Thursday November 8th, 2018

Thursday, November 8, 2018

U.S. History

Thursday-11/08/18:

  • Bell Work-1.) Based on the context of the political cartoon what can we infer the term “frugal” means when referring to our forefathers? 2.) What is the underlying theme of the political cartoon? 3.) How might the materialistic nature of the man representing “This generation” have contributed to the economic downturn that in 1929 resulted in the Great Depression?
  • Attendance- While Class is Doing Bell Work
  • Presentation-Chapter 13-Section 1-Changing Ways of Life
  • Also show video clips:
    • Bet You Didn’t Know: Prohibition | History (2:45 min)
    • Why Al Capone Wasn’t Your Typical Discreet Gangster (3:10 min)
  • Guided Notes-Chapter 13-Section 1-Changing Ways of Life
  • Daily Objective-
  • Content Objective:
    • SWD synthesis the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes 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 how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes through listening to a short lecture and completing a set of student led notes

 

Supplemental Materials: Presentation-Chapter 13-Section 1-Changing Ways of Life and Guided Notes-Chapter 13-Section 1-Changing Ways of Life

Presentation-Chapter 13-Section 1-Changing Ways of Life

Chapter 13-Section 1-Changing Ways of Life

 

Guided Notes-Chapter 13-Section 1-Changing Ways of Life

Notes-Outline-Chapter 13-Section 1

 

Textbook PDF-Chapter 13-Section 1-Changing Ways of Life

The Americans-Chapter 13-Section 1

 

Video Clip-Bet You Didn’t Know: Prohibition | History (2:45 min)

 

Video Clip-Why Al Capone Wasn’t Your Typical Discreet Gangster (3:10 min)

 

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Government

Thursday-11/08/18:

  • Bell Work-1.) Can you explain based to the primary source excerpt how the author believed Blacks [African Americans] would attempt to justify their right to gain full suffrage? 2.) Based on historical context and your prior knowledge can you identify another historical instance in which African Americans had to fight against unfair obstacles simply to enjoy the right to vote? 3.) What do you believe might have happened if the United States had granted Blacks [African American’s] the right to vote following the arguments made by the Liberty Party in 1840? Do you think as a result of suffrage being extended to African Americans at this time that the Civil War could have been avoided or was this just a fight we were destined to have?  
  • Attendance-While Class is Doing Bell Work
  • Video-What’s the difference between a caucus and a primary? (4:48 min)
  • Presentation –Chapter 7-Section 1-The Nominating Process
  • Student Led Notes-Chapter 7-Section 1-The Nominating Process
  • Notes-Chapter 7-Section 2-The Elections
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
    • SWD analysis of the political process in which candidates running for office seek and receive their party’s nomination by interacting in a short presentation and creating a set of student centered guided notes
    • SWD analysis of the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process by creating a set of student centered guided notes
  • Language Objective:
    • Students will read, and respond to a document based packet packed with arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College
    • Students will read and record information pertaining to the political process in which candidates running for office seek and receive their party’s nomination through listening to a short lecture and creating student centered guided notes
    • Students will read and record information pertaining to the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process through creating student centered guided notes

 

Supplemental Materials: Presentation -Chapter 7-Section 1-The Nominating Process, Student Led Notes-Chapter 7-Section 1-The Nominating Process and Student Led Notes-Chapter 7-Section 2-The Elections

Presentation -Chapter 7-Section 1-The Nominating Process

Chapter 7-The Electoral Process-2018

 

Student Led Notes-Chapter 7-Section 1-The Nominating Process and Student Led Notes-Chapter 7-Section 2-The Elections

Chapter 7-Section 1-Guided Notes

Chapter 7-Section 2-Guided Notes-High

 

Video Clip-What’s the difference between a caucus and a primary? (4:48 min)

 

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