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

Tuesday-2/24/15:

• Bell Work-Please sit quietly with your pencil/pen out and a full or half sheet of paper titled “Mankind-Pioneers Video Facts”.

• Number your paper 1 to 25 and don’t forget to put your name on it.

• Attendance- While Class is Doing Bell Work
• Video- Mankind-Episode 9: Pioneer (45min) w/ 25 Video Facts
• Daily Objective-

• Content Objective:
  • SWD synthesis of the influential people and inventions that drove the scientific revolution and the growth of new astrological knowledge through the use of guided video facts and class discussions.
• Language Objective:
  • Students will listen and record the influential people and inventions that drove the scientific revolution and the growth of new astrological knowledge by responding to a video designed to cause further inquiry and classroom discussion in preparation for a our unit on the Enlightened Revolution.

Wednesday-2/25/15:

• Bell Work-1. What is the difference between the geocentric and heliocentric theory? 2. What did Isaac Newton’s law of gravity explain? 3. What are the main steps of the Scientific Method?  
• Attendance- While Class is Doing Bell Work
• Student Led Notes-Chapter 22-Section 1-The Scientific Revolution
• Activity-Enlightened Revolution Cut-out
• Daily Objective-

• Content Objective:
  • SWD creation of the shift from the Geocentric Theory to the Heliocentric Theory, the work of Isaac Newton John and Robert Boyle, and the new wave of scientific inventions developed during the Scientific Revolution through compiling information in student centered guided notes
  • SWD creation of the characteristics of the enlightened thinkers and scientists that impacted the world during the Enlightenment through designing a Scientific Revolution cut out
• Language Objective:
  • Students will read and record the shift from the Geocentric Theory to the Heliocentric Theory, the work of Isaac Newton John and Robert Boyle, and the new wave of scientific inventions developed during the Scientific Revolution by creating student centered guided notes
  • Students will draw and record the characteristics of one of the enlightened thinkers or scientists that impacted the world during the Enlightenment by creating a cut out character that represents their impact and accomplishments on the modern world

Supplemental Materials: Student Led Notes-Chapter 22-Section 1-The Scientific Revolution and Activity-Enlightened Revolution Cut-out

Student Led Notes-Chapter 22-Section 1-The Scientific Revolution

Chapter 22-Section 1-Guided Notes-High

Activity-Enlightened Revolution Cut-out

Enlightenment Paper Doll-Template

Video Link: Mankind-Episode 9: Pioneer (45 min)

https://www.youtube.com/watch?v=Itn7_5Ko2Jw

Monday-2/23/15:

• Bell Work- Turn to page 620 and answer the three “Geography Questions” located under the previewing main ideas section
• Attendance- While Class is Doing Bell Work
• SSR- Galileo vs. the Catholic Church: The 350 Year Old Debate Continues (Nov. 1996)
• SSR One-Pager-Reflection Log
• Vocabulary Match-up Review Activity-Chapter 22-Enlightenment and  Revolution
• Daily Objective-

• Content Objective:
  • SWD evaluation of the conflict between the Catholic Church and Galileo over the shift to the Heliocentric theory and new secular ideas through stating their opinion on a SSR article in SSR reflection log
  • SWD analysis of key terms associated with our unit covering Chapter 22 through the manipulating of vocabulary terms in a collaborative activity
• Language Objective:
  • Students will read and respond to the conflict between the Catholic Church and Galileo over the shift to the Heliocentric theory and new secular ideas by responding to an SSR article through a SSR One-pager
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 22 by using a vocabulary match-up activity

Supplemental Materials: SSR- Galileo vs. the Catholic Church: The 350 Year Old Debate Continues (Nov. 1996), SSR One-Pager-Reflection Log and Vocabulary Match-up Review Activity-Chapter 22-Enlightenment and  Revolution

SSR- Galileo vs. the Catholic Church: The 350 Year Old Debate Continues (Nov. 1996)

Galileo vs the Catholic Church-SSR Article-High

SSR One-Pager-Reflection Log

SSR-Meta-Cognitive Log-Template

Vocabulary Match-up Review Activity-Chapter 22-Enlightenment and  Revolution

Chapter 22-Vocab Match up Terms

Chapter 22-Vocabulary Match-up

Friday-2/13/15:

• Bell Work-Please sit quietly with your pencil/pen out and a full sheet of loose-leaf paper number it 1-25. Please title it “Richard III Video Notes ”.
• Attendance-While Class is Doing Bell Work
• Video-Richard III: Martyr or Monster (48 min) w/ 25 Video Facts
• Daily Objective-

• Content Objective:
  • SWD evaluation of the legacy of Richard III and the challenges associated with the Shakespearean view of him by using a video and guided notes
• Language Objective:
  • Students will watch, listen and record information on the legacy of Richard III and the challenges associated with the Shakespearean view of him through watching a documentary and completing a corresponding set of guided video notes

Video Link: Richard III: Marytr or Monster (Preview)

https://www.youtube.com/watch?v=zIybjF-ZELw

Tuesday-2/10/15:

• Bell Work-1. Which thriving city did Russia look to for leadership during the Middle Ages?   (Sec 4) 2. What was the role/responsibility of someone serving in the cabinet? (Section 5) 3. Why was the period under Charles II in England referred to as the “Restoration Period”? (Section 5)
• Attendance- While Class is Doing Bell Work
• 6+1 Writing Prompt-Age of Absolutism Essay (Chapter 21)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the impact of absolutism on Western Europe by writing an argumentative essay designed to state their claim supporting or condemning the role of monarchs in the development of their nations.
• Language Objective:
  • Students will read and record the impact of absolutism on Western Europe through writing an argumentative essay designed to state their claim supporting or condemning the role of monarchs in the development of their nations based on the 6+1 rubric.

Supplemental Materials: 6+1 Writing Prompt-Age of Absolutism Essay (Chapter 21) and Absolute Monarchs Thinking Map Examples

6+1 Writing Prompt-Age of Absolutism Essay (Chapter 21)

Chapter 21-Essay Test Question and Rubric

Absolute Monarchs Thinking Map Examples 

Absolute Monarchs Thinking Maps

Monday-2/09/15:

• Bell Work-1.Why was the death of Charles I considered revolutionary? 2. What rights were guaranteed under the Habeas Corpus Act? 3. How does a constitutional monarchy differ from an absolute monarchy? 
• Attendance- While Class is Doing Bell Work
• Important People Match-up Review Activity-Chapter 21-Absolute Monarchs
• Quiz-Vocabulary and Important People Quiz-Chapter 21-Absolute Monarchs
• Student Led Notes- Chapter 21 Section 5-Parliament Limits the English Monarchy
• Daily Objective-

• Content Objective:
  • SWD analysis of important political/historical figures associated with the unit covering Chapter 21 through the manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and important people associated with our unit covering Chapter 21 by demonstrating their knowledge thought the use of a vocabulary quiz
  • SWD creation of the power struggle between the English parliament and the king as well as the important of influential legislative documents passed in England during the 1600’s through compiling information in student centered guided notes
• Language Objective:
  • Students will read and orally match up important political/historical figures pertaining to the unit covering Chapter 21 by using a vocabulary match-up activity
  • Students will read and write their answers in order to match up important vocabulary terms and important people pertaining to our unit covering Chapter 21 by completing a vocabulary matching quiz.
  • Students will read and record the power struggle between the English parliament and the king as well as the important of influential legislative documents passed in England during the 1600’s by creating student centered guided notes

Supplemental Materials: Student Led Notes- Chapter 21 Section 5-Parliament Limits the English Monarchy

Student Led Notes- Chapter 21 Section 5-Parliament Limits the English Monarchy

Chapter 21-Section 5-Guided Notes

Chapter 21-Absolute Monarchs in Europe

Remember ladies and gentlemen we will taking our Chapter 21 Vocabulary and Important People Quiz on Monday February 9th so study hard and be ready! 

Friday-2/06/15:

• Bell Work-1. How did Ivan “The Terrible” deal with the boyars during his “bad period”? 2. What city did Peter build as the new capital of Russia? 3. Name two ways Peter tried to westernize Russia?
• Attendance- While Class is Doing Bell Work
• SSR-Britain’s Royal Family Should Cut Costs (February 6^th, 2014 NEWSELA)
• SSR One-Pager-Using 5 sentence stems to reflect on our article
• Vocabulary Match-up Review Activity-Chapter 21-Absolute Monarchs
• Notes-Chapter 21 Section 4-Absolute Rulers of Russia
• Thinking Maps Activity-Chapter 21 Section 1-4 Thinking Maps (Create one map to accompany each section)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the financial strain of the British royal family’s extravagant spending on the English treasury through stating their opinion on a SSR article in 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
  • SWD creation of the tyrannical reign of Ivan “The Terrible” and the push for Westernization by Peter “The Great” through compiling information in student centered guided notes
  • SWD creation of the reasons for the rise of absolutism and the massive shift to monarchies in Western Europe during the 1600-1700’s through organizing information in a thinking map
• Language Objective:
  • Students will read and respond to the financial strain of the British royal family’s extravagant spending on the English treasury by responding to an SSR article through a SSR One-pager
  • 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 record information regarding the tyrannical reign of Ivan “The Terrible” and the push for Westernization by Peter “The Great”  by creating student centered guided notes
  • Students will record the reasons for the rise of absolutism and the massive shift to monarchies in Western Europe during the 1600-1700’s by creating a different thinking map for each section that will help to organize their newly acquired knowledge

Supplemental Materials: SSR-Britain’s Royal Family Should Cut Costs (February 6^th, 2014 NEWSELA), Vocabulary Match-up Review Activity-Chapter 21-Absolute Monarchs and Notes-Chapter 21 Section 4-Absolute Rulers of Russia

SSR-Britain’s Royal Family Should Cut Costs (February 6^th, 2014 NEWSELA)

Britains Royal Family Should Cut Costs-SSR Article-High

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

Chapter 21-Important People Match-up

Chapter 21-Vocabulary Match-up

Notes-Chapter 21 Section 4-Absolute Rulers of Russia

Chapter 21-Section 4-Guided Notes-High

Chapter 21-Section 4-Guided Notes

Homework: Due Monday February 9th, 2015

1.) Be sure you finish Chapter 21 Section 4 Notes

2.) Study for our quiz Monday (Feb 9th) on Chapter 21’s Vocabulary Terms and Important People

3.) Complete two thinking maps from Chapter 21.

-You have to two different maps on two different sections (choose two from sections 1-4)

Thursday-2/05/15:

• Bell Work-1. What were the major conflicts during the Thirty Years’ War 2. How did Ferdinand II pay the 125,000 soldiers who served in his army? 3. What countries were allies during the Seven Years’ War?
• Attendance- While Class is Doing Bell Work
• Important People Match-up Review Activity-Chapter 21-Absolute Monarchs
• Student Led Guided Notes- Chapter 21-Section 3-Central European Monarchs Clash
• Timeline Activity-Absolute Monarchs Timeline (Chapter 21 Sections 1-3)
• Daily Objective-

• Content Objective:
  • SWD analysis of important political/historical figures associated with the unit covering Chapter 21 through the manipulating of vocabulary terms in a collaborative activity
  • SWD creation of the effects of the Thirty Years War and the formation of Central European states through compiling information in student centered guided notes
  • SWD creation of the long term effects of the growth of French imperialism under Louis XIV and the effects of the War of Spanish Succession on Europe by devising the major historical events that facilitated the French Revolution through a peer read and share activity
• Language Objective:
  • Students will read and orally match up important political/historical figures pertaining to the unit covering Chapter 21 by using a vocabulary match-up activity
  • Students will read and write record information regarding the Thirty Years War and the formation of Central European states by creating student centered guided notes
  • Students will read, orally discuss and write the effects of the growth of French imperialism under Louis XIV and the effects of the War of Spanish Succession on Europe by devising the major historical events that facilitated the French Revolution by using a partner read and create timeline activity

Supplemental Materials: Important People Match-up Review Activity-Chapter 21-Absolute Monarchs, Student Led Guided Notes- Chapter 21-Section 3-Central European Monarchs Clash, Timeline Activity-Absolute Monarchs Timeline (Chapter 21 Sections 1-3)

Important People Match-up Review Activity-Chapter 21-Absolute Monarchs

Chapter 21-Important People Match-up

Chapter 21-Important People Match-up

Student Led Guided Notes- Chapter 21-Section 3-Central European Monarchs Clash

Chapter 21-Section 3-Guided Notes

Timeline Activity-Absolute Monarchs Timeline (Chapter 21 Sections 1-3)

European Monarchs Timeline

Monday-2/02/15: No School: Snow Day

• Bell Work-None  
• Attendance- While Class is Doing Bell Work
• Daily Objective-

• Content Objective: None
• Language Objective: None

Tuesday-2/03/15: No School: Snow Day

• Bell Work-None 
• Attendance- While Class is Doing Bell Work
• Daily Objective-

• Content Objective: None
• Language Objective: None

Wednesday-2/04/15:

• Bell Work-1. What declaration was made in the Edict of Nantes? 2. What was the job of an intendant? 3. What was the result of the War of Spanish Succession?
• Attendance- While Class is Doing Bell Work
• 9 Minute Research Paper Activity-Louis XIV’s Advice to His Son (Sec 2 Reading Supplement)
• Video Clip-Mini Bio Louis XIV (3:04 min)
• Notes-Chapter 21-Section 2-The Reign of Louis XIV
• Daily Objective-

• Content Objective:
  • SWD evaluation of the advice given by Louis XIV to his son through stating an opinion in a writing activity
  • SWD creation of the growth of French imperialism under Louis XIV and the effects of the War of Spanish Succession on Europe through compiling teacher directed guided notes
• Language Objective:
  • Students will read and write a response to the advice given by Louis XIV to his son by completing a 9 minute essay activity
  • Students will listen and record information regarding the growth of French imperialism under Louis XIV and the effects of the War of Spanish Succession on Europe by creating teacher driven guided notes

Supplemental Material: Notes-Chapter 21-Section 2-The Reign of Louis XIV

Notes-Chapter 21-Section 2-The Reign of Louis XIV

Chapter 21-Section 2-Guided Notes

Video Link: Mini Bio Louis XIV (3:04 min)