Archive for November 2018

U.S. History

Friday-11/30/18:

  • Bell Work-1.) Who are the key characters in the political cartoon intended to represent? 2.) What is the underlying theme of the political cartoon? 3.) Based on the elements of the political cartoon what can you predict is the possible outcome of the publics over reliance on the expert’s speculation towards trends in the stock market once speculative credit has been withdrawn?
  • Attendance-While Class is Doing Bell Work
  • Video-History Brief: the Dust Bowl (4:04 min)
  • Reading Activity-Letter’s from a Dust Bowl Survivor
  • w/ reflection questions
  • Writing Prompt-Letter’s from a Dust Bowl Survivor
  • Daily Objective-
  • Content Objective:
    • SWD analysis of how families attempted to survive the devastating effects of the Great Depression by interacting in a short presentation
    • SWD synthesis of the agricultural and environmental effects the Dust Bowl had on the Midwest and Great Plains region of the United States by composing a letter from a historical perspective
  • Language Objective:
    • Students will read and record information pertaining to how families attempted to survive the devastating effects of the Great Depression through listening to a short lecture and creating student centered guided notes
    • Students will read and record a narrative pertaining to the agricultural and environmental effects the Dust Bowl had on the Midwest and Great Plains region of the United States by writing a letter to a loved one as if they were living through the Dust Bowl

 

Supplemental Materials: Reading Activity-Letter’s from a Dust Bowl Survivor w/ reflection questions and Writing Prompt-Letter’s from a Dust Bowl Survivor

Reading Activity-Letter’s from a Dust Bowl Survivor w/ reflection questions

Letter from a Dust Bowl Survivor-Primary Source Document

 

Writing Prompt-Letter’s from a Dust Bowl Survivor

Letters from a Dust Bowl Survivor-Set Up-US

Letter from a Dust Bowl Survivor

 

Video Clip-History Brief: the Dust Bowl (4:04 min)

 

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Government

Friday-11/30/18:

  • Bell Work-1.) What is the main idea of this chart? 2.) What is the relationship between the reason a state like New York lost two representatives in 2010 while a state like Texas gained four representatives? 3.) Can you propose a better alternative for determining the number of representatives each state has then the current system of measuring population every ten years?  
  • Attendance-While Class is Doing Bell Work
  • Video-What Is the Legislative Branch of the U.S. Government? | History (4:27 min)
    • or Video-What Does the Speaker of The House Do? (3:10 min)
  • Presentation-Chapter 10 Section 2 and 3The House of Representatives and the Senate  
  • Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018
  • w/Meta Log
  • 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-Chapter 10 Section 2 and 3-The House of Representatives and the Senate and Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018 w/Meta Log

Presentation-Chapter 10 Section 2 and 3-The House of Representatives and the Senate

Chapter 10-Sections 2 and 3-The House of Representatives

 

Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018 w/Meta Log

How Racial Gerrymandering Deprives Black People of Political Power-SSR Article-High-2018

SSR-Meta-Cognitive Log-Template-Half-Sheet-Government

 

U.S. History

Thursday-11/29/18:

  • Bell Work-1.) What is the main theme of the letter being written to Mr. Gifford? 2.) According to the letter, why do you think so many unemployed American’s felt embittered towards President Hoover and his administration? 3.) What is your opinion of the fact that President Hoover despite being a millionaire is still drawing a $75,000 a year salary from the government while many other American’s are being denied their bonus for military service? Should he have to give up his salary or has his position as President secured his salary?  
  • Attendance-While Class is Doing Bell Work
  • Video-The Great Depression: Crash Course US History #33 (14:26 min)
  • Reflection Question: What were the underlying factors that contributed to the economic downturn experienced during the Great Depression?
  • Presentation-Chapter 14-Section 2-Hardship and Suffering During the Depression
  • Outline Notes-Chapter 14-Section 2-Hardship and Suffering During the Depression
  • Daily Objective-
  • Content Objective:
    • SWD synthesis the how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression and the ways in which American families were forced to fight through these challenges by interacting in a short presentation and creating a set of guided notes
  • Language Objective:
    • Students will read and record information pertaining to how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression and the ways in which American families were forced to fight through these challenges through listening to a short lecture and listing key information in student led inquiry outlines

 

Supplemental Materials: Outline Notes-Chapter 14-Section 2-Hardship and Suffering During the Depression

Notes-Outline-Chapter 14-Section 2

The Americans-Chapter 14-Section 2

 

Video Clip-The Great Depression: Crash Course US History #33 (14:26 min)

  • Reflection Question: What were the underlying factors that contributed to the economic downturn experienced during the Great Depression?

 

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Government

Thursday-11/29/18:

  • Bell Work-1.) Can you provide in your own words a reason for why the artist used the term “Do-nothing Congress” to identify the man jumping in to the pool? 2.) What is the underlying theme of the political cartoon? 3.) Do you think it would be a good thing if a new law were put into effect that stated that Congress could not break for recess until all the issues currently on the floor had been resolved or would this simply cause Congress to rush through bills without truly considering them in an attempt to just clear the floor?  
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter 10-Section 1-The National Legislature
  • Video-Constitution Hall Pass: The Legislative Branch (21:50 min)
  • Notes-Chapter 10-Section 1-The National Legislature
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the bicameral structure of Congress and some of the issues with how power is distributed by interacting in a short presentation and completing a set of student led notes
  • Language Objective:
    • Student will read and record information pertaining to the bicameral structure of Congress and some of the issues with how power is distributed through listening to a short lecture and completing a set of guided student notes

 

Supplemental Materials: Presentation-Chapter 10-Section 1-The National Legislature and Notes-Chapter 10-Section 1-The National Legislature

Chapter 10-Section 1-The National Legislature

Chapter 10-Section 1-Guided Notes-High

 

Video-Constitution Hall Pass: The Legislative Branch (21:50 min)

 

U.S. History

Wednesday-11/28/18:

  • Bell Work-1.) What is the main idea behind the political cartoon? 2.) Show your understanding of the time period by identifying the major reason that so many American’s lost everything when the banks collapsed following the stock market crash of 1929? 3.) Based on what we have learned throughout our unit how would you explain the artist’s choice to use a squirrel as part of the analogy for the effect of the bank failures on the American people?
  • Attendance-While Class is Doing Bell Work
  • Video- How the Stock Exchange Works (For Dummies) (3:33 min)
  • Article-The Stock Market Crash of 1929 by Jesse Colombo (July 17th, 2012)
  • With SSR Meta-Log
  • Activity-Stock Market Investments
  • Daily Objective-
  • Content Objective:
      • SWD evaluation of the devastating effects of the 1929 stock market crash by evaluating a primary source and responding to inquiry-based log
  • SWD evaluation of the devastating effects of the stock market crash of 1929 by evaluating a list of stocks in which to purchase and building a stock portfolio
  • Language Objective:
    • Students will read and respond to an article pertaining to the devastating effects of the 1929 stock market crash by examining a primary source and responding to and meta-cognitive log
    • Students will read, record and orally debate the devastating effects of the stock market crash of 1929 through a scenario-based activity in which students are evaluating a list of stocks in which to purchase and building a stock portfolio

Supplemental Materials: Article-The Stock Market Crash of 1929 by Jesse Colombo (July 17th, 2012) With SSR Meta-Log and Activity-Stock Market Investments

Article-The Stock Market Crash of 1929 by Jesse Colombo (July 17th, 2012) With SSR Meta-Log

The Stock Market Crash of 1929-Article

SSR-Meta-Cognitive Log-Template-Half-Sheet-US History

 

Activity-Stock Market Investments

Stock Buying Activity-2018

 

_______________________________________________________________________________________
Government

Wednesday-11/28/18:

  • 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-The Secret Strategy of Congressional Seniority | Ron’s Office Hours | NPR (3:48 min)
  • Vocabulary-Chapter 10-Congress
  • Frayer Model Activity
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the ways in which interest groups work to requite new members through grass roots tactics by creating a take away element an interest group can use to recruit new members
    • SWD analysis of key terms associated with the unit covering the roles and the functions of Congress by defining and personalizing vocabulary terms in a vocabulary-based activity
  • 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
    • Students will read and record important vocabulary terms pertaining to our unit covering the roles and the functions of Congress through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary-Chapter 10-Congress

Chapter 10-Frayer Model-Gov

Chapter 10-Vocabulary Terms and Definitions

Chapter 10-Vocab Match up Review Game

 

U.S. History

Tuesday-11/27/18:

  • Bell Work-1.) Based off your prior knowledge and the context of the radio address can you name the national crisis that prompted Herbert Hoover to make this speech? 2.) What does President Hoover believe is the result of a “lack of caution in nosiness”? 3.) Based on the radio address above, why does Hoover ultimately feel it is not the government’s responsibility to solve the financial problems facing Americans during the Great Depression? In your opinion is he correct? *Be sure to explain why you agree or disagree
  • Attendance- While Class is Doing Bell Work
  • Presentation-Chapter 14-Setion 1-A Nations Sick Economy
  • Outline Notes-Chapter 14-Setion 1-A Nations Sick Economy
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression by interacting in a short presentation and creating a set of guided notes
  • Language Objective:
    • Student will read and record information pertaining to the how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression through listening to a short lecture and listing key information in student led inquiry outlines

 

Supplemental Materials: Outline Notes-Chapter 14-Setion 1-A Nations Sick Economy

Notes-Outline-Chapter 14-Section 1

The Americans-Chapter 14-Section 1

 

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

Chapter 14-Frayer Model-US

Chapter 14-Vocab Match up Review Game

Chapter 14-Vocabulary Terms and Definitions

 

_______________________________________________________________________________________

Government

Tuesday-11/27/18:

  • Bell Work-1.) In your own words describe what Jefferson is implying are the benefits for the removal of Native Americans from “white settlements”? 2.) What questions might you ask a member of Congress following this address by Tomas Jefferson? 3.) Imagine you were a Congressperson who disagreed with Jefferson’s approach to Indian removal. What would you recommend to your fellow Congressmen as a better alternative to Jefferson’s plan?
  • Attendance-While Class is Doing Bell Work
  • Activity-Special Interest Groups-Brochure Closing Activity (20 min)
  • Students will gather information from four other students about their interest group
  • Video-Last Week Tonight with John Oliver: Congressional Fundraising (HBO) (21:24 min)
  • Reflection Question: How does the pressure to consistently fundraise effect the amount of time a Congressperson actually spends working on creating new legislation?
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the ways in which interest groups work to requite new members through grass roots tactics by creating a take away element an interest group can use to recruit new members
      • SWD evaluation of influential events occurring locally, nationally and internationally by watching a short video then stating an opinion through a writing prompt regarding the impact of the topic
  • 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
      • Students will watch and record information pertaining to the influential topic occurring locally, nationally and internationally by watching a short video then stating an opinion through a writing prompt regarding the impact of the topic

 

Supplemental Materials: Activity-Special Interest Groups-Brochure Closing Activity

Special Interest Groups-Closing Activity

 

Video Clip-Last Week Tonight with John Oliver: Congressional Fundraising (HBO) (21:24 min)

  • Reflection Question: How does the pressure to consistently fundraise effect the amount of time a Congressperson actually spends working on creating new legislation?

 

U.S. History

Monday-11/26/18:

  • Bell Work-1.) Who is the speaker in this passage and what was his profession? 2.) Reflect on the last sentence of the primary source referencing the process of buying on speculation. “There was rampant (widespread) speculation, and if you wanted to take part all you had to do was put up 10 percent of the money and the broker would cover the rest …”. What potential problems can we infer might exist when it comes to buying stock on speculation? 3.) Do you think the ability to buy stock on speculation was a good thing or a bad thing when it comes to leveling the playing field between wealthy and middle-class Americans? *Please explain your thoughts
  • Attendance- While Class is Doing Bell Work
  • DBQ-Harlem Renaissance-DBQ-2018
  • Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the cultural, literary, artistic and musical movement that defined the African-American community in New York during the Harlem Renaissance by interpreting the meaning of several primary source documents in a collaborative activity
    • 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, discuss and record information pertaining to the cultural, literary, artistic and musical movement that defined the African-American community in New York during the Harlem Renaissance by identifying key pieces of information contained in a DBQ packet with the help of a partner
      • 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: DBQ-Harlem Renaissance-DBQ-2018 and Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins

DBQ-Harlem Renaissance-DBQ-2018

Harlem Renaissance DBQ-Set Up Sheet

Harlem Renaissance-DBQ-2018

 

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

Chapter 14-Frayer Model-US

Chapter 14-Vocab Match up Review Game

 

_______________________________________________________________________________________

Government

Monday-11/26/18

  • Bell Work-1.) What is the main idea behind the political cartoon? 2.) What is the relationship the author is trying to make between corporate election spending and NASCAR sponsorship? 3.) In your opinion, would it be better for transparency sake if every U.S. Congress person were forced to disclose the corporations or private groups who donate to their campaign or should we simply trust the system and believe that our representatives are truly voting in the best interests of the people?
  • Attendance-While Class is Doing Bell Work
  • Video-What are Super PACs? (2:59 min)
  • Activity-Special Interest Groups-Brochure Activity (Day 3)
  • 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

Special Interest Groups-Brochure Activity

Brochure Template-Blank-2018

Special Interest Groups-Activity Rubric

Special Interest Groups-Supplemental

 

Brochure Examples

American Medical Association-Example Brochure

GLAD-Example Brochure

Green Peace-Example Brochure

League of Women Voters-Example Brochure

National Organization of Women-Example Brochure

Natonal Farmers Union-Example Brochure

 

Research Based Websites

https://votesmart.org/

http://www.opensecrets.org/

 

U.S. History

Tuesday-11/20/18:

  • Bell Work- Bell Work-1.) Based on your prior knowledge and the content of the excerpt, please identify the main issue being debated during the court case above. 2.) What questions would you ask of Mr. Bryan if you were Mr. Darrow, that might further his position that a literal interpretation of biblical ideas are hard to factually prove? 3.) Imagine your beliefs were being attacked in an attempt to win a court case how would you have handled this particular line of questioning if you were in Mr. Bryan’s position?
  • Attendance- While Class is Doing Bell Work
  • Video-Langston Hughes & the Harlem Renaissance: Crash Course Literature 215 (11:31 min)
  • Reflection Question: How did the work of Langston Hughes reflect the cultural awakening experienced by African-American’s during the Harlem Renaissance?
  • DBQ-The Harlem Renaissance-2018
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the cultural, literary, artistic and musical movement that defined the African-American community in New York during the Harlem Renaissanceby interpreting the meaning of several primary source documents in a collaborative activity
  • Language Objective:
    • Students will read, discuss and record information pertaining to the cultural, literary, artistic and musical movement that defined the African-American community in New York during the Harlem Renaissance by identifying key pieces of information contained in a DBQ packet with the help of a partner

 

Supplemental Materials: DBQ-The Harlem Renaissance-2018

Harlem Renaissance DBQ-Set Up Sheet

Harlem Renaissance-DBQ-2018

 

Video-Langston Hughes & the Harlem Renaissance: Crash Course Literature 215 (11:31 min)

  • Reflection Question: How did the work of Langston Hughes reflect the cultural awakening experienced by African-American’s during the Harlem Renaissance?

Langsotn Hughes-Video Reflection

 

 

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Government

Tuesday-11/20/18:

  • Bell Work-1.) Based on the information from our unit covering the election process please provide a definition for the term “Super PAC” in your own words. 2.) What is the underlying theme of the political cartoon? 3.) If you were given the power to construct a model for campaign finance reform that would take power away from the anonymous donors running these Super PACS and create a system where political donations were fairly regulated what would be the primary focus of your reform initiative?
  • 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

Special Interest Groups-Brochure Activity

Brochure Template-Blank-2018

Special Interest Groups-Activity Rubric

Special Interest Groups-Supplemental

 

Brochure Examples

American Medical Association-Example Brochure

GLAD-Example Brochure

Green Peace-Example Brochure

League of Women Voters-Example Brochure

National Organization of Women-Example Brochure

Natonal Farmers Union-Example Brochure

 

Research Based Websites

https://votesmart.org/

http://www.opensecrets.org/

 

U.S. History

Monday-11/19/18:

  • Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test 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 
  • Test- 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 exam
  • 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 unit covering the Roaring Twenties by completing a multiple choice and matching exam

 

_______________________________________________________________________________________

Government

Monday-11/19/18

  • Bell Work-1.) What is the meaning of the buttons the gentlemen are wearing that reads “1%”? 2.) What point is the political cartoon attempting to convey about the issues with campaign contributions? 3.) What do you think was the artist intended purpose when he chose to draw the man representing the Supreme Court sitting by the edge of the stage watching the wealthy gentlemen throw money at the politician?  
  • Attendance-While Class is Doing Bell Work
  • Video-What Is Lobbying and Can It Be Good? (3:00 min) and When Does Lobbying Become Bribery? (2:57 min)
    • EQ: When does the process of legal political lobbying cross over into bribery?
  • Presentation-Interest Groups (2018)
    • Lobbying and Lobbyists-Part 2
  • Activity-Special Interest Groups-Brochure Activity (Day 1)
  • 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
    • SWD comprehension of the roles of lobbyists and the goals of political interest groups by interpreting information presented by the teacher and participating in a classroom discussion
  • 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
    • Students will listen and orally discuss the roles of lobbyists and the goals of political interest groups by watching two short videos and participating in classroom discussions following a short lecture by the teacher

 

Supplemental Materials:Presentation-Interest Groups (2018)-Lobbying and Lobbyists-Part 2 and Activity-Special Interest Groups-Brochure Activity (Day 1)

Presentation-Interest Groups (2018)-Lobbying and Lobbyists-Part 2

Interest Groups and Lobbying-2018

 

Activity-Special Interest Groups-Brochure Activity (Day 1)

Special Interest Groups-Brochure Activity

Brochure Template-Blank-2018

Special Interest Groups-Activity Rubric

Special Interest Groups-Supplemental

 

Brochure Examples

American Medical Association-Example Brochure

GLAD-Example Brochure

Green Peace-Example Brochure

League of Women Voters-Example Brochure

National Organization of Women-Example Brochure

Natonal Farmers Union-Example Brochure

 

U.S. History

Friday-11/16/18:

  • Bell Work- 1.) Who can you identify the main figure in the political cartoon? 2.) What questions might you ask Paul Robeson if you had the opportunity to interview him after reading the information on the graphic? 3.) In your opinion why was it so culturally significant in the 1920’s to have positive African American figures like Paul Robeson in the public spotlight?
  • 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 
  • Procedure-Test Answer Key Set Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s
  • Study Guide Review Time-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 the materials covering the Roaring Twenties through summarizing key information in a structured study guide
  • 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 the key terms and important concepts covering the Roaring Twenties by completing a structured inquiry-based study guide

 

 

Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12 and 13-Learning Targets Study Guide-Full Page-2018

Chapter 12 and 13-Test Materials

 

Vocabulary-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Chapter 12 and 13-Vocab Match up Review Game

 

Textbook PDF’s-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12-Politics of the Roaring Twenties

The Americans-Chapter 12-Section 1

The Americans-Chapter 12-Section 2

The Americans-Chapter 12-Section 3

 

Chapter 13-The Roaring Life of the 1920’s 

The Americans-Chapter 13-Section 1

The Americans-Chapter 13-Section 2

The Americans-Chapter 13-Section 3

The Americans-Chapter 13-Section 4

 

Power Points-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Chapter 12-Section 1-Americans Struggles with Post War Issues

Chapter 12-Section 2- The Harding Presidency

Chapter 12-Section 3- The Businesses of America

 

Chapter 13-Section 1-Changing Ways of Life

Chapter 13-Section 2-The Twenties Woman

Chapter 13-Section 3- Education and Popular Culture

Chapter 13-Section 4-The Harlem Renaissance

 

_______________________________________________________________________________________

Government

Friday-11/16/18:

  • Bell Work-1.) What is the main difference between those who have less than a High School diploma and those with at least a High School diploma according to the data included in the document above? 2.) How might this information be useful if you were a political candidate running for office who is about to begin campaigning for President? 3.) What would happen to the chances of the Democratic candidate winning an election if he/she were to gain the votes of those with less than a High School education or at least a High School education along with voters age thirty to forty-four? Would that give him/her enough votes to win the election?    
  • Attendance-While Class is Doing Bell Work
  • Video-What Is Lobbying and Can It Be Good? (3:00 min)
  • Presentation-Interest Groups (2018)
    • Interest Group-Part 1
  • Frayer Model Vocabulary-Chapter 9-Interest Groups
  • Daily Objective-
  • Content Objective:
    • SWD comprehension of the roles of lobbyists and the goals of political interest groups by interpreting information presented by the teacher and participating in a classroom discussion
    • SWD analysis of key terms associated with the unit covering the roles of interest groups in politics by defining and personalizing vocabulary terms in a vocabulary-based activity
  • Language Objective:
    • Students will listen and orally discuss the roles of lobbyists and the goals of political interest groups by watching two short videos and participating in classroom discussions following a short lecture by the teacher
    • Students will read and record important vocabulary terms pertaining to our unit covering the roles of interest groups in politics through the use of a frayer model vocabulary activity

 

Supplemental Materials: Presentation-Interest Groups (2018)-Interest Group-Part 1 and Frayer Model Vocabulary-Chapter 9-Interest Groups

Presentation-Interest Groups (2018)-Interest Group-Part 1

Interest Groups and Lobbying-2018

 

Frayer Model Vocabulary-Chapter 9-Interest Groups

Chapter 9-Frayer Model-Gov

Chapter 9-Terms and Definitions

Chapter 9-Vocab Match up Review Game

 

 

U.S. History

Thursday-11/15/18:

  • Bell Work- 1.) Based on the primary source what affect did Lindberg’s success have on the American public? 2.) Based on the information in the primary source excerpt what conclusion can you draw as to why Charles Lindbergh (a pilot) became such a big celebrity during the 1920’s? 3.) Suppose you could achieve a never before achieved feat like Charles Lindbergh’s solo flight across the Atlantic what would you like to achieve and why?
  • Attendance- While Class is Doing Bell Work
  • Presentation-Chapter 13-Section 4-The Harlem Renaissance
  • Notes-Chapter 13-Section 4-The Harlem Renaissance
  • Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
  • Daily Objective-
  • Content Objective:
    • SWD synthesis the how the Great Migration and the Harlem Renaissance worked to promote African-American culture and create new opportunities for authors and musicians by creating a set of guided notes
    • SWD evaluation of the materials covering the Roaring Twenties through summarizing key information in a structured study guide
  • Language Objective:
    • Student will read and record information pertaining to the Great Migration and the Harlem Renaissance worked to promote African-American culture and create new opportunities for authors and musicians through listening to a short lecture and a student led outline
    • Students will read, and write the key terms and important concepts covering the Roaring Twenties by completing a structured inquiry-based study guide

 

Supplemental Materials: Presentation-Chapter 13-Section 4-The Harlem Renaissance, Notes-Chapter 13-Section 4-The Harlem Renaissance and Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Presentation-Chapter 13-Section 4-The Harlem Renaissance

Chapter 13-Section 4-The Harlem Renaissance

 

Notes-Chapter 13-Section 4-The Harlem Renaissance

Notes-Outline-Chapter 13-Section 4

 

Textbook PDF-Chapter 13-Section 4-The Harlem Renaissance

The Americans-Chapter 13-Section 4

 

Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12 and 13-Learning Targets Study Guide-Full Page-2018

Chapter 12 and 13-Test Materials

 

Vocabulary-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Chapter 12 and 13-Vocab Match up Review Game

 

Power Points-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Chapter 12-Section 1-Americans Struggles with Post War Issues

Chapter 12-Section 2- The Harding Presidency

Chapter 12-Section 3- The Businesses of America

 

Chapter 13-Section 1-Changing Ways of Life

Chapter 13-Section 2-The Twenties Woman

Chapter 13-Section 3- Education and Popular Culture

Chapter 13-Section 4-The Harlem Renaissance

 

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Government

Thursday-11/15/18:

  • Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering Chapter 6 and 7.
  • You will be given about seven to eight minutes to study prior to the test.
  • Attendance- While Class is Doing Bell Work
  • Test-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of key terms and concepts associated with our unit covering the role of voters and how the election process in America is organized by demonstrating their knowledge thought the use of a unit test
  • Language Objective:
    • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering role of voters and how the election process in America is organized by completing a multiple choice and matching test

 

 

*Notes Collection Check List-Due Friday 

Chapter 6 and 7-Notes Check List

 

U.S. History

Wednesday-11/14/18:

  • 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
  • Presentation-Chapter 13-Section 3-Education and Popular Culture
  • Video Clip- Walt Disney Animation Studios’ 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: Presentation-Chapter 13-Section 3-Education and Popular Culture, Video Clip- Walt Disney Animation Studios’ Steamboat Willie (7:22 min) and Notes-Chapter 13-Section 3-Education and Popular Culture

Presentation-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

 

Textbook PDF’s-Chapter 13-Section 3-Education and Popular Culture

The Americans-Chapter 13-Section 3

 

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

 

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Government

Wednesday-11/14/18:

  • Bell Work-1.) What is the main idea contained in the excerpt from John W. Dean in his council towards President Nixon? 2.) Imagine you are President Nixon and you just finished listening to John W. Dean’s comments about compulsory voting. What are two to three questions that you might ask him in regard to his comments? 3.) What do you think about Dean’s comments that requiring citizens to vote is “…less restrictive than requiring us, for example, to attend school; … to pay taxes; or to serve in the military when drafted”? Is he making a logical argument or is he just grasping at straws in his attempt to win Nixon towards his point of view? 
  • Attendance-While Class is Doing Bell Work
  • Procedure-Creating Chapter 6 and 7 Answer Key
  • Test Materials-Chapter 6 and 7-Test Review
  • Study Guide Review Time-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the requirements and responsibilities associated with voter qualification by examining a voter registration form and completing student led notes on voter qualifications.
    • SWD evaluation of the materials covering the role of voters and how the election process in America is organized by demonstrating their knowledge through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read and record the requirements and responsibilities associated with voter qualification through the use of a voter registration activity and student driven guided notes.
    • Students will read, and write the key terms and important concepts covering the role of voters and how the election process in America is organized by demonstrating their knowledge by completing a structured inquiry-based study guide

 

Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process

Chapter 6 and 7-Learning Target-Study Guide-2018

Chapter 6 and 7-Test Materials

 

Power Points-Chapter 6 and 7

Chapter 6-Section 1-The Right to Vote

Chapter 6-Section 2-Voter Qualifications-2018

Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Section 4-Voter Behavior

 

Chapter 7-The Electoral Process-2018

 

Vocabulary-Chapter 6 and 7

Chapter 6 and 7-Vocab Match up Review Game