Archive for October 2017

U.S. History

Tuesday-10/31/17: Halloween

  • Bell Work-1.) Identify the historical document that inspired this political cartoon? 2.) Based on your prior knowledge who does the giant hand carving up the United States represent? 3.) After examining the political cartoon please explain the significance of the caption on California that reads “For Japan?”. What is the intended message the artist is trying to convey?  
  • Attendance- While Class is Doing Bell Work
  • Study Guide Review Time-Chapter 11-The First World War
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe by interacting in a short presentation
    • SWD evaluation of the materials covered in Chapter 11 Sections 1-4 through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read, and write the key terms and important concepts covered in Chapter 11 Sections 1-4 by completing a structured inquiry based study guide
    • Student will read and record information pertaining to Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe through listening to a short lecture

 

Supplemental Materials: Study Guide-Chapter 11-The First World War

Chapter 11-Learning Target-Study Guide

Chapter 1-Section 1-PPT

Chapter 11-Section 2-PPT

Chapter 11-Section 3-PPT-2017

The Americans-Chapter 11-Section 1

The Americans-Chapter 11-Section 2

The Americans-Chapter 11-Section 3

The Americans-Chapter 11-Section 4

Chapter 11-Vocab Match up Terms

Chapter 11-Vocabulary Match-up

Chapter 11-Test Materials

Chapter 11-Sentence Stems-US

 

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Government

Tuesday-10/31/17: Halloween

  • Bell Work-1.) In your own words what do you think President Obama means by the statement “there are those who are preparing to divide us, the spin masters and negative ad peddlers who embrace the politics of anything goes”? 2.) What are some of the questions you might ask President Obama about how he views the make-up of the United States following his speech at the DNC? 3.) Reflecting on the focus of his first campaign in 2008 “the promise of hope and change” how effective do you think shifting his position to one of patriotism and unity might be gaining new voters in his favor?
  • Attendance- While Class is Doing Bell Work
  • Vocabulary Frayer Model Activity-Chapter 6-Voters and Voter Behavior
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the voting process 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 the voting process through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 6-Voters and Voter Behavior

Chapter 6-Vocabulary

Frayer Vocabulary Model

 

U.S. History

Monday-10/30/17: Parent Teacher Conferences 3:30 to 6:30

  • Bell Work- 1.) Describe what is happening in the political cartoon? 2.) How might WWI have unfolded differently if the United States had entered into the conflict immediately after the assassination of Franz Ferdinand instead of years later? 3.) Do you feel the theoretical concept of the alliance system is a good thing or is it so divisive that the end result will always be war? *Thoroughly explain your thoughts  
  • Attendance- While Class is Doing Bell Work
  • Presentation-Chapter 11-Section 4-Wilson Fights for Peace
  • Student Led Notes-Chapter 11-Section 4-Wilson Fights for Peace
  • Study Guide-Chapter 11-The First World War
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe by interacting in a short presentation and creating a set of student centered guided notes
    • SWD evaluation of the materials covered in Chapter 11 Sections 1-4 through summarizing key information in a structured study guide
  • Language Objective:
    • Student will read and record information pertaining to Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe 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 11 Sections 1-4 by completing a structured inquiry based study guide

 

Supplemental Materials: Student Led Notes-Chapter 11-Section 4-Wilson Fights for Peace and Study Guide-Chapter 11-The First World War

 

Student Led Notes-Chapter 11-Section 4-Wilson Fights for Peace

Notes-Outline-Chapter 11-Section 4

The Americans-Chapter 11-Section 4

 

Study Guide-Chapter 11-The First World War

Chapter 11-Learning Target-Study Guide

Chapter 1-Section 1-PPT

Chapter 11-Section 2-PPT

Chapter 11-Section 3-PPT-2017

The Americans-Chapter 11-Section 1

The Americans-Chapter 11-Section 2

The Americans-Chapter 11-Section 3

The Americans-Chapter 11-Section 4

Chapter 11-Vocab Match up Terms

Chapter 11-Vocabulary Match-up

 

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Government

Monday-10/30/17: Parent Teacher Conferences 3:30 to 6:30pm

  • Bell Work-1.) Who are the figures in the political cartoon designed to represent? 2.) What is the underlying theme of the political cartoon?3.) Reflect on the results of the 2016 Presidential election, how do you feel about all of the negative ads put out by the candidates? Would it change your opinion of the candidates if they focused more on positive ads than negative ads?  
  • Attendance- While Class is Doing Bell Work
  • Video- Who Are You With On Election Day? (2:29 min)
  • Activity-Where I Side-Political Parties Activity
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of where as a future registered voter their views and beliefs fall on the political spectrum including identifying which of the remaining 2016 Presidential candidates they would be most likely to vote for by evaluating and interpreting data in an interactive activity
  • Language Objective:
    • Students will research, read and record information pertaining to where as a future registered voter their views and beliefs fall on the political spectrum which includes identifying the 2016 Presidential candidate they would be most likely have voted for through completing an online survey then evaluating and interpreting the data in a guided worksheet

 

Supplemental Materials: Activity-Where I Side-Political Parties Activity

Who Do I Side With-Political Parties Activity-Abridged Version

 

Video- Who Are You With On Election Day? (2:29 min)

 

Website Link: https://www.isidewith.com/

U.S. History

Friday-10/27/17:

  • Bell Work-1.) Identify the main idea behind this political cartoon? 2.) Based on your prior knowledge which historical event led to the conflict depicted in the political cartoon? 3.) Judge the value of the artist’s decision to include the imagery of the European nations placing blame on each other while the hand of reasoning is pointing to the death of the “Peace of Europe”.  Why might this have been a wise decision in terms of informing the American public about the conflicts brewing in Europe?
  • Attendance- While Class is Doing Bell Work
  • Activity-Weapons of WWI-Webquest
  • Writing Prompt
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the impact that newly developed weapons had on combat during World War I by compiling information in a collaborative webquest then integrating and layering the information into a structured writing prompt
  • Language Objective:
    • Students will read, research and orally discuss information pertaining to the impact that newly developed weapons had on combat during World War I by completing a partner based webquest then using the information gathered to construct a well formed essay response

 

Supplemental Materials: Activity-Weapons of WWI-Webquest

Weapons of WWI-Webquest-2016-Sentance Stems

 

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Government

Friday-10/27/17:

  • Bell Work-1.) Based on the context of the excerpt from Susan Page’s article what can we identify as the important political issue she is trying to highlight? 2.) According to the primary source who is to blame for the issue of political partisanship? 3.) Why do you think Page’s decision to use the survey about education policies would be extremely effective in highlighting the division political partisanship?
  • Attendance- While Class is Doing Bell Work
  • Quiz-Chapter 5-Political Parties (20 Questions)
  • Video-CNN 10-October 27th, 2017
  • Activity-Current Events 10/27
  • Daily Objective-
    • Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering political parties by demonstrating their knowledge thought the use of a unit quiz
      • 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
    • Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering political parties by completing a multiple choice and matching quiz.
      • 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

 

 

U.S. History

Thursday-10/26/17:

  • Bell Work-1.) What is the main idea of the political cartoon? 2.) Identify the significance of the sign that the soldier representing “Germany” is walking away from? 3.) What do you think about the artist’s decision to draw the gun so large? What type of metaphor might this represent? 
  • Attendance- While Class is Doing Bell Work
  • Vocabulary Match-up Activity-Chapter 11-The First World War
  • Presentation-Chapter 11-Section 3-The War at Home
  • Guided Notes-Chapter 11-Section 3-The War at Home
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering Chapter 9 by manipulating of vocabulary terms in a collaborative activity
    • SWD synthesis of the attacks on American civil liberties that changed the social landscape of the United States during WWI by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Students will watch, listen and record information pertaining to events that led United States 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
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 11 through the use of a vocabulary match-up activity
    • Student will read and record information pertaining to the attacks on American civil liberties that changed the social landscape of the United States during WWI through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Vocabulary Match-up Activity-Chapter 11-The First World War and Guided Notes-Chapter 11-Section 3-The War at Home

Vocabulary Match-up Activity-Chapter 11-The First World War

Chapter 11-Vocab Match up Terms

 

Guided Notes-Chapter 11-Section 3-The War at Home

Notes-Outline-Chapter 11-Section 3

The Americans-Chapter 11-Section 3

 

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Government

Thursday-10/26/17:

  • Bell Work-1.) What is the main idea (theme) of the political cartoon? 2.) What might the motive of the artist have been in drawing the national debt as a giant Godzilla type monster? 3.) Understanding that this particular cartoon highlighted one of the major issues of the 2012 election (see the caption in the lower right hand corner) what changes could we make to this cartoon that would make it relevant concerning the 2020 election?  
  • Attendance- While Class is Doing Bell Work
  • Activity-Political Parties Booklet (Day 3)
  • Explanation of directions and beginning of project
    • Print 12 and 1, 2 and 11, 10 and 3, 4 and 9, 7 and 5 (Two sheets to a page) and 6 full page by itself
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the core beliefs of the Republican and Democratic parties along with tracking the changing demographics and voting patterns of each state by creating a political activity booklet
  • Language Objective:
    • Students will read and record information defining the core beliefs of the Republican and Democratic parties along with tracking the changing demographics and voting patterns of each state by using chrome books to complete internet research designed to provoke political inquiry

 

Supplemental Materials: Activity-Political Parties Booklet (Day 1)

Political Parties Booklet-Activity-Chapter 5-2016 Update

Political Parties Booklet-Activity-Instructions-Update 2016

Political Parties Booklet-Activity-Pie Chart

Political Parties Booklet-Activity-Presidential Map

Political Parties Booklet-Activity-Chapter 5-Example Cover

 

U.S. History

Wednesday-10/25/17:

  • Bell Work-1.) Identity the key information this chart is trying to examine? 2.) What might Germany’s motive have been for increasing the funding in 1914 that was delegated for its army and scaling back on its naval forces? 3.) If you were a member of the British government how might you use this information to adjust your military strategy heading into 1915?
  • Attendance- While Class is Doing Bell Work
  • Video Clip-A Soldier’s Kit-WW1 Uncut: Dan Snow-BBC (5:01 min)
  • Video Clip-A Soldier’s Food-WW1 Uncut: Dan Snow-BBC (3:02min)
  • Video Clip-Why Barbed Wire? WWI Uncut: Dan Snow (3:56 min)
  • Activity-WWI-DBQ-Documents Only-2017
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by interpreting the meaning of several primary source documents in a collaborative activity
  • Language Objective:
    • Students will read, discuss and record information pertaining to the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by identifying key pieces of information contained in a DBQ packet with the help of a partner

 

Supplemental Material: Activity-WWI-DBQ-Documents Only-2017

WWI-DBQ-Documents Only-2017

 

Video Clip-A Soldier’s Kit-WW1 Uncut: Dan Snow-BBC (5:01 min)

 

Video Clip-A Soldier’s Food-WW1 Uncut: Dan Snow-BBC (3:02min)

 

Video Clip-Why Barbed Wire? WWI Uncut: Dan Snow (3:56 min)

 

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Government

 

Wednesday-10/25/17:

  • Bell Work-1.) Based on the table please identify one issue that seems to be particularly divisive for members of the main street Republican Party, Democratic Party and the Libertarian Party. * Remember this means within the issue there is a massively uneven stance between members of that group 2.)  Imagine you are a political consultant working for a democratic candidate who was giving a speech in Colorado in front of a group of solid Liberals. Which issue would you identify for your client to focus on in order to gain additional support for his campaign? 3.) Imagine you are a political candidate trying to gauge public opinion a particular idea. Explain in your own words why a table like this might be effective in choosing which political issues to address in certain areas of the country?
  • Attendance- While Class is Doing Bell Work
  • Activity-Political Parties Booklet (Day 2)
  • Explanation of directions and beginning of project
    • Print 12 and 1, 2 and 11, 10 and 3, 4 and 9, 7 and 5 (Two sheets to a page) and 6 full page by itself
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the core beliefs of the Republican and Democratic parties along with tracking the changing demographics and voting patterns of each state by creating a political activity booklet
  • Language Objective:
    • Students will read and record information defining the core beliefs of the Republican and Democratic parties along with tracking the changing demographics and voting patterns of each state by using chrome books to complete internet research designed to provoke political inquiry

 

Supplemental Materials: Activity-Political Parties Booklet (Day 1)

Political Parties Booklet-Activity-Chapter 5-2016 Update

Political Parties Booklet-Activity-Instructions-Update 2016

Political Parties Booklet-Activity-Pie Chart

Political Parties Booklet-Activity-Presidential Map

Political Parties Booklet-Activity-Chapter 5-Example Cover

 

 

U.S. History

Tuesday-10/24/17:

  • 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
  • Vocabulary Match-up Activity-Chapter 11-The First World War
  • Presentation-Chapter 11-Section 2-American Power Tips the Balance
  • Student Led Notes-Chapter 11-Section 2-American Power Tips the Balance
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering Chapter 11 by manipulating of vocabulary terms in a collaborative activity
    • SWD synthesis of the process of American mobilization upon our entry into WWI along with identifying the new weapons and medical procedures introduced during combat by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 11 through the use of a vocabulary match-up activity
    • Student will read and record information pertaining to the process of American mobilization upon our entry into WWI along with identifying the new weapons and medical procedures introduced during combat through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Vocabulary Match-up Activity-Chapter 11-The First World War, Presentation-Chapter 11-Section 2-American Power Tips the Balance and Student Led Notes-Chapter 11-Section 2-American Power Tips the Balance

Vocabulary Match-up Activity-Chapter 11-The First World War

Chapter 11-Vocab Match up Terms

 

Presentation-Chapter 11-Section 2-American Power Tips the Balance

Chapter 11-The First World War-2016

 

Student Led Notes-Chapter 11-Section 2-American Power Tips the Balance

Notes-Outline-Chapter 11-Section 2

The Americans-Chapter 11-Section 2

 

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Government

Tuesday-10/24/17:

  • Bell Work-1.) Based on the information contained within the excerpt above what can we infer is the main idea contained within the primary source? 2.) After analyzing the primary source and looking specifically at the quote that reads “By 1859, sectionalism had taken a tremendous toll on national political parties and the American political culture”, explain in your own words what the term “sectionalism” most likely means? 3.) Do you believe it is a good thing to provide voters with a viable third party candidate or due to voting being an incredibly complicated process is having only a strong Democrat and Republican candidate a better option? *Please thoroughly explain your answer
  • Attendance- While Class is Doing Bell Work
  • Video Clip-Yes / No: Democrats and Republicans (3:45 min)
  • Activity-Political Parties Booklet (Day 1)
  • Explanation of directions and beginning of project
    • Print 12 and 1, 2 and 11, 10 and 3, 4 and 9, 7 and 4 (Two sheets to a page) and 6 full page by itself
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the core beliefs of the Republican and Democratic parties along with tracking the changing demographics and voting patterns of each state by creating a political activity booklet
  • Language Objective:
    • Students will read and record information defining the core beliefs of the Republican and Democratic parties along with tracking the changing demographics and voting patterns of each state by using chrome books to complete internet research designed to provoke political inquiry

 

Supplemental Materials: Activity-Political Parties Booklet (Day 1)

Political Parties Booklet-Activity-Chapter 5-2016 Update

Political Parties Booklet-Activity-Instructions-Update 2016

Political Parties Booklet-Activity-Pie Chart

Political Parties Booklet-Activity-Presidential Map

Political Parties Booklet-Activity-Chapter 5-Example Cover

 

Video Link-Yes / No: Democrats and Republicans (3:45 min)

 

U.S. History

Monday-10/23/17:

  • Bell Work-1.) After reading the primary source excerpt what type of questions might you have for Colonel Dragulin Dimtrevic regarding his instance that Serbia’s only course of action is to go to war with Austria? 2.) Imagine you were the head of the Serbian government, how would you have dealt with the Austrian’s increased hostilities?3.) Judge the value of Colonel Dimtrevic’s statement “Our whole race must stand together to halt the onslaught of these aliens from the north”. How can the idea of nationalism unite an entire country under a common cause?   
  • Attendance- While Class is Doing Bell Work
  • Video-WW1: The Zimmermann Telegram (4:15 min)
  • Activity-Decoding the Zimmermann Note
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the innovative code breaking system that allowed the U.S. to decrypt the Zimmermann note by interpreting a decoded piece of text in a collaborative activity
  • Language Objective:
    • Students will read, orally discuss and record information pertaining to the innovative code breaking system that allowed the U.S. to decrypt the Zimmermann note through decoding an encrypted version of the Zimmermann note and working thought the process with a partner

 

Supplemental Material: Activity-Decoding the Zimmermann Note

Decoding the Zimmermann Note

Decoding the Zimmerman Note-Example

 

Video Link-WW1: The Zimmermann Telegram (4:15 min)

 

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Government

Monday-10/23/17:

  • Bell Work-1.) Based on your prior knowledge of political symbolism and reasonable deduction who can we infer the man and the elephant represent? 2.) What is the underlying theme of the political cartoon? 3.) When reflecting on the major theme of the political cartoon and the events of the last election why do you think so many Americans are frustrated with the way politicians speak about the issues?  
  • Attendance- While Class is Doing Bell Work
  • Video-The History of U.S. Elections (1964-2016) (10:14 min)
  • Presentation-Chapter 5-Section 1-Political Parties and What They Do
  • Notes-Chapter 5-Section 1-Political Parties and What They Do
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the purpose and functions of a two party political system by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Students will read and record information pertaining to the purpose and functions of a two party political system through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 5-Section 1-Political Parties and What They D0 also Notes-Chapter 5-Section 1-Political Parties and What They Do

Presentation-Chapter 5-Section 1-Political Parties and What They D0

American Political Parties-2016

 

Notes-Chapter 5-Section 1-Political Parties and What They Do

Chapter 5-Section 1-Guided Notes

 

Video Link-The History of U.S. Elections (1964-2016) (10:14 min)

 

U.S. History

Friday-10/20/17:

  • Bell Work-1.) Identify what President Wilson is doing in this political cartoon? 2.) Had the German U-Boats not been sinking American ships do you believe that President Wilson would have been able to convince Congress to grant a declaration of war or would the push to remain in isolation been too big of a challenge for him to overcome? 3.) Do you think it was a wise idea for the United States to get involved in a war that did not present immediate physical danger to our country? *Please thoroughly explain your response  
  • Attendance- While Class is Doing Bell Work
  • Video Clip-America in World War I: Crash Course US History #30 (13:39 min)
  • Reflection Question: How did the events of WWI lead to significant changes in America’s foreign policies abroad and our domestic policies at home?
  • Presentation-Chapter 11-Section 1-World War I Begins
  • From An Assassination Leads to War to The Fighting Starts
  • Student Led Notes-Chapter 11-Section 1-World War I Begins
  • From An Assassination Leads to War to The Fighting Starts
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 11-Section 1-World War I Begins (From An Assassination Leads to War to The Fighting Starts)

Chapter 11-The First World War-2016

The Americans-Chapter 11-Section 1

 

Video Clip-America in World War I: Crash Course US History #30 (13:39 min)

  • Reflection Question: How did the events of WWI lead to significant changes in America’s foreign policies abroad and our domestic policies at home?

 

 

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Government

Friday-10/20/17:

  • Bell Work-1.) Can you name the court case from which the primary source sites the judge’s dissenting opinion? 2.) What is the underlying theme of the primary source? 3.) What do you think of the following passage of the judges dissenting statement “A democracy cannot function effectively when its constituent members believe laws are being bought and sold?  
  • Attendance- While Class is Doing Bell Work
  • Video-What do Democrats believe? (3:12 min)
  • Video-What do Republicans believe? (3:20 min)
  • Vocabulary Frayer Model Activity-Chapter 5-Political Parties
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the purpose and functions of a two party political system by interacting in a short presentation
    • SWD analysis of key terms associated with the unit covering the roles and functions political parties play by defining and personalizing vocabulary terms in a vocabulary based activity
  • Language Objective:
    • Students will read and record information pertaining to the purpose and functions of a two party political system through listening to a short lecture
    • Students will read and record important vocabulary terms pertaining to our unit covering the roles and functions political parties play through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 5-Political Parties

Chapter 5-Vocabulary

Chapter 5-Frayer Model-Gov

 

 

Video Link-What do Republicans believe? (3:20 min)

 

Video Link-What do Democrats believe? (3:12 min)

 

U.S. History

Thursday-10/19/17:

  • Bell Work-1.) Can you name another historical instance where the deaths of American civilians acted as the catalyst that pushed the United States into war? 2.) Based on historical context what can we infer was the motive behind the notice from the Imperial German Embassy?3.) Imagine you were an American citizen living in 1915 who read about the Sinking of the Lusitania in the NY Times, how might your views on America’s involvement in WWI change?
  • Attendance- While Class is Doing Bell Work
  • Presentation-Chapter 11-Section 1-World War I Begins
  • From America Mobilizes to An Assassination Leads to War
  • Student Led Notes-Chapter 11-Section 1-World War I Begins
  • From America Mobilizes to An Assassination Leads to War
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 11-Section 1-World War I Begins (From America Mobilizes to An Assassination Leads to War) and Student Led Notes-Chapter 11-Section 1-World War I Begins

 

Presentation-Chapter 11-Section 1-World War I Begins (From America Mobilizes to An Assassination Leads to War)

Chapter 11-The First World War-2016

 

Student Led Notes-Chapter 11-Section 1-World War I Begins 

Notes-Outline-Chapter 11-Section 1

The Americans-Chapter 11-Section 1

 

______________________________________________________________________________________

Government

Thursday-10/19/17:

  • Bell Work-1.) Who is the key character in the political cartoon supposed to represent? 2.) What questions would you ask of the artist who drew this political cartoon? 3.) What changes would you recommend to the artist in an attempt to make this cartoon more accessible to the general public?  
  • Attendance- While Class is Doing Bell Work
  • Video-John Adams-Episode 2-Independence (HBO)-Day 2 (92 min total minutes)
  • Last 52 minutes w/ Guided Video Questions
  • Daily Objective-
  • Content Objective:
    • SWD knowledge of the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions
  • Language Objective:
    • Students will listen, and record information pertaining to the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

 

 

U.S. History

Wednesday-10/18/17:

  • Bell Work-1.) What is the main theme of the primary source? 2.) Reflect back on what we learned about the age of American imperialism/expansionism, why is Wilson’s statement that we fight “for the right of those who submit to authority to have a voice in their own Governments” particularly ironic? 3.)  Imagine you were a United States Congressman listening to President Wilson’s speech. Based on this excerpt you cast your vote in favor of passing a declaration of war against Germany or would you stick to an isolationist principle and vote against a declaration of war? *Please provide the reasons behind your decision  
  • Attendance- While Class is Doing Bell Work
  • Video Clip- How World War I Started: Crash Course World History 209 (Part 1) (9:09 min)
  • Reflection Question: How did the assassination of the Archduke Franz Ferdinand and the issuance of the Serbian ultimatum lead to the start of WWI?
  • T2T Activity-Long Term Causes of WWI
  • w/Reflection Questions
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering Chapter 9 by manipulating of vocabulary terms in a collaborative activity
    • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI by interacting in a text based activity and collaboratively responding to guided reflection questions
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 11 through the use of a vocabulary match-up activity
    • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI through completing a talk to the text activity and working with a partner to answer structured reflection questions

 

Supplemental Materials: T2T Activity-Long Term Causes of WWI w/Reflection Questions

Long Term Causes of WW I-Handout

 

Video Link- How World War I Started: Crash Course World History 209 (Part 1) (9:09 min)

 

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Government

Wednesday-10/18/17:

  • Bell Work- 1.) What is the main idea that links the primary source and the map together? 2.) Based on the primary source and map, why was the acquisition of New Orleans so important to the United States? 3.) What do you think would have happened if the United States had failed to purchase “French Louisiana” in 1803?
  • Attendance- While Class is Doing Bell Work
  • Video-John Adams-Episode 2-Independence (HBO)-Day 1 (92 min total minutes)
  • First 40 minutes w/ Guided Video Questions
  • Daily Objective-
  • Content Objective:
    • SWD knowledge of the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions
  • Language Objective:
    • Students will listen, and record information pertaining to the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

 

Supplemental Materials: John Adams-Episode 2-Independence (HBO)-Day 1 (92 min total minutes) Guided Video Questions

HBO-John Adams-Episode Two-Video Questions