Wednesday December 5th, 2018

Wednesday, December 5, 2018

U.S. History

Wednesday-12/05/18:

  • Bell Work-1.) Describe in your own words what Caroline Bird believes is “The Invisible Scar”? 2.) Identify two of the way’s families described in the passage attempted to deal with the challenges they faced during the Great Depression? 3.) Reflect on the final paragraph which begins with the line “A teacher in a mountain…”. Imagine you were a teacher living during the Great Depression how would you have handled disciplining a child who was acting out due to hunger and frustration?
  • Attendance- While Class is Doing Bell Work
  • Activity-The Great Depression-Web Quest (2017)
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the devastating effects of the Great Depression on American business and families by compiling information from several online sources to complete a structured web quest
  • Language Objective:
    • Students will read, orally discuss and record information on what led to the devastating effects of the Great Depression on American business and families by working collaboratively on an online web quest

 

Supplemental Materials: Activity-The Great Depression-Web Quest (2017)

The Great Depression Begins-Web Quest-2017

 

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Government

Wednesday-12/05/18:

  • Bell Work-1.) Who are the key characters depicted in the political cartoon? 2.) What might be some of the motives behind the artists focus on calling out the issues of nepotism (The practice among those with power or influence of favoring relatives or friends, especially by providing them with jobs) in U.S. politics? 3.) What do you think about the fact that often times in politics the way people are appointed to government positions has more to deal with “who they know” rather than “what qualifications they have”? How might this lead to problems in the strength of political leadership? 
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter 11-Section 2-The Other Expressed Powers
  • Primary Source- McCulloch v. Maryland-What Are the Limits on the Implied Powers of Congress?  
    • With Reflection Questions
  • Also available: What Are the Limits on the Implied Powers of Congress? (McCulloch v. Maryland, 1819) (pg. 310)
    • w/Thinking Critically Questions #1-2 on pg. 311
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering Chapter 11 by defining and personalizing vocabulary terms in a vocabulary-based activity
    • SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers and the specific roles Congress plays in determining their functions by listening to the teacher complete a short presentation then participating in a classroom discussion
  • Language Objective:
    • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 11 through the use of a frayer model vocabulary activity
    • Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers and the specific roles Congress plays in determining their functions by participating in classroom discussions following a short lecture by the teacher

 

Supplemental Materials: Presentation-Chapter 11-Section 2-The Other Expressed Powers and Primary Source- McCulloch v. Maryland-What Are the Limits on the Implied Powers of Congress? w/ Reflection Questions

 

Presentation-Chapter 11-Section 2-The Other Expressed Powers

Chapter 14-Section 2-Hardship and Suffering During the Great Depression

 

Primary Source- McCulloch v. Maryland-What Are the Limits on the Implied Powers of Congress? w/ Reflection Questions

McCulloch v Maryland-Limiting the Implied Powers of Congress-SSR Article With Questions-Leveled-2018

 

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