U.S. History
Wednesday-12/11/19:
- Bell Work-1.) Describe in your own words what Caroline Bird believes is “The Invisible Scar”? 2.) Identify two of the ways families described in the passage attempted to deal with the challenges they faced during the Great Depression? 3.) Reflect on the final paragraph which begins with the line “A teacher in a mountain…”. Imagine you were a teacher living during the Great Depression how would you have handled disciplining a child who was acting out due to hunger and frustration?
- Attendance- While Class is Doing Bell Work
- Video-Cinderella Man (Day 1)
- Daily Objective-
- Content Objective:
- SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
- Language Objective:
- Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions
Supplemental Materials: Video-Cinderella Man
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Government
Wednesday-12/11/19:
- Bell Work-1.) What is the main theme of the political cartoon? 2.) Considering the confusing nature of Nancy Pelosi and Jerry Nadler’s exchange what are some questions reporters could ask to help clarify their reasons for impeachment? 3.) What changes would you recommend that the artist make to their cartoon in order to make it easier for the general public to understand?
- Attendance-While Class is Doing Bell Work
- Procedure-Test Answer Key Set Up-Chapter 10, 11 and 12
- Vocab Match-Up– Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
- Study Guide Review Time- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
- Daily Objective-
- Content Objective:
- SWD analysis of key terms associated with the unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by manipulating of vocabulary terms in a collaborative activity
- SWD evaluation of the materials covering the fundamental ways in which Congress operates and the process required for a bill to become a law through summarizing key information in a structured study guide
- Language Objective:
- Students will read and orally match up important vocabulary terms pertaining to our unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law through the use of a vocabulary match-up activity
- Students will read, and write the key terms and important concepts covering the fundamental ways in which Congress operates and the process required for a bill to become a law by completing a structured inquiry-based study guide
Supplemental Materials: Activity- Creating a Classroom Law-Part II: Presentations to each house with floor vote and Study Guide-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
Activity- Creating a Classroom Law-Part II: Presentations to each house with floor vote
Study Guide-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
Vocabulary-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
Power Points-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
Chapter 10-Congress
Chapter 11-The Power of Congress
Chapter 12-Congress in Action (How a Bill Becomes a Law)
Textbook PDF-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
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