Email: jluedke@usd107.org
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Reflective Writing
Reflective Writing Process
Worth 25 Points
Exploration: Research a current event. In your paper write about any prejudgments that you have about the event. Prejudgements are things that you think about when intially reading the headline of the article
Explanation: Summarize what happened in the event or article Include what happened in your event
Conjecture: List any questions that you have thought about on what happened. Questions could be about anything that occurred during or surrounding the event
Analysis: Research and cite other news resources (CNN, Fox, Time or Newsweek) that you used to try to find the answers to your questions. Here is where you find at least two different sources. These spurces may or may not talk about the same things that occurred in the event or social issue. Make sure you summarize and cite each article
Synthesis: Answer your questions and then state your opinion about what happened. Talk about your questions? Did you find those ansewers? Do you agree with the research that you completeed? Why? Why not? What have you learned about the event or social issue?
January 6th-January 9th 2025
Current Political Issues Lesson Plans
Monday:
Objective:
Students will identify major stories from the past week and evaluate source credibility.
Activities:
Warm-Up (5 min):
Quickwrite: “What news story caught your attention recently?”
News Briefs (10 min):
Teacher shares 3–5 major headlines (local, national, global).
Source Evaluation Mini-Lesson (10 min):
How to detect bias, credibility, and purpose.
Article Hunt (20 min):
Students browse approved news sites to find one credible article.
Fill out Source Analysis Sheet (bias, evidence, purpose).
Exit Ticket (5 min):
Rate the article’s reliability and explain why.
Tuesday:
Objective:
Students will summarize and analyze a selected news article.
Activities:
Warm-Up (5 min):
Vocabulary pull: students define 2–3 key news terms from yesterday.
Mini-Lesson (10 min):
How to write an effective news summary (5 W’s + significance).
Article Summary Work (20 min):
Students read their chosen article more closely.
Write a 5–7 sentence summary plus Why this event matters.
Small-Group Discussion (10 min):
Students share summaries; groups compare topics and viewpoints.
Exit Ticket (5 min):
“What new perspective did you hear today?”
Wednesday:
Objective:
Students will understand a major ongoing issue and its background context.
Activities:
Warm-Up (5 min):
Prediction: “What might happen next with ___ issue?”
Teacher Mini-Lesson (15–20 min):
Overview of an ongoing topic (example: elections, conflict zones, economics, climate, Supreme Court decisions).
Include maps, timelines, and background information.
Guided Discussion (15 min):
Students answer guiding questions in pairs.
Focus: impact, stakeholders, consequences.
Reflection (5 min):
One-paragraph response: “What is the most important takeaway?”
Thursday:
Objective:
Students will practice civil discourse using evidence from reliable sources.
Activities:
Warm-Up (5 min):
Review discussion norms: respect, evidence, no personal attacks.
Preparation (10 min):
Students gather supporting evidence for a debate topic selected earlier in the week.
Structured Debate or Socratic Seminar (25–30 min):
Formats can vary weekly:
Fishbowl discussion
Pro/Con debate
Four Corners opinion activity
Exit Ticket (5 min):
Students write one thing they learned from an opposing viewpoint.
Friday:
Objective:
Students will demonstrate their understanding of current events through writing and assessment.
Activities:
News Quiz (10 min):
Covers the major stories of the week (multiple choice + short answer).
Weekly Reflection (15–20 min):
Prompts:
What event this week do you think will matter 10 years from now? Why?
Which event did you find most confusing and why?
Share-Out (10 min):
Volunteers read their responses.
Preview Next Week (5 min):
Teacher gives a teaser topic or major issue to follow.
Materials:
Quiz, reflection sheet.
January 6th-January 9th 2026
World History Lesson Plans 9th
Monday:
No School Teacher In-Service
Tuesday:
This unit examines the global impact of industrialization and the rise of nationalism between 1800 and 1870. Students will explore how industrialization transformed economies, societies, and politics, and how nationalist movements reshaped Europe and influenced global history.
· How did industrialization change societies and economies around the world?
· Why did nationalism emerge as a powerful force in the 19th century?
· How were industrialization and nationalism connected?
· Analyzing primary and secondary sources
· Comparing historical developments across regions
· Cause-and-effect reasoning
Writing historical arguments
Objectives: - Define industrialization - Identify pre-industrial economic systems
Activities: - Bell Ringer: Life in an agrarian society (quick-write) - Mini-lecture: Causes of the Industrial Revolution - Visual analysis of factories and rural life
Assessment: Exit ticket (definition + one cause)
Wednesday:
Objectives: - Explain why industrialization began in Britain - Identify key inventions and industries
Activities: - Notes: Geography, resources, and capital - Primary source excerpts (factory rules) - Think–pair–share discussion
Assessment: Short-answer worksheet
Thursday:
Objectives: - Compare British industrialization with other regions
Activities: - Map activity: Spread of industry - Case study stations: France, Germany, United States
Assessment: Comparison chart
Friday:
Objectives: - Describe changes to urban life and social classes
Activities: - Images and data on urbanization - Reading: Working conditions - Small-group discussion
Assessment: Paragraph response
January 5th-January 8thth 2026
American History Lesson Plans
Monday:
No School Teacher Inservice
Tuesday:
· What problems did Progressives seek to solve?
· How did Progressive reform change government and society?
· To what extent was the Progressive Movement successful?
· Reform movements
· Role of government in society
· Analyzing primary sources
· Cause-and-effect relationships
· Historical argument writing
Objectives: - Define Progressivism - Identify problems of the Gilded Age
Activities: - Bell Ringer: What problems might arise from rapid industrial growth? - Mini-lecture: From Gilded Age to Progressive Era - Class brainstorm: Social, political, economic problems
Assessment: Exit ticket (definition + one goal of Progressivism)
Wednesday:
Objectives: - Explain the role of muckrakers - Analyze how journalism led to reform
Activities: - Notes: Muckrakers (Riis, Sinclair, Tarbell) - Primary source excerpts: The Jungle and How the Other Half Lives - Small-group analysis
Assessment: Source analysis worksheet
Thursday:
Objectives: - Identify Progressive political reforms - Explain how reforms increased democracy
Activities: - Notes: Initiative, referendum, recall, secret ballot - 17th Amendment overview - Political cartoon analysis
Assessment: Short response questions
Friday:
Objectives: - Describe efforts to improve city life - Explain settlement house movement
Activities: - Case study: Jane Addams and Hull House - Chart: Problems vs. solutions - Discussion
Assessment: Paragraph response
January 5th-January 9th 2026
American Government
Monday:
No School Teacher Inservice
Tuesday:
This unit provides an in-depth study of the United States Legislative Branch. Students will examine the structure, powers, and functions of Congress, the lawmaking process, representation, checks and balances, and the role of Congress in a modern democracy. Emphasis is placed on constitutional principles, civic engagement, and real-world applications.
· What powers does the Constitution grant Congress?
· How is Congress structured and why?
· How does a bill become a law?
· How does Congress represent the people and check other branches?
· Constitutional analysis
· Civic literacy
· Source analysis
· Cause-and-effect reasoning
Argument and evidence-based writing
Objectives: - Identify the role of Congress - Explain why the Framers created a legislature
Activities: - Bell Ringer: Why should lawmaking power rest with elected representatives? - Mini-lecture: Article I of the Constitution - Class discussion
Assessment: Exit ticket
Wednesday:
Objectives: - Compare the House of Representatives and the Senate
Activities: - Notes: Great Compromise - Comparison chart (House vs. Senate) - Short video clip
Assessment: Completed comparison organizer
Thursday:
Objectives: - Identify requirements to serve in Congress - Explain how members are elected
Activities: - Reading: Article I, Sections 2–3 - Scenario activity: Who can serve?
Assessment: Short-answer questions
Friday:
Objectives: - Explain how representation works - Understand reapportionment and redistricting
Activities: - Map activity - Discussion: Gerrymandering
Assessment: Exit slip