Archive for January 10th 2020

U.S. History

Friday-1/10/20:

  • Bell Work-1.) Which of FDR’s New Deal programs can we identify Robert Miller participated in based on the information contained within the primary source? 2.) What conclusions can you make regarding the impact that this program had on Robert Miller’s growth from the time that he “enrolled as a boy” and the time of this letter that he is writing as “a man”? *Please give at least one quality example 3.) Imagine that you were a young man trying to decide whether you were going to join the New Deal Program described above. What type of choice might you have made after reading Robert Miller’s letter? 
  • Attendance- While Class is Doing Bell Work
  • Video-The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945 (44 min)
  • w/ Guided Video Notes
  • 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
  • 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

Supplemental Materials: Video Notes -The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945 (44 min)

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Government

Friday-1/10/20:

  • Bell Work-1.) What fundamental Constitutional concept is being challenged in Schenck v. United States (1919)? 2.) Why do you think that someone’s freedom to shout “fire” in a crowded theatre would not be protected under the First Amendment? 3.) What is your opinion of Justice Holmes’ position that this situation (described in his statement) constitutes a “clear and present danger” to the American people?
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter 20-Civil Liberties-Protecting Individual Rights
  • Guided Notes-Chapter 20-Sections 1-Due Process of Law, Chapter 20-Section 2-Freedom and Security of the Person, and Chapter 20-Section 3-Rights of the Accused
  • Study Guide Review Time-Chapters 1-7 and Chapters 9-21
  • Daily Objective-
  • Content Objective:
      • SWD comprehension of how the government must observe and uphold the concept of due process of law, and how they must act fairly and in accordance with established rules to protect the individual freedoms and liberties of American citizens by participating in a short presentation and completing a set of student led notes
      • SWD evaluation of the materials covered in Chapters 1-7, 9-21 through summarizing key information in a structured study guide in preparation for their final exam
  • Language Objective:
      • Students will read and record how the government must observe and uphold the concept of due process of law, and how they must act fairly and in accordance with established rules to protect the individual freedoms and liberties of American citizens through listening to a short lecture notes and completing a set of student guided notes
      • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-21 by completing a structured inquiry-based study guide in preparation for their final exam

Supplemental Materials: Presentation-Chapter 20-Civil Liberties-Protecting Individual Rights and Guided Notes-Chapter 20-Sections 1-Due Process of Law, Chapter 20-Section 2-Freedom and Security of the Person, and Chapter 20-Section 3-Rights of the Accused

Presentation-Chapter 20-Civil Liberties-Protecting Individual Rights

Guided Notes-Chapter 20-Sections 1-Due Process of Law, Chapter 20-Section 2-Freedom and Security of the Person, and Chapter 20-Section 3-Rights of the Accused

Textbook PDF-Chapter 20-Civil Liberties-Protecting Individual Rights

 

*Assignment list to be collected

U.S. History

Thursday-1/09/20:

  • Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering Chapter 14 and Chapter 15.
  • Feel free to grab a vocab bag and practice the vocabulary match up activity.
  • Attendance- While Class is Doing Bell Work
  • Vocab Match-Up Review– Chapter 14-The Great Depression Begins and Chapter 15-The New Deal
  • Test-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the Great Depression and the New Deal by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of key terms and concepts associated with our unit covering the Great Depression and the New Deal by demonstrating their knowledge thought the use of a unit exam
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Great Depression and the New Deal through the use of a vocabulary match-up activity
    • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering the Great Depression and the New Deal by completing a multiple choice and matching exam

 

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Government

Thursday-1/09/20:

  • Bell Work-1.) What is the main theme/purpose of the primary source? 2.) Based on the information contained in the primary source what position can we infer the Constitution takes regarding the institution of slavery? 3.) Based on the primary source, how would you explain to someone the reason why in the Constitution (prior to the 13th Amendment that outlawed slavery) viewed slaves are property and not as people? 
  • Attendance-While Class is Doing Bell Work
  • Presentation- Chapter 19-Civil Liberties-First Amendment Freedoms-Supplemental PPT
  • Video-Law and Order-Season 11-Episode 19-Whiplash (44 min)
  • w/ Guided Video Questions
  • (Alternate episode Law and Order-Season 1-Episode 1-Prescription for Death (47 min) w/ Guided Video Questions)
  • Daily Objective-
  • Content Objective:
      • SWD comprehension of the freedoms and civil protections granted under the First Amendment of United States Constitution  by interacting in a short presentation
  • SWD knowledge of the way in which the police and District Attorney’s office gather and present evidence in a criminal case by watching a television episode and responding to structured reflection questions
  • Language Objective:
    • Students will listen, orally discuss and respond to the the freedoms and civil protections granted under the First Amendment of United States Constitution by participating in classroom discussions following a short lecture by the teacher
    • Students will listen, and record information pertaining to the way in which the police and District Attorney’s office gather and present evidence in a criminal case by watching an episode of Law and Order and responding to structured video reflection questions

 

Supplemental Materials: Chapter 19-Civil Liberties-First Amendment Freedoms-Supplemental PPT