Movie Day | The Great GatsbyEnjoy a day of leisure in class today. We are watching The Great Gatsby today. If you have work to do for other classes, you may do that while the movie is playing. No phones. No side conversations. Please be respectful. In a couple of weeks we will transition into the roaring 20s. Pay attention to the grandeur and culture represented. Have a safe and fun spring break! See you all in a week(ish)!
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Do Now | Quick JotWhat do you think the ideal working conditions are for teenagers? adults?
Chalk TalkWe did this last week. We are doing the exact same process! 10 images are placed around the room. Each has a document letter on it. You will rotate around to the 10 images with 1 minute at each station to document your thinking. Use page 29-30 in your workbooks to write your thoughts.
Once you have gone around to all 10 images, find your seat and complete the reflection at the bottom of page 30. Whole Group Discussion: What were some images that stood out to you? What were some of the features you saw in the images? What do you think these communicate about the time period? Images to reference during discussion Crash CourseGrowth, Cities, and Immigration
While watching, consider the 4C's routine on page 31.
Do NowWhen you come in, select a name from the basket and grab your workbooks Do NextOn the back of your workbook, answer these questions in quick-jot form:
Group TaskRESEARCH (15 minutes) Get into groups based on your person. Individually (or as a whole group if you would like), read the information on page 23-24 about your person. Additionally, explore the following readings to gather more information and make a judgement.
COMPILE (10 minutes) As a whole group, determine the information and fill out the chart on page 25. *be sure to write your group member names, too* CREATE (20 minutes) Input the information in a professional and interesting way on the Student Work website. Split up the work so that everyone has a job.
PRESENT (5 minutes)
Ticket OutOf the 4 men, who do you think was the best human and why?
Do Now: See. Think. Wonder.Chinese Immigrants and Mexican AmericansRead the section and answer the questions as a small group.
Summary PostersIn your small groups, complete a summary poster for Chinese immigrants and Mexican Americans. 1 should be on p21, the other on p22 Additional Resources (Readings) Chinese Exclusion ActThe dark history of the Chinese Exclusion Act
Do Now: Prepare for today
Timeline Gallery Walk and ReflectionNative American Experience VideosThe Dawes Act and Residential Boarding Schools Connect. Extend. Challenge. on page 11 The Meriam Report was mentioned in the video Ticket Out (last 5 minutes)Answer the question in Google classroom based on your research this unit, the videos we watched today, and the readings.
Class is from 9:40-10:10Infographic Work DayInfographics/Timelines are DUE TODAY!!!
Ticket OutSubmit your final project through Google Classroom. If it is physical, please take a picture of it and submit the image as well as the physical product.
ReviewSelect 1 SENTENCE from the reading last Friday that you think is the most important or interesting. (The Dawes Act | p7-8 and The Indian Wars and the Battle of Little Bighorn | p9-10) Reading Day 3Today is your last reading day. Remember that as you read you should be annotating and documenting dates that you could use on your infographic. When you are done, please answer the questions on page 13.
Infographic Work TimeInfographics/Timelines are DUE WEDNESDAY!!!
Ticket OutRate your productivity today.
Do NowConsider what you read yesterday, go back through your reading.
Homestead Act VideoAs you watch the film, fill out the thinking routine on page 6.
Reading Day 2Read the next 2 sections in your workbook: "Dawes Act" (p7-8) and "The Indian Wars" (p9-10)
When you have finished your reading, start adding the events to your timeline.
Ticket OutSubmit a DRAFT of your timeline to Google Classroom.
Take a picture or a screenshot and upload it to the assignment. Reminder: The FINAL DRAFT is due on TUESDAY! Do Now | Prepare Yourself
Chalk TalkRotate through the images
Infographic IntroductionRead through page 1 of your purple book together. Compass Points
Reading Day 1Read the first 2 sections in your workbook: "Homestead Act" (p2-3) and "Reservation System" (p4-5)
When you have finished your reading, start adding the events to your timeline.
Ticket OutWhat is 1 event you did or will add to your timeline?
Do Now | 10 Minute Studio TimeFinish your webpage. Make sure you have the following:
Gallery Walk and Mini-Socratic SeminarGallery Walk
Overview of the UnitWhat to expect over the next few weeks.... Studio Time...Get Missing Work DONE! PleaseSkyward is up to date! Please, please check it. Make a goal for what to complete for the rest of class. So many of you are very very close to passing, you just need to do a couple of tasks, or one task.
Not to be fatalistic, but please remember that US History is a graduation requirement. |
Course DescriptionThis is an Social Studies course that seeks to understand US history and the various perspectives that encompasses.
Course UnitsCivil War
Reconstruction Gilded Age/ Industrialization Progressive Age / WWI Roaring 20s/ Great Depression WWII Cold War/ Communism Modern Age Current UnitStudent Workbook: Industrialization and the Gilded Age
StandardsCST1: 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 |