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

U.S. History

Friday-9/30/16:

• Bell Work-1.) What is the underlying theme of Roosevelt’s message to Congress? 2.) What does Roosevelt say we can predict about future generations based on the prosperity of his day? 3.) How do you feel about the issue of conservation? (Are you for it or against it and why) Is it something that the government and our citizens should prioritize or are the potential earnings from the technology and manufacturing industry too good to pass up?
• Attendance- While Class is Doing Bell Work
• Video-America The Story of Us-Episode 7-Cities (44:12 min)
• Daily Objective-

• Content Objective:
  • SWD knowledge of the economic challenges and industrial progress that fueled the push for social and economic reform during Progressive Era through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the economic challenges and industrial progress that fueled the push for social and economic reform during Progressive Era by a looming economic depression through watching a video and discussing the impact with a classmate

Video Link-America The Story of Us-Episode 7-Cities (44:12 min)

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Government

Friday-9/30/16:

• Bell Work-) Based on historical context who (which country) can we infer the woman wearing the sash that reads “Mother Country” represents? 2.) What strikes you about the image of the colony serving gold and silver compared to the other two colonies? 3.) The process of colonization is historically one sided in terms of what a mother country provides in relation to what they receive from their colonies. Describe why this type of relationship so often breeds resentment from those living in the colonies.

• Attendance- While Class is Doing Bell Work
• Activity-Writing a Student Declaration of Independence (Day 1)

• Reflection Question: Select one of the four quotes given to you regarding the declarations impact and explain which would make the strongest argument for supporting a free and independent nation.
  • Be sure to use one to two pieces of evidence from the quote to strengthen your answer

• Daily Objective-

• Content Objective:
  • SWD evaluation of the historical impact the Declaration of Independence has played in promoting freedom around the world by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information designed to create a student themed Declaration of Independence by examining a primary source and secondary documents and creating a personalized document with the help of a partner

Supplemental Materials: Writing a Student Declaration of Independence and The Declaration of Independence (Full Text)

creating-a-student-declaration-activity-2016

declaration-of-independence

U.S. History

Thursday-9/29/16:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 9 Sections 1 through 5. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 9-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering Chapter 9 by demonstrating their knowledge thought the use of a unit quiz
• 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 9 by completing a multiple choice and matching quiz

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Government

Thursday-9/29/16:

• Bell Work-) If you were an American colonist living in 1765 New England and were granted an audience with the King what are some of the questions you would ask in an attempt to understand this new tax? 2.) Imagine that you’re King George III how would you have handled those who ignored or protested the Stamp Act? *What types of punishments or would you even punish them at all etc. 3.) In your opinion how effective are laws in terms of people being willing to follow them if they have no part in the legislative process and essentially have these laws forced upon them?

• Attendance- While Class is Doing Bell Work
• Student Led Notes-Chapter 2-Section 3-The Critical Period and Chapter 2-Section 4-Creating the Constitution
• Daily Objective-

• Content Objective:
  • SWD synthesis of the fundamental weaknesses of the Articles of Confederation and the compromises required to establish the Declaration of Independence by compiling information in student led notes
• Language Objective:
  • Students will read and record information pertaining to the fundamental weaknesses of the Articles of Confederation and the compromises required to establish the Declaration of Independence through creating student centered guided notes

Supplemental Materials: Student Led Notes-Chapter 2-Section 3-The Critical Period and Chapter 2-Section 4-Creating the Constitution

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