US History

October 26, 2015

Content Objective:

Students will demonstrate evaluation of the roles of women during World War I by completing a micro-argument cooperatively.

Language Objective:

Students will record and orally discuss the contributions of women during World War I in a micro-argument in response to the question, “Could the Allied Powers have succeeded in their victory over the Central Powers without the contributions of women?”

Bellwork:

      What would you consider to be the most important role women played during World War I?

US History Micro-argument:  Contributions of Women in World War I

Question:

Could the Allied Powers have succeeded in their victory over the Central Powers without the contributions of women?

Psychology

October 26, 2015

Content Objective:

Students will demonstrate understanding of the brain as a contributor to human behavior by taking notes into a brain diagram.

Language Objective:

Students will read and record functions of the brain in a brain chart and notes.

Bellwork:

     What makes the human brain and an animal brain different?

US History

October 23, 2015

Content Objectives:

Students will demonstrate analysis of the contributions of women during World War I by annotating excerpts from the book, War and Gender: How Gender Shapes the War System and Vice Versa.

Students will demonstrate understanding of the contributions of women during World War I by completing a thinking map using excerpts from War and Gender: How Gender Shapes the War System and Vice Versa.

Language Objectives:

Students will read, record, and orally share the contributions of women during World War I after talking to the text and filling in a brace map with the guiding question, “How did women help the war effort in World War I?”

Bellwork:

What rights do citizens have when they disagree with their government’s decision to go to war?

US History Women in World War I

Brace Map Guiding Question:

“How did women help the war effort in World War I?”

Psychology

October 23, 2015

Content Objective:

Students will demonstrate evaluation of the effects of brain injuries from football by annotating using a guiding question and completing a thinking map.

Language Objective:

Students will read and record the claim, counterargument, and supporting evidence to the article Football and the Brain in a brace map with the guiding question, “What is the effect of football on the brain?”

Bellwork:

What takes more brain power, lying or telling the truth? Why do you think so? How can this be tested?

Brace Map Guiding Question:

“What is the effect of football on the brain?”

                         Argument w/evidence

______          Argument w/evidence                

Claim

Counterargument w/evidence

US History

October 22, 2015

Content Objective:

Students will demonstrate application of women’s roles in World War I by listing their actions while watching a biographical documentary.

Language Objective:

Students will write and orally share out the roles of women during World War I in a give and get activity after watching the documentary “And We Knew How to Dance”.

Bellwork:

List all the roles women have when the country goes to war.

And We Knew How to Dance Documentary

Psychology

October 22, 2015

Content Objective:

Students will demonstrate understanding of the brain as a contributor to human behavior by taking notes into a brain diagram.

Language Objective:

Students will read and record functions of the brain in a brain chart and notes.

Bellwork:

     Which half of the brain do you think is more important than the other?

US History

October 21, 2015

Content Objective:

Students will demonstrate application of America’s strategy in World War I by listing in a cooperative thinking map following a jig-saw activity.

Language Objective:

Students will read, record, and orally share out the different strategies used by the US in World War I in a tree map with the leading question, “How did the US mobilize to achieve victory in World War I?”

Bellwork:

    Why were the America’s ties with the Allies stronger than its ties with the Central Powers?

Tree Map:

“How did the US mobilize to achieve victory in World War I?”

5 Branches

Content Objective:

Students will demonstrate understanding of the brain as a contributor to human behavior by taking notes into a brain diagram.

Language Objective:

Students will read and record functions of the brain in a brain chart and notes.

Bellwork:

     Name 3 parts of the brain we’ve discussed and their functions?

Super Hero Project

US History

October 15, 2015

Content Objective:

Students will demonstrate evaluation of the consequences of the construction of the Panama Canal writing a micro-argument.

Language Objective:

Students will read and record evidence of the consequences of the construction of the Panama Canal by responding to a micro-argument with the question, “Were the economic and political gains enough to justify the death and destruction caused by the construction of the canal?”

Bellwork:

       Look up the word justify in a dictionary or on your phone.  Define it, use it in a sentence, and draw a picture for it.

When you are done with your micro-argument, please define all the terms in Chapter 11.

US History

October 13, 2015

Content Objective:

Students will demonstrate understanding of the positive outcomes of building the Panama Canal by watching a documentary and filling in a tree map

Language Objective:

Students will record the political, economic, scientific, and cultural gains of building the Panama Canal in a tree map with the leading question, “What did America have to gain from the Panama Canal?”

Bellwork:

            If a boat full of goods wanted to go from New York to San Franciso, which routes could they use?

Tree Map: Use book/article/documentary

Panama Canal Documentary

“What did America have to gain from the Panama Canal?” (leading question)

Branches:

(political, economic, scientific, and cultural)