US History

November 2, 2015

Content Objective:

Students will demonstrate evaluation of the Espionage Act of 1917 by annotating text and completing a double entry journal.

Language Objective:

Students will read, record, and orally share out summaries of the Espionage Act of 1917 into a double entry journal with the leading question, “How did the Espionage Act limit the rights of citizens?”

Bellwork:

1.

2.

Homework:

Complete the double entry journal on…

Espionage and Sedition Act of 1917

US History The Sedition Act of 1917

Read Chapter 11 Section 3 and 4

Psychology

November 2, 2015

Content Objective:

Students will demonstrate evaluation of the stages of dream by watching a film and responding to a writing prompt.

Language Objective:

Students will watch and record a response to the question “in a dream state, how much control do we have over our minds?” after watching the move Inception.

Bellwork:

    If you could store memories in a dream that you could revisit, what would they be and why? 

Study guide for Module 8:

PsychologyModule8StudyGuide

US History

October 28, 2015

Content Objective:

Students will demonstrate creation of propaganda during World War I by creating posters mimicking those during the war.

Language Objective:

Students will record and share propaganda posters that contain an impactful image and slogan and address specifications such as “Who is the poster speaking to…rich intellectuals, small children, or someone in between”.

Bellwork:

     Get started on you project immediately!

US History propaganda poster wwi project1

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