Thursday October 10th, 2019

Thursday, October 10, 2019

U.S. History

Thursday-10/10/19:

  • Bell Work- 1.) Can you name another historical instance where the deaths of American civilians acted as the catalyst that pushed the United States into war? 2.) Based on historical context what can we infer was the motive behind the notice from the Imperial German Embassy? 3.) Imagine you were an American citizen living in 1915 who read about the Sinking of the Lusitania in the NY Times, how might your views on America’s involvement in WWI change?
  • Attendance- While Class is Doing Bell Work
  • T2T Activity-Long Term Causes of WWI
  • w/Reflection Questions
  • Vocabulary Frayer Model Activity-Chapter 11-The First World War 
  • Daily Objective-
    • Content Objective:
      • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI  by interacting in a text based activity and collaboratively responding to guided reflection questions
      • SWD analysis of key terms associated with the unit covering the conflicts that led to the Great War by defining and personalizing vocabulary terms in a vocabulary-based activity
    • Language Objective:
      • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI through completing a talk to the text activity and working with a partner to answer structured reflection questions
      • Students will read and record important vocabulary terms pertaining to our unit conflicts that led to the Great War through the use of a frayer model vocabulary activity

 

Supplemental Materials: T2T Activity-Long Term Causes of WWI w/Reflection Questions and Vocabulary Frayer Model Activity-Chapter 11-The First World War 

T2T Activity-Long Term Causes of WWI w/Reflection Questions

 

Vocabulary Frayer Model Activity-Chapter 11-The First World War 

 

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Government

Thursday-10/10/19:

  • Bell Work-1.) Who is the key character in the political cartoon supposed to represent? 2.) What questions would you ask of the artist who drew this political cartoon?3.) What changes would you recommend to the artist in an attempt to make this cartoon more accessible to the general public?  
  • Attendance-While Class is Doing Bell Work
  • Procedure-Notes Collection-Chapter 3 and 4
  • Pre-test-Chapter 5-Political Parties
  • Video-John Adams-Episode 2-Independence (HBO)-Day 1 (92 min total minutes)
  • First 40 minutes w/ Guided Video Questions
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the key terms, important political/historical figures and concepts associated with our unit covering political parties through compiling and integrating their knowledge on a pre-test
    • SWD evaluation of influential events occurring locally, nationally and internationally by finding articles in newspapers or online then interpreting the information and stating an opinion about the impact of the article in a current events activity
    •  
  • Language Objective:
    • Students will read and respond through writing the key terms, important political/historical figures and concepts associated with our unit covering political parties by completing a multiple choice and matching pre-test
    • Students will listen, and record information pertaining to the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

 

Supplemental Materials: Video-John Adams-Episode 2-Independence (HBO)- Guided Video Questions

 

 

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