Saturday, September 29, 2007

Tuesday, September 25, 2007


Monday, September 24, 2007

Week 7, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: Constitution and Beginnings of a New Country
Time: Week 7
Unit: Constitution
Objectives:
1. Students will summarize the basic content of each of the articles in the U.S. Constitution.
2. Students will learn and then evaluate the effectiveness of the Constitution in dealing with early problems in U.S. history.
3. Students will analyze how the U.S. dealt with early struggles with other countries that were exerting influence in the Western Hemisphere.
4. Students will demonstrate their understanding of the significant issues and people involved in the War of 1812.
Monday
1. Opener: turn to your neighbor and give two weaknesses of the A of C. Give two states of what used to be called the NW Territory. Use notes if needed.
2. Evaluate group members.
3. Finish A of C lecture.
4. Constitution-Development of a new government, section 2 and 3.
Tuesday
1. Chalk talk-write down two things you learned about the formation Constitution or something you learned and a question you have.
2. Group 1, Article 1a; Group 2, Article 1b; Group 3, Article 2; Group 4, Article 3; Group 5, Articles 4, 5, and 6
Wednesday
Opener-write down a two sentence summary for each of the articles of the Constitution.
Chapter 6, Section 1. Lecture, A Federal Government is Established.
Begin reviewing for the test. Unit 2, Chapters 4, 5, and 6. Next week.
Thursday
1. Opener-What political parties exist in your passport country, SG, and/or USA?
2. Each group reads each main subsection (title in red color) of section 2and develops two quiz questions based on main ideas. The best quiz questions will be submitted for a quiz the next day.
3. Homework-read and do Define and Explain, Identify and Explain, and Finding the Main Idea. Due Monday.
Friday
1. Quiz from section 2.
2. Lecture, The War of 1812
3. Write a brief (5-7 sentence) summary on each of the four sections in Chapter 6. Due Monday.

Saturday, September 15, 2007

Week 6 Syllabus

Mr. Ditzenberger-U.S. History
Lesson: Prelude to Revolution
Time: Week 6
Unit: Colonial America and the Revolution
Objectives:
1. Students will discuss the meaning and structure of the Constitution. Comprehension will be checked by the teacher during the discussion and through an announced quiz.
2. Students will identify significant people and events of the Rev. War and analyze the consequences of the key events.
3. Students will analyze the structure of government by creating their own constitution.
4. Students will review the previous six weeks by creating a timeline of main events.

Monday
1. Opener: Who was the Declaration of Independence written to (more than one person)?
2. Finish Declaration of Independence.
3. Quiz on the D of I tomorrow.

Tuesday
1. What is your favorite line from the Declaration? Why?
2. Read section 4. When finished, complete all of the section review. What is not done in class is due for homework.

Wednesday
In groups, create a timeline of major events from Chapter One through Chapter 4. Include the Native American civilizations in Mexico, Central, and South America, important voyages of the European explorers, Conquistadors, and early European settlements. On the back side of the paper, include English settlements and colonies, the Great Awakening, and the major events leading to the Revolution, and the major events during the revolutionary time period. These items are just the minimum. You can include more of your choice. Creativity is important, but it is secondary to accurate and thorough content.

Thursday
1. Finish time line if additional time needed (no more than 10 minutes).
2. In groups, create a democratic, representative government for the colonists. Include the following: rules and procedures for electing officials, passing laws, and having court cases heard; enforcement of laws-who will be in charge?; the location of the government; voting requirements (who gets to vote); how can the citizens be ensured that the government will not violate their rights. Name your country, write out the document, and have all of your group members sign it. Ten minutes will be given in class tomorrow to finish if you don’t get done in class.
3. Homework: Read section three and do number 3 (a, b, and c) for homework.

Friday
1. Turn in homework.
2. Chapter 5 lecture.

Tuesday, September 11, 2007

1st Quarter Project

U.S. History 1st Quarter Project
Mr. Ditzenberger

In history it is important to not only understand the main events and significant figures, but it is helpful to gain an appreciation for the lives of more ordinary people.
Your assignment this quarter is to develop an historically accurate account of life from the perspective of a somewhat ordinary character in American history. You should first create the character and then research what life would be like for him or her as they face historical events that you are aware of-their involvement in the battles of Lexington and Concord, their use of the cotton gin on their plantation, etc. You can choose the life of a Quaker in Pennsylvania, a Puritan in New England, a British soldier during Revolutionary times, the wife of a plantation owner in the South, or a slave who is destined to work in the cotton fields of South Carolina as an illiterate possession of his wealthy owner. These are just a few ideas. You must submit an idea by the 5th of September that cannot be changed without a penalty to your grade, so choose wisely. You will want to make sure that you can find adequate sources (make good use of questia, http://www.questia.com/Index.jsp) to help you make your information historically accurate.
The information you choose can be written in several forms. You may choose to write a series of letters to your Quaker family that still lives in England, record your reflections on life events in a journal/diary, compose a poem or a speech given to members of the character’s town council or church, conduct an interview for a local newspaper, draw a series of pictures and write descriptions of them, or pretend you are simply telling your stories to a grandchild or friend. You could even write a play that reflects the life of an individual in the time period (see below). These are simply ideas that serve as examples for you to consider and to give you a frame of reference so that you can develop your project in a way that fits your interests and abilities. l
The project should meet the following guidelines:

· it should be written somewhere in the context of the years 1620 to 1800

· the scene and the overall focus should be in the American colonies/American states, but it could involve some correspondence with someone outside of this area.

· it should reflect research-based knowledge of the group of people or type of person you are writing about

· it should reflect the same amount of work that a four to six page research paper would reflect-this is not an assignment that you can do well with a little work

· it should be based on at least five sources, three of which are not from the internet

· although the typical MLA style is not needed for this type of work, it should include a
bibliography/works cited page that follows MLA format


A rough draft is due on September 27th. The final draft is due October 4th. I will give general feedback on the rough draft to help guide you toward any changes that need to be made. The mechanics and structure of the project are your responsibility, although I will make time for extra help if you have specific questions and you take the initiative.

This will be 20% of your quarter grade, so please put appropriate effort into it. You will succeed beautifully if you do. I am excited to see that happen!

Sunday, September 9, 2007

Week 5, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: Prelude to Revolution
Time: 3:20/Week 5
Unit: Colonial America and the Revolution
Objectives:
1. Students will watch a video that highlights the key events that led to the beginning and the eventually victory of the American Revolutionary War by the colonists.
2. Students will list key terms and analyze key ideas about the beginning of the American Revolution.
3. Students will identify and explain the roles of the key leaders and forces in the Revolutionary Period.
4. Students will discuss the role of ordinary colonists in the war.
5. Students will identify the weakness of the Articles of Confederation and understand the basic structure and contents of the Constitution.
Monday
1. 1. Section 4. Video Road to American Revolution: Guided Viewing Questions.
Tuesday
1. Opener: explain these events. Use your notes and/or book if you need help: Stamp Act, Townshend Acts, Boston Massacre, Lexington and Concord.
2. Act out Lexington, Concord, Bunker/Breed’s Hill. Include the crossing of the Charles River, the battles at Lexington and Concord, the
3. Complete “Identity and Explain” and 4-a and b on Page 113. Due Tuesday.
4. Due Friday. Read Romans 13:1-7. Write an essay explaining whether you believe the colonists were biblically justified to rebel. Be sure to include your thoughts as they relate to the passage.
Wednesday
1. Turn in Homework
2. Read the Declaration of Independence.
3. Watch Video on D of I.
4. Read section three and complete Identify and Explain; 3-a, b and c; and 4-Identifying Bias page 119
Thursday
Chapter 5, Lecture.
Homework: On page 156, Complete Identifying People and Ideas, Understanding Main Ideas, and numbers 2 and 3 under Thinking Critically. Due Monday.
Friday.
1. Chapter 5, Lecture continued.
2. Homework (assigned Thursday) due Monday.

Week 5, Syllabus

Mr. Ditzenberger-U.S. History
Lesson: Prelude to Revolution
Time: 3:20/Week 5
Unit: Colonial America and the Revolution
Objectives:
1. Students will watch a video that highlights the key events that led to the beginning and the eventually victory of the American Revolutionary War by the colonists.
2. Students will list key terms and analyze key ideas about the beginning of the American Revolution.
3. Students will identify and explain the roles of the key leaders and forces in the Revolutionary Period.
4. Students will discuss the role of ordinary colonists in the war.
5. Students will identify the weakness of the Articles of Confederation and understand the basic structure and contents of the Constitution.
Monday
1. 1. Section 4. Video Road to American Revolution: Guided Viewing Questions.
Tuesday
1. Opener: explain these events. Use your notes and/or book if you need help: Stamp Act, Townshend Acts, Boston Massacre, Lexington and Concord.
2. Act out Lexington, Concord, Bunker/Breed’s Hill. Include the crossing of the Charles River, the battles at Lexington and Concord, the
3. Complete “Identity and Explain” and 4-a and b on Page 113. Due Tuesday.
4. Due Friday. Read Romans 13:1-7. Write an essay explaining whether you believe the colonists were biblically justified to rebel. Be sure to include your thoughts as they relate to the passage.
Wednesday
1. Turn in Homework
2. Read the Declaration of Independence.
3. Watch Video on D of I.
4. Read section three and complete Identify and Explain; 3-a, b and c; and 4-Identifying Bias page 119
Thursday
Chapter 5, Lecture.
Homework: On page 156, Complete Identifying People and Ideas, Understanding Main Ideas, and numbers 2 and 3 under Thinking Critically. Due Monday.
Friday.
1. Chapter 5, Lecture continued.
2. Homework (assigned Thursday) due Monday.

Saturday, September 1, 2007

Syllabus, Week 4

Mr. Ditzenberger-U.S. History
Lesson: Prelude to Revolution
Time: 3:00/Week 4
Unit: Colonial America and the Revolution

Objectives:
1. Students will listen, watch and respond to questions while learning about the slave trade through a video.
2. Students will list and explain the significance of the events that led to the Revolution.
3. Students will analyze the extensive impact that the revolution would have upon the world.
Monday
1. Slave Ship-video with questions.

Tuesday
1. Turn in summaries for chapter 3.
2. Lecture-Seeds of Unrest-Growing Colonial Resistance

Wednesday
25 Question Test over Chapter 3
Video: Road to Revolution
Homework-write a summary of the major events leading up to the Revolution imagining that you were either a reporter for a newspaper, or a “Sons of Liberty” leader in New England making a speech to Bostonians.

Thursday
1. Opener: Why was the beginning of the Revolutionary War termed “The Shot Heard Around the World”?
2. Lecture-“The Shot Heard Round the World” Chapter 4, Section 2

Friday-No School!!

Syllabus, Week 4

Mr. Ditzenberger, 9th Grade Bible
Time: 5 Periods
Unit 1, Lesson: Genesis-Angels
Week: 4 Dates: September 3-6

Objectives:
1. Students will read and discuss biblical references to angels and compare biblical teaching to cultural understanding.
2. Students will understand how Jesus related to angels by reading and answering questions on angels.
3. Students will summarize in writing what the purpose of angelology is.

September 3, Monday
Opener: Why are some people more interested in angles than in the God who made them? (10 min)
Handout-Angelology. (25 min)
Angels video on blog-thinking critically about media. (10 min)
Show pictures of angles. (5 min)

September 4, Tuesday
1. Opener: Have you or someone you personally know ever had an encounter with someone that seemed to be an angel? (5 min)
2. Handout-Jesus and Angels (30 min)
3. Work on stories in spare time. (10 min)
4. Homework-internet story on angels.

September 5, Wednesday
Opener: read your angel story to three other people. Share best story in the group to the class. (20 min)
Angelic Activity (15 min)
Discussion-Earth and Heaven Lecture. (10 min)

September 6, Thursday
1. Opener: What is the purpose of angelology? (5 min)
2. Write a half-page essay on the purpose of angelology. (25 min)
3. Handout-angel summary (10 min)
4. Test with a partner on Monday.