US History

November 19, 2015

Content Objective:

Students will demonstrate evaluation of Prohibition by completing a micro-argument.

Language Objective:

Students will read and record evidence based response in a micro-argument about Prohibition using the question, “Was Prohibition beneficial to American society in 1920?”

Bellwork:

 Were there any benefits to Prohibition? Explain.

Micro-argument:

“Was Prohibition beneficial to American society in 1920?”

Claim

Reason 1

Evidence 1

Explanation 1

Reason 2

Evidence 2

Explanation 2

Conclusion

Psychology

November 18, 2015

Content Objective:

Students will demonstrate evaluation of the effects of psychoactive drugs by participating in a class discussion while taking notes.

Language Objective:

Students will read, record, and orally share out responses to discussion questions about the effect of psychoactive drugs such as “What are the possible side effects of the common drugs such as caffeine and nicotine?”

Bellwork:

     What do you think are the differences between a stimulant and a depressant?

US History

November 18, 2015

Content Objective:

Students will demonstrate evaluation of Prohibition in the 1920’s by annotating primary documents.

Language Objective:

Students will read, record, and orally share out responses to leading questions about Prohibition in the 1920’s such as “What were the economic consequences of Prohibition?”

Bellwork:

“The reign of tears is over! The slums will soon be only a memory. We will turn our prisons into factories and our jails into storehouses and corncribs.  Men will walk upright now, and the children will laugh.  Hell will be forever for rent!”

How do you think the person speaking feels about Prohibition?

Micro-argument Articles:

US History Prohibition Micro-argument Article

US History Anti-Prohibition

US History Pro-Prohibition

US History Prohibition in the United States

US History

November 16, 2015

Content Objective:

Students will demonstrate analysis of the changes emerging in American society in the 1920’s by watching a documentary and completing a double entry journal.

Language Objective:

Students will record the changes effecting women, minorities, immigrants, industry, and economics emerging in American society in the 1920’s in a double entry journal while watching the documentary DECADENT AMERICA: The Roaring Twenties and responding to the leading question, “What were changes to American society emerging in the Roaring Twenties?”

Bellwork:

Based on what you see in these images, how do you think the lives of women changed in the 1920’s?

Use the following video to help you fill in the double entry chart below:

Decadent America: The Roaring 20s

“What were changes to American society emerging in the Roaring Twenties?”

US History

November 12, 2015

Content Objective:

Students will demonstrate analysis of Prohibition by annotating text in preparation for a class debate.

Language Objective:

Students will read, record, and orally share arguments and counterarguments for Prohibition by talking to the text to list the pros and cons.

Bellwork:

What do you think the following quote means?  

“How ya gonna keep’em down on the farm, after they’ve seen Paris?”

 Classwork/homework

Guiding Question: “What were the pros and cons of Prohibition?” Fill in the chart after reading the following:

1. Page 436 -437 (The Prohibition Experiment, Speakeasies and Bootleggers, Organized Crimes)

2. Articles:   US History Prohibition in the United States                               US History Pro-Prohibition                                                      US History Anti-Prohibition

Complete Vocab for Chapter 13 Sections 1-3

US History

November 10, 2015

Content Objective:

Students will demonstrate evaluation of post-World War I America by participating in a class discussion and notes.

Students will demonstrate evaluation of the impacts of manufacturing on America in the 1920’s by completing an impact chart.

Language Objective:

Students will read, record and orally share out responses to questions regarding

such as “what were the changes to American society after WWI?”

Students will read, record and orally share the impacts of manufacturing on America in the 1920’s by completing an impact chart that lists the product, impact, and evidence.

Bell work:

    What do you think the Sacco and Vanzetti (p. 413) case shows about America in the 1920’s?

Classwork:

Use Chapter 12 Section 3 to fill in the following:

Psychology

November 10, 2015

Content Objective:

Students will demonstrate understanding of the functions of sleep and dreams by participating in a class discussion while taking notes.

Language Objective:

Students will read and record responses to questions about the functions of sleep and dreams in a multiple choice end of module quiz.

Bellwork:

     Give examples of each, infradian, circadian, and ultradian rythym?

https://

Psychology

November 9, 2015

Content Objective:

Students will demonstrate understanding of the biological aspects of sleep by participating in a class discussion while taking notes.

Language Objectives:

Students will write an analysis of dreaming using the movie Inception and respond to the question, “If you could participate in shared dreams at the sake of not being able to dream on your own, would you?”Why or why not, (use examples from the movie to justify your claim).

Classwork:

6+1…Please write a two page response to the following prompt:

“If you could participate in shared dreams at the sake of not being able to dream on your own, would you?”Why or why not, (use examples from the movie to justify your claim).

US History

November 6, 2015

Content Objective:

Students will demonstrate evaluation of the end of World War I by completing a micro-argument.

Language Objective:

Students will read and record evidence based response in a micro-argument about the end of World War I using the questions, “Do you think that American’s involvement had a positive or negative effect on American society?”, and, “Do you think you would have been a supporter or opponent to the Treaty of Versailles? How would you argue for your side?”

After the test:

1. Read Chapter 12 Section 1 p.413
2. Answer the skill builder questions 1 and 2 on page 416
3. Why did Attorney General A. Mitchell Palmer launch a series of raids against suspected Communists?
4. According to Vanzetti, what were the reasons for his imprisonment?
5. What were the goals of the KKK at this time?
6. Why did Congress make changes to immigration laws during the 1920’s?
7. Answer questions 3, 4, and 5 on page 418

Bellwork:

      What types of issues might a soldier face when returning home from war?

US History

November 4, 2015

Content Objective:

Students will demonstrate analysis of the end of World War I by completing a cooperative thinking map.

Language Objective:

Students will read, record, and orally share the terms of the end of World War I by completing a flow map with the leading question, “What were the events that finalized peace at the end of World War I?”

Bellwork:

     Were the Espionage and Sedition Acts of 1917 fair?  Why or why not?

 Flow Map:

 “What were the events that finalized peace at the end of World War I?”

1. Wilson’s Fourteen Points
2. Rejection of Wilson’s Plans
3. Provisions of the Treaty of Versailles
4. Weakness of Treaty of Versailles
5. League of Nation
6. Legacy of the War