Archive for December 6th 2017

U.S. History

1st Hour

Wednesday-12/06/17:

  • Bell Work-1.) Based on your prior knowledge which group is Colleen Moore talking about in this excerpt? 2.) Why do you think that Colleen Moore found it so easy to identify with the group she is referencing in this excerpt? Do you think many young ladies feel this way today? 3.) Judge the value of Colleen Moore’s statement where she says “I don’t know if I realized as soon as I began seeing them that they represented the wave of the future…”. Why do you think she referred to these women as the “wave of the future” instead of comparing them to the progressive women who fought for women’s equality in the past?
  • Attendance-While Class is Doing Bell Work
  • Procedure-Collect Chapter 12 and 13 Notes
  • Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the start of the Great Depression 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 start of the Great Depression through the use of a frayer model vocabulary activity

 

Supplemental Materials: Procedure-Collect Chapter 12 and 13 Notes and Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins

Procedure-Collect Chapter 12 and 13 Notes

Chapter 12 and 13-Notes Check List

 

Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins   

Chapter 14-Vocab Match up Terms

Frayer Vocabulary Model

 

2nd Hour

Wednesday-12/05/17:

  • Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 12 and 13. In 5 minutes we will begin the vocabulary match up activity.
  • 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 
  • Quiz- Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of key terms and concepts associated with our unit covering the Roaring Twenties by demonstrating their knowledge thought the use of a unit quiz
  • 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
    • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our the unit covering the Roaring Twenties by completing a multiple choice and matching quiz

 

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Government

Wednesday-12/06/17:

  • Bell Work-1.) What evidence can you use to describe the author’s true feelings about the effectiveness of the 113th Congress? What do you believe those feeling are? 2.) What inference can you make about the 112th Congress based on the image of the shoes and the comment Uncle Sam is making? 3.) What in your opinion can be done to maximize the effective of Congress while in session? (ex. What kind of goals or timeframes might be given for accomplishing tasks)  
  • Attendance- While Class is Doing Bell Work
  • Video-What Does the Speaker of The House Do? (3:10 min)
  • Presentation-The House of Representatives and the Senate
  • Article-The Gov-Gerrymandering (Redistricting Revisited Pg. 6-9)
  • w/ Cornell Notes
  • Daily Objective-
  • Content Objective:
    • SWD analysis on the political issues caused by Gerrymandering and district reapportionment by outlining an article and answering reflection questions
  • Language Objective:
    • Students will read, record and discuss the political issues caused by Gerrymandering and district reapportionment by creating a double entry journal and answering guided reflection questions

 

Supplemental Materials: Presentation-The House of Representatives and the Senate and Article-The Gov-Gerrymandering (Redistricting Revisited Pg. 6-9) w/ Cornell Notes and Reflection Questions

Presentation-The House of Representatives and the Senate

Chapter 10-Congress-2017 Chapter 10-Congress-2017

 

Article-The Gov-Gerrymandering (Redistricting Revisited Pg. 6-9) w/ Cornell Notes and Reflection Questions

Redistricting Revised – SS Lesson Plan

Gerrymandering-Cornell Notes-Gov

Gerrymandering Reflection Questions

 

Video Link-What Does the Speaker of The House Do? (3:10 min)