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

U.S. History

Thursday-3/10/16:
o Bell Work-1.) What benefits did farmers experience during the war? 2.) What percentage of the workforce was made up by women during WWII? 3.) What benefits did the GI Bill of Rights offer veterans?
o Attendance- While Class is Doing Bell Work
o Writing Activity-Should we have dropped the atomic bomb? (Part 1)
o Cornell Notes (Part 1) and Argumentative Writing Piece (Part 2)
o Vocab Match-Up- Chapter 17-The United States in WWII
o Video-PIONEERS OF TELEVISION | George Takei’s life in an internment camp | PBS (2:48 min)
o Outline Notes-Chapter 17-Section 4-The Home Front
o Daily Objective-
o Content Objective:
 SWD evaluation of the justifiable reason and criticisms behind the decision to drop the Atomic Bomb by explaining why they feel it was the right or wrong decision to drop the bomb in an argumentative essay guided by a set of Cornell notes
 SWD analysis of key terms associated with our unit covering Chapter 17 through the manipulating of vocabulary terms in a collaborative activity
 SWD analysis of life on the American Homefront and the treatment of interned Japanese Americans along the West Coast by outlining important information in guided notes
o Language Objective:
 Students will read and state their opinion on the justifiable reason in addition to the criticisms behind the decision to drop the Atomic Bomb by creating a set of structured Cornell notes and using that to help them write an argumentative essay defending one of the two positions
 Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 17 by using a vocabulary match-up activity
 Students will read and record information about life on the American Homefront and the treatment of interned Japanese Americans

Supplemental Materials: Outline Notes-Chapter 17-Section 4-The Home Front

Notes-Outline-Chapter 17-Section 1

Textbook PDF-Chapter 17-Section 4-The Home Front

The Americans-Chapter 17-Section 4

Video Link-PIONEERS OF TELEVISION | George Takei’s life in an internment camp | PBS (2:48 min) 

https://www.youtube.com/watch?v=PP3lWftprjQ

______________________________________________________________________________________________________________________________________

Government

Thursday-3/10/16:
o Bell Work-1.) When looking at the “Territorial Expansion of the U.S.” chart from which 19th century acquisition were most of the states created from? 2.) What is the enabling act? 3.) How does an act of admission aid in creating a new state?
o Attendance- While Class is Doing Bell Work
o Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism
o Daily Objective-
o Content Objective:
 SWD evaluation of the materials covered in Chapter 3 and 4 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 3 and 4 by completing a structured inquiry based study guide

Supplemental Materials: Chapter 3 and 4 Test Prep

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 3 and 4-Learning Target-Study Guide

Chapter 3 and 4 Exam Documents

National and State Powers-Chapter 4-Section 1

Relations Among the States-PPT

Obligations of Federal Government to the States-PPT

Chapter_04 powerpoint tpt

6 PRINCIPLES OF GOVERNMENT

Informal Amendments-2015

U.S. History

Wednesday-3/09/16:
o Bell Work-1.) How much damage did the 424 kamikaze pilots inflict on Allied forces? 2.) Of the 20,700 Japanese troops fighting during the Battle of Iwo Jima how many survived? 3.) What were the names of the bombs dropped on Hiroshima and Nagasaki?
o Attendance- While Class is Doing Bell Work
o Thinking Map-Was dropping the Bomb Justifiable?-Tree Map
o Writing Activity-Should we have dropped the atomic bomb? (Part 1)
o Cornell Notes (Part 1) and Argumentative Writing Piece (Part 2)
o Daily Objective-
o Content Objective:
 SWD evaluation of the justifiable reason and criticisms behind the decision to drop the Atomic Bomb by explaining why they feel it was the right or wrong decision to drop the bomb in an argumentative essay guided by a set of Cornell notes
o Language Objective:
 Students will read and state their opinion on the justifiable reason in addition to the criticisms behind the decision to drop the Atomic Bomb by creating a set of structured Cornell notes and using that to help them write an argumentative essay defending one of the two positions

Supplemental Materials-Thinking Map-Was dropping the Bomb Justifiable?-Tree Map, Writing Activity-Should we have dropped the atomic bomb? (Part 1) and Cornell Notes (Part 1) and Argumentative Writing Piece (Part 2)

Thinking Map-Was dropping the Bomb Justifiable?-Tree Map

Should we have dropped the atomic bomb-Tree Map-US

Writing Activity-Should we have dropped the atomic bomb? (Part 1)

Should we have dropped the atomic bomb-Claim Examples-US

Should we have dropped the atomic bomb-Claim Examples-US

Six Steps to a Solid Essay

__________________________________________________________________________________________________________________________

Government

Wednesday-3/09/16:
o Bell Work-1.) What are concurrent powers? Please provide an example? 2.) What is the Supremacy Clause? 3.) How does the political cartoon at the bottom of page 101 illustrate the concept of the Supremacy clause?
o Attendance- While Class is Doing Bell Work
o Video Clip-Tour the States-Official Music Video (4:08 min)
o Notes-Chapter 4-Section 3-Interstate Relations
o Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism
o Daily Objective-
o Content Objective:
 SWD analysis of policies and procedures involved in interstate compacts by outlining important information in guided notes
 SWD evaluation of the materials covered in Chapter 3 and 4 through summarizing key information in a structured study guide
o Language Objective:
 Students will read and record information on the policies and procedures involved in the process of creating interstate compacts by reading through text and completing a set of student led guided notes.
 Students will read, and write the key terms and important concepts covered in Chapter 3 and 4 by completing a structured inquiry based study guide

Supplemental Materials-Notes-Chapter 4-Section 3-Interstate Relations and Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

Notes-Chapter 4-Section 3-Interstate Relations

Chapter 4-Section 3-Guided Notes

Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

Chapter 3 and 4-Learning Target-Study Guide

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Video Link-Tour the States-Official Music Video (4:08 min)

U.S. History

Tuesday-3/08/16:
o Bell Work-1.) Although not strategically important why was Doolittle’s Raid so impactful? 2.) What was unique about the Battle of the Coral Sea? 3.) What battle is considered the “turning point” of the Pacific War?
o Attendance- While Class is Doing Bell Work
o Writing Activity-Should we have dropped the atomic bomb? (Part 1)
o Cornell Notes (Part 1) and Argumentative Writing Piece (Part 2)
o Daily Objective-
o Content Objective:
 SWD evaluation of the justifiable reason and criticisms behind the decision to drop the Atomic Bomb by explaining why they feel it was the right or wrong decision to drop the bomb in an argumentative essay guided by a set of Cornell notes
o Language Objective:
 Students will read and state their opinion on the justifiable reason in addition to the criticisms behind the decision to drop the Atomic Bomb by creating a set of structured Cornell notes and using that to help them write an argumentative essay defending one of the two positions

Supplemental Materials: Writing Activity-Should we have dropped the atomic bomb?

Atomic Bomb Debate-Pros and Cons

Should We Drop the Atomic Bomb-Cornell Notes Template-US

_____________________________________________________________________________________________________________________________________

Government

Tuesday-3/08/16:
o Bell Work-1.) What are inherent powers? 2.) What is an example of reserved powers? 3.) What are exclusive powers?
o Attendance- While Class is Doing Bell Work
o Presentation-National and State Powers
o Thinking Map-Types of Federal Grants-Tree Map
o Notes-Chapter 4-Section 2-The National Government and the 50 States

Supplemental Materials: Thinking Map-Types of Federal Grants-Tree Map and Notes-Chapter 4-Section 2-The National Government and the 50 States

Thinking Map-Types of Federal Grants-Tree Map 

Types of Federal Grants-Tree Map-Gov

Notes-Chapter 4-Section 2-The National Government and the 50 States

Chapter 4-Section 2-Guided Notes

U.S. History

Monday-3/07/16:
o Bell Work-None
o Attendance- While Class is Doing Bell Work
o Video-The Longest Day (50 min)
o Scene 7-Allied Forces Storm the Beaches
o Scene 8-Assult on Pointe du Hoc
o Daily Objective-
o Content Objective:
 SWD comprehension of the military tactics involved in storming the beaches at Normandy by clarifying the unique challenges each beach presented through the use of film and classroom discussion
o Language Objective:
 Students will watch and discuss the military tactics involved in storming the beaches at Normandy due to the unique challenges each beach presented by viewing the Longest Day and discussing the results with their elbow partner

______________________________________________________________________________________________________________________________________

Government

Monday-3/07/16:
o Bell Work-1. How can we properly define delegated powers? 2. What is another term for expressed powers? 3. What are implied powers?
o Attendance- While Class is Doing Bell Work
o Thinking Map-Concurrent Powers-Circle Map
o Vocab Match-Up-Chapter 4-Federalism
o Notes-Chapter4-Section1-Federalism: Powers Divided
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
 SWD analysis of the specific powers reserved for the state and national government by outlining important information in guided notes
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
 Students will read and record information pertaining to the specific powers reserved for the state and national government by reading through text and completing a set of student led guided notes.

Supplemental Materials: Vocab Match-Up-Chapter 4-Federalism and Notes-Chapter4-Section1-Federalism: Powers Divided

Vocab Match-Up-Chapter 4-Federalism

Chapter 4-Vocabulary

Notes-Chapter4-Section1-Federalism: Powers Divided

Chapter 4-Guided Notes-Section 1

U.S. History

Friday-3/04/16:
o Bell Work-1.) What was the name of the invasion led by Dwight D. Eisenhower on Axis-controlled North Africa? 2.) What did King Victor Emmanuel III do to Benito Mussolini following his surrender on July 25th, 1943? 3.) After only six months of fighting what awards was the 92nd Infantry Division (the Buffaloes) given?
o Attendance- While Class is Doing Bell Work
o Presentation-Chapter 17-Section 3-War in the Pacific
o Video- Hiroshima: Dropping the Bomb (4:36 min)
o Notes-Chapter 17-Section 3-War in the Pacific

Supplemental Materials: Presentation-Chapter 17-Section 3-War in the Pacific and Notes-Chapter 17-Section 3-War in the Pacific

Presentation-Chapter 17-Section 3-War in the Pacific
Chapter 17-Section 3-The War in the Pacific

Notes-Chapter 17-Section 3-War in the Pacific

Notes-Outline-Chapter 17-Section 3

Textbook PDF-Chapter 17-Section 3-War in the Pacific

The Americans-Chapter 17-Section 3

Video Link- Hiroshima: Dropping the Bomb (4:36 min)

_____________________________________________________________________________________________________________________________________

Government

Friday-3/04/16:
o Bell Work-1. What were the three things the Framers knew firsthand about liming federal powers? 2. Define the concept of Federalism? 3. What is another term we have learned in class for the ‘Reserved Powers” contained in the Tenth Amendment?
o Attendance- While Class is Doing Bell Work
o Video Clip- John Adams-Episode 2-Independence (HBO) (Last 10 min)
o w/ Guided Video Questions
o Activity-Current Events 3/04

U.S History

Thursday-3/03/16:
o Bell Work- 1.) During the Battle of the Atlantic how many Allied ships had been sunk by German wolf packs? 2.) During the Battle of Stalingrad Hitler wanted to accomplish two things during the summer of 1942, what were they? 3.) How many soldiers did the Soviets lose while defending Stalingrad?
o Attendance- While Class is Doing Bell Work
o Video-Jour J-The Battle of Normandy (20 to 30 min)
o Presentation-D-Day and the Battle of Normandy

_____________________________________________________________________________________________________________________________________

Government

Thursday-3/03/16:
Bell Work- Please get out your John Adams Video Notes and we will begin shortly
o Attendance- While Class is Doing Bell Work
o Video-John Adams-Episode 2-Independence (HBO) ( 92 min)
o w/ Guided Video Questions

U.S. History

Wednesday-3/02/16:
o Bell Work-1.) How did the Office of Price Administration (OPA) work to fight inflation? 2.) What types of drives did the War Production Board (WPB) organize? 3.) What was the goal of rationing? –
o Attendance- While Class is Doing Bell Work
o Video-Clip- Ford Willow Run Plant in World War II: “Women on the Warpath” B-24 Liberator 1943 Ford 10min (10:13 min)
o Thinking Map-America Joins the War Effort-Tree Map
o Notes-Chapter 17-Section 2-The War for Europe and North Africa

Supplemental Materials: Thinking Map-America Joins the War Effort-Tree Map and Notes-Chapter 17-Section 2-The War for Europe and North Africa

Thinking Map-America Joins the War Effort-Tree Map

Mobilizing for Defense-Tree Map-US

Notes-Chapter 17-Section 2-The War for Europe and North Africa 

Notes-Outline-Chapter 17-Section 2

Textbook PDF-Chapter 17-Section 2-The War for Europe and North Africa

The Americans-Chapter 17-Section 2

Video Link-Ford Willow Run Plant in World War II: “Women on the Warpath” B-24 Liberator 1943 Ford 10min (10:13 min)

https://www.youtube.com/watch?v=eJADd4yrI7o

_____________________________________________________________________________________________________________________________________

Government

Wednesday-3/02/16:
o Bell Work-1. What are the two ways that the Constitution changes or is modified? 2. What is a formal amendment? 3. What are the three steps in Method 1 when it comes to amending the Constitution?
o Attendance- While Class is Doing Bell Work
o Activity-Searching Through the Constitution (15 min to finish in class)
o Video-John Adams-Episode 2-Independence (HBO) ( 92 min)
o w/ Guided Video Questions

Supplemental Materials: John Adams-Episode 2-Independence (HBO)-Questions Sheet

HBO-John Adams-Episode Two-Video Questions

U.S. History

Tuesday-3/01/16:
o Bell Work-1.) What percentage of defense contractors refused to hire African Americans? 2.) What was the most significant achievement of the Office of Scientific Research and Development? 3.) What was the code name for the project in which the Atomic Bomb was developed?
o Attendance- While Class is Doing Bell Work
o Presentation-Chapter 17-Section 1-Mobalizing for Defense
o Activity-Creating a Ration Book

Supplemental Materials: Presentation-Chapter 17-Section 1-Mobalizing for Defense and Activity-Creating a Ration Book

Presentation-Chapter 17-Section 1-Mobalizing for Defense

The United States in WWII-Chapter 17-Section 1

Activity-Creating a Ration Book 

Ration Book-Coupon Template

_____________________________________________________________________________________________________________________________________

Government

Tuesday-3/01/16:
o Bell Work-1. Based on what you read do you feel the Supreme Court should have the power to declare an act of Congress unconstitutional? Explain your position 2. Explain why the power of judicial review is an important part of our system of checks and balances?
o Attendance- While Class is Doing Bell Work
o Presentation- Chapter 3-Section 3-Change by Other Means (Informal Amendments)
o Activity-Searching Through the Constitution

Supplemental Materials: Presentation- Chapter 3-Section 3-Change by Other Means (Informal Amendments) and Activity-Searching Through the Constitution

Presentation- Chapter 3-Section 3-Change by Other Means (Informal Amendments)

Informal Amendments-2015

Activity-Searching Through the Constitution 

Searching through the Constitution-Notes Worksheet-with-attached-answers