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

U.S. History

Monday-2/29/16:
o Bell Work-1.) How many Native American women joined the armed services? 2.) Examine the chart titled “A Production Miracle” on pg. 564 based on the chart how many aircrafts did the U.S. produce between 1944 and 1945? 3.) How many workers were laboring in war industries by 1944?
o Attendance- While Class is Doing Bell Work
o Vocabulary Match-up Activity-Chapter 17-The United States in WWII
o Outline Notes-Chapter 17-Section1-Mobilizing for Defense
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with the unit covering Chapter 17 by manipulating of vocabulary terms in a collaborative activity
 SWD applications of the important political/historical figures, events and evidentiary text located in Chapter 17 Section 1 through compiling information on a guided notes
o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 17 through the use of a vocabulary match-up activity
 Students will write answers to guided questions that require examination of the additional supporting resources/information located within Chapter 17 Section 1 by completing a structured set of outline notes

Supplemental Materials: Vocabulary Match-up Activity-Chapter 17-The United States in WWII and Outline Notes-Chapter 17-Section1-Mobilizing for Defense

Vocabulary Match-up Activity-Chapter 17-The United States in WWII

Chapter 17-Vocab Match up Terms

Chapter 17-Vocabulary Match-up

Outline Notes-Chapter 17-Section1-Mobilizing for Defense 

Notes-Outline-Chapter 17-Section 1

Textbook PDF: Mobilizing for Defense

The Americans-Chapter 17-Section 1

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Government

Monday-2/29/16:
o Bell Work- 1. Looking at page 70 and 71 what are the six basic principles of the Constitution? 2. How can we best describe the idea of checks and balances? 3. What is the purpose of judicial review?
o Attendance- While Class is Doing Bell Work
o Procedure-Collect Chapter 1 and 2 Vocabulary and Notes
o Thinking Map Review-Distributing Federal Power-Double Bubble Map (pg. 74)
o Student Led Notes-Chapter 3-Section 2-Formal Amendments
o Student Led Notes-Chapter 3-Section 3-Change by Other Means (Informal Amendments)

Supplemental Materials: Thinking Map Review-Distributing Federal Power-Double Bubble Map (pg. 74), Student Led Notes-Chapter 3-Section 2-Formal Amendments and Student Led Notes-Chapter 3-Section 3-Change by Other Means (Informal Amendments)

Thinking Map Review-Distributing Federal Power-Double Bubble Map (pg. 74)

State and Federal Powers-Double Bubble Map-Gov (2)

Student Led Notes-Chapter 3-Section 2-Formal Amendments and Chapter 3-Section 3-Change by Other Means (Informal Amendments) 

Chapter 3-Section 2 and 3-Guided Notes-High

U.S. History

Friday-2/26/16:
o Bell Work-1.) How many weeks of basic training did volunteers under the selective service attend? 2.) What type of roles did women serve under the Military Auxiliary Army Corps (WAAC)? 3.) How many Mexican-Americans joined the armed forces during WWII?
o Attendance- While Class is Doing Bell Work
o Thinking Map-The Holocaust-Tree Map
o Activity-Smoke and Ashes: The Story of the Holocaust-Excerpt
o Daily Objective-
o Content Objective:
 SWD evaluation of the cruel methods used by the Nazi during the period of Jewish internment known as the Holocaust by creating structured notes through examine a primary source and responding to discussion questions
o Language Objective:
 Students will read and offer a written response to the cruel methods used by the Nazi during the period of Jewish internment known as the Holocaust by creating Cornell notes based on a primary source then completing three structured discussion questions

Supplemental Materials: Thinking Map-The Holocaust-Tree Map, Cornell Notes Template-Smoke and Ashes: The Story of the Holocaust and Activity-Smoke and Ashes: The Story of the Holocaust-Excerpt

Thinking Map-The Holocaust-Tree Map

Holocaust-Tree Map-US

Cornell Notes Template-Smoke and Ashes: The Story of the Holocaust

Smoke and Ashes-Cornell Notes Set Up-US

Activity-Smoke and Ashes: The Story of the Holocaust-Excerpt 

Smoke and Ashes-Articles and Discussion Questions

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Government

Friday-2/26/16:
o Bell Work- Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 1 and 2. We’ll give you a few minutes before we set up your answer sheet.
o Attendance- While Class is Doing Bell Work
o Test-Chapter 1-Principles of Government and Chapter 2-Origins of American Government
o Daily Objective-
o Content Objective:
 SWD evaluation of key terms and concepts associated with our unit covering Chapters 1 and 2 by demonstrating their knowledge thought the use of a unit quiz
o Language Objective:
 Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering Chapters 1 and 2 by completing a multiple choice and matching quiz.

U.S. History

Thursday-2/25/16: No School-Snow Day
o Bell Work-None
o Attendance- None
o Daily Objective- None
o Content Objective:
 None
o Language Objective:
 None

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Government

Thursday-2/25/16: No School-Snow Day
o Bell Work-None
o Attendance- None
o Daily Objective- None
o Content Objective:
 None
o Language Objective:
 None

U.S. History

Wednesday-2/24/16:
o Bell Work-1.) How does Gretel drastically change throughout the film? (Think about how she her interests and opinions change) 2.) After lying to the German soldier about their friendship Bruno tells Shmuel that “we aren’t supposed to be friends”. Why do you think that despite the danger they decide to remain friends?
o Attendance- While Class is Doing Bell Work
o Video-The Boy in The Striped Pajamas (94 min) (Day 3)
o Writing Reflection-Examining The Boy in the Striped Pajamas through Historical Concepts
o Daily Objective-
o Content Objective:
 SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism through the use of film and structured reflection questions
o Language Objective:
 Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism through viewing the film The Boy in the Striped Pajamas and answering guided questions that will facilitate classroom discussions

Supplemental Materials: Writing Reflection-Examining The Boy in the Striped Pajamas through Historical Concepts

The Boy in Striped Pajamas-Discussion Questions

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Government

Wednesday-2/24/16:
o Bell Work-1. What is Constitutionalism? 2. Why is the concept of rule of law important? 3. What is an example the text gives us of separation of powers?
o Attendance- While Class is Doing Bell Work
o Vocabulary Activity-Chapter 3-The Constitution
o Student Led Notes-Chapter 3-Section 1-Basic Principles

Supplemental Materials: Vocabulary Activity-Chapter 3-The Constitution and Student Led Notes-Chapter 3-Section 1-Basic Principles

Vocabulary Activity-Chapter 3-The Constitution

Chapter 3-Vocabulary

Student Led Notes-Chapter 3-Section 1-Basic Principles

Chapter 3-Section 1-Guided Notes-High

U.S. History

Tuesday-2/23/16:
o Bell Work-1.) How does Bruno’s father statement that “those people aren’t really people” help him justify the treatment of Jews in the concentration camp? 2.) How does Bruno’s naive view of the world reflect the effectiveness of German propaganda?
o Attendance- While Class is Doing Bell Work
o Video-The Boy in The Striped Pajamas (94 min) (Day 2)
o Daily Objective-
o Content Objective:
 SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism through the use of film and structured reflection questions
o Language Objective:
 Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism through viewing the film The Boy in the Striped Pajamas and answering guided questions that will facilitate classroom discussions

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Government

Tuesday-2/23/16:
o Bell Work-Please sit quietly with your pencil/pen out and a full or half sheet of paper titled “Revolution-Video Facts”
o Number your paper 1 to 25 and don’t forget to put your name on it.
o Attendance- While Class is Doing Bell Work
o Video-America The Story of U.S.-Episode 2-Revolution (45 min)
o w/ 25 Video Facts

Video Link: America The Story of U.S.-Episode 2-Revolution (45 min) 

https://www.youtube.com/watch?v=UrmXvD7Idho

U.S. History

Monday-2/22/16:
o Bell Work- 1.) What was the goal of the Lend-Lease Act? 2.) What did England and the U.S. pledge under the Atlantic Charter? 3.) How many Japanese warplanes set out to attack Pearl Harbor?
o Attendance- While Class is Doing Bell Work
o Video-The Boy in The Striped Pajamas (94 min) (Day 1)
o Daily Objective-
o Content Objective:
 SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism through the use of film and structured reflection questions
o Language Objective:
 Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism through viewing the film The Boy in the Striped Pajamas and answering guided questions that will facilitate classroom discussions

Supplemental Materials: The Boy in The Striped Pajamas Video Questions

The Boy in the Stripped Pajamas-Video Questions

Video Link: The Boy in the Striped Pajamas Trailer

https://www.youtube.com/watch?v=9ypMp0s5Hiw

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Government

Monday-2/22/16:
o Bell Work-1.) Why were American colonists so upset about the Stamp Act? 2.) Which state was the only state that failed to send a representative to the First Continental Congress? 3.) Who were the five men Congress named to the committee charged with preparing the Declaration of Independence?
o Attendance- While Class is Doing Bell Work
o Study Guide- Chapter 1-Principles of Government and Chapter 2-Origins of American Government
o Daily Objective-
o Content Objective:
 SWD evaluation of the materials covered in Chapter 1 and 2 through summarizing key information in a structured study guide
o Language Objective:
 Students will read, and write the key terms and important concepts covered in Chapter 1 and 2 by completing a structured inquiry based study guide

Supplemental Materials: Study Guide- Chapter 1-Principles of Government and Chapter 2-Origins of American Government 

Chapter 1 and 2-Learning Target-Study Guide

Vocabulary: Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Vocabulary Chapter 1-Principles of Government

Vocab Match up Terms-Chapter 1

Vocabulary Chapter 2-Origins of American Government

Chapter 2-Vocabulary

U.S. History

Friday-2/19/16:
o Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 16 Sections 1 through 4. In 5 minutes we will begin the vocabulary match up activity.
o Attendance- While Class is Doing Bell Work
o Quiz-Chapter 16- Chapter 16-World War Looms
o Daily Objective-
o Content Objective:
 SWD evaluation of key terms and concepts associated with our unit covering Chapter 16 by demonstrating their knowledge thought the use of a unit quiz
o Language Objective:
 Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering Chapter 16 by completing a multiple choice and matching quiz.

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Government

Friday-2/19/16:
o Bell Work- 1. What is the purpose of groups joining together to form a confederation? 2. What was the idea behind the Albany Plan? 3. What did the delegates have power to do?
o Attendance- While Class is Doing Bell Work
o Presentation-The Constitution PPT
o Thinking Map-Concepts of Government-Flow Map
o Notes-Chapter 2-Section 4-Creating the Constitution and Chapter 2-Section 5-Ratifying the Constitution

Supplemental Materials: Thinking Map-Constitution-Flow Map and Notes-Chapter 2-Section 4-Creating the Constitution and Chapter 2-Section 5-Ratifying the Constitution

Thinking Map-Concepts of Government-Flow Map

Concepts of Government-Flow Map

Power Point-The Constitution

The Constitution-2015

Notes-Chapter 2-Section 4-Creating the Constitution and Chapter 2-Section 5-Ratifying the Constitution 

Chapter 2-Section 4 and 5-Guided Notes

U.S. History

Thursday-2/18/16:
o Bell Work-1.) How many men between the ages of 21 and 35 were registered for military service under the Selective Training and Service Act? 2.) What percentage of voters in 1940 cast their vote for FDR? 3.) What analogy did FDR use to describe why a peace with Hitler could not be negotiated?
o Attendance- While Class is Doing Bell Work
o Vocab Match-Up-Chapter 16-World War Looms
o Study Guide-Chapter 16-World War Looms
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with our unit covering Chapter 16 through the manipulating of vocabulary terms in a collaborative activity
 SWD evaluation of the materials covered in Chapter 16 Sections 1-4 through summarizing key information in a structured study guide
o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 16 by using a vocabulary match-up activity
 Students will read, and write the key terms and important concepts covered in Chapter 16 Sections 1-4 by completing a structured inquiry based study guide

Supplemental Materials: Vocab Match-Up-Chapter 16-World War Looms, Study Guide-Chapter 16-World War Looms and Chapter 16-World War Looms-Power Point

Vocab Match-Up-Chapter 16-World War Looms

Chapter 16-Vocab Match up Terms

Chapter 16-Vocabulary Match-up

Study Guide-Chapter 16-World War Looms

Chapter 16-Learning Target-Study Guide

Chapter 16-World War Looms-Power Point

Chapter 16-World War Looms

Textbook PDF: Chapter 16-World War Looms

Chapter 16-Textbook-PDFs

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Government

Thursday-2/18/16:
o Bell Work- 1. What does it mean to be a bicameral legislature? 2. How were proprietary colonies organized? 3. What does it mean if there is a unicameral body?
o Attendance- While Class is Doing Bell Work
o Thinking Maps-Types of Government: Bubble Map (Chapter 2 Section 1)
o Video- Tea, Taxes, and The American Revolution: Crash Course World History #28 (11:28 min)
o Notes-Chapter 2-Section 2-The Coming of Independence and Chapter 2-Section 3-The Critical Period

Supplemental Materials: Chapter 2-Section 2-The Coming of Independence and Chapter 2-Section 3-The Critical Period

Chapter 2-Section 2 and 3-Guided Notes

Video Link: Tea, Taxes, and The American Revolution: Crash Course World History #28 (11:28 min) 

U.S. History

Wednesday-2/17/16:
o Bell Work-1.) What did FDR’s policy of cash-and-carry allow other nations to do? 2.) In 1940 under the cash-and-carry program how many riffles, machine guns and old destroyers did the U.S. send Great Britain? 3.) Which three nations came together to form the Axis Powers?
o Attendance- While Class is Doing Bell Work
o Video-World War II Part 1: Crash Course US History #35 (13:26 min)
o Outline Notes-Chapter 16-Section 4-America Moves Towards War
o Study Guide-Chapter 16-World War Looms

Supplemental Materials: Outline Notes-Chapter 16-Section 4-America Moves Towards War and Study Guide-Chapter 16-World War Looms

Outline Notes-Chapter 16-Section 4-America Moves Towards War

Notes-Outline-Chapter 16-Section 4

Study Guide-Chapter 16-World War Looms 

Chapter 16-Learning Target-Study Guide

Textbook PDF: Chapter 16-Section 4-America Moves Towards War and Full Chapter 16 PDF

The Americans-Chapter 16-Section 4

Chapter 16-Textbook-PDFs

Video Link: World War II Part 1: Crash Course US History #35 (13:26 min) 

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Government

Wednesday-2/17/16:
o Bell Work-1. What were some of the provisions included in the English Bill of Rights? 2. What is a charter? 3. What were the three types of England colonies established in North America by 1775?
o Attendance- While Class is Doing Bell Work
o Video Clip-A 3-minute guide to the Bill of Rights-Belinda Stutzman (3:34 min)
o Activity-Comparing and Contrasting the Magna Carta with the English Bill of Rights

Supplemental Material: Comparing and Contrasting the Magna Carta with the English Bill of Rights

Comparing and Contrasting the Magna Carta and the Bill of Rights-Student Handouts

Video Link: A 3-minute guide to the Bill of Rights-Belinda Stutzman (3:34 min) 

U.S. History

Tuesday-2/16/16:
o Bell Work- 1.) Into which two groups did the doctors at Auschwitz separate newly arriving Jews into? 2.) What were the eight color coded triangle categories prisoners were required to wear on their uniforms upon their arrival at various concentration camps? 3.) How many Jews were estimated to have had been massacred or died in Nazi death camps?
o Attendance- While Class is Doing Bell Work
o Activity-Lasting Effects of the Holocaust Web Quest
o Presentation-Chapter 16-Section 3-The Holocaust
o Outline Notes-Chapter 16-Section 3-The Holocaust
o Daily Objective-
o Content Objective:
 SWD analysis of the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by interpreting textual evidence in a web quest activity
o Language Objective:
 Students will read and record information on the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by examining textual evidence and responding to guided inquiry questions through a web based partner activity

Supplemental Materials: Outline Notes-Chapter 16-Section 3-The Holocaust

Notes-Outline-Chapter 16-Section 3

Textbook PDF: Chapter 16-Section 3-The Holocaust

The Americans-Chapter 16-Section 3

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Government

Tuesday-2/16/16:
o Bell Work-1.) What is the main idea behind the concept of a limited government? 2.) How can we best describe the concept of a representative government? 3.) Why did parliament force Charles I to sign the Petition of Right?
o Attendance- While Class is Doing Bell Work
o Video Clip-What is the Magna Carta? (3:32 min)
o Vocabulary Match-up Activity-Chapter 2-Origins of American Government
o Notes-Chapter 2-Section 1-Our Political Beginnings
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with the unit covering Chapter 2 by manipulating of vocabulary terms in a collaborative activity

o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 2 through the use of a vocabulary match-up activity

Supplemental Materials: Vocabulary Match-up Activity-Chapter 2-Origins of American Government, Notes-Chapter 2-Section 1-Our Political Beginnings and Establishing the thirteen Colonies-Chart

Vocabulary Match-up Activity-Chapter 2-Origins of American Government

Chapter 2-Vocabulary

Notes-Chapter 2-Section 1-Our Political Beginnings 

Chapter 2-Section 1-Guided Notes

Establishing the Thirteen Colonies-Chart

Establishing the Thirteen Colonies-Chart

Video Link: What is the Magna Carta? (3:32 min)