U.S. History
Monday-11/28/16:
- 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 handles 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
- Review Activity-SLOT Review-SOAPS “Money Can’t Buy Love”
- Annotate and Identify “SOAPS”
- 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 Chapter 12 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 Chapter 12 through the use of a frayer model vocabulary activity
Supplemental Materials-Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties
________________________________________________________________________________________________
Government
Monday-11/28/16:
- 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
- Review Activity-SLOT Review-SOAPS “Money Can’t Buy Love”
- Annotate and Identify “SOAPS”
- SSR Article-Give Ex-Cons the Right to Vote
- w/ SSR-Meta-Cognitive Log-Template-Half-Sheet
- Presentation-Chapter 6-Section 2-Voter Qualification
- Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote
- Video Clip-Murder in Mississippi
- Literacy Test Scene (16:10 to 20:36 min)
- Daily Objective-
- Content Objective:
- SWD evaluation of the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by evaluating a primary source and responding to inquiry based log
- SWD analysis of how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed by interacting in a short presentation
- Language Objective:
- Students will read and respond to an article pertaining to the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by examining a primary source and responding to and meta-cognitive log
- Students will read and record information pertaining to how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed through listening to a short lecture
Supplemental Materials-SSR Article-Give Ex-Cons the Right to Vote w/ SSR-Meta-Cognitive Log-Template-Half-Sheet
and Presentation-Chapter 6-Section 2-Voter Qualification
SSR Article-Give Ex-Cons the Right to Vote w/ SSR-Meta-Cognitive Log-Template-Half-Sheet
give-ex-cons-the-right-to-vote-ssr-article
ssr-meta-cognitive-log-template
Presentation-Chapter 6-Section 2-Voter Qualification
chapter-6-section-2-voter-qualifications-power-point