U.S. History

Friday-12/15/17:

  • Bell Work- 1.) What is the main theme of the letter being written to Mr. Gifford? 2.) According to the letter, why do you think so many unemployed American’s felt embittered towards President Hoover and his administration? 3.) What is your opinion of the fact that President Hoover despite being a millionaire is still drawing a $75,000 a year salary from the government while many other American’s are being denied their bonus for military service? Should he have to give up his salary or has his position as President secured his salary?
  • Attendance- While Class is Doing Bell Work
  • Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression
  • Outline Notes-Chapter 14 Section 3-Hoover Struggles with the Depression
  • Study Guide-Chapter 14-The Great Depression Begins
  • Daily Objective-
  • Content Objective:
    • SWD analysis of President Hoovers initial response to the Great Depression and the ineffective measures he took in an attempt to combat our nation’s economic woes by interacting in a short presentation and creating a set of student centered guided notes
    • SWD evaluation of the materials covered in Chapter 14 pertaining to the causes of the Great Depression through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read and record information pertaining to President Hoovers initial response to the Great Depression and the ineffective measures he took in an attempt to combat our nation’s economic woes through listening to a short lecture and creating student centered guided notes
    • Students will read, and write the key terms and important concepts covered in Chapter 14 pertaining to information surrounding the causes of the Great Depression by completing a structured inquiry based study guide

 

Supplemental Materials: Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression, Outline Notes-Chapter 14 Section 3-Hoover Struggles with the Depression and Study Guide-Chapter 14-The Great Depression Begins

 

Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression

Chapter 14-Section 3-HooverStruggles with the Depression

Outline Notes-Chapter 14 Section 3-Hoover Struggles with the Depression

The Americans-Chapter 14-Section 3

Notes-Outline-Chapter 14-Section 3

 

Study Guide-Chapter 14-The Great Depression Begins

Chapter 14-Learning Target-Study Guide

Chapter 14-The Great Depression Begins-Test Materials

Chapter 14-Section 3-HooverStruggles with the Depression

The Americans-Chapter 14-Section 1

The Americans-Chapter 14-Section 2

The Americans-Chapter 14-Section 3

 

______________________________________________________________________________________________________________________________________

Government

Friday-12/15/17:

  • Bell Work-1.) Based on the information from the primary source above do federal systems like the one in the United States always have to contain bicameral state legislatures? 2.) What are some of the problems associated with bicameralism, according to this passage? 3.) Do you think it is a good thing or a bad thing that the United States has almost exclusively adopted a bicameral system in regards to our legislatures? *Please thoroughly explain your position  
  • Attendance- While Class is Doing Bell Work
  • Test-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress
  • Vocabulary Frayer Activity-Chapter 13-The Presidency
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of key terms and concepts associated with our unit covering Chapters 9, 10 and 11 by demonstrating their knowledge thought the use of a unit quiz
    • SWD analysis of key terms associated with the unit covering Chapter 13 by defining and personalizing vocabulary terms in a vocabulary based activity
  • Language Objective:
    • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering Chapters 9, 10 and 11 by completing a multiple choice and matching quiz.
    • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 13 through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Activity-Chapter 13-The Presidency

Chapter 13-Vocabulary

Frayer Vocabulary Model

 

 

U.S. History

Wednesday-12/13/17:

  • Bell Work- 1.) What is the main idea behind the political cartoon? 2.) Show your understanding of the time period by identifying the major reason that so many American’s lost everything when the banks collapsed following the stock market crash of 1929? 3.) Based on what we have learned throughout our unit how would you explain the artist’s choice to use a squirrel as part of the analogy for the effect of the bank failures on the American people?  
  • Attendance- While Class is Doing Bell Work
  • Activity-The Great Depression-Web Quest (2016)
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the devastating effects of the Great Depression on American business and families by compiling information from several online sources to complete a structured web quest
  • Language Objective:
    • Students will read, orally discuss and record information on what led to the devastating effects of the Great Depression on American business and families by working collaboratively on an online web quest

 

Supplemental Materials: Activity-The Great Depression-Web Quest (2016)

The Great Depression-WebQuest 2016

 

_______________________________________________________________________________________

Government

Wednesday-12/13/17:

  • Bell Work-1.) Who are the key characters depicted in the political cartoon? 2.) What might be some of the motives behind the artists focus on calling out the issues of nepotism (The practice among those with power or influence of favoring relatives or friends, especially by providing them with jobs) in U.S. politics? 3.) What do you think about the fact that often times in politics the way people are appointed to government positions has more to deal with “who they know” rather than “what qualifications they have”? How might this lead to problems in the strength of political leadership? 
  • Attendance- While Class is Doing Bell Work
  • Study Guide Review Day-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress
  • Daily Objective-
    • Content Objective:
      • SWD evaluation of the materials covering the roles of interest groups in politics, the roles and the functions of Congress along with the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways through summarizing key information in a structured study guide
    • Language Objective:
      • Students will read, and write the key terms and important concepts covered in Chapter 6 and 7 which include the roles of interest groups in politics, the roles and the functions of Congress along with the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by completing a structured inquiry based study guide

 

Study Guide-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

Chapter 9 10 and 11-Learning Target-Study Guide

Chapter 9-10 and 11-Definitions

 

Chapter 9-Interest Groups

Interest Groups and Lobbying-2017

 

Chapter 10-Congress

Chapter 10-Congress-2017

 

Chapter 11-The Power of Congress

Chapter 11-Section 1-Expressed Powers Money Commerce

Chapter 11-Section 2-The Other Expressed Powers

Chapter 11-Section 3-The Implied Powers

Chapter 11-Section 4-Non-Legislative Power

McCulloch v Maryland-Limiting the Implied Powers of Congress-SSR Article With Questions-Leveled

 

U.S. History

Tuesday-12/12/17:

  • Bell Work-) Based off your prior knowledge and the context of the radio address can you name the national crisis that prompted Herbert Hoover to make this speech? 2.) What does President Hoover believe is the result of a “lack of caution in nosiness”? 3.) Based on the radio address above, why does Hoover ultimately feel it is not the government’s responsibility to solve the financial problems facing Americans during the Great Depression? In your opinion is he correct? *Be sure to explain why you agree or disagree
  • Attendance- While Class is Doing Bell Work
  • Video-History Brief: the Dust Bowl (4:04 min)
  • Reading Activity-Letter’s from a Dust Bowl Survivor
    • w/ reflection questions
  • Writing Prompt- Letter’s from a Dust Bowl Survivor
  • Daily Objective-
    • Content Objective:
      • SWD analysis of how families attempted to survive the devastating effects of the Great Depression by interacting in a short presentation
      • SWD synthesis of the agricultural and environmental effects the Dust Bowl had on the Midwest and Great Plains region of the United States by composing a letter from a historical perspective
    • Language Objective:
      • Students will read and record information pertaining to how families attempted to survive the devastating effects of the Great Depression through listening to a short lecture and creating student centered guided notes
      • Students will read and record a narrative pertaining to the agricultural and environmental effects the Dust Bowl had on the Midwest and Great Plains region of the United States by writing a letter to a loved one as if they were living through the Dust Bowl

 

Supplemental Material: Reading Activity-Letter’s from a Dust Bowl Survivor w/ reflection questions and Writing Prompt- Letter’s from a Dust Bowl Survivor

Reading Activity-Letter’s from a Dust Bowl Survivor w/ reflection questions and Writing Prompt- Letter’s from a Dust Bowl Survivor

Letters from a Dust Bowl Suvivor-US

Letter from a Dust Bowl Survivor

 

Video Link-History Brief: the Dust Bowl (4:04 min)

______________________________________________________________________________________

Government

Tuesday-12/12/17:

  • Bell Work-) According to this passage, what can you identify is Benjamin Franklin’s view on Bicameralism? 2.) What are some of the motives behind the reasons many states adopted unicameralism? 3.) Judge the value of Benjamin Franklin’s comment that a bicameral legislature is akin to “putting one horse before a cart and another behind it, both pulling opposite directions.” What was he trying to imply about the effectiveness of a bicameral legislature?
  • Attendance- While Class is Doing Bell Work
  • Primary Source- McCulloch v. Maryland- What Are the Limits on the Implied Powers of Congress?
    • With Reflection Questions
  • Study Guide-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress
  • Daily Objective-
    • Content Objective:
      • SWD analysis of the implied powers held by the United States government by examining a primary source and responding to an inquiry review sheet
      • SWD evaluation of the materials covering the roles of interest groups in politics, the roles and the functions of Congress along with the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways through summarizing key information in a structured study guide
    • Language Objective:
      • Students will read and respond to an article pertaining to the implied powers held by the United States government by examining a primary source then filling our an SSR “One Pager”
      • Students will read, and write the key terms and important concepts covered the roles of interest groups in politics, the roles and the functions of Congress along with the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by completing a structured inquiry based study guide

 

Supplemental Materials: McCulloch v. Maryland- What Are the Limits on the Implied Powers of Congress? With Reflection Questions and Study Guide-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

McCulloch v. Maryland- What Are the Limits on the Implied Powers of Congress? With Reflection Questions

McCulloch v Maryland-Limiting the Implied Powers of Congress-SSR Article With Questions-Leveled

 

Study Guide-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

Chapter 9 10 and 11-Learning Target-Study Guide

Chapter 9-10 and 11-Definitions

 

Chapter 9-Interest Groups

Interest Groups and Lobbying-2017

 

Chapter 10-Congress

Chapter 10-Congress-2017

 

Chapter 11-The Power of Congress

Chapter 11-Section 1-Expressed Powers Money Commerce

Chapter 11-Section 2-The Other Expressed Powers

Chapter 11-Section 3-The Implied Powers

Chapter 11-Section 4-Non-Legislative Power

McCulloch v Maryland-Limiting the Implied Powers of Congress-SSR Article With Questions-Leveled

 

U.S. History

Monday-12/11/17:

  • Bell Work-) Who is the speaker in this passage and what was his profession? 2.) Reflect on the last sentence of the primary source referencing the process of buying on speculation. “There was rampant (widespread) speculation, and if you wanted to take part all you had to do was put up 10 percent of the money and the broker would cover the rest …”. What potential problems can we infer might exist when it comes to buying stock on speculation? 3.) Do you think the ability to buy stock on speculation was a good thing or a bad thing when it comes to leveling the playing field between wealthy and middle class Americans? *Please explain your thoughts
  • Attendance- While Class is Doing Bell Work
  • Video-The Great Depression: Crash Course US History #33 (14:26 min)
    • Reflection Question: What were the underlying factors that contributed to the economic downturn experienced during the Great Depression?
  • Presentation-Chapter 14-Section 2-Hardship and Suffering During the Depression
  • Outline Notes-Chapter 14-Section 2-Hardship and Suffering During the Depression
  • Daily Objective-
    • Content Objective:
      • SWD synthesis the how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression and the ways in which American families were forced to fight through these challenges by interacting in a short presentation and creating a set of guided notes
    • Language Objective:
      • Students will read and record information pertaining to how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression and the ways in which American families were forced to fight through these challenges through listening to a short lecture and listing key information in student led inquiry outlines

 

Supplemental Materials: Outline Notes-Chapter 14-Section 2-Hardship and Suffering During the Depression

The Americans-Chapter 14-Section 2

Notes-Outline-Chapter 14-Section 2

 

Video Link-The Great Depression: Crash Course US History #33 (14:26 min)

  • Reflection Question: What were the underlying factors that contributed to the economic downturn experienced during the Great Depression?

 

______________________________________________________________________________________

Government

Monday-12/11/17:

  • Bell Work-) What is the main idea of the political cartoon? 2.) What is the biggest problem with the position that Congress takes towards the President in this cartoon? 3.) Imagine you were President Obama and you overheard the Congressmen making these comments how might you have handled the situation?
  • Attendance- While Class is Doing Bell Work
  • Video-How Do You Impeach a President? (3:49 min)
  • Presentation-Chapter 11-Section 4-The Non-legislative Powers
  • Outline Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers
    • Paragraph Response Outline
  • Daily Objective-
    • Content Objective:
      • SWD comprehension of the non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by listening to the teacher complete a short presentation then participating in a classroom discussion
      • SWD comprehension of the implied powers held by the United States government as a they relate to expressed powers and the non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by outlining important concepts in an inquiry notes worksheet
    • Language Objective:
      • Students will read and respond to information pertaining to non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by participating in classroom discussions following a short lecture by the teacher.
      • Students will read and respond to information pertaining to the implied powers held by the United States government as they relate to expressed powers and how non-legislative powers are laid out in the Constitution which includes Congresses power to impeach a government official by reading through text and completing a set of student led guided notes.

 

Supplemental Materials: Presentation-Chapter 11-Section 4-The Non-legislative Powers and Outline Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

Presentation-Chapter 11-Section 4-The Non-legislative Powers

Chapter 11-The Powers of Congress-2017

 

Outline Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

Chapter 11-Section 3-Response Outline

Chapter 11-Section 4-Response Outline

 

Video Link-How Do You Impeach a President? (3:49 min)

 

U.S. History

Friday-12/08/17:

  • Bell Work-1.) Who can you identify the main figure in the political cartoon? 2.) What questions might you ask Paul Robeson if you had the opportunity to interview him after reading the information on the graphic? 3.) In your opinion why was it culturally significant in the 1920’s to have positive African American figures like Paul Robeson in the public spotlight?  
  • Attendance- While Class is Doing Bell Work
  • Video- How The Stock Exchange Works (For Dummies) (3:33 min)
  • Article-The Stock Market Crash of 1929 By Jesse Colombo (July 17th, 2012)
  • With SSR Meta-Log
  • Activity-Stock Market Investments
  • Daily Objective-
  • Content Objective:
      • SWD evaluation of the devastating effects of the 1929 stock market crash by evaluating a primary source and responding to inquiry based log
  • SWD evaluation of the devastating effects of the stock market crash of 1929 by evaluating a list of stocks in which to purchase and building a stock portfolio
  • Language Objective:
    • Students will read and respond to an article pertaining to the devastating effects of the 1929 stock market crash by examining a primary source and responding to and meta-cognitive log
    • Students will read, record and orally debate the devastating effects of the stock market crash of 1929 through a scenario based activity in which students are evaluating a list of stocks in which to purchase and building a stock portfolio

 

Supplemental Materials: Article-The Stock Market Crash of 1929 By Jesse Colombo (July 17th, 2012) With SSR Meta-Log and Activity-Stock Market Investments

Article-The Stock Market Crash of 1929 By Jesse Colombo (July 17th, 2012) With SSR Meta-Log

The Stock Market Crash of 1929-Article

 

Activity-Stock Market Investments

Stock Buying Activity-2016

 

Video Link- How The Stock Exchange Works (For Dummies) (3:33 min)

 

______________________________________________________________________________________

Government

Friday-12/08/17:

  • Bell Work-1.) What is the main idea of this chart? 2.) What is the relationship between the reason a state like New York lost two representatives in 2010 while a state like Texas gained four representatives? 3.) Can you propose a better alternative for determining the number of representatives each state has then the current system of measuring population every ten years?
  • Attendance- While Class is Doing Bell Work
  • Presentation-Chapter 11-Section 2-The Other Expressed Powers
  • Vocabulary Frayer Activity-Chapter 11-Power of Congress
  • Daily Objective-
    • Content Objective:
      • SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by listening to the teacher complete a short presentation then participating in a classroom discussio
      • SWD analysis of key terms associated with the unit covering the roles and the functions of Congress by defining and personalizing vocabulary terms in a vocabulary based activity
    • Language Objective:
      • Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by participating in classroom discussions following a short lecture by the teacher
      • Students will read and record important vocabulary terms pertaining to our unit covering the roles and the functions of Congress through the use of a frayer model vocabulary activity

 

Supplemental Materials: Presentation-Chapter 11-Section 2-The Other Expressed Powers and Vocabulary Frayer Activity-Chapter 11-Power of Congress

 

Presentation-Chapter 11-Section 2-The Other Expressed Powers

Chapter 11-The Powers of Congress-2017

 

Vocabulary Frayer Activity-Chapter 11-Power of Congress

Chapter 9-10 and 11-Definitions

 

U.S. History

Thursday-12/07/17:

  • Bell Work-1.) Based on the primary source what affect did Lindberg’s success have on the American public? 2.) Based on the information in the primary source excerpt what conclusion can you draw as to why Charles Lindbergh (a pilot) became such a big celebrity during the 1920’s? 3.) Suppose you could achieve a never before achieved feat like Charles Lindbergh’s solo flight across the Atlantic what would you like to achieve and why?
  • Attendance- While Class is Doing Bell Work
  • Presentation- Chapter 14-Setion 1-A Nations Sick Economy
  • Outline Notes-Chapter 14-Setion 1-A Nations Sick Economy
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression by interacting in a short presentation and creating a set of guided notes
  • Language Objective:
    • Student will read and record information pertaining to the how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression through listening to a short lecture and listing key information in student led inquiry outlines

 

Supplemental Material: Outline Notes-Chapter 14-Setion 1-A Nations Sick Economy

The Americans-Chapter 14-Section 1

Notes-Outline-Chapter 14-Section 1

 

______________________________________________________________________________________

Government

Thursday-12/07/17:

  • Bell Work-1.) Can you provide in your own words a reason for why the artist used the term “Do-nothing Congress” to identify the man jumping in to the pool? 2.) What is the underlying theme of the political cartoon? 3.) Do you think it would be a good thing if a new law were put into effect that stated that Congress could not break for recess until all the issues currently on the floor had been resolved or would this simply cause Congress to rush through bills without truly considering them in an attempt to just clear the floor?
  • Attendance- While Class is Doing Bell Work
  • Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce
  • Vocabulary Frayer Activity-Chapter 11-Power of Congress
  • Daily Objective-
  • Content Objective:
    • SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by listening to the teacher complete a short presentation then participating in a classroom discussion
    • SWD analysis of key terms associated with the unit covering the roles and the functions of Congress by defining and personalizing vocabulary terms in a vocabulary based activity
  • Language Objective:
    • Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by participating in classroom discussions following a short lecture by the teacher
    • Students will read and record important vocabulary terms pertaining to our unit covering the roles and the functions of Congress through the use of a frayer model vocabulary activity

 

Supplemental Materials: Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce and Vocabulary Frayer Activity-Chapter 11-Power of Congress

Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce 

Chapter 11-The Powers of Congress-2017

 

Vocabulary Frayer Activity-Chapter 11-Power of Congress

Frayer Vocabulary Model

Chapter 9-10 and 11-Definitions

 

 

Gerrymandering Activity

Article-The Gov-Gerrymandering (Redistricting Revisited Pg. 6-9) w/ Cornell Notes and Reflection Questions

Redistricting Revised – SS Lesson Plan

Gerrymandering-Cornell Notes-Gov

 

 

U.S. History

1st Hour

Wednesday-12/06/17:

  • 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
  • Procedure-Collect Chapter 12 and 13 Notes
  • Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the start of the Great Depression 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 start of the Great Depression through the use of a frayer model vocabulary activity

 

Supplemental Materials: Procedure-Collect Chapter 12 and 13 Notes and Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins

Procedure-Collect Chapter 12 and 13 Notes

Chapter 12 and 13-Notes Check List

 

Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins   

Chapter 14-Vocab Match up Terms

Frayer Vocabulary Model

 

2nd Hour

Wednesday-12/05/17:

  • Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 12 and 13. In 5 minutes we will begin the vocabulary match up activity.
  • Attendance-While Class is Doing Bell Work
  • Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
  • Quiz- Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of key terms and concepts associated with our unit covering the Roaring Twenties by demonstrating their knowledge thought the use of a unit quiz
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
    • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our the unit covering the Roaring Twenties by completing a multiple choice and matching quiz

 

______________________________________________________________________________________

Government

Wednesday-12/06/17:

  • Bell Work-1.) What evidence can you use to describe the author’s true feelings about the effectiveness of the 113th Congress? What do you believe those feeling are? 2.) What inference can you make about the 112th Congress based on the image of the shoes and the comment Uncle Sam is making? 3.) What in your opinion can be done to maximize the effective of Congress while in session? (ex. What kind of goals or timeframes might be given for accomplishing tasks)  
  • Attendance- While Class is Doing Bell Work
  • Video-What Does the Speaker of The House Do? (3:10 min)
  • Presentation-The House of Representatives and the Senate
  • Article-The Gov-Gerrymandering (Redistricting Revisited Pg. 6-9)
  • w/ Cornell Notes
  • Daily Objective-
  • Content Objective:
    • SWD analysis on the political issues caused by Gerrymandering and district reapportionment by outlining an article and answering reflection questions
  • Language Objective:
    • Students will read, record and discuss the political issues caused by Gerrymandering and district reapportionment by creating a double entry journal and answering guided reflection questions

 

Supplemental Materials: Presentation-The House of Representatives and the Senate and Article-The Gov-Gerrymandering (Redistricting Revisited Pg. 6-9) w/ Cornell Notes and Reflection Questions

Presentation-The House of Representatives and the Senate

Chapter 10-Congress-2017 Chapter 10-Congress-2017

 

Article-The Gov-Gerrymandering (Redistricting Revisited Pg. 6-9) w/ Cornell Notes and Reflection Questions

Redistricting Revised – SS Lesson Plan

Gerrymandering-Cornell Notes-Gov

Gerrymandering Reflection Questions

 

Video Link-What Does the Speaker of The House Do? (3:10 min)

 

U.S. History

Tuesday-12/05/17:

  • Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 12 and 13. In 5 minutes we will begin the vocabulary match up activity.
  • Attendance-While Class is Doing Bell Work
  • Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
  • Quiz- Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of key terms and concepts associated with our unit covering the Roaring Twenties by demonstrating their knowledge thought the use of a unit quiz
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
    • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our the unit covering the Roaring Twenties by completing a multiple choice and matching quiz

 

______________________________________________________________________________________

Government

Tuesday-12/05/17:

  • Bell Work-1.) In your own words describe what Jefferson is implying are the benefits for the removal of Native Americans from “white settlements”? 2.) What questions might you ask a member of Congress following this address by Tomas Jefferson? 3.) Imagine you were a Congressperson who disagreed with Jefferson’s approach to Indian removal. What would you recommend to your fellow Congressmen as a better alternative to Jefferson’s plan? 
  • Attendance- While Class is Doing Bell Work
  • Presentation-Chapter 10-Section 1-The National Legislature
  • Notes-Chapter 10-Section 1-The National Legislature
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the bicameral structure of Congress and some of the issues with how power is distributed by interacting in a short presentation and completing a set of student led notes
  • Language Objective:
    • Student will read and record information pertaining to the bicameral structure of Congress and some of the issues with how power is distributed through listening to a short lecture and completing a set of guided student notes

 

Supplemental Materials: Presentation-Chapter 10-Section 1-The National Legislature and Notes-Chapter 10-Section 1-The National Legislature

Presentation-Chapter 10-Section 1-The National Legislature

Chapter 10-Congress-2017

 

Notes-Chapter 10-Section 1-The National Legislature

Chapter 10-Section 1-Guided Notes-High

 

U.S. History

Monday-12/04/17:

  • 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
  • Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
  • Study Guide Review Time-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of the materials covering the Roaring Twenties through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
    • Students will read, and write the key terms and important concepts covering the Roaring Twenties by completing a structured inquiry based study guide

 

Supplemental Materials: Presentation-Chapter 13-Section 4-The Harlem Renaissance, Notes-Chapter 13-Section 4-The Harlem Renaissance and Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Presentation-Chapter 13-Section 4-The Harlem Renaissance

Chapter 13-Section 4-The Harlem Renaissance

 

Notes-Chapter 13-Section 4-The Harlem Renaissance

Notes-Outline-Chapter 13-Section 4

The Americans-Chapter 13-Section 4

 

Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12 and 13-Learning Target-Study Guide

Chapter 12 and 13-Vocab Match up Terms

Chapter 12 and 13-Test Materials

 

Chapter 12

Chapter 12-Textbook-PDFs

Chapter 12-Section 1-Americans Struggles with Post War Issues

Chapter 12-Section 2- The Harding Presidency

Chapter 12-Section 3- The Businesses of America

 

Chapter 13

Chapter 13-Textbook-PDFs

Chapter 13-Section 1-Changing Ways of Life

Chapter 13-Section 2-The Twenties Woman

Chapter 13-Section 3- Education and Popular Culture

Chapter 13-Section 4-The Harlem Renaissance

 

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Government

Monday-12/04/17:

  • Bell Work-1.) What is the main idea behind the political cartoon? 2.) What is the relationship the author is trying to make between corporate election spending and NASCAR sponsorship? 3.) In your opinion, would it be better for transparency sake if every U.S. Congress person were forced to disclose the corporations or private groups who donate to their campaign or should we simply trust the system and believe that our representatives are truly voting in the best interests of the people?  
  • Attendance- While Class is Doing Bell Work
  • Activity-Special Interest Groups-Brochure Activity (20 min)
  • Students will gather information from four other students about their interest group
  • Vocabulary-Chapter 10-Congress
  • Frayer Model Activity
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the ways in which interest groups work to requite new members through grass roots tactics by creating a take away element an interest group can use to recruit new members
    • SWD analysis of key terms associated with the unit covering the roles and the functions of Congress by defining and personalizing vocabulary terms in a vocabulary based activity
  • Language Objective:
    • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group
    • Students will read and record important vocabulary terms pertaining to our unit covering the roles and the functions of Congress through the use of a frayer model vocabulary activity

 

Supplemental Materials: Activity-Special Interest Groups-Brochure Closing Activity (20 min) and Frayer Model Vocabulary-Chapter 10-Congress

Activity-Special Interest Groups-Brochure Closing Activity (20 min)

Special Interest Groups-Closing Activity

 

Frayer Model Vocabulary-Chapter 10-Congress

Chapter 9-10 and 11-Definitions

Frayer Vocabulary Model

 

 

U.S. History

Friday-12/01/17:

  • Bell Work-1.) Identify the symbolism of the following elements: a. The cuff on the man’s shirt sleeve b. The caption on the handle of the knife c. The general theme of the captions on the devil fish 2.) Based on historical context what can we identify as some of the motives behind the U.S. Government’s decision to introduce the policy of prohibition? 3.) Examine the commentary at the bottom of the political cartoon. Why does Victor Hugo say that “The tendencies of the Devil Fish (alcohol) cannot be destroyed unless the HEAD, the source of their substantial power, is destroyed?”
  • Attendance- While Class is Doing Bell Work
  • Presentation-Chapter 13-Section 4-The Harlem Renaissance
  • Notes-Chapter 13-Section 4-The Harlem Renaissance
  • Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
  • Daily Objective-
  • Content Objective:
    • SWD synthesis the how the Great Migration and the Harlem Renaissance worked to promote African-American culture and create new opportunities for authors and musicians by creating a set of guided notes
    • SWD evaluation of the materials covering the Roaring Twenties through summarizing key information in a structured study guide
  • Language Objective:
    • Student will read and record information pertaining to the Great Migration and the Harlem Renaissance worked to promote African-American culture and create new opportunities for authors and musicians through listening to a short lecture and a student led outline
    • Students will read, and write the key terms and important concepts covering the Roaring Twenties by completing a structured inquiry based study guide

 

Supplemental Materials: Presentation-Chapter 13-Section 4-The Harlem Renaissance, Notes-Chapter 13-Section 4-The Harlem Renaissance and Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Presentation-Chapter 13-Section 4-The Harlem Renaissance

Chapter 13-Section 4-The Harlem Renaissance

 

Notes-Chapter 13-Section 4-The Harlem Renaissance

Notes-Outline-Chapter 13-Section 4

The Americans-Chapter 13-Section 4

 

Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12 and 13-Learning Target-Study Guide

Chapter 12 and 13-Vocab Match up Terms

Chapter 12 and 13-Test Materials

 

Chapter 12

Chapter 12-Textbook-PDFs

Chapter 12-Section 1-Americans Struggles with Post War Issues

Chapter 12-Section 2- The Harding Presidency

Chapter 12-Section 3- The Businesses of America

 

Chapter 13

Chapter 13-Textbook-PDFs

Chapter 13-Section 1-Changing Ways of Life

Chapter 13-Section 2-The Twenties Woman

Chapter 13-Section 3- Education and Popular Culture

Chapter 13-Section 4-The Harlem Renaissance

 

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Government

Friday-12/01/17:

  • Bell Work-1.) Based on this primary source can you explain why Sherman Alexie is so frustrated with the actions of interest groups? 2.) What is the author trying to convey with his choice to use the analogy of antiwar protestor being concerned about their dietary identities? 3.) What changes would you recommend to the author that might make this passage more accessible to a wider audience?  
  • Attendance- While Class is Doing Bell Work
  • Video-Last Week Tonight with John Oliver: Congressional Fundraising (HBO) (21:24 min)
  • Reflection Question: How does the pressure to consistently fundraise effect the amount of time a Congressperson actually spends working on creating new legislation?
  • Activity-Current Events 12/09
  • 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
    • 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

 

Video Link-Last Week Tonight with John Oliver: Congressional Fundraising (HBO) (21:24 min)

  • Reflection Question: How does the pressure to consistently fundraise effect the amount of time a Congressperson actually spends working on creating new legislation?