Due Dates and Reminders for this unit for class
A-Day Period 1
|
DUE DAY |
DUE DATE |
Corresponding CHAP, Sec |
ASSIGNMENT DUE |
Points |
|
1- Thur |
4/29 |
12/1 |
Read and answer12,1
Review questions |
3 bonus |
|
2- Tues |
4/21 |
12,1 |
Quiz open notes |
10 |
|
3- Thur |
4/23 |
12,2 |
Guided |
3 bonus |
|
4- Mon |
4/27 |
12.3 |
Guided |
3 bonus |
|
5-Wed |
4/29 |
12,3 |
Read and answer 12,3
review questions |
3 bonus |
|
6- Fri |
5/1 |
Chapter 12 |
Review sheets
written out and turned in |
15 |
|
|
5/2 |
Chapter 12 |
UNIT TEST taken in
class today |
100 |
TOPIC: Growth of Middle Class
PERFORMANCE
OBJECTIVE: Students
will demonstrate their understanding how Middle class
TEACHING METHODS / ACTIVITIES / STRATEGIES:
1. Teacher asks students to write down 5 – 10 things that describe what being in the middle class means (discussion to follow)
2. students read pages 376-380 and write down the “typical 1920”
a. Students make a list and must put 3 facts or characteristics of
3. discussion of advertising and credit- students announce their favorite commercials and discuss the extent to which they work
HOMEWORK:
Chapter 12,1 review questions
TOPIC: Growth of Middle Class
PERFORMANCE
OBJECTIVE: Students
will demonstrate their understanding how Middle class
TEACHING METHODS / ACTIVITIES / STRATEGIES:
4. students read pages 384-385 and answer questions about Route 66
5. teacher collects hw while students complete (4), then review answers and discuss all of the items for both assignments
6. students take a quiz on section 12,1 (open notes and hw) 10 points.
7. Teacher plays some Jazz music, students enjoy, try to pick out the elements of the music
HOMEWORK:
Chapter 12,2 review questions
TOPIC: The Jazz Age
PERFORMANCE OBJECTIVE: Students will demonstrate their understanding how THE JAZZ AGE by comparing the most significant terms from the era in class.
TEACHING METHODS / ACTIVITIES / STRATEGIES:
8. student peruse back through chapter 12,2 and write down 10 words that they think best represents the Jazz Age, They then must narrow it down to 5 and rank them in order or importance. They must then explain why they choose those words to the class. The class will compare words and reasons.
9. discussion of hw
10. play more Jazz music for students / or video on 1920s (united streaming video on 1920s
HOMEWORK:
Prohibition debate sheet and answer questions
TOPIC: Cultural Conflicts in the 1920s
PERFORMANCE OBJECTIVE: Students will demonstrate their understanding of how society was conflicted over various issues.
TEACHING METHODS / ACTIVITIES / STRATEGIES:
11. students show their HW
12. students and teacher discuss the answers to the questions
13. students create a chart of the pro and con sides of the debate
14. students decide which side of the issue they feel has the strongest argument and write down why.
15. students write down the weakness in the argument that they agree with.
16. students write down the strengths of the opposing side
17. students are paired up and given a side pro or con- and have a short verbal debate on the issue
18. class discussion of the debates (who had success and why)
19. Students now compete the same kind of chart but related to the issue over the Scopes Monkey Trial
HOMEWORK:
12,3 review questions
TOPIC: Cultural Conflicts in the 1920s
PERFORMANCE OBJECTIVE: Students will demonstrate their understanding of how society was conflicted over various issues.
CORE CONTENT STANDARDS: 6.4.12. i
TEACHING METHODS / ACTIVITIES / STRATEGIES:
20. review hw
21. students work on review questions given out by teachers
22. work in small groups and answer questions in 4s
23. class discussion of items as they are completed.
HOMEWORK:
Review questions plus study for test
TOPIC: Cultural Conflicts in the 1920s
PERFORMANCE OBJECTIVE: Students will demonstrate their understanding of unit by taking a written test.
CORE CONTENT STANDARDS: 6.4.12. i
TEACHING METHODS / ACTIVITIES / STRATEGIES:
24. students take written test
25. when finished students begin working in chapter 13,1
HOMEWORK: