U.S. History
Tuesday-10/25/16: Parent Teacher Conferences 4:00 to 7:00 pm
1st Hour-
- Bell Work-1.) Can you name the major powers that are shown in the map? 2.) From the information given in the map can you determine what most likely would have been Germany’s tactical plan in their attempt to capture Europe? 3.) What do you think might have been the Triple Alliances biggest disadvantage in terms of military strategy and execution?
- Attendance- While Class is Doing Bell Work
- Procedure-Mahara (E-Portfolio) Set Up
- Daily Objective-
- Content Objective:
- SWD synthesis of the advantages of assembling an online portfolio that can track their growth throughout their high school career by creating a digital portfolio via Mahara
- Language Objective:
- Students will audibly follow directions and record information pertaining to the advantages of assembling an online portfolio that can track their growth throughout their high school career by creating an online digital profile on Mahara
2nd Hour-
- Bell Work-1.) Can you name the major powers that are shown in the map? 2.) From the information given in the map can you determine what most likely would have been Germany’s tactical plan in their attempt to capture Europe? 3.) What do you think might have been the Triple Alliances biggest disadvantage in terms of military strategy and execution?
- Attendance- While Class is Doing Bell Work
- Video-World War I in Color HD-Episode 1-Catastrophe
- w/ 25 Video Facts
- Daily Objective-
- Content Objective:
- SWD knowledge of the events that led European into the deadly conflict known as WWI by watching a film and recording video notes as a front loading activity
- Language Objective:
- Students will watch, listen and record information pertaining to events that led European into the deadly conflict known as WWI by watching a film and recording poignant video facts that can be used to create discussions about the root causes of WWI
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Government
Tuesday-10/25/16: Parent Teacher Conferences 4:00 to 7:00 pm
- Bell Work-1.) Can you name the main focus of this of the map shown above? 2.) Based on this map, what is one way the Compromise of 1850 dealt with the issue of the expansion of slavery into the territory gained from the Mexican Cession? 3.) What might have happened if California had been admitted as a slave state in 1850 instead of a free state?
- Attendance- While Class is Doing Bell Work
- Presentation-Chapter 4-Section 2-The National Government and the 50 States
- Notes-Chapter 4-Section 2-The National Government and the 50 States
- Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism
- Daily Objective-
- Content Objective:
- SWD synthesis of the distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs by interacting in a short presentation and creating a set of student centered guided notes
- SWD evaluation of the materials covered in Chapters 3 and 4 through summarizing key information in a structured study guide
- Language Objective:
- Student will read and record information pertaining to the distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs 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 3 and 4 by completing a structured inquiry based study guide
Supplemental Materials: Presentation-Chapter 4-Section 2-The National Government and the 50 States, Notes-Chapter 4-Section 2-The National Government and the 50 States and Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism
Presentation-Chapter 4-Section 2-The National Government and the 50 States
Notes-Chapter 4-Section 2-The National Government and the 50 States
chapter-4-section-2-guided-notes-2016
Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism
chapter-3-and-4-learning-target-study-guide