U.S. History
Thursday-11/02/17:
- Bell Work- 1.) Identify the main theme of this political cartoon? 2.) What can we infer was the reason behind the artist’s decision to depict the five major powers as dogs in the political cartoon? 3.) What do you think is the significance of the artist decision to depict the United States as an American Bull Terrier which is a larger breed of dog compared to his decision to draw Great Britain, Germany and France as dogs of similar stature?
- Attendance- While Class is Doing Bell Work
- Video-The Lost Battalion (Day 1)
- w/ Guided Video Questions
- Daily Objective-
- Content Objective:
- SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
- Language Objective:
- Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI
Supplemental Materials: The Lost Battalion-Video Questions
Lost Batallion-Video Questions
Video Link-The Lost Battalion (Day 1)
1st Hour Paused at the 26:39 min mark
2nd Hour Paused at the 24:12 min mark
______________________________________________________________________________________
Government
Thursday-11/02/17:
- Bell Work-1.) What are the key characteristics that the primary source/charts are trying to identify? 2.) What can we distinguish are some recent trends among “self-described” Independents, Democrats and Republicans? 3.) Describe based on the data and your prior knowledge why there has been such a large shift in political ideologies among liberals, moderates and conservatives since 2004?
- Attendance- While Class is Doing Bell Work
- SSR Article-Give Ex-Cons the Right to Vote
- w/ SSR-Meta-Cognitive Log-Template-Half-Sheet
- Presentation-Chapter 6-Section 2-Voter Qualification (Part 1)
- Universal Requirements-Citizenship, Residence and Age
- 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 (Part 1) Universal Requirements-Citizenship, Residence and Age
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-Half-Sheet
Presentation-Chapter 6-Section 2-Voter Qualification (Part 1) Universal Requirements-Citizenship, Residence and Age
Chapter 6-Section 2-Voter Qualifications-Power Point