Archive for January 24th 2019

U.S. History

Thursday-1/24/19:

  • Bell Work-1.) Based on the context of the primary source what can we infer the definition of the term “appeasement” means? 2.) What examples can you site to show Winston Churchill’s strategy for keeping peace and stopping the growth of the Nazi’s power in Europe? 3.) What is your opinion of Winston Churchill’s speech to Parliament? Do you agree with the general sentiment of Churchill’s message or do you feel he is wrong in this instance? 
  • Attendance-While Class is Doing Bell Work
  • Video-World War II Part 1: Crash Course US History #35 (13:26 min)
    • Reflection Question: How did the United States transition from isolationism to total war set the stage for the Allies victory during WWII?
  • Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace
  • Daily Objective-
  • Content Objective:
    • SWD analysis of types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by creating a set of student-centered guided notes
  • Language Objective:
    • Student will read and record information pertaining to the types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through creating student centered guided notes

 

Supplemental Materials: Video-World War II Part 1: Crash Course US History #35 (13:26 min) with reflection question and Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace

Video-World War II Part 1: Crash Course US History #35 (13:26 min)

  • Reflection Question: How did the United States transition from isolationism to total war set the stage for the Allies victory during WWII?

 

Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace

Notes-Outline-Chapter 16-Section 1

The Americans-Chapter 16-Section 1

 

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Government

Thursday-1/24/19: 3rd Hour

  • Bell Work-1.) What was the major system of government that developed in England in 1066? 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)? 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed?
  • Attendance-While Class is Doing Bell Work
  • Video-America The Story of US-Episode 2-Revolution (44 min)
  • w/ Guided Video Notes
  • Daily Objective-
  • Content Objective:
    • SWD knowledge of how America broke free from Great Britain’s oppressive grip while analyzing the challenges associated with establishing a newly sovereign nation through recording information presented in a video and completing a class discussion
  • Language Objective:
    • Students will watch and record information pertaining how America broke free from Great Britain’s oppressive grip while analyzing the challenges associated with establishing a newly sovereign nation and discussing the impact with a classmate

 

 Supplemental Materials: Video Notes-America The Story of US-Episode 2-Revolution (44 min)

America the Story of US-Episode Two-Revolution-Video Notes

 

 

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 Government

Thursday-1/24/19: 4th Hour

  • Bell Work-1.) What was the major system of government that developed in England in 1066? 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)? 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed?
  • Attendance-While Class is Doing Bell Work
  • Syllabus-Classroom Rules and Procedures
  • Vocabulary Frayer Model Activity-Chapter 1-Principles of Government
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the basic principles of government 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 basic principles of government through the use of a frayer model vocabulary activity

 

Supplemental Materials: Syllabus-Classroom Rules and Procedures and Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Syllabus-Classroom Rules and Procedures

US Government-Syllabus-2018

 

Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Chapter 1-Frayer Model Set Up

Chapter 1-Vocab Match up Review Game

Chapter 1-Vocabulary Terms and Definitions