admitted to the Union.

· May 16, 11 - The 17th Amendment is passed by Congress.

· Feb. 5, 11 - The 16th Amendment is added to the Constitution.

· Mar. 4, 11 - Woodrow Wilson is sworn in as the 8th President of the United States.

· Mar. 4, 11 - Thomas Marshall is sworn in as the 8th Vice President of the United States.

· Apr. 8, 11 - The 17th Amendment is added to the Constitution.

· Apr. 1, 114 - American forces occupy Vera Cruz, Mexico.

· Jun. 8, 114 - Princip assasinates Archduke Ferdinand of the Ottoman Empire.

· Jul. 18, 114 - The United States Army Air Corps is established.

World War I

· Jul. 8, 114 - World War I begins as the Ottoman Empire declares war on Bosnia.

· Jul. , 114 - Central forces bomb Belgrade, Belgium.

· Aug. 4, 114 - Central forces invade Belgium.

· Aug. 4, 114 - President Wilson issues a proclamaition of neutrality.

· Aug. 15, 114 - The Panama Canal opens for business.

· Aug. 5, 114 - Central forces bomb Antwerp, Belgium.

· Aug. 5, 114 - Central forces invade France.

· Aug. 0, 114 - Central forces bomb Paris, France.

· Sep. , 114 - Allied forces win the Battle of Marne.

· Dec. 4, 114 - Central forces bomb Dover, England.

· Jan. , 115 - Allied forces win the Battle of Sarikamis.

· May 7, 115 - British liner Lusiatnia is sunk by german U-Boats, killing 18 american passengers.

· Jun. 10, 115 - The Girl Scouts is established.

· Jul. , 115 - American forces invade Haiti.

· Feb. 1, 116 - The Battle of Verdun begins.

· Mar. , 116 - Pancho Villa raids Columbus, New Mexico.

· Mar. 15, 116 - American forces drive Pancho Villa to Mexico.

· Jun. 15, 116 - The Boy Scouts is established.

· Jul. 1, 116 - The 1st Battle of Somme begins.

· Aug. 4, 116 - The United States purchases the West Indies and the Virgin Islands for $5 million.

· Aug. 5, 116 - The United States National Park Service is established.

· Sep. , 116 - Allied forces win the Battle of Verdun.

· Nov. 18, 116 - Allied forces win the 1st Battle of Somme.

· Jan. 1, 117 - Germany declared unrestricted subamrine warfare against all ships.

· Mar. , 117 - Puerto Rico is made a United States territory.

· Mar. 4, 117 - Calvin Coolidge is sworn in as the th Vice President of the United States.

· Mar. 5, 117 - Woodrow Wilson is sworn in as President for a nd term.

· Apr. 6, 117 - The United States enters World War I on the side of the Allies.

· Aug. 5, 117 - The United States National Gaurd is established.

· Dec. 17, 117 - The 18th Amendment is passed by Congress.

· Mar. , 118 - Russia pulls out of World War I.

· Jul. 15, 118 - The nd Battle of the Marne begins.

· Jul. 18, 118 - Allied forces win the Battle of the Aisne-Marne.

· Sep. 1, 118 - The nd Battle of Verdun begins.

· Sep. 6, 118 - The Battle of Miuse-Argonne begins.

· Sep. , 118 - Allied forces push Central forces past the Hindenburg Line.

· Nov. 11, 118 - The Allied and Central Powers sign an armistice, ending World War I.

· Jan. , 11 - The 18th Amendment is added to the Constitution.

· Jun. 8, 11 - The Treaty of Versailles is signed, ending World War I.

The Roaring 0s

· Jun. 5, 11 - The 1th Amendment is passed by Congress.

· Aug. 6, 10 - The 1th Amendment is added to the Constitution.

· Mar. 4, 11 - Warren Harding is sworn in as the th President of the United States.

· Mar. 4, 11 - Charles Dawes is sworn in as the 0th Vice President of the United States.

· Aug. , 1 - Calvin Coolidge is sworn in as the 0th President of the United States.

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