Archive for March 2017

U.S. History

Thursday-3/30/17:

  • Bell Work-1.) State or interpret in your own words what you believe Joseph Stalin’s intensions are for Europe, the Middle East and North Africa? 2.) Why do you think that France and Sweden are shown on the map as “Countries not yet decided”? 3.) What can you predict might have been the outcome for the United States during the Cold War if Stalin had been able to extended his influence far beyond the boundaries of Soviet Russia?
  • Attendance-While Class is Doing Bell Work
  • Procedure-Collect Chapter 17 Notes
  • Video-Saving Private Ryan-Family Edit (169 min) (Day 1)
  • w/ guided video questions
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the realities of combat and the importance of specialized missions during WWII by watching a film and responding to guided inquiry questions
  • Language Objective:
    • Students will watch and respond to the realities of combat and the importance of specialized missions during WWII by watching Saving Private Ryan and completing a structured video response guide

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Government

Thursday-3/30/17:

  • Bell Work-1.) Based on the table please identify one issue that seems to be particularly divisive for members of the main street Republican Party, Democratic Party and the Libertarian Party. * Remember this means within the issue there is a massively uneven stance between members of that group 2.)  Imagine you are a political consultant working for a democratic candidate who was giving a speech in Colorado in front of a group of solid Liberals. Which issue would you identify for your client to focus on in order to gain additional support for his campaign? 3.) Imagine you are a political candidate trying to gauge public opinion a particular idea. Explain in your own words why a table like this might be effective in choosing which political issues to address in certain areas of the country?
  • Attendance- While Class is Doing Bell Work
  • Activity-Political Parties Booklet (Day 2)
  • Explanation of directions and beginning of project
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the core beliefs of the Republican and Democratic parties along with tracking the changing demographics and voting patterns of each state by creating a political activity booklet
  • Language Objective:
    • Students will read and record information defining the core beliefs of the Republican and Democratic parties along with tracking the changing demographics and voting patterns of each state by using chrome books to complete internet research designed to provoke political inquiry

Supplemental Material: Activity-Political Parties Booklet

Political Parties Booklet-Activity-Instructions-Update 2016

Political Parties Booklet-Activity-Chapter 5-2016 Update

Political Parties Booklet-Activity-Pie Chart

Political Parties Booklet-Activity-Presidential Map

Political Parties Booklet-Activity-Chapter 5-Example Cover

U.S. History

Wednesday-3/29/17:

  • Bell Work-1.) State or interpret in your own words what you believe Joseph Stalin’s intensions are for Europe, the Middle East and North Africa? 2.) Why do you think that France and Sweden are shown on the map as “Countries not yet decided”? 3.) What can you predict might have been the outcome for the United States during the Cold War if Stalin had been able to extended his influence far beyond the boundaries of Soviet Russia?
  • Attendance-While Class is Doing Bell Work
  • Procedure-Collect Chapter 17 Notes
  • Video-Saving Private Ryan-Family Edit (169 min) (Day 1)
  • w/ guided video questions
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the realities of combat and the importance of specialized missions during WWII by watching a film and responding to guided inquiry questions
  • Language Objective:
    • Students will watch and respond to the realities of combat and the importance of specialized missions during WWII by watching Saving Private Ryan and completing a structured video response guide

 

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Government

Wednesday-3/29/17:

  • Bell Work-1.) Based on the table please identify one issue that seems to be particularly divisive for members of the main street Republican Party, Democratic Party and the Libertarian Party. * Remember this means within the issue there is a massively uneven stance between members of that group 2.)  Imagine you are a political consultant working for a democratic candidate who was giving a speech in Colorado in front of a group of solid Liberals. Which issue would you identify for your client to focus on in order to gain additional support for his campaign? 3.) Imagine you are a political candidate trying to gauge public opinion a particular idea. Explain in your own words why a table like this might be effective in choosing which political issues to address in certain areas of the country?
  • Attendance- While Class is Doing Bell Work
  • Activity-Political Parties Booklet (Day 2)
  • Explanation of directions and beginning of project
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the core beliefs of the Republican and Democratic parties along with tracking the changing demographics and voting patterns of each state by creating a political activity booklet
  • Language Objective:
    • Students will read and record information defining the core beliefs of the Republican and Democratic parties along with tracking the changing demographics and voting patterns of each state by using chrome books to complete internet research designed to provoke political inquiry

 

Supplemental Material: Activity-Political Parties Booklet

Political Parties Booklet-Activity-Instructions-Update 2016

Political Parties Booklet-Activity-Chapter 5-2016 Update

Political Parties Booklet-Activity-Pie Chart

Political Parties Booklet-Activity-Presidential Map

Political Parties Booklet-Activity-Chapter 5-Example Cover

U.S. History

Tuesday-3/28/17:

  • Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz pertaining to the United States involvement in WWII. In 5 minutes we will begin the vocabulary match up activity.
  • Attendance- While Class is Doing Bell Work
  • Quiz-Chapter 17-The United States in WWII
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of key terms and concepts associated with our unit pertaining to the United States involvement in WWII by demonstrating their knowledge thought the use of a unit quiz
  • Language Objective:
    • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit pertaining to the United States involvement in WWII by completing a multiple choice and matching quiz.

 

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Government

Tuesday-3/28/17:

  • Bell Work-1.) Based on the table please identify one issue that seems to be particularly divisive for members of the main street Republican Party, Democratic Party and the Libertarian Party. * Remember this means within the issue there is a massively uneven stance between members of that group 2.)  Imagine you are a political consultant working for a democratic candidate who was giving a speech in Colorado in front of a group of solid Liberals. Which issue would you identify for your client to focus on in order to gain additional support for his campaign? 3.) Imagine you are a political candidate trying to gauge public opinion a particular idea. Explain in your own words why a table like this might be effective in choosing which political issues to address in certain areas of the country?
  • Attendance- While Class is Doing Bell Work
  • Activity-Political Parties Booklet (Day 1)
  • Explanation of directions and beginning of project
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the core beliefs of the Republican and Democratic parties along with tracking the changing demographics and voting patterns of each state by creating a political activity booklet
  • Language Objective:
    • Students will read and record information defining the core beliefs of the Republican and Democratic parties along with tracking the changing demographics and voting patterns of each state by using chrome books to complete internet research designed to provoke political inquiry

 

Supplemental Material: Activity-Political Parties Booklet

Political Parties Booklet-Activity-Instructions-Update 2016

Political Parties Booklet-Activity-Chapter 5-2016 Update

Political Parties Booklet-Activity-Pie Chart

Political Parties Booklet-Activity-Presidential Map

Political Parties Booklet-Activity-Chapter 5-Example Cover

 

U.S. History

Monday-3/27/17:

  • Bell Work-1.) Based on the elements contained in the political cartoon what issue is Henry Stimson and “John Q. Public” asking the President to resolve? 2.) Based on what we’ve learned regarding political propaganda what purpose might the signs being held by Henry Stimson and “John Q. Public” have in guiding Truman’s interaction with the media? 3.) What is your opinion of the way in which this cartoon is using political propaganda to shape the American peoples view of the U.S.’s decision to drop the atomic bombs? Is it a smart use of the media or something that could be considered morally reprehensible?  
  • Attendance-While Class is Doing Bell Work
  • Vocab Match-Up-Chapter 17-The United States in WWII
  • Study Guide Review Time-Chapter 17-The United States in WWII
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with our unit covering the United States involvement in WWII through the manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of the materials covered in our unit pertaining to the United States involvement in WWII through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to our unit covering the United States involvement in WWII by using a vocabulary match-up activity
    • Students will read, and write the key terms and important concepts covered in our unit focusing on United States involvement in WWII by completing a structured inquiry based study guide

 

Supplemental Materials: Vocab Match-Up-Chapter 17-The United States in WWII and Study Guide-Chapter 17-The United States in WWII

Vocab Match-Up-Chapter 17-The United States in WWII

Chapter 17-Vocab Match up Terms

Chapter 17-Vocabulary Match-up

 

Study Guide-Chapter 17-The United States in WWII

Chapter 17-Learning Target-Study Guide

Chapter 17-Test Materials

 

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Government

Monday-3/27/17:

  • Bell Work-1.) Based on your prior knowledge of political symbolism and reasonable deduction who can we infer the man and the elephant represent? 2.) What is the underlying theme of the political cartoon? 3.) When reflecting on the major theme of the political cartoon and the events of the last election why do you think so many Americans are frustrated with the way politicians speak about the issues?
  • Attendance- While Class is Doing Bell Work
  • Vocabulary Frayer Model Activity-Chapter 5-Political Parties
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the purpose and functions of a two party political system by interacting in a short presentation
    • SWD analysis of key terms associated with the unit covering the roles and functions political parties play by defining and personalizing vocabulary terms in a vocabulary based activity
  • Language Objective:
    • Students will read and record information pertaining to the purpose and functions of a two party political system through listening to a short lecture
    • Students will read and record important vocabulary terms pertaining to our unit covering the roles and functions political parties play through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 5-Political Parties

Frayer Vocabulary Model

Chapter 5-Vocabulary

 

 

 

U.S. History

Tuesday-3/21/17:

  • Bell Work-1.) How would you explain what is going on in the photograph based on your background knowledge and the imagery in the photo? 2.) Reflect on this picture taken in California following the bombings of Pearl Harbor. How might the U.S. government justify placing armed guards at these bus stops? 3.) Imagine you a Japanese American living along the West Coast ordered to report to a bus stop tomorrow morning at 9:30 am. Would you make the choice to comply with the request that you report or would you try and drive inland in an attempt to escape the concentration camps? *Explain your decision and why you would make it  
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter 17-Section 3-War in the Pacific
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the ethical and strategical issues surrounding the use of the atomic bomb as a method of forcing Japan to surrender by interacting in a short presentation
  • Language Objective:
    • Students will listen, read and record the ethical and strategical issues surrounding the use of the atomic bomb as a method of forcing Japan to surrender through listening to a short lecture

Supplemental Materials: Power Point- Chapter 17-Section 2-The War for Europe and North Africa

Notes-Chapter 17-Section 3-War in the Pacific

Notes-Outline-Chapter 17-Section 3

The Americans-Chapter 17-Section 3

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Government

Tuesday-3/21/17:

  • Bell Work-1.) What is the main theme of this primary source? 2.) What might Jefferson’s motives have been in writing this correspondence to Gideon Granger? 3.) What changes would you recommend to the structure or the content of this excerpt that would help present its main theme a way that is accessible to a wider audience?
  • Attendance-While Class is Doing Bell Work
  • Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the constitutional provisions that define interstate relations by interacting in a short presentation and creating a set of student centered guided notes
    • SWD evaluation of the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together through summarizing key information in a structured study guide
  • Language Objective:
    • Student will read and record information pertaining to the constitutional provisions that define interstate relations through listening to a short lecture and creating student centered guided notes
    • Students will read, and write the key terms and important concepts pertaining to our Constitution plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together by completing a structured inquiry based study guide

 

Supplemental Materials: P Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

Presentation-Chapter 4-Section 3-Interstate Relations

Chapter 4-Federalism-2016

Student Led Notes-Chapter 4-Section 3-Interstate Relations

Chapter 4-Section 3-Guided Notes-2016

Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

Chapter 3 and 4-Learning Target-Study Guide

Chapter 3-The Constitution-2016

Chapter 4-Federalism-2016

Test Materials-Chapter 3 and 4

 

U.S. History

Monday-3/20/17:

  • Bell Work-1.) How would you explain what is going on in the photograph based on your background knowledge and the imagery in the photo? 2.) Reflect on this picture taken in California following the bombings of Pearl Harbor. How might the U.S. government justify placing armed guards at these bus stops? 3.) Imagine you a Japanese American living along the West Coast ordered to report to a bus stop tomorrow morning at 9:30 am. Would you make the choice to comply with the request that you report or would you try and drive inland in an attempt to escape the concentration camps? *Explain your decision and why you would make it  
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter 17-Section 3-War in the Pacific
  • Video- Hiroshima: Dropping the Bomb (4:36 min)
  • Notes-Chapter 17-Section 3-War in the Pacific
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the ethical and strategical issues surrounding the use of the atomic bomb as a method of forcing Japan to surrender by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Students will listen, read and record the ethical and strategical issues surrounding the use of the atomic bomb as a method of forcing Japan to surrender through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Notes- Chapter 17-Section 2-The War for Europe and North Africa and Notes-Chapter 17-Section 3-War in the Pacific

 

Notes- Chapter 17-Section 2-The War for Europe and North Africa

Notes-Outline-Chapter 17-Section 2

The Americans-Chapter 17-Section 2

 

Notes-Chapter 17-Section 3-War in the Pacific

Notes-Outline-Chapter 17-Section 3

The Americans-Chapter 17-Section 3

 

________________________________________________________________________________________________

Government

Monday-3/20/17:

  • Bell Work-1.) What is the main theme of this primary source? 2.) What might Jefferson’s motives have been in writing this correspondence to Gideon Granger? 3.) What changes would you recommend to the structure or the content of this excerpt that would help present its main theme a way that is accessible to a wider audience?
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter 4-Section 3-Interstate Relations
  • Student Led Notes-Chapter 4-Section 3-Interstate Relations
  • Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the constitutional provisions that define interstate relations by interacting in a short presentation and creating a set of student centered guided notes
    • SWD evaluation of the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together through summarizing key information in a structured study guide
  • Language Objective:
    • Student will read and record information pertaining to the constitutional provisions that define interstate relations through listening to a short lecture and creating student centered guided notes
    • Students will read, and write the key terms and important concepts pertaining to our Constitution plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together by completing a structured inquiry based study guide

 

Supplemental Materials: Presentation-Chapter 4-Section 3-Interstate Relations, Student Led Notes-Chapter 4-Section 3-Interstate Relations and Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

 

Presentation-Chapter 4-Section 3-Interstate Relations

Chapter 4-Federalism-2016

 

Student Led Notes-Chapter 4-Section 3-Interstate Relations

Chapter 4-Section 3-Guided Notes-2016

 

Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

Chapter 3 and 4-Learning Target-Study Guide

Chapter 3-The Constitution-2016

Chapter 4-Federalism-2016

 

 

U.S. History

Thursday-3/16/17:

  • Bell Work-1.) In your own words describe why Winston Churchill is so frustrated with Great Britain’s actions regarding the Nazi regime? 2.) Why do you think Great Britain still followed the policy of appeasement knowing that Hitler would not stop until his quest to conquer Europe was complete? 3.) Do you agree with Winston Churchill’s sentiment regarding Prime minster Chamberlin’s handling of the Nazi regime or do you feel Chamberlin’s decision was warranted since at the time Hitler’s march had not directly reached English soil?
  • Attendance- While Class is Doing Bell Work
  • Video-Clip-Ford Willow Run Plant in World War II: “Women on the Warpath” B-24 Liberator 1943 Ford 10min (10:13 min)
  • Thinking Map-America Joins the War Effort-Tree Map
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the impact of working class Americans on the war effort and mobilization through the use of a short film and the creation of a thinking map
  • Language Objective:
    • Students will watch, listen and record information focused on the impact of working class Americans on the war effort and mobilization through viewing the a short film on the women who worked at the Willow Run assembly plant and creating a tree map about U.S. mobilization

 

Video Link-Ford Willow Run Plant in World War II: “Women on the Warpath” B-24 Liberator 1943 Ford 10min (10:13 min)

 

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Government

Thursday-3/16/17:

  • Bell Work-1.) In your own words, how would you describe what is happening in the political cartoon? 2.) Why do you think the artist chose to use a tree in a storm to illustrate the difference between a flexible and rigid constitution? 3.) What can you predict the outcome of a national crisis might be if the United States would have adopted a more rigid Constitution with little room for change?
  • Attendance-While Class is Doing Bell Work
  • Video Clip-Tour the States-Official Music Video (4:08 min)
  • Presentation-Chapter 4-Section 2-The National Government and the 50 States
  • Notes-Chapter 4-Section 2-The National Government and the 50 States
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Student will read and record information pertaining to the distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 4-Section 2-The National Government and the 50 States and Notes-Chapter 4-Section 2-The National Government and the 50 States

 

Presentation-Chapter 4-Section 2-The National Government and the 50 States 

Chapter 4-Federalism-2016

 

Notes-Chapter 4-Section 2-The National Government and the 50 States

Chapter 4-Section 2-Guided Notes-2016

 

Video Link-Tour the States-Official Music Video (4:08 min)

 

 

U.S. History

Wednesday-3/15/17: Late Start

  • Bell Work-1.) What is the main idea behind the political cartoon? 2.) What inference can you make about Germany’s military position based on the fact that they are being “put through the wringer”? 3.) Based on your prior knowledge and the elements contained within the political cartoon what could you predict might be the most likely outcome regarding which wringer Germany will make it through?
  • Attendance- While Class is Doing Bell Work
  • Presentation-Chapter 17-Section 1-Mobalizing for Defense
  • Notes-Chapter 17-Section 1-Mobalizing for Defense  
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the way in which wartime mobilization of industry, labor, science and the media helped expand the armed forced in the United States by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Students will listen, read and record the way in which wartime mobilization of industry, labor, science and the media helped expand the armed forced in the United States through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 17-Section 1-Mobalizing for Defense and Notes-Chapter 17-Section 1-Mobalizing for Defense

 

Presentation-Chapter 17-Section 1-Mobalizing for Defense

Chapter 17-The United States in WWII

 

Notes-Chapter 17-Section 1-Mobalizing for Defense  

Notes-Outline-Chapter 17-Section 1

 

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Government

Wednesday-3/15/17:

  • Bell Work- 1.) What is the primary focus of the political cartoon? 2.) Why do you believe the debate over which type of arms are protected under the second amendment has been so prevalent over the last quarter century? 3.) In your opinion should there be a ban/restriction on certain types of weapons or is the “right to bear arms” a freedom that should remain unrestricted? *Be sure to explain your reason why
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter 4-Section 1-Federalism: Powers Divided
  • Notes-Chapter 4-Section 1-Federalism: Powers Divided
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the distinct way political powers are divided between the Federal Government and State Governments along with the roles concurrent powers play in establishing political policy by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Student will read and record information pertaining to the distinct way political powers are divided between the Federal Government and State Governments along with the roles concurrent powers play in establishing political policy through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 4-Section 1-Federalism: Powers Divided and Notes-Chapter 4-Section 1-Federalism: Powers Divided

 

Presentation-Chapter 4-Section 1-Federalism: Powers Divided

Chapter 4-Federalism-2016

 

Notes-Chapter 4-Section 1-Federalism: Powers Divided

Chapter 4-Guided Notes

 

 

 

 

U.S. History

Tuesday-3/14/17:

  • Bell Work-1.) In your own words explain how these two excerpts differ from one another even though their subject matter is the same? 2.) Select one of the two excerpts contained above and answer the following question. If you were to sit down with one of the two authors what questions might you ask in an attempt to understand the position they took regarding Hitler’s invasion of the Rhineland? 3.) Based on the subject matter would it be better if the authors took a neutral stance regarding Hitler’s invasion of the Rhineland or is important to hear differing perspectives in an attempt to understand the views of others? *Please explain your reasoning
  • Attendance- While Class is Doing Bell Work
  • Vocabulary Frayer Model Activity-Chapter 17-The United States in WWII
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with our unit covering the military campaigns and political decisions both at home and in Europe that positioned the United States for victory in WWII through defining and personalizing vocabulary terms in a vocabulary based activity
  • Language Objective:
    • Students will read and record important vocabulary terms pertaining to our unit covering the military campaigns and political decisions both at home and in Europe that positioned the United States for victory in WWII through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 17-The United States in WWII

Frayer Vocabulary Model

Chapter 17-Vocab Match up Terms

Chapter 17-Vocabulary Match-up

 

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Government

Tuesday-3/14/17:

  • Bell Work-1.) What is the philosophical issue the country is struggling with in the first paragraph of this excerpt? 2.) Based on the excerpt from The Antifederalist Papers, identify one argument used argument used by Antifederalists to oppose ratifying the Constitution? 3.) Based on the excerpt from yesterday’s bell work supporting the idea of ratification and the excerpt from today opposing it, what choice would you have made if you were to cast your vote regarding the need for a new Constitution? *Please explain what led you to your decision
  • Attendance-While Class is Doing Bell Work
  • Vocabulary Frayer Model Activity-Chapter 4-Federalism
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the types of powers specifically held by our national and local government and how they use concurrent powers to work together through defining and personalizing vocabulary terms in a vocabulary based activity
  • Language Objective:
    • Students will read and record important vocabulary terms pertaining to our unit covering the types of powers specifically held by our national and local government and how they use concurrent powers to work together through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 4-Federalism

Frayer Vocabulary Model

Chapter 4-Vocabulary

 

U.S. History

Monday-3/13/17:

  • Bell Work-1.) Who are the main figures being depicted in this political cartoon? 2.) What inference can you make on why the artist drew these two leaders “in bed” with one another? *Think about what the term “in bed” means politically 3.) Based on what you know, how would you explain the significance of the statement the man on the left is making regarding the document he is holding?
  • Attendance- While Class is Doing Bell Work

Video-Escape from Sobibor (118 total minutes) (Day 3)

    • w/ Video Reflation Questions
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
  • Language Objective:
    • Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions

Video Link-Escape from Sobibor (118 total minutes)

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Government

Monday-3/13/17:

  • Bell Work-1.) What is the main idea of this primary source excerpt? 2.) Based on the excerpt from The Federalist Papers Number 4, identify one argument used by John Jay to support ratifying the Constitution? 3.) In your opinion why do you believe it was so important to John Jay that the “national government is efficient and well administered…?
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments)
  • Activity-Change by Other Means (Methods of Change)
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the process in which laws are in traduced and changes can be made to legislative policy without having to formally amend the Constitution of the United States by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Student will read and record information pertaining to the process in which laws are in traduced and changes can be made to legislative policy without having to formally amend the Constitution of the United States through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments) and Activity-Change by Other Means (Methods of Change)

Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments)

Chapter 3-The Constitution-2016

 

Activity-Change by Other Means (Methods of Change)

Change By Informal Means-Chapter 3-Section 3-Activity