U.S. History

Wednesday-12/12/18: Late Start

  • Bell Work-1.) In your own words write a brief description of what is going on in the political cartoon shown above. 2.) Examine the political cartoon above. What can we infer was the artist’s motive in labeling the medicine bottles with the names of several New Deal policies put in place by FDR? 3.) Based on your knowledge of the problems that plagued many American’s during the 1930’s devise a plan for how you would deal with the effects of the Great Depression if you were President.
  • Attendance- While Class is Doing Bell Work
  • Video-Cinderella Man (Day 4)
  • Activity-The Great Depression and New Deal-DBQ-2018
    • Post on the iblog and have students answer on loose leaf paper
  • Daily Objective-
  • Content Objective:
      • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
      • SWD evaluation of primary sources and documents associated with the New Deal by examining twelve documents in a collaborative DBQ activity
  • Language Objective:
    • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions
    • Students will read, discuss and record information pertaining to the New Deal by examining several primary sources in a partner-based document-based activity

 

Supplemental Materials: Activity-The Great Depression and New Deal-DBQ-2018

The Great Depression and the New Deal-DBQ-2018

 

__________________________________________________________________________________

Government

Wednesday-12/12/18:

  • Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our exam covering Chapters 10, 11 and 12.
  • In 5 minutes we will begin the vocabulary match up activity.
  • Attendance-While Class is Doing Bell Work
  • Vocab Match-Up-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
  • Test- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
  • Vocabulary Frayer Activity-Chapter 13-The Presidency
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of key terms and concepts associated with our unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by demonstrating their knowledge thought the use of a unit exam
    • SWD analysis of key terms associated with the unit covering the roles and responsibilities held by the United States President by defining and personalizing vocabulary terms in a vocabulary based activity
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to our unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law 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 fundamental ways in which Congress operates and the process required for a bill to become a law by completing a multiple choice and matching exam
    • Students will read and record important vocabulary terms pertaining to our unit covering the roles and responsibilities held by the United States President through the use of a frayer model vocabulary activity

 

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

Chapter 13-Frayer Model-Gov

Chapter-13-Vocabulary

Chapter 13-Vocab Match up Review Game

 

U.S. History

Tuesday-12/11/18:

  • Bell Work-1.) Identify the two main problems FDR felt were facing Americans in 1933? 2.) What is the underlying theme of the primary source? 3.) According to the primary source what did FDR say the government should do to solve the problems caused by the Great Depression? Do you agree with him or if not what changes to his plan would you make in order to help Americans struggling through the Great Depression?
  • Attendance- While Class is Doing Bell Work
  • Video-Cinderella Man (Day 3)
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
  • Language Objective:
    • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

 

__________________________________________________________________________________

Government

Tuesday-12/11/18:

  • Bell Work-1.) Based on the context of the political cartoon what can we infer is the artist’s position on Donald J. Trump’s 2016 Presidential campaign? What facts or ideas show the artists bias? 2.) What is the underlying theme of this political cartoon? 3.) What is your opinion of this political cartoon? Do you feel it accurately depicts Donald J. Trump’s political campaign or do you feel it feeds into a view that ignores his positive qualities in an attempt to craft a negative public image of him?  
  • Attendance-While Class is Doing Bell Work
  • Procedure-Test Answer Key Set Up-Chapter 10, 11 and 12
  • Vocab Match-Up– Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
  • Study Guide Review Time- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of the materials covering the fundamental ways in which Congress operates and the process required for a bill to become a law through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to our unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law through the use of a vocabulary match-up activity
    • Students will read, and write the key terms and important concepts covering the fundamental ways in which Congress operates and the process required for a bill to become a law by completing a structured inquiry-based study guide

 

Supplemental Materials: Presentation-How a Bill Becomes a Law-Streamlined Version-2017 and Study Guide Review Time- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Presentation-How a Bill Becomes a Law-Streamlined Version-2017 

How a Bill Becomes A Law-Streamlined Version-2018

How a Bill Becomes a Law-Graphic

How a Bill Becomes a Law-Article-2017

 

Study Guide Review Time- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10 11 and 12-Learning Target-Study Guide-2018

 

Vocabulary-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10-Congress

Chapter 10-Vocabulary Terms

Chapter 10-Vocabulary Terms and Definitions

Chapter 10-Vocab Match up Review Game

 

Chapter 11-The Power of Congress

Chapter 11-Vocabulary Terms

 

Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary

 

Test Vocabulary (The Ten terms that will be on the test)-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10 11 and 12-Vocab Match up Review Game

 

Power Points-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

 

Chapter 10-Congress

Chapter 10-Section 1-The National Legislature

Chapter 10-Sections 2 and 3-The House of Representatives

Chapter 10-Section 4-The Members of Congress-2018

 

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 and 4 Streamlined

 

Chapter 12-Congress in Action (How a Bill Becomes a Law)

How a Bill Becomes A Law-Streamlined Version-2018

 

U.S. History

Monday-12/10/18:

  • Bell Work-1.) Who is the man sitting in the chair and who is he referring to when he says “There’s a man to inspire faith and confidence in this crisis”? 2.) Based on your prior knowledge can you name another instance where the U.S. Government used media (radio, TV or social media) to inform the public of an important issue or event? 3.) What changes would you recommend to the artist in order to make this political cartoon more assessable to the general public?  
  • Attendance- While Class is Doing Bell Work
  • Video-Cinderella Man (Day 2)
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
  • Language Objective:
    • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

 

Supplemental Materials: Video-Cinderella Man-Guided Inquiry Questions

Cinderella Man-Video Discussion Questions

 

__________________________________________________________________________________

Government

Monday-12/10/18

  • Bell Work-1.) Identify three of the main differences between the House of Representatives and the Senate? 2.) What evidence can you find in the chart that will support the notion that on average members of the of the House have a better understanding of the individual needs of their constituents then members of the Senate do? 3.) Suppose you were an aspiring politician. Would you be more likely to make a run for the Senate or the House of Representatives based on the data contained in the chart above? * Please clearly state your answer and support it with data from the chart
  • Attendance-While Class is Doing Bell Work
  • Presentation-How a Bill Becomes a Law-Streamlined Version-2017
  • Video-What’s A Filibuster? | Ron’s Office Hours | NPR (2:35 min)
  • Study Guide Review Time- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the process in which a bill becomes a law by interacting in a short presentation and completing a flow chart designed to clarify the legislative process
    • SWD evaluation of the materials covering the fundamental ways in which Congress operates and the process required for a bill to become a law through summarizing key information in a structured study guide
  • Language Objective:
    • Student will read and record information pertaining to the process of turning a bill into a law through listening to a short lecture and completing a structured flow chart designed to clarify the legislative process
    • Students will read, and write the key terms and important concepts covering the fundamental ways in which Congress operates and the process required for a bill to become a law by completing a structured inquiry-based study guide

 

Supplemental Materials: Presentation-How a Bill Becomes a Law-Streamlined Version-2017 and Study Guide Review Time- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Presentation-How a Bill Becomes a Law-Streamlined Version-2017 

How a Bill Becomes A Law-Streamlined Version-2018

How a Bill Becomes a Law-Graphic

How a Bill Becomes a Law-Article-2017

 

Study Guide Review Time- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10 11 and 12-Learning Target-Study Guide-2018

 

Vocabulary-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10-Congress

Chapter 10-Vocabulary Terms

Chapter 10-Vocabulary Terms and Definitions

Chapter 10-Vocab Match up Review Game

 

Chapter 11-The Power of Congress

Chapter 11-Vocabulary Terms

 

Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary

 

Test Vocabulary (The Ten terms that will be on the test)-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10 11 and 12-Vocab Match up Review Game

 

Power Points-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

 

Chapter 10-Congress

Chapter 10-Section 1-The National Legislature

Chapter 10-Sections 2 and 3-The House of Representatives

Chapter 10-Section 4-The Members of Congress-2018

 

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 and 4 Streamlined

 

Chapter 12-Congress in Action (How a Bill Becomes a Law)

How a Bill Becomes A Law-Streamlined Version-2018

 

 

Video Clip-What’s A Filibuster? | Ron’s Office Hours | NPR (2:35 min)

 

U.S. History

Friday-12/07/18:

  • Bell Work-1.) Based on the information contained in the document who can you identify is the group most likely to benefit from Dr. Townsend’s plan? 2.) In his proposal Dr. Townsend offered three conditions in which a person must meet in order to retire with a pension of $200 per month. If Congress came back and said you had to change one of the three factors (conditions) before they would vote on approving it which one would you choose to change and what would your justification be? 3.) Based on all of the information above do you feel that the third condition is fair in forcing Americans to spend their pensions almost as quickly as they receive it? *Provide strong reasoning for your position
  • Attendance- While Class is Doing Bell Work
  • Procedure-Notes Collection Chapter 14
  • Video-Cinderella Man (Day 1)
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
  • Language Objective:
    • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

 

Supplemental Materials: Cinderella Man Video Notes

Cinderella Man-Video Discussion Questions

 

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Government

Friday-12/07/18: Holiday Nights

  • Bell Work-1.) Describe what a typical representative of the 110th Congress would look like using six of the characteristics listed in the chart above? 2.) Based on the information contained in the chart which three groups might feel that Congress is not an adequate representation of the general public and their interests? Why might these groups feel this way? 3.) Are you a person that feels that it is important to elect someone of the same statistical profile (or ethnic background) as the majority of the people in their district in order to truly represent a population or is a representative with a strong service record the ideal choice regardless
  • Attendance-While Class is Doing Bell Work
  • Activity-Current Events 12/07
  • Vocabulary Frayer Activity-Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary
  • 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 key terms associated with the unit covering of the process in which a bill becomes a law by defining and personalizing vocabulary terms in a vocabulary-based 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
      • Students will read and record important vocabulary terms pertaining to our unit covering of the process in which a bill becomes a law through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Activity-Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary

Chapter 12-Frayer Model-Gov

Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary

 

 

 

U.S. History

Thursday-12/06/18:

  • Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 14.
  • In 5 minutes we will begin the vocabulary match up activity.
  • Attendance- While Class is Doing Bell Work
  • Vocab Match-Up-Chapter 14-The Great Depression Begins
  • Test-Chapter 14-The Great Depression Begins
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the Great Depression by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of key terms and concepts associated with our unit covering the Great Depression by demonstrating their knowledge thought the use of a unit exam
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Great Depression 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 Great Depression by completing a multiple choice and matching exam

 

__________________________________________________________________________________

Government

Thursday-12/06/18:

  • 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
  • Video-How does impeachment work?-Alex Gendler (5:12 min)
    • Or How Do You Impeach a President? (3:49 min)
  • Presentation-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers
  • Outline Notes-Chapter 11-Section 2-The Other Expressed Powers, 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 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers and Outline Notes-Chapter 11-Section 2-The Other Expressed Powers, Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

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

Chapter 11-Section 3 and 4 Streamlined

 

 

Outline Notes-Chapter 11-Section 2-The Other Expressed Powers, Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

Chapter 11-Section 1-4-Guided Notes-High

 

U.S. History

Wednesday-12/05/18:

  • Bell Work-1.) Describe in your own words what Caroline Bird believes is “The Invisible Scar”? 2.) Identify two of the way’s families described in the passage attempted to deal with the challenges they faced during the Great Depression? 3.) Reflect on the final paragraph which begins with the line “A teacher in a mountain…”. Imagine you were a teacher living during the Great Depression how would you have handled disciplining a child who was acting out due to hunger and frustration?
  • Attendance- While Class is Doing Bell Work
  • Activity-The Great Depression-Web Quest (2017)
  • 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 (2017)

The Great Depression Begins-Web Quest-2017

 

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Government

Wednesday-12/05/18:

  • 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
  • Presentation-Chapter 11-Section 2-The Other Expressed Powers
  • Primary Source- McCulloch v. Maryland-What Are the Limits on the Implied Powers of Congress?  
    • With Reflection Questions
  • Also available: What Are the Limits on the Implied Powers of Congress? (McCulloch v. Maryland, 1819) (pg. 310)
    • w/Thinking Critically Questions #1-2 on pg. 311
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering Chapter 11 by defining and personalizing vocabulary terms in a vocabulary-based activity
    • SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers and the specific roles Congress plays in determining their functions by listening to the teacher complete a short presentation then participating in a classroom discussion
  • Language Objective:
    • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 11 through the use of a frayer model vocabulary activity
    • Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers and the specific roles Congress plays in determining their functions by participating in classroom discussions following a short lecture by the teacher

 

Supplemental Materials: Presentation-Chapter 11-Section 2-The Other Expressed Powers and Primary Source- McCulloch v. Maryland-What Are the Limits on the Implied Powers of Congress? w/ Reflection Questions

 

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

Chapter 14-Section 2-Hardship and Suffering During the Great Depression

 

Primary Source- McCulloch v. Maryland-What Are the Limits on the Implied Powers of Congress? w/ Reflection Questions

McCulloch v Maryland-Limiting the Implied Powers of Congress-SSR Article With Questions-Leveled-2018

 

U.S. History

Tuesday-12/04/18:

  • Bell Work-1.) Describe what is happening in the political cartoon. 2.) What might the motive of the artist have been in depicting Herbert Hoover and the economic problems the U.S. faced in the 1930’s in this way? 3.) Examine the signs the donkey that represents the Democratic Party is holding. Considering that Herbert Hoover was a Republican, what message do you think the artist is trying to convey in the right-hand portion of the political cartoon?   
  • Attendance- While Class is Doing Bell Work
  • Vocab Match-Up-Chapter 14-The Great Depression Begins
  • Study Guide Review Time-Chapter 14-The Great Depression Begins
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the Great Depression by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of the materials covering the Great Depression 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 Great Depression through the use of a vocabulary match-up activity
    • Students will read, and write the key terms and important concepts covering the Great Depression by completing a structured inquiry-based study guide

 

*Our chapter 14 test is Thursday December 6th

 

Supplemental Materials: Study Guide-Chapter 14-The Great Depression Begins

 

Study Guide-Chapter 14-The Great Depression Begins

Chapter 14-Learning Target-Study Guide-2018

 

Power Points-Chapter 14-The Great Depression Begins

Chapter 14-Section 1-The Nations Sick Economy

Chapter 14-Section 2-Hardship and Suffering During the Great Depression

Chapter 14-Secton 3-Hoover Struggles with the Depression

Chapter 14-The Great Depression Begins-Test Materials

 

Tesxbook PDF’s-Chapter 14-The Great Depression Begins

The Americans-Chapter 14-Section 1

The Americans-Chapter 14-Section 2

The Americans-Chapter 14-Section 3

 

__________________________________________________________________________________

Government

Tuesday-12/04/18:

  • Bell Work-1.) 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
  • Video Clip-Ron Swanson Educates A Young Individual On Government (On Vimeo) (3:35 min)
  • From Season 3, Episode 14
  • 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

 

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-Section 1-Expressed Powers Money Commerce

 

Vocabulary Frayer Activity-Chapter 11-Power of Congress

Chapter 11-Frayer Model Set Up

Chapter 11-Vocabulary Terms

 

U.S. History

Monday-12/03/18:

  • 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

Notes-Outline-Chapter 14-Section 3

 

Textbook PDF’s-Chapter 14 Section 3-Hoover Struggles with the Depression

The Americans-Chapter 14-Section 3

 

Study Guide-Chapter 14-The Great Depression Begins

Chapter 14-Learning Target-Study Guide-2018

 

Power Points-Chapter 14-The Great Depression Begins

Chapter 14-Section 1-The Nations Sick Economy

Chapter 14-Section 2-Hardship and Suffering During the Great Depression

Chapter 14-Secton 3-Hoover Struggles with the Depression

Chapter 14-The Great Depression Begins-Test Materials

 

Tesxbook PDF’s-Chapter 14-The Great Depression Begins

The Americans-Chapter 14-Section 1

The Americans-Chapter 14-Section 2

The Americans-Chapter 14-Section 3

 

Video Clip-Hoover and the Great Depression (4:36 min)

 

______________________________________________________________________________________________________________________________________

Government

Monday-12/03/18

  • Bell Work-1.) 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
  • Presentation-Chapter 10-Section 4-Members of Congress
  • Notes- Chapter 10 Section 2-The House of Representatives, Chapter 10-Section 3-The Senate and Chapter 10-Section 4-Members of Congress
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the qualifications and major roles of the men and women serving in Congress 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 qualifications and major roles of the men and women serving in Congress through listening to a short lecture and completing a set of guided student notes

 

Supplemental Materials: Presentation-Chapter 10-Section 4-Members of Congress and Notes- Chapter 10 Section 2-The House of Representatives, Chapter 10-Section 3-The Senate and Chapter 10-Section 4-Members of Congress

Presentation-Chapter 10-Section 4-Members of Congress

Chapter 10-Section 4-The Members of Congress-2018

 

Notes- Chapter 10 Section 2-The House of Representatives, Chapter 10-Section 3-The Senate and Chapter 10-Section 4-Members of Congress

Chapter 10-Sections 1-4-Guided Notes-High-2018

 

 

U.S. History

Friday-11/30/18:

  • Bell Work-1.) Who are the key characters in the political cartoon intended to represent? 2.) What is the underlying theme of the political cartoon? 3.) Based on the elements of the political cartoon what can you predict is the possible outcome of the publics over reliance on the expert’s speculation towards trends in the stock market once speculative credit has been withdrawn?
  • 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 Materials: 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

Letter from a Dust Bowl Survivor-Primary Source Document

 

Writing Prompt-Letter’s from a Dust Bowl Survivor

Letters from a Dust Bowl Survivor-Set Up-US

Letter from a Dust Bowl Survivor

 

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

 

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Government

Friday-11/30/18:

  • 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
  • Video-What Is the Legislative Branch of the U.S. Government? | History (4:27 min)
    • or Video-What Does the Speaker of The House Do? (3:10 min)
  • Presentation-Chapter 10 Section 2 and 3The House of Representatives and the Senate  
  • Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018
  • w/Meta Log
  • 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-Chapter 10 Section 2 and 3-The House of Representatives and the Senate and Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018 w/Meta Log

Presentation-Chapter 10 Section 2 and 3-The House of Representatives and the Senate

Chapter 10-Sections 2 and 3-The House of Representatives

 

Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018 w/Meta Log

How Racial Gerrymandering Deprives Black People of Political Power-SSR Article-High-2018

SSR-Meta-Cognitive Log-Template-Half-Sheet-Government

 

U.S. History

Thursday-11/29/18:

  • 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
  • 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

Notes-Outline-Chapter 14-Section 2

The Americans-Chapter 14-Section 2

 

Video Clip-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

Thursday-11/29/18:

  • 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 10-Section 1-The National Legislature
  • Video-Constitution Hall Pass: The Legislative Branch (21:50 min)
  • 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

Chapter 10-Section 1-The National Legislature

Chapter 10-Section 1-Guided Notes-High

 

Video-Constitution Hall Pass: The Legislative Branch (21:50 min)