Ms. HemmingsMonday, December 15

11:35AM-1:05PM CIVICSExam Review: Day OneStandardsC.5.4 Evaluate the role of the media and public opinion in American politics, including the use and effects of propaganda techniquesC.5.5 Analyze the effects of campaigns, campaign finance, elections, the Electoral College, and the United States census in the Americanpolitical systemWHST.9-10.1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization thatestablishes clear relationships among the claim(s), counterclaims, reasons, and evidence.WHST.9-10.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline inwhich they are writing.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, andaudience.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assessthe usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow ofideas, avoiding plagiarism and following a standard format for citation.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a dayor two) for a range of discipline-specific tasks, purposes, and audiences.Objectives1. Students will be able to create higher order thinking test questions for their final exam based on concepts learned throughout thesemester.2. Students will be able to critique test questions devised by their classmates based on skill level, relevance to important concepts, andaccuracy.

3. Students will be able to design broad or specific infographics that illustrate various concepts that they have learned over the course ofthe semester.4. Students will be able to analyze news sources and other information on the use and regulation of political advertising in the UnitedStates and formulate their own opinions.

5. Students will be able to discuss the feasibility of regulating political advertising in the United States through a whole-class discussion.6. Students will be able to write a three paragraph essay that describes their personal views on political advertising in the United States.

BellringerThe bellringer will include questions on concepts covered throughout the semester in order to generate prior knowledge.

Station WorkStudents will rotate between four stations to complete different tasks.

Station 1: Study GuideStudents will use packets that were completed in previous lessons to fill out their study guides, which are comprised of various graphicorganizers. They will be required to collaborate with their group members and do research on unanswered questions.

Station 2: Test QuestionsStudents will generate their own test questions for the final exam based on the outline in their study guide and the information on their oldpackets. They will be required to explain their reasoning for each correct answer. They will then critique the questions made by othersbased on skill level, relevance to important concepts, and accuracy.

Station 3: InfographicsStudents will create "infographics" about the various terms and concepts that they have learned about over the course of the semester.They will be provided with various craft supplies and examples of infographics as models.

Station 4: Discussion PreparationStudents will prepare for a class discussion on the regulation of propaganda in political advertising in the United States, particularly inrelation to elections. They will be provided with informative handouts and graphic organizers to gather evidence with.

DiscussionStudents will discuss/debate the following questions:

1. Do you believe that there should be a “truth requirement” for political ads? Why or why not?2. Would a “truth requirement” violate our first amendment rights? Why or Why not?

3. If we do make one, how can we make sure that advertisers meet the truth requirement?4. What would we do if someone released an advertisement that did not meet the requirement?

5. How do you think false advertising affects the election process? The American people?These questions tie into concepts and terms learned throughout the semester, including propaganda, federalism, separation of powers,the role of media, election processes, etc.

ClosureStudents will complete a three paragraph written response that synthesizes the facts and opinions generated in the class discussion.1. Do you believe that there needs to be a “truth requirement” for political ads? Why or why not?

2. If you believe that there should be a truth requirement, how would you make sure that advertisers meet it? What would their incentivebe?3. If you believe there should not be a truth requirement, do you believe that there should be any limits to political advertising at all? Whyor why not? How do you think this would affect the election process?

Materials- Study Guides - PowerPoint - Timer - Debate Info Sheets - Debate Graphic Organizers - Folders with old packets - Test Question Handouts - Group Work Supply Boxes - Magazines - Scissors - Pens/Pencils/Highlighters

ExceptionalitiesThere are several students with widely varied exceptionalities in the class.

1. Beginner level ESL student, has been paired with an advanced level ESL student. He is required to write less during response time.2. Student with moderate social anxiety; has been paired with a close friend and is in the smallest group. He will not be required to speakduring the discussion, but meets with the teacher at the end of class.

3. One student with cognitive delay; he is given additional time to complete certain tasks and sits with his regular class partner.4. One student with ADHD; has been placed in the smaller group with quieter students; given extra time for written responses.

CivicsA Bill Becomes a LawStandardsC.2.5 - LouisianaExplain the processes and strategies of how a bill becomes a law at the federal levelC.2.3 - LouisianaExplain the distribution of powers, responsibilities, and limits on the United States governmentRH.9-10.4 - LouisianaDetermine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.WHST.9-10.4 - LouisianaProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WHST.9-10.2.d - LouisianaUse precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.WHST.9-10.2.e - LouisianaEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.WHST.9-10.2.f - LouisianaProvide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).WHST.9-10.1 - LouisianaWrite arguments focused on discipline-specific content.WHST.9-10.2 - LouisianaWrite informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.WHST.9-10.7 - LouisianaConduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.WHST.9-10.9 - LouisianaDraw evidence from informational texts to support analysis, reflection, and research.WHST.9-10.10 - LouisianaWrite routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

ObjectivesStudents will be able to describe the legislative process of a bill becoming a law.Students will be able to write extensively on the legislative process and formulate their own opinions about modern United States laws.Students will be able to illustrate the passage of specific bills currently in Congress and evaluate the likelihood of their passage.

Guiding QuestionsHow does a bill become a law?Why are so few laws actually passed?

MaterialsWeekly Note PacketClassroom LogsBill to Law Graphic OrganizerPowerPoint

Bell Ringer1. What is a law called before it is passed?2. What are the purposes of committees?3. Who has the power to veto a bill?4. Which part of Congress has the power to use a filibuster?

Activity 1Students will complete a simplified version of the graphic organizer for the legislative process.

Activity 2"I'm Just a Bill" Schoolhouse Rock video will be shown. Students will fill in as much of their detailed graphic organizer as they can. Students will then discuss and review each step of the process.

Guided PowerPointStudents will complete various graphic organizers and discuss topics related to the legislative process, including bill rejections, types of bills, methods of voting, and types of vetoes.

Group WorkStudents will be divided into groups of 2-3 and discuss one of two bills that are currently going through the legislative process. They will then illustrate their findings, with particular attention to the potential roadblocks to the bills.

Independent ResponseMastery: Describe the basic steps of how a bill becomes a law. What are the different ways that a bill can be prevented from becoming a law? How does the legislative process we discussed today relate to the principle of checks and balances?

Advanced: Describe the basic steps of how a bill becomes a law. What are the different ways that a bill can be prevented from becoming a law? How does the legislative process we discussed today relate to the principle of checks and balances?What bill would you propose to Congress if you had the chance? Would you like to see any laws repealed? Explain.

Exit Ticket1. Where do the ideas for bills originate?2. Where do bills go after they have been drafted and introduced to Congress?3. What options to committees have after debating the bill?4. How can senators stop the passage of a bill?5. What can Congress do if the President vetoes a bill?

Task DifferentiationStudents' daily responses are differentiated based on both length of writing and complexity of questioning. Mastery level is currently 7+ sentences; Advanced level is currently 2 paragraphs (5-7 sentences each). The level will increase at the beginning of October.

World History J. Hemmings March 6 – 12

Life in the Industrial Age

Standards: • CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and

secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. • CCSS.ELA-Literacy.WHST.11-12.1d Establish and maintain a formal style and objective tone

while attending to the norms and conventions of the discipline in which they are writing. • CCSS.ELA-Literacy.WHST.11-12.1e Provide a concluding statement or section that follows from

or supports the argument presented. • CCSS.ELA-Literacy.WHST.11-12.2 Write informative/explanatory texts, including the narration of

historical events, scientific procedures/ experiments, or technical processes. • CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience. • CCSS.ELA-Literacy.WHST.11-12.10 Write routinely over extended time frames (time for

reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Objectives:

1. Students will be able to compare and contrast the industrial powers that emerged on the 1800s. 2. Students will be able to describe the impact of new technology on industry, transportation, and

communication. 3. Students will be able to summarize the impact of medical advances in the late 1800’s. 4. Students will be able to explain how working-class struggles led to improved conditions for

workers. 5. Students will be able to describe how science challenged existing beliefs and compare these

changes to those in the world today. 6. Students will be able to compare and contrast the themes that shaped romantic art, literature, and

music and analyze the sources of these themes. 7. Students will be able to explain how realists responded to the industrialized urban world. 8. Students will be able to describe how visual arts changed over time and the impact of change on

the modern world.

World History J. Hemmings March 6 – 12 Thursday, March 6th Section 1: The Industrial Revolution Spreads Bellringer: Why was Britain the center of the Industrial Revolution? Objectives: 1-3 Activities:

• Lecture/PowerPoint Presentation • Create a Business: In groups of two, students will create a fictional business that incorporates

various key terms and concepts discussed in the lecture (capital, corporation, stock, cartel). They must include the name of their business, whether or not it is a corporation (and why), a description of what stocks they sell, and whether or not they belong to a cartel (and why or why not).

Review: • The teacher will review the major concepts covered over the course of the lecture, particularly

those involving cause, effect, and significance. • Matching Game: The class will match definitions and terms via a PowerPoint Matching Game. • Quiz: Students will take a quiz on the major concepts covered in lecture.

Homework: Students will be required to make flashcards for Thomas Edison, cartel, and Wright Brothers. They will be required to choose two additional terms from the PowerPoints. Friday, March 7th Section 2: The Rise of the Cities Section 3: Changing Attitudes and Values Bellringer: How has medicine affected your life? Objectives: 4-9 Activities:

• Lecture/PowerPoint Presentation • Current Events: Wage Disparity and Minimum Wage in the U.S. • Video: Witness History

Review:

• The teacher will review the major concepts covered over the course of the lecture, particularly those involving cause, effect, and significance.

• Matching Game: The class will match definitions and terms via a PowerPoint Matching Game.

Homework: Students will be required to make flashcards for Robert Koch, Joseph Lister, and Charles Darwin. They will be required to choose two additional terms from the PowerPoints.

World History J. Hemmings March 6 – 12 Monday, March 10th Section 3: Changing Attitudes and Values Section 4: Arts in the Industrial Age Bellringer: How does art affect your life? Objectives: 7-12 Activities:

• Lecture/PowerPoint Presentation • Analysis: Students will examine art from a modern painter and compare it to those discussed in

the lecture. • Art in Your Hands: Students will create a piece of art in the style of romanticism, realism,

impressionism, or surrealism. They must include a description of the work, including why it falls into its specific category and what significance that category has.

Review: • The teacher will review the major concepts covered over the course of the lecture, particularly

those involving cause, effect, and significance. • Matching Game: The class will match definitions and terms via a PowerPoint Matching Game.

Homework: Students will be required to make flashcards for Charles Dickens, William Wordsworth, and Vincent van Gogh. They will be required to choose two additional terms from the PowerPoints. Honors Homework: Create a meme that describes a historical person, event, or idea from Life in the Industrial Age. The meme must be relevant and include reference to the intended subject.

Date, August *, 2015

Julia Hemmings Room 212 U.S. History Lesson Plans 2015 – 2016

Objectives

1.  Students will describe the requirements of the course and expectations of the teacher. 2.  Students will discuss the structure and requirements of EOCs, Common Core, and GLEs. 3.  Students will receive and review the syllabus, student information sheet, and textbook. 4.  Students will complete a sample lesson.

Standards

•  N/A

Key Concepts

•  End of Course Testing (Excellent, Good, Fair, Needs Improvement) •  Common Core Standards, Etc. •  Grade Level Expectations

Higher Order Thinking Questions

1.  What expectations do you have for this course? 2.  How do your expectations affect your attitude toward this course? 3.  What do the EOC achievement levels, Common Core Standards, and GLEs mean to you? 4.  What goals do you hope to achieve in this course?

Materials

•  Syllabus 2015-2016 •  Student Information Sheet •  U.S. History Textbook

•  Sample Packet •  PowerPoint •  PBWorks Handout

•  Informational Handouts (GLE, Common Core, EOC)

Connections

•  Cross-Curricular: English/Language Arts •  Past/Future: Today's lesson will set the tone for the expectations of future lessons.

Bellringer

1.  What are your expectations of this course? List at least three (3) examples. 2.  What grade do you aim to receive in this course? What EOC achievement level do you aim to meet?

List at least 3 examples of how you plan to achieve these goals.

Activities

1.  Bellringer: Students will complete bellringers independently, then share their responses with both their classmates and the teacher. Students will be given time to ask follow-up questions.

2.  PowerPoint: Students will review the course syllabus, student information sheet, PBWorks, and EOC/Common Core/GLEs Handout via an interactive PowerPoint Presentation. Students will then complete their Student Information Sheets.

3.  Sample Lesson: Students will complete a sample lesson using simplified packets and PowerPoint. 4.  Textbooks: Students will receive their assigned U.S. History textbooks. 5.  Ice Breaker: Students work with the entire class to attempt to place major EOC key concepts into

categories. The teacher will review the concepts with the class and look for prior knowledge.

Classroom Engagement

Students are regularly rewarded for participation with warrior bucks, homework passes, and bonus checks. Bonus checks may be used to receive extra points on tests/quizzes. Alternatively, bonus checks

may be collected to receive various prizes.

Independent Work

•  Bellringer •  Student Information Sheet

Group Work

•  Bellringer Responses •  Interactive PowerPoint

•  Ice Breaker (Making Connections)

Accommodations, Modifications, and Differentiation

•  Students with 504 plans, IEPs, etc. will be provided additional time to complete tasks. •  Each student will be assigned a class “buddy” to maintain contact with throughout the course.

Students with exceptionalities will be given special attention in this regard. •  Seating charts will be adjusted to fit any preferential seating accommodations. •  ESL students (of any level) will be provided with resources in their various native languages.

Assessment

•  Teacher Observation •  Ice Breaker (Making Connections) •  Exit Ticket

Homework

1.  Review syllabus with parent/guardian and return signed by both. 2.  Bring in $5 class fee.

Closing

•  Review: Students will review major requirements and concepts as a whole class. •  Discussion: Students will be given an additional opportunity to ask questions and raise any concerns.

Exit Ticket

1.  Do you have any additional concerns that were not addressed in class? If so, explain. If not, list at least three key concepts that you are interested in learning about in this course.

World GeographyTypes of MapsStandardsRH.9-10.7 - Common Core State StandardsIntegrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.WHST.9-10.10 - Common Core State StandardsWrite routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.WG.1.3 - LouisianaCompare and contrast various types of maps and map projections and evaluate distortions associated with each map projection

ObjectivesStudents will be able to compare and contrast different types of maps (climate, political, elevation, etc.) and analyze their effectiveness.

BellringerDescribe some different types of maps that you’ve seen in the past. What were they used for? Did you understand them?

Activity 1: Map Types Graphic OrganizerStudents will follow a guided PowerPoint via the Promethean Board and fill in their graphic organizers.

Activity 3: Map Types Group WorkStudents will break into groups of 4 and analyze various maps provided by the teacher. They will then answer questions based on each map Ie.g., What type of map is this? What can it be used for? What level of elevation is New Orleans at?)

ReviewMatching Game: Students will match the titles and uses of different maps to their corresponding images.

Exit Ticket1. What kind of map would you use to figure out how much rain India gets per year?

2. What kind of map would you use to figure out where Louisiana’s highways are?