U.S. History
Tuesday-2/05/19:
- Bell Work-1.) Based on the unit we covered in class what can you infer might have been the reason the Germans began the Jewish boycott in 1933? 2.) Demonstrate your understanding of the timeline by describing how the German policies changed as WWII progressed? 3.) What might the outcome have been for other non-Aryan (People of Indo-European origin (spanning from India to Europe), the original Aryan people specifically in Persia, and most controversially through Nazi misinterpretation, the Nordic or Germanic peoples) races had the Allies not began liberating concentration camps in 1944?
- Attendance-While Class is Doing Bell Work
- Video-Kids Meet a Holocaust Survivor | Kids Meet | HiHo Kids (10:25 min)
- Activity-Artifacts from the Holocaust-Expert Folder Activity
- Daily Objective-
- Content Objective:
- SWD evaluation of the personal possession and effects of Jews who were held prisoner during the Holocaust in which they tell their story of internment during WWII through evaluating and interpreting primary source documents in an exploratory research activity
- Language Objective:
- Students will read, record and orally discuss information pertaining to the personal possession and effects of Jews who were held prisoner during the Holocaust in which they tell their story of internment during WWII by completing a set of guided inquiry-based questions based off documents contained within an expert folder
Supplemental Materials: Activity-Artifacts from the Holocaust-Expert Folder Activity
Everyday Objects from the Holocaust-Document Activity-Guided Questions-2018
Everyday Objects from the Holocaust-PT 1
Everyday Objects from the Holocaust-PT 2
Everyday Objects from the Holocaust-PT 3
Video-Kids Meet a Holocaust Survivor | Kids Meet | HiHo Kids (10:25 min)
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Government
Tuesday-2/05/19:
- Bell Work-1.) What can we infer was Patrick Henry’s main purpose for giving this speech in front of the Virginia House of Burgess? 2.) Select one of Patrick Henry’s three criticisms of the Stamp Act and discuss how this position reflected the frustrations of many colonists living in the mid 1760’s? 3.) What was the significance of Henry’s statement “…if this be treason, make the most of it” in relation to the impending conflict with the British?
- Attendance-While Class is Doing Bell Work
- Video Clip– 800 Years of Magna Carta (4:10 min)
- Activity-Comparing The Bill of Rights and Magna Carta-Activity-2018
- Daily Objective-
- Content Objective:
- SWD evaluation on the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by interpreting the meaning of several primary source documents in a collaborative activity
- Language Objective:
- Students will read, discuss and record information pertaining to the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by identifying key pieces of information contained within a copy of the Magna Carta and the Bill of Rights with the help of a partner
Supplemental Materials: Activity-Comparing The Bill of Rights and Magna Carta-Activity-2018
Comparing-The-Bill-of-Rights-and-Magna-Carta-Activity-2019
Video Clip– 800 Years of Magna Carta (4:10 min)