Archive for December 5th 2019

U.S. History

Thursday-12/05/19:

  • Bell Work-1.) What is the main theme of the letter being written to Mr. Gifford? 2.) According to the letter, why do you think so many unemployed American’s felt embittered towards President Hoover and his administration? 3.) What is your opinion of the fact that President Hoover despite being a millionaire is still drawing a $75,000 a year salary from the government while many other American’s are being denied their bonus for military service? Should he have to give up his salary or has his position as President secured his salary?  
  • Attendance- While Class is Doing Bell Work
  • Video-America The Story of US-Episode 9-Bust (44 min)
    • w/ Guided Video Notes *Finish last few minutes of the video
  • Student Led Notes-Chapter 14-The Great Depression Begins-Big Picture Notes (Combination of notes pertaining to the major topics addressed in Chapter 14-Section 1-A Nations Sick Economy, Chapter 14-Section 2-Hardship and Suffering During the Depression and Chapter 14 Section 3-Hoover Struggles with the Depression)
  • Daily Objective-
  • Content Objective:
    • SWD knowledge of how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through recording information presented in a video and completing a class discussion
    • SWD synthesis of how the economic hardships experienced in America during the 1920’s and President Hoovers inability to pass effective legislative solutions to these problems led to the Great Depression by creating a set of guided notes
  • Language Objective:
    • Students will watch and record information pertaining to how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through watching a video and discussing the impact with a classmate
    • Student will read and record information pertaining to the how the economic hardships experienced in America during the 1920’s and President Hoovers inability to pass effective legislative solutions to these problems led to the Great Depression through listing key information in student led inquiry outlines

 

Supplemental Materials: Student Led Notes-Chapter 14-The Great Depression Begins-Big Picture Notes

 

Textbook PDF’s-Chapter 14-The Great Depression

 

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Government

Thursday-12/05/19:

  • Bell Work-1.) Based on the information from the primary source above do federal systems like the one in the United States always have to contain bicameral state legislatures? 2.) What are some of the problems associated with bicameralism, according to this passage? 3.) Do you think it is a good thing or a bad thing that the United States has almost exclusively adopted a bicameral system in regard to our legislatures? *Please thoroughly explain your position 
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce
  • Presentation-Chapter 11-Section 2-The Other Expressed Powers
  • Primary Source- McCulloch v. Maryland-What Are the Limits on the Implied Powers of Congress?  
    • With Reflection Questions
  • Also available: What Are the Limits on the Implied Powers of Congress? (McCulloch v. Maryland, 1819) (pg. 310)
    • w/Thinking Critically Questions #1-2 on pg. 311
  • Daily Objective-
  • Content Objective:
    • SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by listening to the teacher complete a short presentation then participating in a classroom discussion
    • SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers and the specific roles Congress plays in determining their functions by listening to the teacher complete a short presentation then participating in a classroom discussion
    • SWD analysis on the *** by outlining an article and answering reflection questions
  • Language Objective:
    • Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by participating in classroom discussions following a short lecture by the teacher
    • Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers and the specific roles Congress plays in determining their functions by participating in classroom discussions following a short lecture by the teacher
    • Students will read, record and discuss the *** by creating a double entry journal and answering guided reflection questions

 

Supplemental Materials: Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce, Presentation-Chapter 11-Section 2-The Other Expressed Powers and Primary Source- McCulloch v. Maryland-What Are the Limits on the Implied Powers of Congress?

 

Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce, Presentation-Chapter 11-Section 2-The Other Expressed Powers

 

Primary Source- McCulloch v. Maryland-What Are the Limits on the Implied Powers of Congress?