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?

Psychology

October 6, 2015

Content Objective:

Students will demonstrate evaluation of experimental research by completing a template for their research projects after cooperatively discussing the components of the research.

Language Objective:

Students will read, record and cooperatively share the components of experimental research in psychology by indicating hypothesis, variables, process, and possible biases.

Bellwork:

Write the possible operational definitions for the following the following hypothesis:

“Young people vs old people would be willing to take a selfie with a stranger.”

Psychology

October 5, 2015

Content Objective:

Students will demonstrate evaluation of experimental research by completing a template for their research projects after cooperatively discussing the components of the research.

Language Objective:

Students will read, record and cooperatively share the components of experimental research in psychology by indicating hypothesis, variables, process, and possible biases.

Bellwork:

Identify whether the following have a positive or negative correlation:

1. GPA and SAT score: The students with the higher GPAs are usually the ones who perform best on the SAT

2. Vaccinations and illness: The more that people are vaccinated for a specific illness, the less that illness occurs.

3. School achievement and days absent from school: people who miss more days of school tend to have lower GPAs

4. Education and salary: The more years of schooling you have, the higher your income will likely be

US History

October 5, 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:

            Go through the Chapter 10 Vocabulary and choose 3 words that seem most relevant not only for this lesson, but you may need to know later on in life.

Yellow Journalism article, “America goes to war”

1. 1 Whole Page
2. Exaggerate the details
3. Remember to include the Who, What, Where, When, and Why of the events you are writing about.

Read Chapter 10 Section 1 and answer the following:

1. How did European imperialism affect Africa?
2. How did time prove the purchase of Alaska was not an act of folly?
3. What factors led to the annexation of Hawaii in 1898?

Briefly discuss the historical origins of the following psychological perspectives, including at least one psychologist significant to the historical origin, and describe how each perspective gathers evidence to support the theory:

Behaviorism

Psychodynamic

Questions To Think About

1. What changes had taken place in the lives of youth, according to the Boy Scout Handbook?
2. What, according to the handbook, were the solutions to the problems of youth?
3. How did children in Cleveland spend their leisure time?
4. How many days of school did a typical student attend in 1870? What proportion of young people actually attended school? How likely was such a student to graduate from high school or attend college?
5. Describe the changes that took place in educational expenditures, high school graduation, college enrollment, and literacy rates.

Here are the questions for your Chapter 21 Test.  Please try to answer them over the weekend and be prepared to ask questions on Monday.  Your test is this Tuesday May 12.

US History Chapter 21 Exam