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

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
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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)