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

U.S. History

Thursday-2/11/16:
o Bell Work-1.) What were the Nazi concentration camps were described as a cycle of? 2.) How many people per day were the Nazi gas chambers capable of killing in a given day? 3.) In addition to being gassed what were some of the other ways camp members died at the hands of the Nazi’s?
o Attendance- While Class is Doing Bell Work
o Activity-Lasting Effects of the Holocaust Web Quest
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: Activity-Lasting Effects of the Holocaust Web Quest

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Government

Thursday-2/11/16:
o Bell Work-1. What are the three characteristics often used to classify government? 2. What is an oligarchy? 3. Who ultimately holds power in a unitary government?
o Attendance- While Class is Doing Bell Work
o Video-Last Week Tonight with John Oliver: Migrants and Refugees (HBO) (17:55 min)
o Activity-Current Events 2/11

Supplemental Materials: Current Events Templates

Article of the Week-Rubric-2016

Current Events-Cornell Template

Video Link-Last Week Tonight with John Oliver: Migrants and Refugees (HBO) (17:55 min)

U.S. History

Wednesday-2/10/16:
o Bell Work-1.) How did Hitler’s policy of genocide known as the “Final Solution” work? 2.) Which groups were the Nazi’s going after in addition to the Jews following their assentation to power in 1933? 3.) According to the “Estimated Jewish Losses” chart on page 545 at their highest estimates how many Jews total were believed to have been killed?
o Attendance- While Class is Doing Bell Work
o Activity-Lasting Effects of the Holocaust Web Quest
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-Lasting Effects of the Holocaust Web Quest

Holocaust-Web Quest

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Government

Wednesday-2/10/16:
o Bell Work-1. What are the three characteristics often used to classify government? 2. What is an oligarchy? 3. Who ultimately holds power in a unitary government?
o Attendance- While Class is Doing Bell Work
o Procedure-Current Events Set Up
o Notes-Chapter 1-Section 3-Basic Concepts of Democracy

Supplemental Materials: Procedure-Current Events Set Up and Notes-Chapter 1-Section 3-Basic Concepts of Democracy

Current Events Set Up

Article of the Week-Rubric-2016

Notes-Chapter 1-Section 3-Basic Concepts of Democracy 

Chapter 1-Section 3-Guided Notes

U.S. History

Tuesday-2/09/16:
o Bell Work-1.) How many people do historians believe lost their lives during the Holocaust? 2.) Why did the German people blame the Jews for Germany’s problems? 3.) Between France, Great Britain and Palestine how many Jewish refugees were taken in?
o Attendance- While Class is Doing Bell Work
o Procedures: Binder Set Up
o Thinking Map-The Rise of Nationalism 1922-1941-Bubble Map (Chapter 16 Section 1)
o Student Led Outline-Chapter 16-Section 2-War in Europe
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 completing structured student led outlines
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 creating student directed outline notes

Supplemental Materials: Thinking Map-The Rise of Nationalism 1922-1941-Bubble Map (Chapter 16 Section 1) and Student Led Outline-Chapter 16-Section 2-War in Europe

Thinking Map-The Rise of Nationalism 1922-1941-Bubble Map (Chapter 16 Section 1)

Authoritarian Leaders of WWII-US

Student Led Outline-Chapter 16-Section 2-War in Europe 

Notes-Outline-Chapter 16-Section 2

Textbook PDF: Chapter 16-Section 2-War in Europe

The Americans-Chapter 16-Section 2

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Government

Tuesday-2/09/16:
o Bell Work-1. What does it mean when a state is sovereign? 2. What is the main idea behind the evolutionary theory? 3. How does the government work to promote the general welfare?
o Attendance- While Class is Doing Bell Work
o Procedures: Binder Set Up
o Presentation-Chapter 1-Secrion 2-Forms of Government
o Student Led Notes-Chapter 1-Secrion 2-Forms of Government

Supplemental Materials: Presentation-Chapter 1-Secrion 2-Forms of Government and Student Led Notes-Chapter 1-Secrion 2-Forms of Government

Presentation-Chapter 1-Secrion 2-Forms of Government

Chapter 1-Section 2-Power Point

Student Led Notes-Chapter 1-Secrion 2-Forms of Government 

Chapter 1-Section 2-Guided Notes

U.S. History

Monday-2/8/16:
o Bell Work-1.) Which two nations surprised the world by signing a nonaggression pact in 1939? 2.) What advancements were made through Germany’s military strategy of blitzkrieg? 3.) During the Battle of Britain how many planes did Hitler have at his disposal?
o Attendance- While Class is Doing Bell Work
o Presentation- Chapter 16-Section 1-Dictators Threaten World Peace PPT
o Student Led Outline Notes-Chapter 16-Section 1-Dictators Threaten World Peace
o Daily Objective-
o Content Objective:
 SWD analysis of the rise of totalitarian leaders in Europe during the 1920’s to the 1940’s by completing structured student led outlines
o Language Objective:
 Students will read and record information on the rise of totalitarian leaders in Europe during the 1920’s to the 1940’s by creating student directed outline notes

Supplemental Material: Presentation- Chapter 16-Section 1-Dictators Threaten World Peace PPT, Student Led Outline Notes-Chapter 16-Section 1-Dictators Threaten World Peace

Presentation- Chapter 16-Section 1-Dictators Threaten World Peace PPT

Chapter 16-World War Looms

Student Led Outline Notes-Chapter 16-Section 1-Dictators Threaten World Peace

Notes-Outline-Chapter 16-Section 1

Textbook PDF: Chapter 16-Section 1-Dictators Threaten War

The Americans-Chapter 16-Section 1

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Government

Monday-2/08/16:
o Bell Work-1. What are the three basic powers of government? (List and describe them) 2. What are the four factors needed in order to create a political state? 3. What is the main idea behind the force theory?
o Attendance- While Class is Doing Bell Work
o Student Led Notes-Chapter 1-Section 1-Government and the State
o Daily Objective-
o Content Objective:
 SWD synthesis of the characterizes required for a territory to become a sovereign state by compiling information in student led guided notes
o Language Objective:
 Students will read and record information the characterizes required for a territory to become a sovereign state through compiling guided collaborative notes

Supplemental Materials: Student Led Notes-Chapter 1-Section 1-Government and the State

Chapter 1-Section 1-Guided Notes

Thursday-2/04/16:
o Bell Work-1.) According to the “Faces of Totalitarianism” chart on pg. 531 what were the goals set forth by Joseph Stalin for the Soviet Union? 2.) What were the ideal physical features sought by Hitler as he enforced “racial purification”? 3.) Which groups did Hitler view as inferior races?
o Attendance- While Class is Doing Bell Work
o Video-America-The Story of US-Episode 10-WWII (45 min)
o w/Video Notes (40 Questions)

Supplemental Materials: America-The Story of US-Episode 10-WWII-Video Notes (40 Questions)

America-The Story of US-WWII

Video Link: America-The Story of US-Episode 10-WWII (45 min)

https://www.youtube.com/watch?v=q6E6CbfuZ58

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Government

Thursday-2/04/16:
o Bell Work-1.) How does the book define the term government? 2.) What are the three basic powers every government holds? 3.) What are the four characteristics required to form a state?
o Attendance- While Class is Doing Bell Work
o Notes-Chapter 1-Section 1-Origin of the State (pg. 7-9) Presentation
o Thinking Maps-Origins of the State: Bubble Map
o Section Review Questions-Chapter 1-Section 1-Page 11 #2-4, 5 (b), and 6
o Daily Objective-
o Content Objective:
 SWD synthesis of the four main theories considered when forming a political state by compiling information in student led notes
o Language Objective:
 Students will read and record information on the four main theories considered when forming a political state through creating student centered guided notes

Supplemental Materials: Notes-Chapter 1-Section 1-Origin of the State (pg. 7-9) Presentation and Thinking Maps-Origins of the State: Bubble Map

Notes-Chapter 1-Section 1-Origin of the State (pg. 7-9) Presentation

Origins of the State-2015

Thinking Maps-Origins of the State: Bubble Map

Creating a State-Bubble Map-Gov

U.S. History

Wednesday-2/03/16:
o Bell Work-1.) According to the “Faces of Totalitarianism” chart on pg. 531 what were the goals set forth by Joseph Stalin for the Soviet Union? 2.) What were the ideal physical features sought by Hitler as he enforced “racial purification”? 3.) Which groups did Hitler view as inferior races?
o Attendance- While Class is Doing Bell Work
o Vocabulary Match-up Activity-Chapter 16-World War Looms
o Guided Tour-Chapter 16-World War Looms
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with the unit covering Chapter 16 by manipulating of vocabulary terms in a collaborative activity
 SWD applications of the important political/historical figures, events and evidentiary text located in Chapter 11 through compiling information on a guided tour worksheet
o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 16 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 16 by completing a Guided Tour activity

Supplemental Materials: Vocabulary Match-up Activity-Chapter 16-World War Looms, Guided Tour-Chapter 16-World War Looms and Chapter 16-Textbook PDF’s

Vocabulary Match-up Activity-Chapter 16-World War Looms

Chapter 16-Vocab Match up Terms

Chapter 16-Vocabulary Match-up

Guided Tour-Chapter 16-World War Looms

Chapter 16-Guided Tour

Chapter 16-Textbook PDF’s

Chapter 16-Textbook-PDFs

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Government

Wednesday-2/03/16:
o Bell Work- Bell Work-Please read the quote on page 3 from the Federalist papers No. 51 and answer the following questions:
o 1. Using two to three sentence summarize in your own words what the author is trying to suggest in this passage.
o 2. Do you agree or disagree with the author? Explain your reasoning
o Attendance- While Class is Doing Bell Work
o Video-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)
o While watching students will record the first ten amendments and additional notes
o Daily Objective-
o Content Objective:
 SWD synthesis of the factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties by using guided video notes and class discussions
o Language Objective:
 Students will listen and record factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties through responding to a video designed to cause further inquiry and classroom discussion

Video Link: Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)

https://www.youtube.com/watch?v=5Co5z5ARmH8

U.S. History

Tuesday-2/02/16:
o Bell Work-1.) According to the “Faces of Totalitarianism” chart on pg. 531 what were the goals set forth by Joseph Stalin for the Soviet Union? 2.) What were the ideal physical features sought by Hitler as he enforced “racial purification”? 3.) Which groups did Hitler view as inferior races?
o Attendance- While Class is Doing Bell Work
o Procedures-Assigned Seats
o Procedures-Classroom Syllabus
o Procedure-My Learning Goals-Semester 2-Card Marking 1
o Daily Objective-
o Content Objective:
 None
o Language Objective:
 None

Supplemental Materials: Classroom Syllabus

US History-Semester Two-Syllabus-2016

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Government

Tuesday-2/02/16:
o Bell Work- Bell Work-1. In what year did the United States officially become a nation and who did they earn their independence from? 2. How many Amendments are part of the United States Constitution? 3. What are the three branches of the United States Government?
o Attendance- While Class is Doing Bell Work
o Procedures-Assigned Seats
o Procedures-Classroom Syllabus
o Vocabulary Match-up-Chapter 1-Prinicpals of Government
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with the unit covering Chapter 1 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 1 through the use of a vocabulary match-up activity

Supplemental Materials: Classroom Syllabus

US Government-Syllabus-2016

U.S. History

Monday-2/01/16: 1st Day of 2nd Semester-Half-day
o Bell Work- None
o Attendance- While Class is Doing Bell Work
o Activity-Important Information Note Cards
o Daily Objective-
o Content Objective:
 None
o Language Objective:
 None

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Government

Monday-2/01/16: 1st Day of 2nd Semester-Half-day
o Bell Work- None
o Attendance- While Class is Doing Bell Work
o Activity-Important Information Note Cards
o Daily Objective-
o Content Objective:
 None
o Language Objective:
 None