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

Hey everyone! I’m sorry i have been behind on the blog and wanted to get everything caught up. I will also have some new grades in for us on Monday including the much anticipated Chapter 5 test. Have a great weekend everyone and we’ll see you Monday.

Here’s what we did Thursday and Friday:

Thursday-9/25/14:

• Bell Work- Where did Abraham and his family originate from? 2. Explain some of Solomon’s major accomplishments? 3. Why did Israel and Judah begin paying Assyria tributes in 738 B.C.?
• Attendance- While Class is Doing Bell Work
• Video-Little Buddha (34 min)
• Quick Vocabulary Match-up Activity-World Religions
• Student Led Notes-Chapter 3-Section 4-The Origins of Judaism
• Daily Objective-
  • Content Objective:
    • SWD knowledge of key terms associated with the unit covering world religions by manipulating and matching vocabulary terms in a collaborative activity
    • SWD creation of the fundamental beliefs of Judaism by compiling information on the origins of the early Jewish traditions through the use of student led guided notes
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering world religions by using a vocabulary match-up activity
    • Students will read, record the fundamental beliefs of Judaism by creating a set of independently driven student guided notes

Friday-9/26/14:

• Bell Work-None
• Attendance- While Class is Doing Bell Work
• Procedures-Portfolio Roll Out
• Student Led Notes-Chapter 3-Section 4-The Origins of Judaism
• Video-The Bible-Episode 7-The Mission (45min) w/ Video Questions
  • Finish and Review
• Daily Objective-
  • Content Objective: Students will demonstrate synthesis of the ministry of Jesus Christ and the impact of Christianity on western culture by using guided video questions and class discussions.
  • Language Objective: Students will complete guided video questions to help demonstrate their understanding of the impact of Christianity on western culture. Following our lesion we will orally discuss the evolution of Christianity and the effects of western civilizations.

Supplemental Materials: Notes-Chapter 3-Section 4-The Origins of Judaism

Notes-Chapter 3-Section 4-The Origins of Judaism

The Origins of Judaism

World Religions-Chapter 3-Section 4-Guided Notes

Video Links: Little Buddha (34 min) and The Bible Episode 7: The Mission (45 min)

Little Buddha (Trailer)

https://www.youtube.com/watch?v=aAMnjj6oU6s

The Bible Episode 7: The Mission (45 min) 

https://www.youtube.com/watch?v=tRHM9VdbnSY

Good morning class,

We’re officially done with Ancient Greece and now we’re moving on to world religions! This unit we will learn about Hinduism, Buddhism, Christianity, Judaism and Islam. It is one of my favorite units all year so I’m excited to see what you learn. 

Here’s what we did today: 

Monday-9/22/14:

• Bell Work- Define in your own words the term “religion”. 2. Are faith and religion the same thing? (Please explain why or why not) 3. Outside of your own faith which of the major religions are you most excited to learn about? Why?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-World Religions
• Student Led Notes-Chapter 3-Section 2-Hinduism and Buddhism Develop
  • Hinduism Evolves Over the Centuries
• Daily Objective-
  • Content Objective:
    • SWD knowledge of key terms associated with the unit covering world religions by manipulating and matching vocabulary terms in a collaborative activity
    • SWD analysis of the origins of Buddhism and Hinduism along with their core beliefs and religious practices by structuring information in student led guided notes.
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering world religions by using a vocabulary match-up activity
    • Students will record key information on the beliefs origins of Buddhism and Hinduism along with their core beliefs and religious practices through creating student centered guided notes

Supplemental Materials: Vocabulary Match-up Activity-World Religion and Student Led Notes-Chapter 3-Section 2-Hinduism and Buddhism Develop

Vocabulary Match-up Activity-World Religion

World Religions-Vocab Match-up

World Religions-Vocabulary Match-up

Student Led Notes-Chapter 3-Section 2-Hinduism and Buddhism Develop

World Religions-Section 2-Part 1-Guided Notes

Hinduism and Buddhism Develop-Part 1

Happy Friday ladies and gents!!!

Hopefully everyone feels ok about our exam. Remember it was our 1st exam with a radically different format so if your worried just take a deep breath and remember we’ll set up a day to re-take the portions of the test we struggled on. Have a great weekend and Go Lions!!! 

Here’s what we did today: 

Friday-9/19/14:

• Bell Work- Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 29 Sections 1 through 4.
  • In 5 minutes we will begin the vocabulary match up activity
• Attendance- While Class is Doing Bell Work
• Quick Vocabulary Match-up Review Activity-Chapter 5-Ancient Greece
• Quiz- Chapter 5-Ancient Greece
• Guided Tour-World Religions
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with our unit covering Chapter 5 Sections 1 through 3 by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of key terms and concepts associated with our unit covering Chapter 5 Sections 1 through 3 by demonstrating their knowledge thought the use of a unit quiz
    • SWD applications of the important political/historical figures, events and evidentiary text located in our unit covering World Religions by compiling information on a guided tour worksheet
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 5 Sections 1 through 3 through the use of a vocabulary match-up activity
    • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering Chapter 5 Sections 1 through 3 through completing a multiple choice and matching quiz.
    • Students will write answers to guided questions that require examination of the additional supporting resources/information located within our unit covering World religions through completing a Guided Tour activity

Supplemental Material: World Religions-Guided Tour

World Religions-Guided Tour

World Religions-Guided Tour

Happy Thursday! Tomorrow is the big day where we will see if all the work we’ve done in the last two weeks has paid off. Tonight please study for your exam tomorrow. Good luck and if you have any questions tomorrow please ask.

Here’s what we did today:

Thursday-9/18/14:

• Bell Work-1. Why were the epics so important to the Greeks of the Dorian Age? (Section 1) How did Athens benefit from their victory in the Persian War? (Section 2) 3. Why was Socrates put on trial in 399 B.C.? (Section 3)
• Attendance- While Class is Doing Bell Work
• Quick Vocabulary Match-up Activity-Chapter 27-The Age of Imperialism
• Review Activity-List, Rank, Compare, Illustrate (Chapter 27 Quiz Review)
• Review Activity-Study Guide Review Time/Peer Quiz Opportunity
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with our unit covering Chapter 5 Sections 1, 2 and 3 by manipulating vocabulary terms in a collaborative activity
    • SWD synthesis of the early Greek political structure, the differences between the Athenian and Spartan, the goals of Pericles and the theories of Socrates, Plato and Aristotle by brainstorming and the use of peer quizzes and a review activity
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 5 Sections 1, 2 and 3 through the use of a vocabulary match-up activity
    • Students will read, record and orally share information pertaining to the early Greek political structure, the differences between the Athenian and Spartan, the goals of Pericles and the theories of Socrates, Plato and Aristotle through the completion a list, rank, compare, illustrate review activity

 Homework: Study for our Chapter 5 Quiz tomorrow on Ancient Greece!

Happy Constitution day everyone!! Every year on September 17th we celebrate the innovative ideas of our founding fathers that led to a strong constitution. This is a great way to celebrate the freedoms our country so generously affords us. Tomorrow we will continue reviewing for our 1st quiz on Chapter 5 (Friday Sept. 19th). So keep studying and you’ll be just fine.

Wednesday-9/17/14:

• Bell Work- What were Pericles’s three goals for Athens? 2. What two main assumptions did the ancient Greek philosophers base their philosophy on? 3. Which influential figure did Aristotle tutor?
• Attendance- While Class is Doing Bell Work
• Video Clip- Liberty’s Kids #40 We the People (21:37 min)
• Activity-Creating Your Own Greek God
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the importance of the gods and goddesses to the ancient Greek citizens by designing an original Greek god in a collaborative activity
  • Language Objective:
    • Students will read and record the importance of the gods and goddesses to the ancient Greek citizens through combining characteristic and symbolic nature of the gods in order to create a new Greek god

Supplemental Materials: Creating Your Own Greek God Activity and Transcript of the U.S. Constitution

Creating Your Own Greek God Activity

Create your own Greek God-Activity

Transcript of the U.S. Constitution 

Transcript of the U.S. Constitution

Video Link: Liberty’s Kids #40 We the People (21:37 min)

Good afternoon class! As we work to wrap up chapter 5 it is really important that we begin to work on our study guide and bring any questions to class that you may have. 

Here’s what we did today:

Tuesday-9/16/14:

• Bell Work-1.What is direct democracy and whose legacy is it tied to? 2. What were the standards of classical art? 3. What were the two types of Greek Drama?
• Attendance– While Class is Doing Bell Work
• Student Led Guided Notes-Chapter 5-Section 3-Democracy and Greece’s     Golden Age
• Thinking Map Activity-Comparing Greek Philosophers
• Study Guide-Chapter 5-Acnient Greece
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the goals of Pericles and the theories of Socrates, Plato and Aristotle by creating structured student led guided notes
    • SWD synthesis of the ideas and beliefs of early Greek scholars by comparing their thoughts and generating a thinking map
    • SWD analysis of the materials covered in Chapter 5 Sections 1-3 by preparing a structured study guide
  • Language Objective:
    • Students will read and write/record information regarding the goals of Pericles and the theories of Socrates, Plato and Aristotle through the creation of student centered guided notes
    • Students will record the ideas and beliefs of early Greek scholars through creating a hybrid bubble map
    • Students will read, and write the key terms and important concepts covered in Chapter 5 Sections 1-3 by completing a structured study guide

Supplemental Materials: Notes-Chapter 5-Section 3-Democracy and Greece’s     Golden Age, Thinking Map Activity-Comparing Greek Philosophers, Study Guide-Chapter 5-Ancient Greece

Notes-Chapter 5-Section 3-Democracy and Greece’s    

Chapter 5-Section 3-Guided Notes

Chapter 5-Section 3-Democracy and Greece’s Golden Age

Golden Age, Thinking Map Activity-Comparing Greek Philosophers

Comparing the Great Greek Philosophers-Section 3

Study Guide-Chapter 5-Ancient Greece

Ancient Greece-Study Guide-Half Sheet

Good afternoon everyone! Today we wrapped up Chapter 5 section 2 and are beginning to prepare for our first exam this Friday. Please make sure to study your vocabulary terms and read over your notes tonight. 

Here’s what we did today: 

Monday-9/15/14:

• Bell Work-1. What was the purpose of the acropolis? 2. How would you describe a tyrant in your own words? 3. Which two enemies fought in the Persian War and why did they fight?
• Attendance- While Class is Doing Bell Work
• Introducing Thinking Maps-Democracy in Greece-Bubble Map
• Student Led Notes-Chapter 5-Section 2-Warring City States Pt. 2
• Video Clip-Athens Dawn of Democracy (13 min)
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the early Greek political structure and the differences between the Athenian and Spartan views on education by creating structured student led  guided notes
  • Language Objective:
    • Students will read and write/record information regarding the early Greek political structure and the differences between the Athenian and Spartan through the creation of student centered guided notes

Supplemental Materials: Democracy in Greece-Bubble Map, Chapter 5-Section 2-Warring City States Pt. 2-Guided Notes, Chapter 5-Section 2-Warring City States Pt. 2-Power Point

Democracy in Greece-Bubble Map

Government in Ancient Greece-Bubble Map

Chapter 5-Section 2-Warring City States Pt. 2-Guided Notes

Chapter 5-Section 2-Part 2-Guided Notes

Chapter 5-Section 2-Warring City States Pt. 2-Power Point

Section 2-Warring City-States-Part 2

Video Link: Athens Dawn of Democracy (13 min)

https://www.youtube.com/watch?v=Xtn-BZH_xU0

Good afternoon ladies and gentlemen! Hopefully everyone enjoyed learning about the Greek gods and goddesses over the last few days. Make sure we continue reading over our notes and vocabulary this weekend b/c we will be having our test at the end of next week.

Here’s what we did today:

Friday-9/12/14:

• Bell Work-Friday Slot Quiz
• Attendance- While Class is Doing Bell Work
• Video- History Channel: Episode 1-Clash of the Gods-Zeus (44 min)
• Daily Objective-
  • Content Objective:
    • SWD analysis of the social/cultural impact of Zeus and the other Greek Gods on ancient Greece through the use of a video and structured video questions
  • Language Objective:
    • Students will record information covering the origins of Zeus and the other Greek Gods living on Mt. Olympus with the help of structured video questions

Video Link: Clash of the Gods-Episode 1-Zeus

https://www.youtube.com/watch?v=A7IB7zFeTQM

Good afternoon everyone,

Today we did a great activity designed to learn about the fifteen most important Greek gods and goddesses. We also began our notes for chapter 5 section 2-Warring City-states. Please be sure to read pages 127-129 tonight.

Here’s what we did today:

Thursday-9/11/14:

• Bell Work- How did an aristocracy differ from an oligarchy? 2. What were helots? 3. How were Greek phalanx organized?
• Attendance- While Class is Doing Bell Work
• Activity- Major Greek Gods and Goddesses
• Video-Horrible Histories Don’t Tell The Spartan Bride (2:21 min)
• Student Led Notes-Chapter 5-Section 2-Warring City States
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the roles of Greek gods and goddesses by assembling important facts in a collaborative activity
    • SWD synthesis of the early Greek political structure and the leaders who helped usher in democracy by creating structured student led guided notes
  • Language Objective:
    • Students will read and record important information regarding the roles of Greek gods and goddesses through completing a chart in a carousel activity
    • Students will read and write/record information regarding the early Greek political structure and the leaders who helped usher in democracy through the creation of student centered guided notes

Supplemental Materials: Major Greek Gods and Goddesses and Notes Chapter 5-Section 2-Warring City States

Major Greek Gods and Goddesses-Activity

Major Greek Gods and Goddesses-Chart

Major Greek God-Info Packet

Notes-Chapter 5-Section 2-Warring City States

Chapter 5-Section 2-Part 1-Guided Notes

Power Point-Chapter 5-Section 2-Warring City States

Chapter 5-Section 2-Warring City-States Pt 1

Home Work: Read pages 127-129 and complete your Chapter 5 Section 2 Pt. 1 guided notes Due: Friday 9/12/2014

Good afternoon everyone,

Today was our 1st late start of the 2014-2015 school year. As we begin with Chapter 5 covering Ancient Greece make sure that we are studying our vocabulary and that you are reading your textbook.

Here’s what we did today:

Wednesday-9/10/14:

o   Bell Work- 1. Who was the most famous of all the Greek story tellers? 2. What are epics (a.k.a. Epic Poems)? 3. What did the Greeks attempt to understand through the use of myths?

o   Attendance- While Class is Doing Bell Work

o   Student Led Notes-Chapter 5-Section 1-Cultures of the Mountains and Sea

o   Video Clip-Titans Battle/Meg’s Death Scene (HD) (2:55 min)

o   Thinking Map-Ancient Greece Tree Map

o   Daily Objective-

o   Content Objective:

• SWD analysis of the geographic features that led to the development of early Greek civilization and the differences between the Spartan and Athenian focus on education by creating structured student led  guided notes
• SWD synthesis of Greece’s development into a complex society by generating a thinking map

o   Language Objective:

• Students will read and write/record information regarding the geographic features that led to the development of early Greek civilization and the differences between the Spartan and Athenian focus on education through the creation of student centered guided notes
• Students will record the characteristics that encouraged Greece’s development into a complex society through creating a tree map

Supplemental Materials: Chapter 5-Section 1-Power Point and Chapter 5-Section 1-Guided Notes

Chapter 5-Section 1-Power Point

Chapter 5-Section 1-Power Point

Chapter 5-Section 1-Guided Notes

Chapter 5-Section 1-Guided Notes

Video Link: Titans Battle/Meg’s Death Scene (HD) (2:55 min) 

https://www.youtube.com/watch?v=OaTHudei3zA