Wednesday November 29th, 2017

Wednesday, November 29, 2017

U.S. History

Thursday-11/30/17:

  • Bell Work-) Who is speaking in this primary source excerpt? 2.) Based on the primary source can you distinguish why the speaker feels that jazz is “an inherent expression of Negro life”? 3.) Judge the value of the statement “But, to my mind, it is the duty of the younger Negro artist … to change thought he force of his art that old whispering ‘I want to be white’, hidden in the aspirations of his people, to ‘Why should I want to be white? I am Negro-and beautiful”. Why is a view like this a positive approach to the challenges of racial discrimination?
  • Attendance- While Class is Doing Bell Work
  • Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)
  • Thinking Map-Pop Culture in the 1920’s-Bubble Map
  • Presentation-Chapter 13-Section 3-Education and Popular Culture
  • Video Clip-Steamboat Willie (7:22 min)
  • Notes-Chapter 13-Section 3-Education and Popular Culture
  • Daily Objective-
    • Content Objectives:
      • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
      • SWD synthesis the how the how new educational opportunities and the emergence of pop culture impacted Americans during the 1920’s by creating a set of guided notes
    • Language Objective:
      • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
      • Student will read and record information pertaining to how new educational opportunities and the emergence of pop culture impacted Americans during the 1920’s through listening to a short lecture and a student led outline

 

Supplemental Materials: Thinking Map-Pop Culture in the 1920’s-Bubble Map, Presentation-Chapter 13-Section 3-Education and Popular Culture and Notes-Chapter 13-Section 3-Education and Popular Culture

Thinking Map-Pop Culture in the 1920’s-Bubble Map

Pop Culture in the 1920s-Bubble Map-US History

 

Presentation-Chapter 13-Section 3-Education and Popular Culture

Chapter 13-Section 3- Education and Popular Culture Chapter 13-Section 3- Education and Popular Culture

 

Notes-Chapter 13-Section 3-Education and Popular Culture

Notes-Outline-Chapter 13-Section 3

The Americans-Chapter 13-Section 3

 

Video Link- Walt Disney Animation Studios’ Steamboat Willie (7:22 min)

 

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Government

Wednesday-11/29/17:

  • Bell Work-1.) How would you explain in your own words is the biggest advantage to the political involvement of interest groups? 2.) What is the major problem with the fact that interest groups seem to have a “one track mind” when it comes to prominent issues? 3.) Based on the chart above do you feel that interest groups are a positive addition to the political process or one of the major problems that contribute to political corruption? *Thoroughly explain your reasoning 
  • Attendance- While Class is Doing Bell Work
  • Video Clip-Thank You for Smoking (3/5) Movie CLIP-Ice Cream Politics (2005) HD (2:29 min)
  • Activity-Special Interest Groups-Brochure Activity (Day 2)
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the ways in which interest groups work to recruit new members through grass roots tactics by creating a take away element an interest group can use to recruit new members
  • Language Objective:
    • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group

 

 

Supplemental Materials: Activity-Special Interest Groups-Brochure Activity (Day 1)

Special Interest Groups-Brochure Activity

Brochure Template-Blank-2016

ASPCA-Brochure Example

 

Video Clip-Thank You for Smoking (3/5) Movie CLIP-Ice Cream Politics (2005) HD (2:29 min)

 

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