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

Thursday-1/29/15:

• Bell Work-1. Why were Spanish cloth and manufactured goods more expensive then those made elsewhere? 2. Who was considered the greatest Dutch painter? Name one of his paintings? 3. What are absolute monarchs?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Review Activity-Chapter 21-Absolute Monarchs
• Student Led Guided Notes- Chapter 21-Section 1-Spain’s Empire and European Absolutism
• Partner Activity-Don Quixote Excerpt-Partner read and 5 reflection questions
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 21 through the manipulating of vocabulary terms in a collaborative activity
  • SWD creation of the growth of the Spanish empire under Philip II and the rise of absolutism in Europe through compiling information in student centered guided notes
  • SWD evaluation of the birth of the modern novel by using an excerpt from Don Quixote to infer the authors purpose through a peer read and share activity
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 21 by using a vocabulary match-up activity
  • Students will read and write record information regarding the growth of the Spanish empire under Philip II and the rise of absolutism in Europe by creating student centered guided notes
  • Students will read, orally discuss and write the effects of the birth of the modern novel by using an excerpt from Don Quixote to infer the authors purpose by using a partner read and share activity with 5 reflection questions

Supplemental Materials: Student Led Guided Notes- Chapter 21-Section 1-Spain’s Empire and European Absolutism, Partner Activity-Don Quixote Excerpt-Partner read and 5 reflection questions

Student Led Guided Notes- Chapter 21-Section 1-Spain’s Empire and European Absolutism

Chapter 21-Section 1-Guided Notes

Partner Activity-Don Quixote Excerpt Activity 

Don Quixote-Excerpt Activity

 

Homework: Please spend 10 minutes studying for your vocab quiz on 2/09/2015

 

 

Wednesday-1/28/15:

• Bell Work-1. What areas did Philip II inherit upon becoming king? 2. How did El Greco and Diego Velazquez differ in the subject matter of their painting? 3. What is the theory of “divine right”?
• Attendance- While Class is Doing Bell Work
• SSR-Modern Day Slavery Persists the World Over (October 18^th, 2013 NEWSELA)
• SSR One-Pager-Using 5 sentence stems to reflect on our article
• Vocabulary Match-up Review Activity-Chapter 21-Absolute Monarchs in Europe
• Daily Objective-

• Content Objective:
  • SWD evaluation of the realities of global slavery in the modern world through stating their opinion in a SSR article and SSR reflection log
  • SWD analysis of key terms associated with the unit covering Chapter 21 through the manipulating of vocabulary terms in a collaborative activity
• Language Objective:
  • Students will read and respond to the realities of global slavery in the modern world by responding to an SSR article through a SSR inquiry log
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 21 by using a vocabulary match-up activity

Supplemental Materials: SSR Article-Modern Day Slavery Persists the World Over (October 18^th, 2013 NEWSELA) and Vocabulary Match-up Review Activity-Chapter 21-Absolute Monarchs in Europe

SSR Article-Modern Day Slavery Persists the World Over (October 18^th, 2013 NEWSELA)

Modern-day Slavery Persists the World Over-SSR Article-High

Vocabulary Match-up Review Activity-Chapter 21-Absolute Monarchs in Europe

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary Match-up

 

 

 

Welcome back to World history for another exciting semester. As we begin 2nd semester make sure you stay focused and on top of your work. With all the breaks we have coming up the semester is going to fly by.

Here’s what we’ve been up to:

Monday-1/26/15: 1^st Day of 2^nd Semester: ½ Day

• Bell Work-None
• Seating Charts-Welcome student and give them new seats
• Classroom Rules Sheet-2^nd Semester Parent/Student Rules Sheet
• Daily Objective-

• Content Objective: None
• Language Objective: None

 

Tuesday-1/27/15:

• Bell Work- Turn to page 586 and answer the three “Geography Questions” located under the previewing main ideas section
• PBIS Review-Behavior Matrix (pg. 8 and 9)

• Thinking Maps (Bridge Map and Circle Map)

• Video-The Spanish Empire, Silver, & Runaway Inflation: Crash Course World History #25 (10:45 min)
• Guided Tour-Chapter 21-Absolute Monarchs in Europe
• Daily Objective-

• Content Objective:
  • SWD applications of the important political/historical figures, events and evidentiary text located in Chapter 21 through compiling information on a guided tour worksheet
• Language Objective:
  • Students will write answers to guided questions that require examination of the additional supporting resources/information located within Chapter 20 by completing a Guided Tour activity

Supplemental Materials: Classroom Rules Sheet-2^nd Semester Parent/Student Rules Sheet, Guided Tour-Chapter 21-Absolute Monarchs in Europe and PBIS Review-Behavior Matrix (pg. 8 and 9) Thinking Maps (Bridge Map and Circle Map)

Classroom Rules Sheet-2^nd Semester Parent/Student Rules Sheet

Classroom Rules-World History-Semester 2-Fordson

Guided Tour-Chapter 21-Absolute Monarchs in Europe

Chapter 21-Guided Tour

PBIS Review-Behavior Matrix (pg. 8 and 9) Thinking Maps (Bridge Map and Circle Map

PBIS Review-Bridge and Circle Map

 

Video Link: The Spanish Empire, Silver, & Runaway Inflation: Crash Course World History #25 (10:45 min)

 

Hello boys and girls! Here is a list of everything we’ve done this week and I have also included all the powerpoints, the vocaublary units for semester 1 and two Jeopardy Review Games. Hopefully this helps you keep your study guide and you study hard for finals.

Monday-1/12/14:

• Bell Work-1.) What effect did the spread of Islam have on the slave trade? 2.) How did enslaved Africans resist their bondage? 3.) How did African slaves contribute to the development of the Americas?
• Attendance- While Class is Doing Bell Work
• Video-Amistad (234 total minutes)-Day 1
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the desire for new land and labor that fostered the rapid growth of African slavery in the “New World” facilitated by the Triangular Trade through the use of guided video questions and class discussions.
  • Language Objective:
    • Students will listen and record the explorer’s desire for new land and labor that fostered the rapid growth of African slavery in the “New World” facilitated by the Triangular Trade by responding to video designed to cause further inquiry and classroom discussion in preparation for a written reflection on Amistad.

 

Tuesday-1/13/14:

• Bell Work-Please sit quietly with your pencil/pen out and your half sheet of paper titled “Amistad Video Questions”.
• Attendance- While Class is Doing Bell Work
• Video-Amistad (234 total minutes)-Day 2
• Study Guide-Final Exam Study Guide Semester 1
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the desire for new land and labor that fostered the rapid growth of African slavery in the “New World” facilitated by the Triangular Trade through the use of guided video questions and class discussions.
  • Language Objective:
    • Students will listen and record the explorer’s desire for new land and labor that fostered the rapid growth of African slavery in the “New World” facilitated by the Triangular Trade by responding to video designed to cause further inquiry and classroom discussion in preparation for a written reflection on Amistad.

 

Wednesday-1/14/14: Late Start

• Bell Work- Please sit quietly with your pencil/pen out and your half sheet of paper titled “Amistad Video Questions”.
• Attendance- While Class is Doing Bell Work
• Video-Amistad (234 total minutes)-Day 3
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the desire for new land and labor that fostered the rapid growth of African slavery in the “New World” facilitated by the Triangular Trade through the use of guided video questions and class discussions.
  • Language Objective:
    • Students will listen and record the explorer’s desire for new land and labor that fostered the rapid growth of African slavery in the “New World” facilitated by the Triangular Trade by responding to video designed to cause further inquiry and classroom discussion in preparation for a written reflection on Amistad.

 

 

Thursday-1/16/14:

• Bell Work-None
• Attendance- While Class is Doing Bell Work
• Video-Amistad (234 total minutes)-Day 4
• Daily Objective-
• Final Exam Study Guide Review-Chapters 5, World Religions and 11, 13, 14,17, 18

• Content Objective:
  • SWD synthesis of the desire for new land and labor that fostered the rapid growth of African slavery in the “New World” facilitated by the Triangular Trade through the use of guided video questions and class discussions.
  • SWD creation of the key terms, important political/historical figures and concepts associated with our units covering Chapter 5, World Religions, 11, 13, 14,17, 18, and Chapter 20 through collecting and integrating their knowledge in a final exam study guide
• Language Objective:
  • Students will listen and record the explorer’s desire for new land and labor that fostered the rapid growth of African slavery in the “New World” facilitated by the Triangular Trade by responding to video designed to cause further inquiry and classroom discussion in preparation for a written reflection on Amistad.
  • Students will listen, orally discuss and record the key terms, important political/historical figures and concepts associated with our units covering Chapter 5, World Religions, 11, 13, 14,17, 18, and Chapter 20 by completing a Final Exam Review Study Guide

 

Supplemental Materials: Semester 1 Power Points, Semester 1 Vocabulary, Final Exam Study Guide and Jeopardy Review Games

 

Semester 1 Power Points

Classical Greece-2014

World Religions-Full Presentation

Chapter 11-Byzantines, Russians, and Turks Interact

Chapter 13-European Middle Ages

Chapter 14-The Formation of Western Europe

Chapter 17-European Renaissance and Reformation

 

Semester 1 Vocabulary

Chapter 5-Vocab Match up Terms

Chapter 5-Vocabulary Match-up

World Religions-Vocab Match-up

World Religions-Vocabulary Match-up

Chapter 11-Vocabulary Match-up

Chapter 13 Sections 1 and 2-Vocab Match up Terms

Chapter 13-Section 1 and 2-Vocabulary Match-up

Chapter 13-Section 3 and 4-Vocabulary Match-up

Chapter 13 Sections 3 and 4-Vocab Match up Terms

Chapter 14-Vocab Match up Terms

Chapter 14 Section 1-4-Vocabulary Match-up

Chapter 17-Vocabulary Match-up

Chapter 17-Vocab Match up Terms

Chapter 20-Vocab Match up Terms

Chapter 20-Vocabulary Match-up

 

Final Exam Study Guide

Final Exam-Study Guide-2015

 

Jeopardy Review Games

Final Exam Review-Day 1-Jeopardy

Final Exam Review-Day 2-Jeopardy

Final Exam Review-Day 3-Jeopardy

Final Jeopardy World Civ I 2015

 

 

Tuesday-1/06/14:

• Bell Work-1.What were the names of the three ships that Spain gave Columbus on his first journey? 2. What happened to the Incan emperor Atahualpa after the ransom for his life was paid? 3. What is a Mestizo?
• Attendance- While Class is Doing Bell Work
• Activity-The Story of Christopher Columbus According to Fordson Students
• Video-Jimmy Kimmel Live-The Story of Christopher Columbus According to Hollywood Blvd (5:00 min)
• Vocabulary Match-up Review Activity-Chapter 20-The Atlantic World
• Daily Objective-

• Content Objective:
  • SWD creation of their background knowledge of Christopher Columbus and his journey to the new world through a partner based question activity
  • SWD analysis of key terms associated with our unit covering Chapter 20 through the manipulating of vocabulary terms in a collaborative activity
• Language Objective:
  • Students will orally discuss and record their answers to questions aimed to gage their background knowledge of Christopher Columbus and his journey to the new world by completing a collaborative question activity
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 20 by using a vocabulary match-up activity

Supplemental Materials: Activity-The Story of Christopher Columbus According to Fordson Students and Vocabulary Match-up Review Activity-Chapter 20-The Atlantic World

Activity-The Story of Christopher Columbus According to Fordson Students

The Story of Christorpher Columbus According to Fordson Students

Vocabulary Match-up Review Activity-Chapter 20-The Atlantic World

Chapter 20-Vocab Match up Terms

 

Chapter 20-Vocabulary Match-up

 

Video Link: Jimmy Kimmel Live-The Story of Christopher Columbus According to Hollywood Blvd (5:00 min)

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

 

Welcome back everyone! Hope you had a restful break. With two weeks until our final exams it’s important that you are on time to every class and getting ALL your work done. 

Here’s what we did today:

Monday-1/05/15:

First Day Back from Christmas Break

• Bell Work- Turn to page 550 and answer the three “Geography Questions” located under the previewing main ideas section
• Attendance- While Class is Doing Bell Work
• SSR-Columbus Day? True Legacy: Cruelty and Slavery
• SSR Inquiry Questions-
  • 1.) What was the main idea of this article? How does the main idea contradict how we view Columbus historically?
  • 2.) What questions would you ask of Christopher Columbus if you had the chance? (Please list 3 questions)
• Guided Tour-Chapter 20-The Atlantic World
• Daily Objective-

• Content Objective:
  • SWD evaluation of the background story behind the creation of Columbus Day through stating their opinion in a SSR article and SSR reflection log
  • SWD applications of the important political/historical figures, events and evidentiary text located in Chapter 20 through compiling information on a guided tour worksheet
• Language Objective:
  • Students will read and respond to the background story behind the creation of Columbus Day by responding to an SSR article through a SSR inquiry log
  • Students will write answers to guided questions that require examination of the additional supporting resources/information located within Chapter 20 by completing a Guided Tour activity

Supplemental Materials: SSR Article -Columbus Day? True Legacy: Cruelty and Slavery, Guided Tour-Chapter 20-The Atlantic World

SSR Article -Columbus Day? True Legacy: Cruelty and Slavery

Columbus Day-SSR Article

Guided Tour-Chapter 20-The Atlantic World

Chapter 20-Guided Tour