Wednesday February 15th, 2017

Friday, February 17, 2017

U.S. History

Wednesday-2/15/17: Late Start

  • Bell Work-1.) What is the main idea of the political cartoon? 2.) What inference can we make about the slim hope of optimism the United States still has based on the caption at the bottom of the political cartoon? 3.) Imagine you were FDR and you had to make the difficult decision on how to handle the conflict in Europe. What choice would you have made regarding the United States position in Hitler’s march across Europe?
  • Attendance- While Class is Doing Bell Work
  • Presentation-Chapter 16-Section 1-Dictators Threaten World Peace
  • Thinking Map-The Rise of Nationalism 1922-1941-Bubble Map (Chapter 16 Section 1)
  • Student Led Notes-Chapter 16-Section 2-War in Europe
  • Daily Objective-
  • Content Objective:
    • SWD analysis of types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by interacting in a short presentation
    • SWD analysis of the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by completing structured student led outlines
  • Language Objective:
    • Student will read and record information pertaining to the types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through listening to a short lecture
    • Students will read and record information on the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by creating student directed outline notes

 

Supplemental Materials: Presentation-Chapter 16-Section 1-Dictators Threaten World Peace and Student Led Notes-Chapter 16-Section 2-War in Europe

 

Presentation-Chapter 16-Section 1-Dictators Threaten World Peace

Chapter 16-Section 1-Dictators Threaten World Peace

 

Student Led Notes-Chapter 16-Section 2-War in Europe

Notes-Outline-Chapter 16-Section 2

 

Textbook PDF-Chapter 16-Section 2-War in Europe

The Americans-Chapter 16-Section 2

 

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Government

Wednesday-2/15/17: Late Start

  • Bell Work-1.) Based on the information contained in the political cartoon identify two weaknesses associated with the Articles of Confederation? 2.) What is the underlying theme of the political cartoon? *Specifically why are the Articles’ weaknesses represented by waves 3.) Imagine you were a Federalist (Someone who supports ratifying a new Constitution) would a political cartoon like this make a good argument for replacing the articles or is the symbolism too vague for many Americans to connect with?  
  • Attendance- While Class is Doing Bell Work
  • Activity-Writing a Student Declaration of Independence (Day 1)
  • Reflection Question: Select one of the four quotes given to you regarding the declarations impact and explain which would make the strongest argument for supporting a free and independent nation.
    • Be sure to use one to two pieces of evidence from the quote to strengthen your answer
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the historical impact the Declaration of Independence has played in promoting freedom around the world by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
  • Language Objective:
    • Students will read, discuss and record information designed to create a student themed Declaration of Independence by examining a primary source and secondary documents and creating a personalized document with the help of a partner

 

Supplemental Materials: Activity-Writing a Student Declaration of Independence (Day 1)

Creating a Student Declaration Activity-2016

 

 

 

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