Monday January 13th, 2020

Monday, January 13, 2020

U.S. History

Monday-1/13/20:

  • Bell Work-1.) Describe in your own words at least one way the Great Depression affected young people? 2.) What conclusions can you draw from the primary source to describe how companies viewed the need for young men in the work force during the Great Depression? 3.) What in your opinion could be done to maximize the opportunities for young men to enter the work force through President Roosevelt’s New Deal programs?   
  • Attendance- While Class is Doing Bell Work
  • Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the materials covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read, and write the key terms and important concepts covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 by completing a structured inquiry-based study guide

 

*See Final Exam Materials-Semester I Tab at the top of the iblog page for all final exam resources

 

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Government

Monday-1/13/20:

  • Bell Work- 1.) In your own words please explain why the man in the political cartoon is being detained by government officials? 2.) Imagine that you are working for the Department of Homeland Security and this gentleman’s case comes across your desk. What are a few of the questions you might ask the man as you attempt to determine the extent to which he may have violated the provisions of the Patriot Act? 3.) Do you think it is a good thing or a bad thing that the U.S. government under the Patriot Act was given broad authority to track down and prosecute suspected terrorists with far fewer restrictions regarding how they conduct their investigations that prior to the act being passed? 
  • Attendance-While Class is Doing Bell Work
  • Presentation- American Citizenship-Roles, Responsibilities and Duties Supplemental PPT
  • Activity-American Civil Rights-DBQ
  • Daily Objective-
  • Content Objective:
    • SWD comprehension of the racial constructs that divided the United States and the key individuals and protests that challenged the status quo leading to the birth of the Civil Rights movement by listening to a short presentation
    • SWD evaluation of the influential people and events that kicked off the Civil Rights movement during the1960’s by evaluating primary source documents then responding to structured questions in a DBQ packet
  • Language Objective:
      • Students will listen and orally discuss the racial constructs that divided the United States and the key individuals and protests that challenged the status quo leading to the birth of the Civil Rights movement by participating in a short presentation.
      • Students will read, discuss and record information pertaining to the influential people and events that kicked off the Civil Rights movement during the1960’s by breaking down a primary source DBQ packet and responding to structured reflection questions

 

Supplemental Materials: Presentation- American Citizenship-Roles, Responsibilities and Duties Supplemental PPT and Activity-American Civil Rights-DBQ

 

Presentation- American Citizenship-Roles, Responsibilities and Duties Supplemental PPT

 

 Activity-American Civil Rights-DBQ

 

*See Final Exam Materials-Semester I Tab at the top of the iblog page for all final exam resources

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