U.S. History
Monday-1/06/20:
- Bell Work-1.) What is the underlying theme behind this excerpt from Elizabeth Cady Stanton’s speech? 2.) Imagine that you were a reporter working for the Cleveland Plain Dealer in 1868, and you scored an interview with Elizabeth Cady Stanton. What are two or three questions you might ask in order to understand her position regarding “The Destructive Male”? 3.) What can you predict based on the tone of this document and your prior knowledge might be the reaction of male voters after hearing this speech?
- Attendance- While Class is Doing Bell Work
- Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s
- Activity-The Great Depression and New Deal-DBQ-2018 (Containing 13 Documents)
- Student Led Notes- Chapter 15-Section 1-A New Deal Fights the Depression, Chapter 15-Section 2-The Second New Deal Takes Hold, Chapter 15-Section and 3-The New Deal Affects Many Groups
- Supplemental Note Packet-2019
- Daily Objective-
- Content Objective:
- SWD evaluation of primary sources and documents associated with the New Deal by examining twelve documents in a collaborative DBQ activity
- SWD analysis of the effects New Deal programs had on the lives of minorities and the cultural impact of the 1930’s on everyday Americans by interacting in a short presentation and creating a set of student-centered guided notes
- Language Objective:
- Students will read, discuss and record information pertaining to the New Deal by examining several primary sources in a partner-based document-based activity
- Students will read, record and orally compare information pertaining to the effects New Deal programs had on the lives of minorities and the cultural impact of the 1930’s on everyday Americans through listening to a short lecture and creating student centered guided notes
Supplemental Materials: Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s, Activity-The Great Depression and New Deal-DBQ-2018 (Containing 13 Documents), Student Led Notes- Chapter 15-Section 1-A New Deal Fights the Depression, Chapter 15-Section 2-The Second New Deal Takes Hold, Chapter 15-Section and 3-The New Deal Affects Many Groups (Supplemental Note Packet)
Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s
Activity-The Great Depression and New Deal-DBQ-2018 (Containing 13 Documents)
Student Led Notes- Chapter 15-Section 1-A New Deal Fights the Depression, Chapter 15-Section 2-The Second New Deal Takes Hold, Chapter 15-Section and 3-The New Deal Affects Many Groups (Supplemental Note Packet)
Textbook PDF’s- Chapter 15-Section 1-A New Deal Fights the Depression, Chapter 15-Section 2-The Second New Deal Takes Hold, Chapter 15-Section and 3-The New Deal Affects Many Groups (Supplemental Note Packet)
Final Exam Study Guide-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
Vocabulary-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
Power Points-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
Chapter 9-The Progressive Era
Chapter 10-America Claims an Empire
Chapter 11-The First World War
Chapter 12-Politics of the Roaring Twenties
Chapter 13-The Roaring Life of the 1920’s
Chapter 14-The Great Depression Begins
Chapter 15-The New Deal
Text Materials PPT- Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
Textbook PDF’s-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
______________________________________________________________________________
Government
Monday-1/06/20:
- Bell Work-1.) What is the purpose of the primary source shown above? 2.) Why do you think that the primary source includes the lines “I hereby declare, by oath, that I absolutely and entirely renounce and abjure all allegiances and fidelity to any foreign prince, potentate, state or sovereignty, of whom or which I have heretofore been a subject or citizen;”? 3.) Can you elaborate on the main reason that the author of the primary source decided to include the line “…I take this obligation freely, without any mental reservation or purpose of evasion;”?
- Attendance-While Class is Doing Bell Work
- Presentation-Chapter 18-Federal Courts
- DBQ-American Jury System-2019
- Daily Objective-
- Content Objective:
- SWD synthesis of the role that the Federal Court plays in upholding law and order in the United States through interacting in a short presentation
- SWD evaluation of the inner workings of the United States judicial system by interpreting the meaning of several primary source documents in a collaborative activity
- Language Objective:
- Students will listen, orally discuss and respond to the role that the Federal Court plays in upholding law and order in the United States by participating in classroom discussions while interacting during a short lecture
-
-
- Students will read, discuss and record information pertaining to the inner workings of the United States judicial system by identifying key pieces of information contained in a DBQ packet with the help of a partner
-
Supplemental Materials: Presentation-Chapter 18-Federal Courts and DBQ-American Jury System-2019
Presentation-Chapter 18-Federal Courts
DBQ-American Jury System-2019
Final Exam Study Guide-Chapters 1-7 and Chapters 9-21
Vocabulary-Chapters 1-7 and Chapters 9-14
Power Points-Chapters 1-7 and Chapters 9-21
Chapter 1-Priniciples of Government
Chapter 2-Origins of American Government
Chapter 3-The Constitution
Chapter 4-Federalism
Chapter 5-Political Parties
Chapter 6-Voter and Voter Behavior
Chapter 7-The Electoral Process
Chapter 9-Interest Groups
Chapter 10-Congress
Chapter 11-Powers of Congress
Chapter 12-Congress in Action
Chapter 13-The Presidency
Chapter 14-The Presidency in Action
Chapter 15-Government at Work-The Bureaucracy
Chapter 16-Financing Government
Chapter 17-Foreign Policy and National Defense
Chapter 18-The Federal Court System
Chapter 19-Civil Liberties-First Amendment Freedoms
Chapter 20-Civil Liberties-Protecting Individual Rights
Chapter 21-Civil Rights Equal Justice Under the Law
Leave a Reply