U.S. History
Monday-3/12/18:
- Bell Work-) According to the primary source what are two reasons E.B. Sledge gives for why the U.S. Marines felt hatred towards Japanese soldiers? 2.) What might be some of the possible outcomes that could result from this mutual hatred? 3.) Do you think that it is a good thing or a bad thing for a soldier in active combat to have a strong sense of nationalism (an intense loyalty to their country or a specific cause)? Is it possible to be both? *Please justify your response with a strong argument
- Attendance-While Class is Doing Bell Work
- Video-This Was Life for Japanese-Americans During WWII (3:39 min)
- Activity-Japanese Internment During WWII-DBQ (Combined with elements of Japanese Internment National-Security or Racial Prejudice-DBQ)
- Daily Objective-
- Content Objective:
- SWD evaluation of primary sources and documents associated with the events following the bombing of Pearl Harbor where thousands of Japanese Americans were rounded up and sent to internment camps along the West Coast by examining twelve documents in a collaborative DBQ activity
- Language Objective:
- Students will read, discuss and record information pertaining to the events following the bombing of Pearl Harbor where thousands of Japanese Americans were rounded up and sent to internment camps along the West Coast by examining several primary sources in a partner-based document-based activity
- Content Objective:
Video Link-This Was Life for Japanese-Americans During WWII (3:39 min)
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Government
Monday-3/12/18:
- Bell Work-1.) Based on the context of James Madison’s writing in the primary source what is the meaning of the word “faction”? 2.) What can you distinguish is the main “check” Madison feels exist over various factions on society? 3.) How effective do you feel Madison ‘s contributions to the Federalists Papers are in conveying the dangers of factions?
- Attendance-While Class is Doing Bell Work
- Presentation-Chapter 4-Section 3-Interstate Relations
- Student Led Notes-Chapter 4-Section 3-Interstate Relations
- Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism
- Daily Objective-
- Content Objective:
- SWD synthesis of the constitutional provisions that define interstate relations by interacting in a short presentation and creating a set of student centered guided notes
- SWD evaluation of the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together through summarizing key information in a structured study guide
- Language Objective:
- Student will read and record information pertaining to the constitutional provisions that define interstate relations through listening to a short lecture and creating student centered guided notes
- Students will read, and write the key terms and important concepts pertaining to our Constitution plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together by completing a structured inquiry-based study guide
Supplemental Materials: Presentation-Chapter 4-Section 3-Interstate Relations, Student Led Notes-Chapter 4-Section 3-Interstate Relation and Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism
Presentation-Chapter 4-Section 3-Interstate Relations
Student Led Notes-Chapter 4-Section 3-Interstate Relation
Chapter 4-Section 3-Guided Notes-High-2017
Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism
Chapter 3 and 4-Learning Target-Study Guide
Test Materials-Chapter 3 and Chapter 4
PPT Presentations
Chapter 1-Section 1-Basic Principles-2018
Chapter 3-Section 2-Formal Amendments-2018
Chapter 3 Section 3- Constitutional Change by Other Means-2018
Vocabulary
Test Resources
Test Materials-Chapter 3 and 4
Chapter 3 and 4-Learning Target-Study Guide