A rainbow over Wildcat Stadium here at Westview. Photo taken in May 2017.
Dear class,
We are continuing to follow our plan of completing the 1920s/1930s DBQ in class! Here's what happened in class today:
We are continuing to follow our plan of completing the 1920s/1930s DBQ in class! Here's what happened in class today:
Learning Targets Addressed:
Knowledge LT 8: I can identify how technological knowledge and innovation shapes a society, place, or region.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Research LT 1: I can effectively conduct and apply research.
AGENDA 3/11/19:
News Brief - Gabe
Culture of the 1930s
DBQ Analysis
Work Time
News Brief: Gabe had the news brief today and selected an article about this story to talk about: NBCNews.com - Florida high school coach, wife electrocuted while installing new scoreboard. After discussing the story, we also checked in to see if anyone was up to anything interesting or fun outside of class.
Sean was assigned to do the next news brief.
As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):
Sean was assigned to do the next news brief.
As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):
Culture of the 1930s: Next, I had students take the last notes of this unit (I know there were a lot - thank you for your patience!), which were on technological innovation helping to shape culture in the 1930s:
Hopefully everyone saw some familiar movie titles and how the use of radio/film very much expanded during the 1930s!
DBQ Analysis: For the rest of class, we finished analyzing documents that will be used in the DBQ later this week. The documents (also available on Google Classroom) are here:
The first page of the linked document was passed out as a physical copy in class. Students were split into groups to help with the document analysis and collaborated together to look at the Origin, Purpose, Value, and Limitation of each, as well as how/if it impacted the Great Depression.
Here's the schedule for the DBQ the next few classes:
Wednesday, March 13 - Organize DBQ essay response structure in class.
Friday, March 15 - Write and submit DBQ essay in class. Use of all notes/activities from the 1920s and Great Depression units is allowed!
Thanks, everyone! Let's keep at it!
Jackson Perez, homework complete
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