Friday-11/22/19:
- Bell Work- 1.) Identify the symbolism of the following elements: a. The cuff on the man’s shirt sleeve b. The caption on the handle of the knife c. The general theme of the captions on the devil fish 2.) Based on historical context what can we identify as some of the motives behind the U.S. Government’s decision to introduce the policy of prohibition? 3.) Examine the commentary at the bottom of the political cartoon. Why does Victor Hugo say that “The tendencies of the Devil Fish (alcohol) cannot be destroyed unless the HEAD, the source of their substantial power, is destroyed?”
- Attendance- While Class is Doing Bell Work
- Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s
- Procedure-Test Answer Key Set Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s
- Study Guide Review Time-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s
- Daily Objective-
- Content Objective:
- SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
- SWD evaluation of the materials covering the Roaring Twenties through summarizing key information in a structured study guide
- Language Objective:
- Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
- Students will read, and write the key terms and important concepts covering the Roaring Twenties by completing a structured inquiry-based study guide
Supplemental Materials: Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min), Presentation-Chapter 13-Section 4-The Harlem Renaissance and Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s
Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)
Presentation-Chapter 13-Section 4-The Harlem Renaissance
Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s
Power Points-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s
Chapter 12-Politics of the Roaring Twenties
Chapter 13-The Roaring Life of the 1920’s
Test Materials PPT-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s
Textbook PDFs-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s
Chapter 12-Politics of the Roaring Twenties
Chapter 13-The Roaring Life of the 1920’s
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Government
Friday-11/22/19:
- Bell Work-1.) Based on this primary source can you explain why Sherman Alexie is so frustrated with the actions of interest groups? 2.) What is the author trying to convey with his choice to use the analogy of antiwar protestor being concerned about their dietary identities? 3.) What changes would you recommend to the author that might make this passage more accessible to a wider audience?
- Attendance-While Class is Doing Bell Work
- Activity-Special Interest Groups-Brochure Closing Activity (20 min)
- Students will gather information from four other students about their interest group
- Vocabulary Frayer Model Activity-Chapter 10-Congress
- Daily Objective-
- Content Objective:
- SWD synthesis of the ways in which interest groups work to requite new members through grass roots tactics by creating a takeaway element an interest group can use to recruit new members
- SWD analysis of key terms associated with the unit covering the roles and the functions of Congress by defining and personalizing vocabulary terms in a vocabulary-based activity
- Language Objective:
- Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group
- Students will read and record important vocabulary terms pertaining to our unit covering the roles and the functions of Congress through the use of a frayer model vocabulary activity
Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 10-Congress and Activity-Special Interest Groups-Brochure Closing Activity (20 min)
Activity-Special Interest Groups-Brochure Closing Activity (20 min)