U.S. History

Thursday-2/14/19: Half-Day-4th, 5th and 6th Hour

  • Bell Work-None  
  • Attendance- None
  • Daily Objective-
  • Content Objective:
    • None
  • Language Objective:
    • None

____________________________________________________________________________

Government

Thursday-2/14/19:

  • Bell Work-1.) According to the graph which two states had the least amount of influence based on overall population? 2.) Based on the information contained in the graph, what are some potential issues that might arise due to the unequal population distribution among the states? 3.) Do you think that it is a good thing or a bad thing that the number of delegates in the House of Representatives is based on population and not equal representation? *Please explain why you feel this way   
  • Attendance-While Class is Doing Bell Work
  • Video-Crash Course U.S. History-Episode 8-The Constitution, Articles and Federalism (13:04 min)
  • Reflection Question: Why was it so important for the growth of the United States that they move away from the Articles of Confederation to a new Constitution containing a strong federal government?
  • Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides)
  • Student Led Notes-Chapter 2-Section 3-The Critical Period and Chapter 2-Section 4-Creating the Constitution
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the fundamental weaknesses of the Articles of Confederation and the compromises required to establish the Declaration of Independence by interacting in a short presentation and creating a set of student-centered guided notes
  • Language Objective:
    • Students will read and record information pertaining to the fundamental weaknesses of the Articles of Confederation and the compromises required to establish the Declaration of Independence through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides) and Student Led Notes-Chapter 2-Section 3-The Critical Period and Chapter 2-Section 4-Creating the Constitution

Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides)

Chapter 2-Origins of Government-Condensed-2017

 

Student Led Notes-Chapter 2-Section 3-The Critical Period and Chapter 2-Section 4-Creating the Constitution

Chapter 2-Sections 1-5-Guided Notes-High-2018

 

Video-Crash Course U.S. History-Episode 8-The Constitution, Articles and Federalism (13:04 min)

  • Reflection Question: Why was it so important for the growth of the United States that they move away from the Articles of Confederation to a new Constitution containing a strong federal government?

 

U.S. History

Wednesday-1/13/19:

  • Bell Work-1.) What is the main idea behind the political cartoon? 2.) What inference can you make about Germany’s military position based on the fact that they are being “put through the wringer”? 3.) Based on your prior knowledge and the elements contained within the political cartoon what could you predict might be the most likely outcome regarding which wringer Germany will make it through?
  • Attendance-While Class is Doing Bell Work
  • Vocab Match-Up Activity-Chapter 16-World War Looms
  • Test Form Set Up- Chapter 16-World War Looms
  • Study Guide Review Time-Chapter 16-World War Looms
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with our unit covering the shift in European leadership and the mounting conflicts that led to WWII through the manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of the materials covered in our unit that focuses on the events that facilitated Americas entry into WWII through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to our unit covering the shift in European leadership and the mounting conflicts that led to WWII by using a vocabulary match-up activity
    • Students will read, and write the key terms and important concepts covered in our unit which focuses on the events that facilitated Americas entry into WWII by completing a structured inquiry based study guide

 

Supplemental Materials: Presentation-Chapter-16-Section 4-America Moves Towards War and Study Guide-Chapter 16-World War Looms

Presentation-Chapter-16-Section 4-America Moves Towards War

Chapter 16-Section 4-America Moves Towards War

 

Study Guide-Chapter 16-World War Looms

Chapter 16-Learning Target Study Guide-2019-Full Page

Chapter 16-World War Looms-Test Materials

 

Textbook PDF’s-Chapter 16-World War Looms

The Americans-Chapter 16-Section 1

The Americans-Chapter 16-Section 2

The Americans-Chapter 16-Section 3

The Americans-Chapter 16-Section 4

 

Power Points-Chapter 16-World War Looms

Chapter 16-Section 1-Dictators Threaten World Peice-2019

Chapter 16-Section 2-War in Europe-PPT-2019

Chapter 16-Section 3-The Holocaust

Chapter 16-Section 4-America Moves Towards War

 

__________________________________________________________________________________

Government

Wednesday-2/13/19:

  • Bell Work-1.) Which of the two speakers debating ratification do you believe would most likely be considered a “Federalist”? *Please justify your reasoning 2.) After reading the debate contained in the primary source list two to three questions that would help you understand the speaker’s position in this document? 3.) After reading the position of both speakers in the primary source document please discuss which of the two speakers you agree with most in regards to the potential of ratifying a new Constitution? *Give specific examples as to why you chose to align yourself with the speaker you did
  • Attendance-While Class is Doing Bell Work
  • Vocabulary Match-up Activity- Chapter 1-Principles of Government and Chapter 2-Origins of American Government
  • Video-What Were the Articles of Confederation? | America: Facts vs. Fiction (2:49 min)
    • or What Were the Articles of Confederation? | History (2:28 min)
  • Activity-Articles of Confederation Activity-Notes Sheet-2018
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the creation of the American political system by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
  • Language Objective:
      • Students will read and orally match up important vocabulary terms pertaining to our unit covering the creation of the American political system through the use of a vocabulary match-up activity
      • Student will read and record information pertaining to the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with the help of a partner

 

Supplemental Materials: Vocabulary Match-up Activity- Chapter 1-Principles of Government and Chapter 2-Origins of American Government and Activity-Articles of Confederation Activity-Notes Sheet-2018

Vocabulary Match-up Activity- Chapter 1-Principles of Government

Chapter 1 and 2-Vocab Match up Review Game

 

Chapter 2-Origins of American Government and Activity-Articles of Confederation Activity-Notes Sheet-2018

The Articles of Confederation and Perpetual Union

Articles of Confederation Activity-Notes Sheet-2018

 

Video Notes-What Were the Articles of Confederation? | America: Facts vs. Fiction (2:49 min)

 

 

U.S. History

Monday-1/11/19:

  • Bell Work-1.) Who are the main figures being depicted in this political cartoon? 2.) What inference can you make on why the artist drew these two leaders “in bed” with one another? *Think about what the term “in bed” means politically 3.) Based on what you know, how would you explain the significance of the statement the man on the left is making regarding the document he is holding?  
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter-16-Section 4-America Moves Towards War
  • Video Clip-Pearl Harbor (2001)-Edited Disk One
  • 120:20 min to 142:34 (However if time allows play until 2:01:00 min)
  • Study Guide-Chapter 16-World War Looms
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor by interacting in a short presentation
    • SWD evaluation of the materials covered in our unit that focuses on the events that facilitated Americas entry into WWII through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read, and write the key terms and important concepts covered in our unit which focuses on the events that facilitated Americas entry into WWII by completing a structured inquiry based study guide
    • Student will read and record information pertaining to the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor through interacting in a short presentation

 

Supplemental Materials: Presentation-Chapter-16-Section 4-America Moves Towards War and Study Guide-Chapter 16-World War Looms

Presentation-Chapter-16-Section 4-America Moves Towards War

Chapter 16-Section 4-America Moves Towards War

 

Study Guide-Chapter 16-World War Looms

Chapter 16-Learning Target Study Guide-2019-Full Page

Chapter 16-World War Looms-Test Materials

 

Textbook PDF’s-Chapter 16-World War Looms

The Americans-Chapter 16-Section 1

The Americans-Chapter 16-Section 2

The Americans-Chapter 16-Section 3

The Americans-Chapter 16-Section 4

 

Power Points-Chapter 16-World War Looms

Chapter 16-Section 1-Dictators Threaten World Peice-2019

Chapter 16-Section 2-War in Europe-PPT-2019

Chapter 16-Section 3-The Holocaust

Chapter 16-Section 4-America Moves Towards War

 

__________________________________________________________________________________

Government

Monday-2/11/19:

  • Bell Work-1.) According to the primary source, who was named the first President of the United States on April 30th, 1789? 2.) Based on your prior knowledge and the information in the document above, discuss what you believe the framers motives were in creating the Bill of Rights?  3.) Based on the descriptions included in the primary source, would you have taken the position of the Federalists or the Anti-Federalists in regards to ratifying a new Constitution?
  • Attendance-While Class is Doing Bell Work
  • Video- America the Story of Us: Declaration of Independence | History (3:59 min)
  • Also available in America the Story of Us-Episode 2- Revolution (5:12 to 8:04 min)
  • Presentation-Chapter 2-Section 2-The Coming of Independence
  • Activity-Breaking Down the Declaration of Independence
  • Creating a set of guided notes that will break down the six main parts of the Declaration of Independence
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the massive divide in ideology that led to the creation of the Declaration of Independence by interacting in a short presentation
    • SWD evaluation of the fundamental changes introduced in the Declaration of Independence by examining a primary source and secondary documents and creating personalized notes with in a collaborative activity
  • Language Objective:
    • Students will read and record information pertaining to the massive divide in ideology that led to the creation of the Declaration of Independence through listening to a short lecture
    • Student will read and record information pertaining to the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with the help of a partner

 

Supplemental Materials: Presentation-Chapter 2-Section 2-The Coming of Independence and Activity-Breaking Down the Declaration of Independence

Presentation-Chapter 2-Section 2-The Coming of Independence

Chapter 2-Origins of Government-Condensed-2017

 

Activity-Breaking Down the Declaration of Independence

Declaration of Independence Activity-Sections I through V-2018

Declaration of Independence Activity-Notes Sheet-2018

 

Video-America the Story of Us: Declaration of Independence | History (3:59 min)

 

U.S. History

Friday-2/08/19:

  • Bell Work-1.) Based on the artistic style of the image who can we infer is the creator of the political cartoon? 2.) Why do you think the artist chose to use the imagery of an Ostrich Bonnet (essentially a hat) to help non-Germans relieve the headache Hitler’s actions have caused? 3.) What is your opinion of the effectiveness of the political cartoon? Do you think the artist’s intended message is easily understandable?  
  • Attendance-While Class is Doing Bell Work
  • Video-A Holocaust Survivor Recalls The Day He Was Liberated (3:29 min)
  • Web Quest-Lasting Effects of the Holocaust-2018
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the horrific impact that Holocaust had on the lives of European Jews during WWII compiling information in a collaborative webquest then integrating and layering the information into a structured writing prompt
  • Language Objective:
    • Students will read, research and orally discuss information pertaining to the horrific impact that Holocaust had on the lives of European Jews during WWII by completing a partner based webquest then using the information gathered to construct a well formed essay response

 

Supplemental Materials: Web Quest-Lasting Effects of the Holocaust-2019

Lasting Effects of the Holocaust-Web Quest 2019

 

 

Video-A Holocaust Survivor Recalls The Day He Was Liberated (3:29 min)

 

__________________________________________________________________________________

Government

Friday-2/8/19:

  • Bell Work-1.) Based on the primary source how does King George III view the colonist’s decision to rebel against his authority? 2.) Imagine that you were King George III and you learned that the American colonists were rebellion against your royal decrees how would you have handled putting down a rebellion in your most profitable colony? 3.) How would you have felt about this statement from King George III if you were an English colonist living in North America who had previously defended the monarch’s divine right to rule over his colonial possessions?  
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter 2-Section 1-Our Political Beginnings
  • Vocab Match Up-Chapter 1Principles of Government and Chapter 2-Origins of American Government
  • Guided Notes-Chapter 2-Section 1-Our Political Beginnings
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the basic concepts of government and how influential English documents laid the foundation for the United States current system of government by interacting in a short presentation and creating a set of student-centered guided notes
    • SWD analysis of key terms associated with the unit covering the creation of the American political system by manipulating of vocabulary terms in a collaborative activity
  • Language Objective:
    • Student will read and record information pertaining to the basic concepts of government and how influential English documents laid the foundation for the United States current system of government through listening to a short lecture and creating student centered guided note
    • Students will read and orally match up important vocabulary terms pertaining to our unit covering the creation of the American political system through the use of a vocabulary match-up activity

 

Supplemental Materials: Presentation-Chapter 2-Section 1-Our Political Beginnings, Vocab Match Up-Chapter 1Principles of Government and Chapter 2-Origins of American Government and Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Presentation-Chapter 2-Section 1-Our Political Beginnings

Chapter 2-Origins of Government-Condensed-2017

 

Vocab Match Up-Chapter 1Principles of Government

Chapter 1 and 2-Vocab Match up Review Game

 

Chapter 2-Origins of American Government and Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Chapter 2-Sections 1-5-Guided Notes-High-2018

 

 

U.S. History

Thursday-2/07/19:

  • Bell Work-1.) Based on the information contained in the primary source what happened to the female prisoners housed at the Sobibor Concentration camp? 2.) Imagine that you were the prosecuting attorney assigned to Wilhem Bahr’s trial. What are some questions that you might ask him regarding his time and actions at Sobibor? 3.) Imagine you were a young German citizen drafted into military service and assigned to work at a concentration camp during WWII? How would you justify your actions if you were the one on trial?  
  • Attendance-While Class is Doing Bell Work
  • Video- I Survived The Holocaust Twin Experiments (14:47 min)
    • Reflection Question: After watching the video of Eva Mozes Kor’s account of her Holocaust experience discuss why her decision to forgive Dr. Mengele instead of holding onto hate demonstrates true strength.
  • Web Quest-Lasting Effects of the Holocaust-2018
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the horrific impact that Holocaust had on the lives of European Jews during WWII compiling information in a collaborative webquest then integrating and layering the information into a structured writing prompt
  • Language Objective:
    • Students will read, research and orally discuss information pertaining to the horrific impact that Holocaust had on the lives of European Jews during WWII by completing a partner based webquest then using the information gathered to construct a well formed essay response

 

.

Supplemental Materials: Web Quest-Lasting Effects of the Holocaust-2019

Lasting Effects of the Holocaust-Web Quest 2019

 

Video- I Survived The Holocaust Twin Experiments (14:47 min)

 

__________________________________________________________________________________

Government

Thursday-2/7/19:

  • Bell Work-1.) In your own words can you explain what Washington means when he says “Thirteen sovereignties pulling against each other, and all tugging at the federal head”? 2.) According to Washington, what might be some of the problems that could emerge if the nation if it stayed as a confederation?  3.) In your personal opinion is there a better solution to the issue of merging thirteen fiercely independent entities than Washington is suggesting or is his simplified approach sufficient enough for the historical time period he was living in?  
  • Attendance-While Class is Doing Bell Work
  • Video-Taxes & Smuggling – Prelude to Revolution: Crash Course US History #6 (12:18 min)
  • Reflection Question: How did the implementation of new increased taxes on colonial goods lead to a bitter conflict between the English Crown and the American colonists?
  • Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map
  • Map Guiding Question: How can we differentiate the specific ideological principles (similarities and differences) contained in the Magna Carta and the U.S. Bill of Rights?
  • Frame Guiding Question: In which area(s) did the Magna Carta have the largest influence on the U.S. Bill of Rights?
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began by watching a small film and answering a focused reflection question
  • Language Objective:
    • Students will read and record information pertaining to the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began through watching a short video and recording information designed to answer a structured reflection question

 

Supplemental Materials:Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map

  • Map Guiding Question: How can we differentiate the specific ideological principles (similarities and differences) contained in the Magna Carta and the U.S. Bill of Rights?
  • Frame Guiding Question: In which area(s) did the Magna Carta have the largest influence on the U.S. Bill of Rights?

 

Comparing the Bill of Rights and the Magna Carta-Double Bubble Map-Gov-Blank Set Up

 

 

Video-Taxes & Smuggling – Prelude to Revolution: Crash Course US History #6 (12:18 min)

  • Reflection Question: How did the implementation of new increased taxes on colonial goods lead to a bitter conflict between the English Crown and the American colonists?

 

U.S. History

Tuesday-2/05/19:

  • Bell Work-1.) Based on the unit we covered in class what can you infer might have been the reason the Germans began the Jewish boycott in 1933? 2.) Demonstrate your understanding of the timeline by describing how the German policies changed as WWII progressed? 3.) What might the outcome have been for other non-Aryan (People of Indo-European origin (spanning from India to Europe), the original Aryan people specifically in Persia, and most controversially through Nazi misinterpretation, the Nordic or Germanic peoples) races had the Allies not began liberating concentration camps in 1944?
  • Attendance-While Class is Doing Bell Work
  • Video-Kids Meet a Holocaust Survivor | Kids Meet | HiHo Kids (10:25 min)
  • Activity-Artifacts from the Holocaust-Expert Folder Activity
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the personal possession and effects of Jews who were held prisoner during the Holocaust in which they tell their story of internment during WWII through evaluating and interpreting primary source documents in an exploratory research activity
  • Language Objective:
    • Students will read, record and orally discuss information pertaining to the personal possession and effects of Jews who were held prisoner during the Holocaust in which they tell their story of internment during WWII by completing a set of guided inquiry-based questions based off documents contained within an expert folder

 

Supplemental Materials: Activity-Artifacts from the Holocaust-Expert Folder Activity

Everyday Objects from the Holocaust-Document Activity-Guided Questions-2018

Everyday Objects from the Holocaust-PT 1

Everyday Objects from the Holocaust-PT 2

Everyday Objects from the Holocaust-PT 3

 

Video-Kids Meet a Holocaust Survivor | Kids Meet | HiHo Kids (10:25 min)

 

__________________________________________________________________________________

Government

Tuesday-2/05/19:

  • Bell Work-1.) What can we infer was Patrick Henry’s main purpose for giving this speech in front of the Virginia House of Burgess? 2.) Select one of Patrick Henry’s three criticisms of the Stamp Act and discuss how this position reflected the frustrations of many colonists living in the mid 1760’s? 3.) What was the significance of Henry’s statement “…if this be treason, make the most of it” in relation to the impending conflict with the British?  
  • Attendance-While Class is Doing Bell Work
  • Video Clip– 800 Years of Magna Carta (4:10 min)
  • Activity-Comparing The Bill of Rights and Magna Carta-Activity-2018
  • Daily Objective-
  • Content Objective:
    • SWD evaluation on the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by interpreting the meaning of several primary source documents in a collaborative activity
  • Language Objective:
    • Students will read, discuss and record information pertaining to the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by identifying key pieces of information contained within a copy of the Magna Carta and the Bill of Rights with the help of a partner

 

Supplemental Materials: Activity-Comparing The Bill of Rights and Magna Carta-Activity-2018

Comparing-The-Bill-of-Rights-and-Magna-Carta-Activity-2019

 

Video Clip– 800 Years of Magna Carta (4:10 min)

 

 

U.S. History

Monday-2/04/19:

  • Bell Work-1.) Who are the main figures depicted in this political cartoon? 2.) What is the main theme of the political cartoon? 3.) Knowing the failures of Germany during WWI when they attempted to fight a two-front war against Great Britain and France on one side and Russia on the other, why do you think Hitler chose to “stab Russia in the back” by violating their non-aggression pact?  
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter 16-Section 3-The Holocaust
  • Video-I Survived the Holocaust (7:18 min)
  • Outline Notes-Chapter 16-Section 3-The Holocaust
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the Nazi’s “final solution” and its horrific effect on the Jewish population of Europe during the Holocaust by interacting in a short presentation and creating a set of student-centered guided notes
  • Language Objective:
    • Students will read, record and orally compare information pertaining to the Nazi’s “final solution” and its horrific effect on the Jewish population of Europe during the Holocaust through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 16-Section 3-The Holocaust and Outline Notes-Chapter 16-Section 3-The Holocaust

 

Presentation-Chapter 16-Section 3-The Holocaust

Chapter 16-Section 3-The Holocaust

 

Outline Notes-Chapter 16-Section 3-The Holocaust

Notes-Outline-Chapter 16-Section 3

 

Textbook PDF’s-Chapter 16-Section 3-The Holocaust

The Americans-Chapter 16-Section 3

 

Video-I Survived the Holocaust (7:18 min)

 

__________________________________________________________________________________

Government

Monday-2/04/19:

  • Bell Work-1.) Based on your background knowledge and the information contained in the primary source which important document was the United States Bill of Rights was added to? 2.) Why do you think people felt a greater sense of protection under the Constitution following the introduction of The Bill of Rights in 1791 than they did as a colony under the English Crown? 3.) Hypothetically if The Bill of Rights were to contain only nine amendments which of the original ten amendments would you recommend be eliminated? *Please thoroughly explain along with naming why you feel the particular amendment should be eliminated  
  • Attendance-While Class is Doing Bell Work
  • Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the influence of the Magna Carta, Petition of Right and the English Bill of Rights on the current American system government through defining and personalizing vocabulary terms in a vocabulary-based activity
  • Language Objective:
    • Students will read and record important vocabulary terms pertaining to our unit covering the influence of the Magna Carta, Petition of Right and the English Bill of Rights on the current American system through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government

Chapter 2-Frayer Model Set Up

Chapter 2-Vocab Match up Review Game

Chapter 2-Vocabulary Terms and Definitions

 

U.S. History

Tuesday-1/29/19:

  • Bell Work-1.) In your own words what would you describe is happening in this political cartoon? 2.) What inference can you make as to the artists intended symbolism of Adolf Hitler as a dentist? *Keeping in mind his plans for Europe and think about what a dentist does besides clean teeth and check for cavities 3.) What can you predict might be the outcome if Hitler were to successfully empty his waiting room of all the potential appointments? *You’ll need to think metaphorically
  • Attendance-While Class is Doing Bell Work
  • Thinking Map-Fascism During WWII-Big Thinking Map-Collaborative Tree Map (Chapter 16 Section 1) (20 total minutes)
    • Group driven thinking map
  • Student Led Notes-Chapter 16-Section 2-War in Europe
  • Daily Objective-
  • Content Objective:
    • SWD analysis of types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by creating a thinking map
    • SWD analysis of the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by interacting in a short presentation and completing structured student led outlines
  • Language Objective:
    • Student will read and record information pertaining to the types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through working to collaboratively create a tree map
    • Students will read and record information on the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by participating in a short classroom discussion and creating student directed outline notes

 

Supplemental Materials: Student Led Notes-Chapter 16-Section 2-War in Europe

Notes-Outline-Chapter 16-Section 2

The Americans-Chapter 16-Section 2

 

__________________________________________________________________________________

Government

Tuesday-1/29/19:

  • Bell Work-1.) Based on the information contained in the primary source what happened to property that a woman owned after she became married? 2) According to this document, what were some of the problems women faced due to the fact that they were viewed unequal to men in colonial times? 3.) According to the document, what happened to women in cases of divorce? How would you have handled this situation if you were a woman living in Colonial America?
  • What do you believe might have been the impact on American citizens?  
  • Attendance-While Class is Doing Bell Work
  • Video Clip- FLVS Civics: Going Global – Forms of Government (3:53 min)
  • Presentation-Chapter 1-Section 2-Forms of Government (6 Slides)
  • Student Led Notes-Chapter 1-Section 1-The Government and the State
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the six main purposes of government and the reason each plays an important role preserving our freedoms by interacting in a short presentation and creating a set of student-centered guided notes
  • Language Objective:
    • Students will read, discuss and record information on the six main purposes of government and the reason each is important through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 1-Section 2-Forms of Government (6 Slides) and Student Led Notes-Chapter 1-Section 1-The Government and the State

Presentation-Chapter 1-Section 2-Forms of Government (6 Slides)

Chapter 1-Section 2-Forms Government-2018

 

Student Led Notes-Chapter 1-Section 1-The Government and the State

Chapter 1-Section 1-3-Guided Notes-2018

 

Video Clip- FLVS Civics: Going Global – Forms of Government (3:53 min)

 

U.S. History

Friday-1/25/19:

  • Bell Work-1.) Who are the influential figures depicted in this political cartoon? 2.) What might the motive of Argentina be for jumping onto the Allies ship as its pulling away from the dock? What indication does that give for the shifting opinion of many European nations during the early days of WWII? 3.) Based on your background knowledge how would you explain the intended purpose of the artist in creating the political cartoon?  
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter 16-Section 1-Dictators Threaten World Peace
  • Thinking Map-The Rise of Nationalism 1922-1941-Bubble Map (Chapter 16 Section 1)
  • Daily Objective-
  • Content Objective:
    • SWD analysis of types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by interacting in a short presentation
  • Language Objective:
    • Student will read and record information pertaining to the types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through listening to a short lecture

 

Supplemental Materials: Presentation-Chapter 16-Section 1-Dictators Threaten World Peace and Thinking Map-The Rise of Nationalism 1922-1941-Bubble Map (Chapter 16 Section 1)

Presentation-Chapter 16-Section 1-Dictators Threaten World Peace

Chapter 16-Section 1-Dictators Threaten World Peice-2019

 

Thinking Map-The Rise of Nationalism 1922-1941-Bubble Map (Chapter 16 Section 1)

Fascism During WWII-Chapter 16-Section 1-Collaborative Thinking Map

 

__________________________________________________________________________________

Government

Friday-1/25/19:

  • Bell Work-1.) Hypothesize the reason for limiting these particular freedoms listed on the political cartoon? 2.) Based upon the evidence, explain your choice as to which of these freedoms the government is most justified in limiting? 3.) What criteria would you use to assess what type of freedoms should be limited in the future?
  • Attendance-While Class is Doing Bell Work
  • Presentation- Chapter 1-Section 1-Government and the State (12 Slides)
  • Article-The 10 Best Things Government Has Done for Us
  • By Rex Nutting
  • with Meta-log
  • Notes-Chapter 1-Section 1-Government and the State
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the four main political theories a society must considered when forming a new political state by interacting in a short presentation and creating a set of student-centered guided notes
    • SWD analysis of a subjective view presenting ten important things our government has done to improve the lives of the American people by outlining an article and answering reflection questions
  • Language Objective:
    • Students will read and record information on the four main political theories a society must considered when forming a new political state through listening to a short lecture and creating student centered guided notes
    • Students will read, record and discuss a subjective view presenting ten important things our government has done to improve the lives of the American people by completing an inquiry based meta-log

 

Supplemental Materials: Presentation- Chapter 1-Section 1-Government and the State (12 Slides), Article-The 10 Best Things Government Has Done for Us By Rex Nutting/ with Meta-log and Notes-Chapter 1-Section 1-Government and the State

 

Presentation- Chapter 1-Section 1-Government and the State (12 Slides)

Chapter 1-Section 1-Government and the State-2018

 

Article-The 10 Best Things Government Has Done for Us By Rex Nutting/ with Meta-log 

The 10 Best Things Government Has Done For Us-SSR Article-2019

The 10 Best Things Government Has Done For US-SSR-Meta-Cognitive Log-Template

 

Notes-Chapter 1-Section 1-Government and the State

Chapter 1-Section 1-3-Guided Notes-2018

 

U.S. History

Thursday-1/24/19:

  • Bell Work-1.) Based on the context of the primary source what can we infer the definition of the term “appeasement” means? 2.) What examples can you site to show Winston Churchill’s strategy for keeping peace and stopping the growth of the Nazi’s power in Europe? 3.) What is your opinion of Winston Churchill’s speech to Parliament? Do you agree with the general sentiment of Churchill’s message or do you feel he is wrong in this instance? 
  • Attendance-While Class is Doing Bell Work
  • Video-World War II Part 1: Crash Course US History #35 (13:26 min)
    • Reflection Question: How did the United States transition from isolationism to total war set the stage for the Allies victory during WWII?
  • Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace
  • Daily Objective-
  • Content Objective:
    • SWD analysis of types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by creating a set of student-centered guided notes
  • Language Objective:
    • Student will read and record information pertaining to the types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through creating student centered guided notes

 

Supplemental Materials: Video-World War II Part 1: Crash Course US History #35 (13:26 min) with reflection question and Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace

Video-World War II Part 1: Crash Course US History #35 (13:26 min)

  • Reflection Question: How did the United States transition from isolationism to total war set the stage for the Allies victory during WWII?

 

Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace

Notes-Outline-Chapter 16-Section 1

The Americans-Chapter 16-Section 1

 

__________________________________________________________________________________

Government

Thursday-1/24/19: 3rd Hour

  • Bell Work-1.) What was the major system of government that developed in England in 1066? 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)? 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed?
  • Attendance-While Class is Doing Bell Work
  • Video-America The Story of US-Episode 2-Revolution (44 min)
  • w/ Guided Video Notes
  • Daily Objective-
  • Content Objective:
    • SWD knowledge of how America broke free from Great Britain’s oppressive grip while analyzing the challenges associated with establishing a newly sovereign nation through recording information presented in a video and completing a class discussion
  • Language Objective:
    • Students will watch and record information pertaining how America broke free from Great Britain’s oppressive grip while analyzing the challenges associated with establishing a newly sovereign nation and discussing the impact with a classmate

 

 Supplemental Materials: Video Notes-America The Story of US-Episode 2-Revolution (44 min)

America the Story of US-Episode Two-Revolution-Video Notes

 

 

 ——————————————————————————————————————————————-

 Government

Thursday-1/24/19: 4th Hour

  • Bell Work-1.) What was the major system of government that developed in England in 1066? 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)? 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed?
  • Attendance-While Class is Doing Bell Work
  • Syllabus-Classroom Rules and Procedures
  • Vocabulary Frayer Model Activity-Chapter 1-Principles of Government
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the basic principles of government by defining and personalizing vocabulary terms in a vocabulary-based activity
  • Language Objective:
    • Students will read and record important vocabulary terms pertaining to our unit covering the basic principles of government through the use of a frayer model vocabulary activity

 

Supplemental Materials: Syllabus-Classroom Rules and Procedures and Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Syllabus-Classroom Rules and Procedures

US Government-Syllabus-2018

 

Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Chapter 1-Frayer Model Set Up

Chapter 1-Vocab Match up Review Game

Chapter 1-Vocabulary Terms and Definitions