Mr. Murray and Ms. Colter's U.S History and Government iBlog

Good afternoon! Today we finished Chapter 35 Section 4 covering the fall of the Berlin Wall and the struggles Yugoslavia and Romania experienced in their quest for democracy in a post communist world. Section 4 also signifies a  special moment as it was our last set of notes for the 2013-2014 school year. When I think about completing the last set of notes for the year it reminds me of the banner famously hanging behind former President George Bush reading “Mission Accomplished”. Tuesday May 3rd we will be taking out quiz on chapter 35 and then all that’s left is the final exam! Were almost there!!
Here’s what we did today:

Friday-5/30/13:
o Bell Work-1. How did Solidarity affect Communist Rule in Russia? 2. What effect did reunification have on Germany’s international role? 3. What was the main cause of the break up of Czechoslovakia?
o Attendance- While Class is Doing Bell Work
o Video-Berlin Wall (20 min)
o Student Led Notes-Chapter 35-Section 4-Changes in Central and Eastern Europe
o Study Guide Time-Chapter 35-Struggles for Democracy

Supplemental Material: Chapter 35 Section 4-Guided Notes and Struggles for Democracy-PPT

Chapter 35 Section 4-Guided Notes 

Chapter 35-Section 4-Guided Notes

Struggles for Democracy-PPT

Struggles for Democracy Struggles for Democracy

Good afternoon everyone! I’m combining yesterday’s and today’s posts due to the fact that I was out of the building for training. As we come to the end of the year when it comes to preparing for our last quiz and the final exam its like Elvis once said we need “a little less conversation and a little more action“. It’s one thing to say we want to finish the year strong but it’s a completely different thing to actually put in the work and earn the grade that we want. Hopefully guys and ladies we’re ready to get there.  Remember our Chapter 35 Quiz is on Tuesday June 2nd, 2014

Here’s what we did today:

Thursday-5/29/13:
o Bell Work- 1. What are some of the changes that Gorbachev made to the Soviet economy? 2. After the collapse of the Soviet Union what problems did Yeltsin face as the president of the Russian Federation? 3. How did Putin deal with Chechnya?
o Attendance- While Class is Doing Bell Work
o Lecture-Chapter 35-Section 3-The Collapse of the Soviet Union
o Video-Fedorov Discusses Defecting to the U.S. (4:25 min)
o Study Guide-Chapter 35-Struggles for Democracy

Supplemental Material: Chapter 35-Section 2-Guided Notes, Chapter 35-Section 3-Guided Notes, Chapter 35-Study Guide and Chapter 35 Names and Terms

Chapter 35-Section 2-Guided Notes

Chapter 35-Section 2-Guided Notes

Chapter 35-Section 3-Guided Notes

Chapter 35-Section 3-Guided Notes

Chapter 35-Study Guide

Chapter 35-Study Guide-Half-Sheet

Chapter 35 Names and Terms

Chapter 35-Names and Terms

Good morning everyone! Hopefully the four day break was restful and you got a chance to spend some time with family and friends. As we enter the last three weeks of school I think back to what Jerry Reed said in the 1970’s “we have a long way to go and a short time to get there” . So as we begin our final unit on the Struggles of Democracy (Chapter 35) it is really important that we stay focused and are ready to go,

Here’s what we did today:

• Bell Work-1. What role did the military play in shaping the economy of Brazil? 2. What were some of the positive benefits of one-party rule in Mexico? 3. What effect did the Falklands War have on the military government in Argentina?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 35-Struggles for Democracy
• Student Led Notes-Chapter 35-Section 1-Democracy {Case Study: Latin America}

Supplemental Materials: Chapter 35 Vocabulary Match-up Terms, Chapter 35 Vocabulary Match up and Chapter 35 Section 1-Guided Notes

Chapter 35 Vocabulary Match-up Terms

Chapter 35-Vocab Match up Terms

Chapter 35 Vocabulary Match up 

Chapter 35-Vocabulary Match-up

Chapter 35 Section 1-Guided Notes

Chapter 35-Section 1-Guided Notes

Good afternoon everyone! Today as we move forward towards Chapter 35 I thought it would be nice to check out some of the events that helped get us there. Hopefully we have a great mini-break and we come back focused and ready to end the year right.

Here’s what we did today:

Thursday-5/22/13:
o Bell Work-Look in your book on pages 838-839 and read the Previewing Main Ideas section to find the answers to the Geography Questions
o 1. Which type of government seems to predominate (which means to have or gain controlling power) in the Western Hemisphere?
o 2. Which two countries in the Eastern Hemisphere are still communists?
o 3. Which type of government predominates in the labeled countries of Europe? (Look at the key with the red, green, yellow and purple boxes in it)
o Attendance- While Class is Doing Bell Work
o Video-Mankind: Episode 11: Speed (45 min)

Supplemental Materials: WWI-Poster Assignment

WWI-Poster Assignment

WWI Poster Assignment-History

Video Link: Mankind: Episode 11-Speed

https://www.youtube.com/watch?v=YV3UEh7dLEs&safe=active

Good morning everyone! As we wrap up Chapter 29 tomorrow we will see if all the work we did on WWI has really sunk in! Our quiz tomorrow on Chapter 29 Sections 1-4 will have 35 questions (14 matching and 21 multiple choice questions) . You have all of your vocab and all the notes so make sure you study hard!!!

Here’s what we did today:

Tuesday-5/20/13:
o Bell Work-1. What was the goal of Woodrow Wilson’s Fourteen Points? 2. What was the “war guilt” clause in the Treaty of Versailles? 3. Why did the U.S. reject the Treaty of Versailles?
o Attendance- While Class is Doing Bell Work
o Quick Vocabulary Match-up Review Activity-Chapter 29-The Great War-Part 2
o Student Led Notes-Chapter 29-Section 4-A Flawed Peace
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with our unit covering Chapter 29 Sections 1 through 4 through the manipulating of vocabulary terms in a collaborative activity
 SWD creation of the principals of self-determination and Wilson’s Fourteen Points along with effects of the War Guilt Clause on Germany through compiling information in student led guided notes.
o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 29 Sections 1 through 4 by using a vocabulary match-up activity
 Students will read and record and orally share information on the principals of self-determination and Wilson’s Fourteen Points along with effects of the War Guilt Clause on Germany by creating student centered guided notes

Supplemental Material: Chapter 29 Vocab Match-up Terms Part 1, Chapter 29 Vocab Match-up Terms Part 2, Chapter 29-Section 4-Guided Notes and The Great War-PPT

Chapter 29 Vocab Match-up Terms Part 1

Chapter 29-Part 1-Vocab Match up Terms

Chapter 29 Vocab Match-up Terms Part 2

Chapter 29-Part 2-Vocab Match up Terms

Chapter 29-Section 4-Guided Notes

Chapter 29-Section 4-Guided Notes

The Great War-PPT

The Great War

Good afternoon everyone! Today we began the second half of Chapter 29 by covering section 3. We also did so partner work to read and respond to primary sources designed to expand our understanding of life during war. Remember to study our vocab and sections 1-3 for our exam Wednesday and we’ll get section 4 notes tomorrow.

Here’s our day today:

Monday-5/19/13:
o Bell Work-1. What factors helped prompt the U.S. to join the war on the Allies side? 2. What role did women play in the war? 3. Why was the Second Battle of the Marne so important?
o Attendance- While Class is Doing Bell Work
o Quick Vocabulary Match-up Review Activity-Chapter 29-The Great War-Part 1
o Activity-Body Lice-Partner read and respond activity
o Activity-Zimmerman Note-Partner read and respond activity
o Student Led Notes-Chapter 29-Section 3-A Global Conflict

Supplemental Materials: Body Lice-Partner Worksheet, Zimmerman Note-Worksheet and Chapter 29-Section 3-Guided Notes

Body Lice-Partner Worksheet

Body Lice-Article

Zimmerman Note-Worksheet

The Zimmerman Note-Worksheet

Chapter 29-Section 3-Guided Notes

Chapter 29-Section 3-Guided Notes

Good morning everyone! Today we are beginning the film All Quiet on the Western Front to give the students a visual idea of what trench warfare during WWI looked like. We also received the second half of our vocabulary for next Wednesday’s (5/21) quiz on chapter 29. We have fourteen terms that we should begin studying now so we can do really well on the quiz.

Here’s what we did today:

Wednesday-5/14/13:
o Bell Work-No Bell Work (Going Straight into Vocabulary Match-up)
o Attendance- While Class is Doing Bell Work
o Vocabulary Match-up Activity-Chapter 29-The Great War-Part 1
o Video-All Quiet on the Western Front (1979 Version) Day 1
o w/ Guided Video Worksheet
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with our unit covering Chapter 29 Sections 1 through 4 through manipulating vocabulary terms in a collaborative activity
 SWD synthesis of the effects of war on ordinary soldiers and gruesome conditions of trench warfare through the use of guided video questions and class discussions.
o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 29 Sections 1 through 4 by using a vocabulary match-up activity
 Students will listen and record important information on the effects of war on ordinary soldiers and gruesome conditions of trench warfare by responding to a video designed to cause further inquiry and classroom discussion as a mid-unit activity for our chapter covering the WWI.

Supplemental Material: Chapter 29-Vocabulary Match-up Pt. 2 and Chapter 29 Vocabulary Match up Terms Pt. 2

Chapter 29-Vocabulary Match-up Pt. 2

Chapter 29-Part 2-Vocabulary Match-up

Chapter 29 Vocabulary Match up Terms Pt. 2

Chapter 29-Part 2-Vocab Match up Terms

Video Link: All Quiet on the Western Front (1979)-Trailer

Good afternoon everyone! Today we continued our unit on Chapter 29 by covering Section 2. Tomorrow we are beginning the film All Quiet on the Western Front to help the students expand their understanding of life in the trenches during WWI.

Here’s what we did today:

Tuesday-5/13/13:
o Bell Work-1. Which countries comprised the Central Powers? Which countries comprised the Allies? 2. What were the characteristics of trench warfare? 3. What factors contributed to Russia’s war difficulties?
o Attendance- While Class is Doing Bell Work
o SSR-Students will bring in their own book for SSR
o Student Led Notes-Chatper-29-Section 2-Europe Plunges into War
o Study Guide-Chapter 29-The Great War
o Daily Objective-
o Content Objective:
 SWD creation on the advances of the Central Powers on Allied territory and the harsh conditions of trench warfare through compiling information in student led guided notes.
 SWD evaluation of the materials covered in Chapter 29 Sections 1 through 4 through summarizing key information in a structured study guide
o Language Objective:
 Students will read and record and orally share information on the advances of the Central Powers on Allied territory and the harsh conditions of trench warfare by creating student centered guided notes
 Students will read, and write the key terms and important concepts covered in Chapter 29 Sections 1 through 4 by completing a structured inquiry based study guide

Supplemental Materials: Chapter 29-Section 2-Guided Notes and Chapter 29-Study Guide

Chapter 29-Section 2-Guided Notes 

Chapter 29-Section 2-Guided Notes

Chapter 29-Study Guide

Chapter 29-Study Guide-Half-sheet

Good afternoon everyone! Today we began our unit on WWI (Chapter 29) and received the 1st half of our vocabulary terms. We will be quizzing on Sections 1-4 on Wednesday May 21st.

Here’s our day today:

o Bell Work-1. What were the three forces in Europe that helped set the stage for war? 2. Who were the members of the Triple Alliance and Triple Entente? 3. What single event set the stage for WWI?
o Attendance- While Class is Doing Bell Work
o Vocabulary Match-up Activity-Chapter 29-The Great War-Part 1
o Student Led Notes-Chapter 29-Section 1-Notes-Marching Towards War
o Thinking Maps Activity-Chapter 29 Section 1-Thinking Map
o Create a flow map to illustrate the events that led to WWI

Supplemental Materials: Chapter 29 Vocab Match-up pt. 1, Chapter 29 Vocabulary Match-up Terms pt. 1, Chapter 29 Guided Notes

Chapter 29 Vocab Match-up pt. 1

Chapter 29-Part 1-Vocabulary Match-up

Chapter 29 Vocabulary Match-up Terms pt. 1

Chapter 29-Part 1-Vocab Match up Terms

Chapter 29 Guided Notes 

Chapter 29-Section 1-Guided Notes

Good afternoon everyone,

The clock is winding down on the school year and as we finish Chapter 27 there is only two more units left before the end of the year. Tomorrow we will be reviewing for our quiz on Chapter 27 sections 1, 3  and 4  (Thursday May 8th). Today we finished our notes so make sure we are working on our study guide and studying the vocab.

Here’s our day today:

Tuesday-5/06/13:
o Bell Work-1. Why did Britain consider India the “Jewel in it’s crown”? 2. Why didn’t Indian’s unite against the British in the Sepoy Mutiny? 3. What form did British rule take under the Raj?
o Attendance- While Class is Doing Bell Work
o Quick Vocabulary Match-up Activity-Chapter 27-The Age of Imperialism
o Talk To The Text-Letter Opposing the English by Moulavy Sayad Kutb Shah Sahib
o Student Led Notes-Chapter 27-Section 4-British Imperialism in India
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with our unit covering Chapter 27 Sections 1, 3 and 4 through manipulating vocabulary terms in a collaborative activity
 SWD evaluation of the resistance of India’s Muslim population to the apparent forced conversion tactics to Christianity levied by Great Britain through interpreting a collaborative reading activity
 SWD creation on Great Britain’s imperial role over India and the struggles for India’s independence led by the Sepoy Mutiny through compiling information in student led guided notes.
o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 27 Sections 1, 3 and 4 by using a vocabulary match-up activity
 Students will read, write and orally share the resistance of India’s Muslim population to the apparent forced conversion tactics to Christianity levied by Great Britain by completing a partner driven Talk to the Text Activity
 Students will read and record and orally share information on Great Britain’s imperial role over India and the struggles for India’s independence led by the Sepoy Mutiny by creating student centered guided notes

Supplemental Materials: Chapter 27 Power Point and Chapter 27 Section 4-Guided Notes

Chapter 27 Power Point

The Age of Imperialism

Chapter 27 Section 4-Guided Notes

Chapter 27-Section 4-Guided Notes