U.S. History

 Wednesday-11/13/19:

  • Bell Work-1.) Based on your prior knowledge which group is Colleen Moore talking about in this excerpt? 2.) Why do you think that Colleen Moore found it so easy to identify with the group she is referencing in this excerpt? Do you think many young ladies feel this way today? 3.) Judge the value of Colleen Moore’s statement where she says “I don’t know if I realized as soon as I began seeing them that they represented the wave of the future…”. Why do you think she referred to these women as the “wave of the future” instead of comparing them to the progressive women who fought for women’s equality in the past?  
  • Attendance- While Class is Doing Bell Work
  • Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties  
  • Presentation-Chapter 12- Section 3-The Business of America
  • Activity-Should We Stop Installment Buying-Reading Passage-2019
  • Annotating the article, creating a tree map and writing their response to a focused question
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the major political changes that occurred in America during the 1920’s by manipulating of vocabulary terms in a collaborative activity
    • SWD synthesis of the growth in American business and travel in the 1920’s by interacting in a short presentation
    • SWD synthesis of the key arguments in favor and in opposition to the idea of purchasing consumer goods using an installment based system by reading a primary source and answering a structured reflection question
  • Language Objective:
      • Students will read and orally match up important vocabulary terms pertaining to our unit covering the major political changes that occurred in America during the 1920’s through the use of a vocabulary match-up activity
      • Students will read and record information pertaining the growth in American business and travel in the 1920’s through listening to a short lecture and completing a set of student led notes
      • Students will read and record information pertaining to the key arguments in favor and in opposition to the idea of purchasing consumer goods using an installment based system by reading/annotating an article and writing their thoughts on the idea of consumerism

 

Supplemental Materials: Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties, Presentation and Notes-Chapter 12- Section 3-The Business of America and Activity-Should We Stop Installment Buying-Reading Passage-2019

 

Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties

 

Presentation-Chapter 12- Section 3-The Business of America

 

Notes-Chapter 12- Section 3-The Business of America

 

Textbook PDF-Chapter 12-Section 3-The Business of America

 

Activity-Should We Stop Installment Buying-Reading Passage-2019

  • Annotating the article, creating a tree map and writing their response to a focused question

 

______________________________________________________________________________

Government

Wednesday-11/13/19:

  • Bell Work-1.) What is the main idea contained in the excerpt from John W. Dean in his council towards President Nixon? 2.) Imagine you are President Nixon and you just finished listening to John W. Dean’s comments about compulsory voting. What are two to three questions that you might ask him in regards to his comments? 3.) What do you think about Dean’s comments that requiring citizens to vote is “…less restrictive than requiring us, for example, to attend school; … to pay taxes; or to serve in the military when drafted”? Is he making a logical argument or is he just grasping at straws in his attempt to win Nixon towards his point of view?
  • Attendance- While Class is Doing Bell Work
  • Procedure-Set Up Answer Key-Chapter 6 and 7 Test
  • Test Materials-Chapter 6 and 7-Test Review
  • Activity-Classroom Voting Activity
  • Study Guide Review Time-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the requirements and responsibilities associated with voter qualification by examining a voter registration form and completing student led notes on voter qualifications.
    • SWD remembering of the political process of voting by selecting classroom representatives and policy positions in a classroom election activity
    • SWD evaluation of the materials covering the role of voters and how the election process in America is organized by demonstrating their knowledge through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read and record the requirements and responsibilities associated with voter qualification through the use of a voter registration activity and student driven guided notes.
    • Students will read and record their selections for classroom representatives and policy positions in a classroom election activity
    • Students will read, and write the key terms and important concepts covering the role of voters and how the election process in America is organized by demonstrating their knowledge by completing a structured inquiry-based study guide

 

Supplemental Materials: Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  and Test Materials-Chapter 6 and 7-Test Review

 

Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process 

 

Power Points-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process 

 

Chapter 6-Voters and Voter Behavior PPT

 

Chapter 7-The Election Process-PPT

 

Textbook PDF’s-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process

 

Test Materials-Chapter 6 and 7-Test Review

 

 

U.S. History

Monday-11/11/19:

  • Bell Work-1.) Based on your prior knowledge can you explain what is happening at the time this photo is taken? 2.) Show you level of understanding by explaining what the store owner meant when he wrote on the sign “Buy now and save money”? 3.) Do you agree with the actions taken in the 18th Amendment? Is prohibiting something that can be misused always the best method for fixing a problem?  
  • Attendance- While Class is Doing Bell Work
  • Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties  
  • Presentation-Chapter 12-Section 2-The Harding Presidency
  • Guided Notes-Chapter 12-Section 2-The Harding Presidency
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the major political changes that occurred in America during the 1920’s by manipulating of vocabulary terms in a collaborative activity
    • SWD synthesis of the failures of the Harding administration during the 1920’s by compiling information on a student led guided outline
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to our unit covering the major political changes that occurred in America during the 1920’s through the use of a vocabulary match-up activity
    • Students will read and record information pertaining to the failures of the Harding administration during the 1920’s through identifying and listing key information in student led inquiry outlines

 

Supplemental Materials: Presentation-Chapter 12-Section 2-The Harding Presidency and Guided Notes-Chapter 12-Section 2-The Harding Presidency

 

Presentation-Chapter 12-Section 2-The Harding Presidency

 

Guided Notes-Chapter 12-Section 2-The Harding Presidency

 

Textbook PDF-Chapter 12-Section 2-The Harding Presidency

 

______________________________________________________________________________

Monday-11/11/19:

  • Bell Work-1.) Based on the information contained in the primary source when was the 26th Amendment to the Constitution ratified? 2.) Imagine you were a reporter working for the Detroit Free Press and you were granted an interview with President Nixon. What are two or three questions that you would you ask the President regarding the ratification of the 26th Amendment? 3.) What is your opinion regarding the passage of the 26th Amendment? *Discuss whether you feel the voting age should have remained at twenty-one like in the late 1960’s or if you think the decision to lower the voting age to eighteen was the right decision.
  • Attendance-While Class is Doing Bell Work
  • Video Clip-What Are Super PACs? (3:29 min)
  • Presentation-Chapter 7-Section 3-Money and Elections
  • SSR Article- How Small Money Can Matter Again in Politics-2018
    • w/One Pager Reflection Sheet
  • Notes-Chapter 7-Section 3-Money and Elections
  • Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the various sources of campaign funding and the issues raised by campaign spending by interacting in a short presentation and completing structured guided notes
    • SWD evaluation of the materials covering the role of voters and how the election process in America is organized through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read and record information pertaining to the various sources of campaign funding and the issues raised by campaign spending through listening to a short lecture and creating student centered guided notes
    • Students will read, and write the key terms and important concepts covering the role of voters and how the election process in America is organized by completing a structured inquiry-based study guide

 

Supplemental Materials: Presentation-Chapter 7-Section 3-Money and Elections, Notes-Chapter 7-Section 3-Money and Elections and Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  

 

Presentation-Chapter 7-Section 3-Money and Elections

 

Notes-Chapter 7-Section 3-Money and Elections

 

Textbook PDF-Chapter 7-The Electoral Process

 

Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  

 

Vocabulary-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  

 

Power Points-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  

 

Chapter 6-Power Points

 

Chapter 7-Power Points

 

Test Materials-Chapter 6 and Chapter 7-Learning Target 3 and 4 Resources  

 

Textbook PDF’s-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  

 

*Test will be this Wednesday November 13th, 2019

U.S. History

Friday-11/08/19:

  • Bell Work-1.) What can we infer is the main subject this political cartoon is trying to depict? 2.) What were some of the major problems that arose during this scandal? (Look in your U.S. history textbook on page 421 if you are not familiar with the scandal) 3.) What changes would you recommend to the political cartoon make it more accessible to an audience that might not be familiar with the scandal?  
  • Attendance- While Class is Doing Bell Work
  • Video-America The Story of US-Episode 8-Boom (44 min)
  • w/ Guided Video Notes
  • Daily Objective-
  • Content Objective:
    • SWD knowledge of America’s economic boom during the early Twentieth century that fueled the desire for automation while the growth of organized crime leads to the disastrous policy of Prohibition through recording information presented in a video and completing a class discussion
  • Language Objective:
    • Students will watch and record information pertaining to America’s economic boom during the early Twentieth century that fueled the desire for automation while the growth of organized crime leads to the disastrous policy of Prohibition. through watching a video and discussing the impact with a classmate

 

Supplemental Material: Video-America The Story of US-Episode 8-Boom (44 min) w/ Guided Video Notes

 

Click the Link Below

America The Story of US-Episode 8-Boom

 

 

______________________________________________________________________________

Government

Friday-11/08/19:

  • Bell Work-1.) What is the underlying theme behind this excerpt from Elizabeth Cady Stanton’s speech? 2.) Can you distinguish the difference between the focus of this document and the others in terms of the date it was written and the message it is trying to convey? 3.) What can you predict based on the pervious documents and your prior knowledge might be the reaction of male voters after hearing this speech? 
  • Attendance-While Class is Doing Bell Work
  • Video-Last Week Tonight with John Oliver: Voting (HBO) (14:08 min)
  • Reflection Question: What are some of the problems that exist that makes registering to vote or simply voting a frustrating process for many Americans?
  • Activity-Current Events 11/09
  • Student Led Notes-Chapter 7-Section 2-The Elections
  • Daily Objective-
    • Content Objective:
      • SWD evaluation of influential events occurring locally, nationally and internationally by finding articles in newspapers or online then interpreting the information and stating an opinion about the impact of the article in a current events activity
      • SWD analysis of the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process by interacting in a short presentation and completing structured guided notes
    • Language Objective:
      • Students will research, read and record information pertaining to the influential events occurring locally, nationally and internationally by finding articles in newspapers or online by annotating the article and discussing the event with several classmates in a collaborative activity
      • Students will read and record information pertaining to the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Activity-Current Events 11/09 and Student Led Notes-Chapter 7-Section 2-The Elections

 

Activity-Current Events 11/09

 

Student Led Notes-Chapter 7-Section 2-The Elections

 

Textbook PDF-Chapter 7-The Electoral Process

 

 

U.S. History

Thursday-11/07/19:

  • Bell Work-1.) Based on the context of the political cartoon what can we infer the term “frugal” means when referring to our forefathers? 2.) What is the underlying theme of the political cartoon? 3.) How might the materialistic nature of the man representing “This generation” have contributed to the economic downturn that in 1929 resulted in the Great Depression?  
  • Attendance- While Class is Doing Bell Work
  • Video Clip-The Roaring 20’s: Crash Course US History #32 (13:11 min)
  • Reflection Question: How did America change politically and socially during the early portion of the 1920’s?
  • Notes-Chapter 12-Section 1-America Struggles with Post War Issues
  • Daily Objective-
  • Content Objective:
    • SWD synthesis the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan by interacting in a short presentation and creating student led notes
  • Language Objective:
    • Student will read and record information pertaining to the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan through listening to a short lecture and a student led outline

 

Supplemental Materials: Notes-Chapter 12-Section 1-America Struggles with Post War Issues

 

Textbook PDF-Chapter 12-Section 1-America Struggles with Post War Issues

 

Video Clip-The Roaring 20’s: Crash Course US History #32 (13:11 min)

  • Reflection Question: How did America change politically and socially during the early portion of the 1920’s?

 

______________________________________________________________________________

Government

Thursday-11/07/19:

  • Bell Work-1.) Can you explain based to the primary source excerpt how the author believed Blacks [African Americans] would attempt to justify their right to gain full suffrage? 2.) Based on historical context and your prior knowledge can you identify another historical instance in which African Americans had to fight against unfair obstacles simply to enjoy the right to vote? 3.) What do you believe might have happened if the United States had granted Blacks [African American’s] the right to vote following the arguments made by the Liberty Party in 1840? Do you think as a result of suffrage being extended to African Americans at this time that the Civil War could have been avoided or was this just a fight we were destined to have? 
  • Attendance-While Class is Doing Bell Work
  • Video-Honest Political Ads-Gil Fulbright for President (2:17 min)
  • Presentation-Chapter 7-Section 2-The Elections
  • SSR Article-Money and Politics in The Age of Trump (November 2016)
  • With Meta-Log
  • Daily Objective-
    • Content Objective:
      • SWD analysis of the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process by interacting in a short presentation
      • SWD evaluation of the potential shift in how campaign financing is handled during the election process in the wake of Donald Trump’s winning the presidential election by evaluating a primary source and responding to inquiry-based log
    • Language Objective:
      • Students will read and record information pertaining to the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process through listening to a short lecture
      • Students will read and respond to an article pertaining to the potential shift in how campaign financing is handled during the election process in the wake of Donald Trump’s winning the presidential election by examining a primary source and responding to and meta-cognitive log

 

Supplemental Materials: Presentation-Chapter 7-Section 2-The Elections and SSR Article-Money and Politics in The Age of Trump (November 2016) With Meta-Log

Presentation-Chapter 7-Section 2-The Elections

 

SSR Article-Money and Politics in The Age of Trump (November 2016) With One-Pager

 

 

U.S. History

Wednesday-11/06/19:

  • Bell Work-1.) Write in your own words based on the background information included above the text box how the Klan’s original goals of oppression against one race evolved overtime to oppress a multitude of ethnic groups? 2.) What are some of the motives behind the Klan’s anger towards the changes going on in America during the 1920’s? 3.) Examine the following line “… and finally even our right to teach our own children in our own school’s fundamental facts and truths have been torn away from us”. Do you think that even though the members of the Klan were teaching morally reprehensible ideas should they still have the right to educate their children in the ways they believe are best? *Please explain your thoughts
  • Attendance- While Class is Doing Bell Work
  • Presentation-Chapter 12-Section 1-America Struggles with Post War Issues
  • SSR Article-Sacco and Vanzetti Put to Death Early This Morning
  • w/ Meta-cognitive Log
  • Daily Objective-
  • Content Objective:
    • SWD synthesis the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan by interacting in a short presentation
      • SWD evaluation of the execution of Sacco and Vanzetti and how their deaths are attributed to the mass hysteria produced during the “Red Scare” by evaluating a primary source and responding to inquiry-based log
  • Language Objective:
    • Student will read and record information pertaining to the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan through listening to a short lecture
    • Students will read and respond to an article pertaining to the execution of Sacco and Vanzetti and how their deaths are attributed to the mass hysteria produced during the “Red Scare” by examining a primary source and responding to and meta-cognitive log

 

Supplemental Materials: Presentation-Chapter 12-Section 1-America Struggles with Post War Issues and SSR Article-Sacco and Vanzetti Put to Death Early This Morning w/ Meta-cognitive Log

 

Presentation-Chapter 12-Section 1-America Struggles with Post War Issues

 

SSR Article-Sacco and Vanzetti Put to Death Early This Morning w/ Meta-cognitive Log

 

______________________________________________________________________________

Government

Wednesday-11/06/19:

  • Bell Work-1.) Can you name the nursery rhyme that this political cartoon is referencing? 2.) What is the underlying theme of the political cartoon? 3.) When reflecting on the results of the 2016 Presidential Election and the struggles of the GOP to maintain a unified party platform, do you feel the shakeups that have occurred will results in positive changes for the Republican Party going forward or have they taken a major step back with how Donald Trump’s nomination has divided the party? *Thoroughly explain your position   
  • Attendance-While Class is Doing Bell Work
  • Video-What’s the difference between a caucus and a primary? (4:48 min)
  • Presentation –Chapter 7-Section 1-The Nominating Process
  • Student Led Notes-Chapter 7-Section 1-The Nominating Process
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
    • SWD analysis of the political process in which candidates running for office seek and receive their party’s nomination by interacting in a short presentation and creating a set of student-centered guided notes
  • Language Objective:
    • Students will read, and respond to a document-based packet packed with arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College
    • Students will read and record information pertaining to the political process in which candidates running for office seek and receive their party’s nomination through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 7-Section 1-The Nominating Process and Student Led Notes-Chapter 7-Section 1-The Nominating Process

 

Presentation-Chapter 7-Section 1-The Nominating Process

 

Student Led Notes-Chapter 7-Section 1-The Nominating Process

 

 

U.S. History

Monday-11/04/19:

  • Bell Work-1.) Based on the excerpt above please describe what is happening in 1917 that seems to be frightening many Americans. 2.) Based on the excerpt what can we identify as some of the potential motives behind the anti-Communist hysteria led Attorney General A. Mitchell Palmer in 1919? 3.) Imagine you were a member of the U.S. government living sometime in between 1917 and 1920. How would you have handled the “Red Scare”? *Would you have given into the fear or would you work to stop the spread of mass hysteria? Please explain why or why not
  • Attendance- While Class is Doing Bell Work
  • Procedure-NCSS Social Studies Survey
  • Set aside 10 min
  • Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties  
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the major political changes that occurred in America during the 1920’s by defining and personalizing vocabulary terms in a vocabulary-based activity
  • Language Objective:
    • Students will read and record important vocabulary terms pertaining to our unit covering the major political changes that occurred in America during the 1920’s through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties  

______________________________________________________________________________

Government

Monday-11/04/19:

  • Bell Work-1.) Identify the key characters in the political cartoon. 2.) What is the underlying theme of the political cartoon? 3.) What do you think about the artist’s choice to depict the man with the starting pistol as the embodiment of the “GOP”? Why might he have chosen them instead of the Democratic Party? 
  • Attendance-While Class is Doing Bell Work
  • Video Clip-The US Midterms explained | World (3:47 min)
  • Activity-Should the Electoral College Be Abolished-DBQ (Day 2)
  • Vocabulary Frayer Model Activity-Chapter 7-The Election Process  
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
    • SWD analysis of key terms associated with the unit covering the federal election cycle in the United States by defining and personalizing vocabulary terms in a vocabulary-based activity
  • Language Objective:
    • Students will read, and respond to a document-based packet packed with arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College
    • Students will read and record important vocabulary terms pertaining to our unit covering the federal election cycle in the United States through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 7-The Election Process  

 

 

U.S. History

Friday-11/01/19:

  • Bell Work-1.) What is the main idea of the political cartoon? 2.) Can you explain how other nations might have felt when it was announced that the United States was not going to join the League of Nations? What effect do you think this played in setting the stage for WWII? 3.) Based on this unit and your prior knowledge do you feel that it was a wise or a poor decision by Congress to prevent the United States from gaining membership into the League of Nations? *Please thoughtfully explain the position you took  
  • Attendance- While Class is Doing Bell Work
  • Video-The Lost Battalion (Day 3)
  • w/ Guided Video Questions
  • Daily Objective-
  • Content Objective:
    • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
  • Language Objective:
    • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

 

Supplemental Materials: Video-The Lost Battalion-Guided Video Questions

 

 

______________________________________________________________________________

Government

Friday-11/01/19:

  • Bell Work-1.) Based on the information above what can we distinguish is the largest shift amongst voters when comparing the popular vote from the 1980 and 1992 elections? 2.) Despite a candidates ability to receive a share of the popular vote what is the realistic outcome for third-party or independent candidate based on the presence of the Electoral College? 3.) Based on this data is there a better solution to fairly electing a president other than relying solely on the results of the Electoral College?  
  • Attendance-While Class is Doing Bell Work
  • Video Clip-How the U.S. Supreme Court Decided the Presidential Election of 2000 | History (5:29 min)
  • Presentation-The Electoral College-2016
  • Activity-Should the Electoral College Be Abolished-DBQ
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
  • Language Objective:
    • Students will read, and respond to a document-based packet containing the arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College

 

Supplemental Materials: Presentation-The Electoral College-2016

 

 

U.S. History

Thursday-10/31/19:

  • Bell Work-1.) Based on the information contained within the primary source create a definition in your own words for the Sedition Act. 2.) What freedoms are suspended by the Sedition Act and what are some of the problems that might happen as a result of this act being passed? 3.) How would you have handled the passage of this act if you were an American citizen living in 1918? Would you have taken a similar approach to Eugene Debs or would you bite your tongue in fear of getting arrested?  
  • Attendance- While Class is Doing Bell Work
  • Video-The Lost Battalion (Day 2)
  • w/ Guided Video Questions
  • Daily Objective-
  • Content Objective:
    • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
  • Language Objective:
    • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

 

Supplemental Materials: Video-The Lost Battalion-Guided Video Questions

 

 

______________________________________________________________________________

Government

Thursday-10/31/19:

  • Bell Work-1.) Based on the map interpret why a correlation exists between location and negative attitudes toward women’s suffrage? 2.) Based on historical data identify the motives behind the decision of certain states to grant women suffrage prior to it becoming a federal law? 3.) Imagine you’re part of the majority of citizens living in the black states (non-suffrage states) how would you feel about the passage of the 19th Amendment?
  • Attendance-While Class is Doing Bell Work
  • Video-On National Voter Registration Day We Look at America’s Voting Problem (2:01 min)
  • Presentation-Chapter 6-Section 4-Voter Behavior
  • Notes-Chapter 6-Section 3-Suffrage and Civil Rights
  • Notes-Chapter 6-Section 4-Voter Behavior
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the creation of Congressional legislation designed to support civil liberties and strengthen voting rights by outlining important information in guided notes
    • SWD analysis of the factors that influence voting behavior and contribute to varying levels of voter turnout by outlining important information in guided notes
  • Language Objective:
    • Students will read and record information pertaining to the creation of Congressional legislation designed to support civil liberties and strengthen voting rights by reading through text and completing a set of student led guided notes.
    • Students will read and record information pertaining to the factors that influence voting behavior and contribute to varying levels of voter turnout by reading through text and completing a set of student led guided notes.

 

Supplemental Materials: Presentation-Chapter 6-Section 4-Voter Behavior, Notes-Chapter 6-Section 3-Suffrage and Civil Rights and Notes-Chapter 6-Section 4-Voter Behavior

 

Presentation-Chapter 6-Section 4-Voter Behavior

 

Notes-Chapter 6-Section 3-Suffrage and Civil Rights and Notes-Chapter 6-Section 4-Voter Behavior

 

Textbook PDF-Chapter 6-Voter and Voter Behavior

 

 

 

U.S. History

Wednesday-10/30/19:

  • Bell Work-1.) Based on your prior knowledge what ship is the United States supposed to represent in this political cartoon? 2.) What might the motives of the artist have been in drawing the major issues that emerged after WWI as icebergs? 3.) Based on the fact that the U.S. withdrawal from European affairs following WWI led to an unstable region in which Germany was able to rebuild itself. Would there have been a better solution for the U.S. then simply trying to avoid Europe’s problems or in your mind did they make the right call for the time?  
  • Attendance- While Class is Doing Bell Work
  • Activity-Chapter 12- Politics of the Roaring Twenties and Chapter 13- The Roaring Life of the 1920’s-Pre-test
  • Video-The Lost Battalion (Day 1)
  • w/ Guided Video Questions
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the key terms, important political/historical figures and concepts associated with our unit covering the social and political changes that occurred during the 1920’s in America through compiling and integrating their knowledge on a pre-test
    • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
  • Language Objective:
    • Students will read and respond through writing the key terms, important political/historical figures and concepts associated with our unit covering the social and political changes that occurred during the 1920’s in America by completing a multiple choice and matching pre-test
    • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

 

Supplemental Materials: Video-The Lost Battalion-Guided Video Questions

 

 

______________________________________________________________________________

Government

Wednesday-10/30/19:

  • Bell Work-1.) Identify the two states with the highest number of electoral votes? What can we infer is the primary reason why they have received so many votes? 2.) Based on the knowledge that a candidate must receive at least 270 electoral votes in order to be named president please identify the minimum number of states a candidate must win in order to reach the 270 vote threshold. 3.) Based on the information contained in the map create a short argument to support either the need to keep the Electoral College or the necessity to abolish the Electoral College?  
  • Attendance-While Class is Doing Bell Work
  • Video-A History of Voting Rights | The New York Times (3:19 min)
  • Presentation-Chapter 6-Section 3-Suffrage and Civil Rights
  • Activity-Examining a Michigan Voter Registration Form
  • Activity-Registering for a Classroom Election
  • Use Voter Registration Activity-PDF-2018 to print page 8
  • Daily Objective-
  • Content Objective:
      • SWD analysis of the factors that influence voting behavior and contribute to varying levels of voter turnout by participating in a short presentation
  • Language Objective:
    • SWD analysis of the requirements and responsibilities associated with voter qualification by examining a voter registration form and completing student led notes on voter qualifications.

 

Supplemental Materials: Presentation-Chapter 6-Section 3-Suffrage and Civil Rights and Activity-Examining a Michigan Voter Registration Form

 

Supplemental Materials: Presentation-Chapter 6-Section 3-Suffrage

 

Civil Rights and Activity-Examining a Michigan Voter Registration Form

 

*Don’t forget to review the chapter 6 section 3 power point above for tomorrow

 

U.S. History

Tuesday-10/29/19:

  • Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 11 Sections 1 through 4. You can also grab one of the baggies to begin the vocabulary match up activity.
  • Attendance- While Class is Doing Bell Work
  • Test-Chapter 11-The First World War
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of key terms and concepts associated with our unit covering America’s involvement and influence during The First World War by demonstrating their knowledge thought the use of a unit exam
  • Language Objective:
    • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering America’s involvement and influence during The First World War by completing a multiple choice and matching exam

 

*Chapter 11 Section 1-4 Notes are due tomorrow

 

Additional Copies of Notes : Chapter 11 Sections 1-4:

 

PDF Copies of Chapter 11 Sections 1-4

 

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Government

Tuesday-10/29/19:

  • Bell Work-1.) What is the main purpose behind the United Sates decision to enact the Fifteenth Amendment? 2.) Despite the noble goal of the Fifteenth Amendment what is one major problem that it fails to address? 3.) How would you feel as an African-American woman following the passage of the Fifteenth Amendment? How might you express your concerns? *Keep in mind women did not receive full suffrage rights until the passage of the Nineteenth Amendment
  • Attendance-While Class is Doing Bell Work
  • Activity- Louisiana Literacy Test-1964
  • Give the students 10 min to work in pairs attempting the literacy tests
  • Video Clip-Murder in Mississippi (Played following the slide of Literacy Tests)
  • Literacy Test Scene (15:18 to 20:36 min)
  • or We took a Louisiana literacy test and failed spectacularly (3:19 min) 
  • Activity-The 15th and 19th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)
    • Annotating text activity with follow up inquiry questions
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the racist policies that prevented people of color from voting in the South by evaluating a series of questions in a collaborative activity
    • SWD analysis of key terms associated with the unit covering the process of voting and the behavior of voters by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of the struggle of women and people of color to achieve suffrage by evaluating a primary source and responding to inquiry-based questions
  • Language Objective:
    • Students will read, discuss and record information pertaining to racist policies that prevented people of color from voting in the South through working in pairs to take the Louisiana literacy test given in 1964
    • Students will read and orally match up important vocabulary terms pertaining to the process of voting and the behavior of voters through the use of a vocabulary match-up activity
    • Students will read and respond to a letter addressing the struggle of women and people of color to achieve suffrage by examining a primary source and responding to inquiry and opinion-based questions

 

Supplemental Materials: Activity- Louisiana Literacy Test-1964 and Activity-The 15th and 19th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)

 

Activity- Louisiana Literacy Test-1964

 

Activity-The 15th and 19th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)

  • Annotating text activity with follow up inquiry questions