US History

October 14, 2015

Content Objective:

Students will demonstrate analysis of the positive and negative consequences of the construction of the Panama Canal by annotating texts and completing a thinking map.

Language Objective:

Students will read and record the positives and negatives of the construction of the Panama Canal in a tree map after annotating texts including primary documents.

Bellwork:

     How do you think the citizens of Panama felt about the fact the canal was built in their country?

Annotate the following to prepare for tomorrow’s micro-argument:

US History Panama Canal Article

US History

October 12, 2015

Content Objective:

Students will demonstrate evaluation of the Platt Amendment by peer editing micro-arguments.

Language Objective:

Students will read and record edits to a micro-argument about the Platt Amendment looking for claims, two reasons, two supporting evidence, and a conclusion.

Bellwork:

     Do the standardized practice on page 369 in your textbook.  Write the entire answer with the letter.

No homework

Today you guys worked in your groups in order to finish up your experimental research project.  I saw that many of you have worked very hard and I can’t wait to hear what you all have discovered.  They are due tomorrow October 13.  Presenters will be picked at random, so please be prepared.  Email me tonight @ ayoubs@dearbornschools.org if you have any questions.

US History

October 9, 2015

Content Objective:

Students will demonstrate evaluation of the consequences of the Platt Amendment for both the U.S. and Cuba by writing a micro-argument.

Language Objective:

Students will read and record evidence of the consequences of the Platt Amendment for both the U.S. and Cuba by a micro-argument with the question, “Take the position of a Cuban or U.S. patriot, do you feel the U.S. was right or wrong to insist that Cuba add the Platt Amendment to its constitution?”

Bellwork:

     If China were to take over Canada, how could it affect the United States?

Classwork/homework:

Answer the following questions:

1. Why did Secretary of State John Hay issue the policy statements known as the Open Door Notes? What were the 3 American beliefs reflected/shown in the Open Door Notes? (p. 356-357)
2. How was U.S. policy toward China different from U.S. policy toward the Philippines?

What were the reasons for that difference? (p. 355-358)

3. What were the results of Roosevelt’s negotiations with the Japanese and Russians? (p.360)
4. What problems did canal workers encounter in construction the canal?

Psychology

October 9, 2015

Content Objective:

Students will demonstrate application of research in psychology and psychotherapy v. medical treatment by cooperating annotating a research article and completing a thinking map.

Language Objective:

Students will read and record the various components of psychological research such as hypothesis, variables, results, etc. in a tree map after annotating a scholarly article.

Bellwork:

   What was most difficult about annotating yesterday’s article?

Projects are due Tuesday October 13!!

US History

October 8, 2015

Content Objective:

Students will demonstrate analysis of America’s involvement in Cuba by annotating texts and completing a thinking map.

Language Objective:

Students will read and record the positives and negatives of America’s involvement in Cuba in a double bubble map after annotating texts including primary documents.

Bellwork:

       Please sit, and immediately begin annotating the texts that have been handed to you.  We will have a reading quiz if everyone is not on task. As you read, keep the following question in mind, “What were the positive and negatives of America’s involvement in Cuba?”

Classwork/Homework: 

Double Bubble Map

Leading Question:

“What were the positive and negatives of America’s involvement in Cuba?”

US  and Cuba in the middle bubbles

3 Negative consequences to Cuba on one side

3 Positives to US on the other side

3 ways both US and Cuba benefitted from America’s involvement in Cuba in the middle bubbles

Psychology

October 8, 2015

Content Objective:

Students will demonstrate application of research in psychology and psychotherapy v. medical treatment by cooperating annotating a research article and completing a thinking map.

Language Objective:

Students will read and record the various components of psychological research such as hypothesis, variables, results, etc. in a tree map after annotating a scholarly article.

Bellwork:

     What was so unethical in the Stanford Prison Experiment?

Classwork: 

For each of the following, put in your own words AND the direct evidence/quote from the article:

 “What are the research components of the study on Psychotherapy and Pharmacotherapy in depression?

 Hypothesis

Independent Variable

Dependent Variable

Procedure

Results

Bias or hidden variables

Operational definitions

US History

October 7, 2015

Content Objective:

Students will evaluate the causes leading up to the Spanish American War by creating a yellow journalism article.

Language Objective:

Students will write and orally share yellow journal articles that make connections between the Spanish American War and the power of the media.

Bellwork:

Describe what you think is happening in these powerful news images:

Homework:

     Read Chapter 10 Section 3

Psychology

October 7, 2015

Content Objective:

Students will demonstrate evaluation of the ethics involved in psychological research by watching the Zimbardo and Milgram experiments.

Language Objective:

Students will orally share out answers to discussion questions after watching the Zimbardo and Milgram experiments, such as “why would these experiments be deemed unethical?”

Bellwork:

     Can any part of your research project be deemed unethical?  Give two examples of projects that can be perceived as unethical.

US History

October 6, 2015

Content Objective:

Students will evaluate the causes leading up to the Spanish American War by creating a yellow journalism article.

Language Objective:

Students will write and orally share yellow journal articles that make connections between the Spanish American War and the power of the media.

Bellwork:

     How did yellow journalism manipulate public opinion? Why did newspapermen like Hearst engage in such journalism?