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

Tuesday-5/05/15:

• Bell Work-1.Why might the process of crop rotation be important for increasing the output of agricultural goods? (Section 1) 2. Which group of people made up the lower middle class? (Section 2) 3. What is a corporation? (Section 3)
• Video-The Men Who Built America-Episode 3-A Rivalry is Born (45min)

• w/guided video inquiry questions

• Daily Objective-

• Content Objective:
  • SWD synthesis of the innovative tactics, drive and lasting impacts of some of America’s earliest industrial titans through the use of guided video facts and class discussions.
• Language Objective:
  • Students will listen and record the innovative tactics, drive and lasting impacts of some of America’s earliest industrial titans by responding to a video designed to cause further inquiry and classroom discussion as a closing activity for our unit covering the Industrial Revolution

Monday-5/04/15:

• Bell Work-1. What early industries mechanized in the United States? 2. Why did Belgium lead Europe in Industrializing? 3. How did the Industrial Revolution shift the balance of power in the world?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 25-Section 3 and 4
• Thinking Map-Create two different thinking maps from Chapter 25             Section 1-3
• Student Led Notes-Chapter 25-Section 3-Industrialization Spreads
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering Chapter 25 Sections 3 and 4 through the manipulating of vocabulary terms in a collaborative activity
  • SWD creation of the effects of industrialization in America and the rise of global economic inequality in European colonial holdings through compiling information in student led guided notes
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 25 Sections 3 and 4 by using a vocabulary match-up activity
  • Students will read and record and orally share information on the effects of industrialization in America and the rise of global economic inequality in European colonial holdings by creating student centered guided notes

Supplemental Material: Vocabulary Match-up Activity-Chapter 25-Section 3 and 4 and Student Led Notes-Chapter 25-Section 3-Industrialization Spreads

Vocabulary Match-up Activity-Chapter 25-Section 3 and 4

Chapter 25-Section 3 and 4-Vocab Match up Terms

Chapter 25-Section 3 and 4-Vocabulary Match-up

Student Led Notes-Chapter 25-Section 3-Industrialization Spreads

Chapter 25-Section 3-Guided Notes