U.S. History
Wednesday-1/19/17:
- Bell Work-1.) Based on the information in this document list two ways women in the labor force were affected by the Great Depression? 2.) What facts would help craft an argument highlighting the advantage gender segregation provided women during the Great Depression? 3.) Suppose you could introduce a bill to Congress that would help increase the amount of training women would receive to find work in a particular industry. Which industry would you choose to see an increase of female employees in and what resistance do you think you might face?
- 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
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Government
Thursday-1/19/17:
- Bell Work-1.) Based on the context of the political cartoon what can we infer is the artists position of Donald J. Trumps 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
- Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency
- Vocabulary Frayer Activity-Chapter 14-The Presidency in Action
- Daily Objective-
- Content Objective:
- SWD comprehension of the formal qualifications required for becoming the President along with examining the key duties associated with the job 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 key duties of the President by defining and personalizing vocabulary terms in a vocabulary based activity
- Language Objective: .
- Students will listen and orally discuss the formal qualifications required for becoming the President along with examining the key duties associated with the job 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 key duties of the President through the use of a frayer model vocabulary activity
Supplemental Materials: Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency and Vocabulary Frayer Activity-Chapter 14-The Presidency in Action
Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency
Vocabulary Frayer Activity-Chapter 14-The Presidency in Action
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