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Do Now | Set a GoalOn the goal setting sheet provided, look at the back and the steps that need to be taken this week. On the front, set your intention for today.
Studio Time | Research
Ticket Out | ReflectionUnder the goal for today, document your progress and process for today.
Quick SearchSelect an art form (music, dance, poetry, illustration, etc) and research how it was impacted by WWII. Example: How were advertisements and graphic art impacted by WWII? or How was music impacted by WWII? 5 minutes research. Share out! Semester Project (Link)Essential Question: How has US History and events of the decade impacted your topic? Open the assignment in Google Classroom | "Semester Project | Art Forms Through the Modern Era" Choose your Art Form
Choose 3 decades
Research each of your decades and Present Day (4 total)
Creation
Artist Statement
Presentation and Reflection
Ticket OutDo Now | Get CozyGet a piece of paper and a writing utensil. Find a spot in the room (NOT by the lab tables) that you will be comfortable. Watch DocumentaryBetrayed: Surviving an American Concentration Camp While you are watcing, you will not need to take specific notes, but you will need to document what you are viewing. This will look different for each person. Some of you might choose to draw what you are hearing and feeling as you watch. Some of you might choose to jot down phrases or words you hear that are impactful. Some of you might choose to follow a specific thinking routine like a See. Think. Wonder. or Feel. Know. Care About. All that is asked is that you take notes and understand the impact of the event. Ticket OutTurn in your viewing documentation
Share out 1 major take-away. Do Now | Quick JotWe are going to have peace even if we have to fight for it. -Dwight D. Eisenhower Agree or Disagree: Peace is worth going to war for? IntroductionResearchRead the following articles (on paper): Document your thinking on the T-Chart. Additional Reading: Debate/SeminarThe last 15 minutes of class will be used for a class discussion. Come to the circle prepared to discuss the pros and cons for the US's decision to drop the atomic bomb.
Do Now | Sign up for an organizationGo to the Student Work website. Look through the options and put your name on the one you would like. Poetry Share OutIf anyone would like to share out their poems from yesterday, this is the space to do it! :-) OverviewWhat happened next? How did the people and the government and the country come back from the Great Depression? One help was FDR and his New Deal Program. Research and DocumentResearch the intervention that you selected.
On the Student Work website, update your section and discuss your intervention and it's impact during and after the 1930's.
Do Now | See. Think. WonderTake the first 3 minutes to look through the images below. Consider what you see in them, how you think that is relevant, important, and impactful, and what wonders you have. Poetry Assignment
Beckah's Example Artist StatementIn your workbook, write a paragraph that talks about your choices and why you did what you did for your poems. How do your poems create a perspective on how the Great Depression impacted people?
Do Now | Sign Up for a Presentation OrderOn the board, write your name in the order in which you would like to present. PresentationsEach person will present about their person and share their creation. Presentations should take 2-5 minutes a person. Audience: ALL TECHNOLOGY IS OFF AND AWAY! NO EXCEPTIONS! You should be documenting the presenter's name, the person they researched, 1 take away from their presentation, and 1 value for what they created. This should be done on page 47-48 of your workbooks. ReflectionsOn page 48 of your workbook, complete a thoughtful reflection about your project. ****I forgot a question on this reflection. Please answer this 4-part question on the INSIDE BACK COVER of your workbook (the pink page right after page 50): What did you create? How did your creation represent the artist you studied? What did you borrow/steal from the artist? What did you recreate/reimagine/remix? If Time: We will start Great Depression contentBeckah is gone today. Congratulations...you have one more day to make sure you are ready to present your projects!Do Now: Set a GoalOption 1: Research/Analysis Option 2: Creation Option 3: GWT for this class Option 4: GWT for other classes Studio TimeOption 1: You NEED to be done with research. Please. This should not be an essay. For each professional model/example it should be the basic information at the top, a brief summary of the style, and then your critique. Option 2: Please make sure your products reflect at least a part of what your artist's did. It should not be a recreation of their work, but an interpretation of it based on your research. If you have studies a poet, your poems should use the tone or style of the poets, but don't have to be the same content. Or it could have the same topic in a different rhythmic structure. DO NOT just copy the artist's work! Option 3: The vast majority of you are missing something for this class. Skyward is updated aside from the project you presented today. Assignments will NOT show as missing. You MUST drop down the standards and look for 0s. If you are getting below a 3 in the class, you need to use this time to complete and revise tasks. If you have a 2 and are missing at least 3 tasks, you are NOT passing. Even if you only have 15 minutes, that is still PLENTY of time to get something done. Remember: You need this class to graduate. Set a goal verbally and on the board for what you will accomplish by the end of class today. Ticket Out | ReflectionOn Google Classroom, reflect on your habits for today. EVERYONE WILL BE PRESENTING TOMORROW!! PLEASE COME PREPARED AND READY!Thursday and Friday are work days! |
Course DescriptionThis is an Social Studies course that seeks to understand US history and the various perspectives that encompasses.
Course UnitsStandardsCST1: Scholars analyze significant historical periods and their implications to past, present, and future of the US
CST2: Scholars construct arguments using multiple primary and secondary sources CST3: Scholars use evidence from multiple sources to support a claim. CST4: Scholars evaluate how different groups and individuals contributed to the events or cause. CST5: Scholars professionally share their work CST6: Scholars reflect on their product and process Categories |