Archive for November 4th 2019

U.S. History

Monday-11/04/19:

  • Bell Work-1.) Based on the excerpt above please describe what is happening in 1917 that seems to be frightening many Americans. 2.) Based on the excerpt what can we identify as some of the potential motives behind the anti-Communist hysteria led Attorney General A. Mitchell Palmer in 1919? 3.) Imagine you were a member of the U.S. government living sometime in between 1917 and 1920. How would you have handled the “Red Scare”? *Would you have given into the fear or would you work to stop the spread of mass hysteria? Please explain why or why not
  • Attendance- While Class is Doing Bell Work
  • Procedure-NCSS Social Studies Survey
  • Set aside 10 min
  • Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties  
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the major political changes that occurred in America during the 1920’s 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 major political changes that occurred in America during the 1920’s through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties  

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Government

Monday-11/04/19:

  • Bell Work-1.) Identify the key characters in the political cartoon. 2.) What is the underlying theme of the political cartoon? 3.) What do you think about the artist’s choice to depict the man with the starting pistol as the embodiment of the “GOP”? Why might he have chosen them instead of the Democratic Party? 
  • Attendance-While Class is Doing Bell Work
  • Video Clip-The US Midterms explained | World (3:47 min)
  • Activity-Should the Electoral College Be Abolished-DBQ (Day 2)
  • Vocabulary Frayer Model Activity-Chapter 7-The Election Process  
  • 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 key terms associated with the unit covering the federal election cycle in the United States by defining and personalizing vocabulary terms in a vocabulary-based activity
  • 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 important vocabulary terms pertaining to our unit covering the federal election cycle in the United States through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 7-The Election Process