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

U.S. History

Friday-9/16/16:

• Bell Work- 1.) What was the major system of government that developed in England in 1066?
• 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)? 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed?
• Attendance- While Class is Doing Bell Work
• Procedure-Vocabulary Booklet Check
• Video-Republican National Convention: Last Week Tonight with John Oliver (HBO) (11:31 min)

• Reflection Question: How can the Republican Party’s emphasis on promoting their beliefs and feelings over factual truth lead to confusion among casual voters? *Please site at least example of a Republican belief or feeling stated in the video

• Notes-Chapter 1-Section 1-Characteristics of a State (pg. 5-9) (Extra Time)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the four main theories considered when forming a political state by compiling information in student led notes
• 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: The Progressive Era-Carousel Activity

The Progressive Era-Carousel Activity

Video Link–The Progressive Era: Crash Course US History #27 (15:00 min)

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Government

Friday-9/16/16:

• Bell Work- 1.) What was the major system of government that developed in England in 1066?
• 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)? 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed?
• Attendance- While Class is Doing Bell Work
• Procedure-Vocabulary Booklet Check
• Video-Republican National Convention: Last Week Tonight with John Oliver (HBO) (11:31 min)

• Reflection Question: How can the Republican Party’s emphasis on promoting their beliefs and feelings over factual truth lead to confusion among casual voters? *Please site at least example of a Republican belief or feeling stated in the video

• Activity-The Purposes of Government-Foldable (pg. 9-11)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the six main purposes of government and the reason each plays an important role preserving our freedoms through creating a set of student centered foldable notes
• Language Objective:
  • Students will read, discuss and record information on the six main purposes of government and the reason each is important through creating a set of student centered foldable notes

Supplemental Materials: The Purposes of Government-Foldable (pg. 9-11) Power Point

The Purposes of Government-Foldable (pg. 9-11) Power Point

the-purpose-of-government-2015

Video Link: Republican National Convention: Last Week Tonight with John Oliver (HBO) (11:31 min)

U.S. History

Thursday-9/15/16:

• Bell Work-) Woodrow Wilson recognizes that “evil has come with the good.” Identify three “evils” that Wilson discusses. (You do not need to identify the “good”) 2.) Compare Wilson’s statement that “We have squandered (wasted) a great part of what we might have used, and have not stopped to conserve the exceeding bounty of nature…” with the beliefs of Theodore Roosevelt. Do they share a similar philosophy or are their beliefs in stark contrast to each other. *Explain your thoughts 3.) What criteria would you use to assess Wilson’s statement that “Our duty is to cleanse, to reconsider, to restore, to correct the evil…to purify and humanize every process of our common life…”?

• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 9-The Progressive Era
• Video-Susan B. Anthony, the Suffragette Superhero (4:45 min)
• Activity-The Progressive Era-Carousel Activity (35 min)
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 9 by manipulating of vocabulary terms in a collaborative activity
  • SWD comprehension of the forward thinking ideas that developed during the Progressive Era by collaboratively summarizing a text set based on primary sources
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 9 through the use of a vocabulary match-up activity
  • Students will read, write and orally discuss the forward thinking ideas that developed during the Progressive Era by creating a set of Cornell Notes and breaking down individually assigned pieces of text then summarizing the important information in a group setting

Supplemental Materials: Vocabulary Match-up Activity-Chapter 9-The Progressive Era and Activity-The Progressive Era-Carousel Activity (35 min)

Vocabulary Match-up Activity-Chapter 9-The Progressive Era

vocab-match-up-terms-chapter-9

Activity-The Progressive Era-Carousel Activity (35 min)

progressive-era-text-set-notes-page-1

progressive-era-text-set-notes-page-2

the-progressive-era-article

Video Link-Susan B. Anthony, the Suffragette Superhero (4:45 min)

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Government

Thursday-9/15/16:

• Bell Work-1.) What was the major system of government that developed in England in 1066?
• 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)?
• 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 1-Section 1-Origin of the State (pg. 5-9)
• Notes-Chapter 1-Section 1-Characteristics of a State (pg. 5-9)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the four main theories considered when forming a political state by compiling information in student led notes
• 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: Presentation-Chapter 1-Section 1-Origin of the State (pg. 5-9) and Notes-Chapter 1-Section 1-Characteristics of a State (pg. 5-9)

Presentation-Chapter 1-Section 1-Origin of the State (pg. 5-9)

origins-of-the-state-2015

Notes-Chapter 1-Section 1-Characteristics of a State (pg. 5-9)

characteristics-of-a-state-notes-high

U.S. History

Wednesday-9/14/16:

• Bell Work-) Based on the commentary under the political cartoon what can we infer the “Sunday Saloons” were? 2.) Based on the time period (early 1900’s) determine what could have caused Dr. Washington Glidden to appeal to this group in a plea to have their voice heard? 3.) State a case that would support/reject the need to have workers’ rights extended to children under the age of 18?

• Attendance- While Class is Doing Bell Work
• Procedure-Binder Setup
• Activity-The Progressive Era-Carousel Activity (20 min)
• Daily Objective-

• Content Objective:
  • SWD comprehension of the forward thinking ideas that developed during the Progressive Era by collaboratively summarizing a text set based on primary sources
• Language Objective:
  • Students will read, write and orally discuss the forward thinking ideas that developed during the Progressive Era by creating a set of Cornell Notes and breaking down individually assigned pieces of text then summarizing the important information in a group setting

Supplemental Materials: Procedure-Binder Setup and Activity-The Progressive Era-Carousel Activity (20 min)

Procedure-Binder Setup

binder-tab-set-up

Activity-The Progressive Era-Carousel Activity (20 min)

the-progressive-era-article

progressive-era-text-set-notes-page-1

progressive-era-text-set-notes-page-2

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Government

Wednesday-9/14/16:

• Bell Work-1.) Based on your prior knowledge what document acted as the political guideline for the United States prior to the adoption of the U.S. Constitution? 2.) Based on the excerpt what can you determine could have caused the United States to move away from prior documents to a Constitution with a strongly established central government? 3.) What would you conclude about Richard Henry Lee’s argument is it one that would realistically persuade the American public to adopt a new Constitution or would it cause fear that we are replacing one ineffective government with another? * Please thoroughly explain your answer
• Attendance- While Class is Doing Bell Work
• Procedure-Binder Setup
• Vocabulary Frayer Model Activity- Chapter 1-Principles of Government
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 1 by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 1 through the use of a frayer model vocabulary activity

Supplemental Materials: Procedure-Binder Setup and Vocabulary Frayer Model Activity- Chapter 1-Principles of Government

Procedure-Binder Setup

binder-tab-set-up

Vocabulary Frayer Model Activity- Chapter 1-Principles of Government

frayer-vocabulary-model

vocab-match-up-terms-chapter-1

U.S. History

Tuesday-9/13/16:

• Bell Work-) Which historical event “raised women’s expectations, inspired some of the first explicit demands for equality, and witnessed the establishment of female academies to improve women’s education”? 2.) State a case that would support/reject the idea that it was in the best interest of our nation to legally state that “married women could not own property, make contracts, bring suits, or sit on juries”. *Explain why this would or would not be a positive idea 3.) What is the significance of the suffragists fight for equality in divorce, access to higher education, the professions, and other occupations, as well as birth control and abortion?

• Attendance- While Class is Doing Bell Work
• Quiz-U.S. History Pre-test
• Guided Tour-Chapter 9-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD synthesis of the key terms, important political/historical figures and concepts associated with our units covering Chapter 9, 10, 11, 12, 13, 14, 15, 16, and Chapter 17 through compiling and integrating their knowledge on a pre-test
  • SWD applications of the important political/historical figures, events and evidentiary text located in Chapter 10 through compiling information on a guided tour worksheet
• Language Objective:
  • Students will read and respond through writing the key terms, important political/historical figures and concepts associated with our units covering Chapter 9, 10, 11, 12, 13, 14, 15, 16, and Chapter 17 vocabulary by completing a multiple choice and matching pre-test
  • Students will write answers to guided questions that require examination of the additional supporting resources/information located within Chapter 10 by completing a Guided Tour activity

Supplemental Materials: Guided Tour-Chapter 9-The Progressive Era

Guided Tour-Chapter 9-The Progressive Era

chapter-9-guided-tour

Textbook PDF’s: Chapter 9-The Progressive Era

the-americans-chapter-9-section-1

the-americans-chapter-9-section-2

the-americans-chapter-9-section-3

the-americans-chapter-9-section-4

the-americans-chapter-9-section-5

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Government

Tuesday-9/13/16:

• Bell Work-) What is the key difference between Thomas Jefferson and Alexander Hamilton’s feelings of the roles of delegated powers in regards to the formation of a national bank? 2.) Discuss the pro/sons of having a national bank? *Think what would be the best argument for or against the idea of having a national bank. 3.) Based on the following excerpt what relationship exists between the federal government and the people if there is not a clear definition of who power is delegated to? “I consider the foundation of the Constitution as laid on this ground: that all powers not delegated to the United States, by the Constitution, nor prohibited by it the states, or the people (XII amend). To take a simple step beyond the boundaries thus specially drawn around the powers of the Congress, is to take possession of a boundless field of power, no longer susceptible of any definition”.

• Attendance- While Class is Doing Bell Work
• Quiz-Government Pre-test
• Thinking Map-Four Characteristics of a State-Tree Map (pg. 6)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the key terms, important political/historical figures and concepts associated with our units covering Chapter 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 13, 14, 17, 18, 19, 20 and Chapter 21 through compiling and integrating their knowledge on a pre-test
• Language Objective:
  • Students will read and respond through writing the key terms, important political/historical figures and concepts associated with our units covering Chapter 9, 10, 11, 12, 13, 14, 15, 16, and Chapter 17 vocabulary by completing a multiple choice and matching pre-test

Supplemental Materials: Thinking Map-Four Characteristics of a State-Tree Map (pg. 6)

characteristics-of-a-state-tree-map-gov

U.S. History

Friday-9/09/16:

• Bell Work-) Identify the major themes of the political cartoon? (ex. Who is involved and what is going on, ect…) 2.) Describe the solution depicted in this cartoon that solved a key obstacle many women faced while trying to vote? 3.) Imagine you were living in the late 1900’s would you have pushed for women’s suffrage or do you believe allowing only men to vote would ultimately made us a better nation?

• Attendance- While Class is Doing Bell Work
• Thinking Map-Goals of the Progressive Movements-Tree Map
• Vocabulary Frayer Model Activity- Chapter 9-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 9 by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 9 through the use of a frayer model vocabulary activity

Supplemental Materials: Thinking Map-Goals of the Progressive Movements-Tree Map and Vocabulary Frayer Model Activity- Chapter 9-The Progressive Era

Thinking Map-Goals of the Progressive Movements-Tree Map

progressive-era-goals-thinking-map-us

Vocabulary Frayer Model Activity- Chapter 9-The Progressive Era

frayer-vocabulary-model

vocab-match-up-terms-chapter-9

vocab-match-up-terms-chapter-9

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Government

Friday-9/09/16:

• Bell Work-1.) Based on the text what can we infer the term “sovereign” means? 2.) What argument does Thomas Hobbs use to justify man’s “right to everything, even to another’s body”? 3.) Do you feel that in order for men to coexist and thrive there must be a mutually respected social contract between a people and their government where expectations and compromises are clearly defined? * Thoroughly justify your answer
• Attendance- While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Democratic National Convention (HBO)          (18:09 min)
• Activity-Current Events 9/09
• Daily Objective-

• Content Objective:
  • SWD evaluation of influential events occurring locally, nationally and internationally by finding articles in newspapers or online then interpreting the information and stating an opinion about the impact of the article in a current events activity
• Language Objective:
  • Students will research, read and record information pertaining to the influential events occurring locally, nationally and internationally by finding articles in newspapers or online by annotating the article and discussing the event with several classmates in a collaborative activity

Supplemental Materials: Current Events 9/09-Set Up

current-events-template-2016

article-of-the-week-rubric-2016

Video Link-Last Week Tonight with John Oliver: Democratic National Convention (HBO)          (18:09 min)

U.S. History

Thursday-9/08/16:

• Bell Work-) Identify the four main areas of reform the progressive era focused on? 2.) Do you believe the work of “muckraking journalists who were calling attention to the exploitation of child labor, corruption in city governments, the horror of lynching, and the ruthless business practices employed by businessmen” reflected the general attitude of the American public in the early 1900”s? *Explain your position 3.) Evaluate the changes made during the Progressive era at the national level. Select one law or constructional amendment instituted during this period and explain why it would positively impact a changing nation.

• Attendance- While Class is Doing Bell Work
• Video-The Ultimate Guide of the Presidents-Episode 5-Call of Duty 1899-1921 (44 min)

• w/ 25 video facts

• Daily Objective-

• Content Objective:
  • SWD knowledge of the struggle for power between Congress and the President as well as the challenges presented by a looming economic depression through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the struggle for power between Congress and the President as well as the challenges presented by a looming economic depression through watching a video and discussing the impact with a classmate

Supplemental Materials: The Ultimate Guide of the Presidents-Episode 5-Call of Duty 1899-1921-Notes Template

the-ultimate-guide-to-the-presidents-episode-5-call-of-duty-notes-us

Video Link-The Ultimate Guide of the Presidents-Episode 5-Call of Duty 1899-1921 (44 min)

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Government

Thursday-9/08/16:

• Bell Work-1.) By using the political cartoon please identify the three basic powers of government in the United States? 2.) Explain why the concept of checks and balances is a vital part of preserving democratic freedoms? 3.) What would happen to the balance of power if the vice president served a major role in shaping legislative policy?
•  Attendance- While Class is Doing Bell Work
• Video-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)

• While watching students will record the first ten amendments and additional notes

• Daily Objective-

• 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
• 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

Supplemental Materials: Constitutional Hall Pass Video Notes and Article of the Week Rubric

Constitutional Hall Pass Video Notes

constitution-hall-pass-video-notes-gov

Article of the Week Rubric

Article of the Week-Rubric-2016

Video Link-Constitutional Hall Pass: The Bill of Rights (35:11 min)

**Remember Article of the week is due tomorrow (9/09)**

U.S. History

Wednesday-9/07/16:

• Bell Work-1. Based on your prior knowledge and the cartoon what can you infer the term “suffrage” means? 2. Based on the political cartoon what can we identify as the main ideological barrier many suffragists were fighting against? 3. In one to two well-constructed sentences how could one justify the artists’ choice to use the imagery of a steam roller as an analogy for progress?

• Attendance-While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Timeline Activity-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD comprehension of the defining events of the Progressive Era by collaboratively organizing a list of dates on a timeline
• Language Objective:
  • Students will read, discuss and record the defining events of the Progressive Era by working with a partner to choose the ten most important events then creating a historical timeline

Supplemental Materials: Syllabus-Classroom Rules and Procedures and Timeline Activity-The Progressive Era

Syllabus-Classroom Rules and Procedures

US History-Semester One-Syllabus-2017

Timeline Activity-The Progressive Era

Progressive Era Timeline-US

Government

Wednesday-9/07/16:

• Bell Work-1.) Based on your prior knowledge in what year did the United States officially become a nation and who did they earn their independence from? 2.) Based on your prior knowledge how many Amendments are part of the United States Constitution? 3.) If the President of the United States and the Vice President are unable to fulfill their duties who is the next person to in line to be appointed President?
• Attendance- While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Procedures-Pass Out Current Events Sheet and Explain
• Thinking Map-Basic Powers of Government-Tree Map (pg. 5)
• Daily Objective-

• Content Objective:
  • SWD comprehension of the basic powers that are held within the three branches of the U.S. government by outlining each power and its purpose in a thinking map
• Language Objective:
  • Students will read and record the basic powers that are held within the three branches of the U.S. government by creating a tree map

Supplemental Materials: Syllabus-Classroom Rules and Procedures, Article of the Week Rubric and Thinking Map-Basic Powers of Government-Tree Map (pg. 5)

Syllabus-Classroom Rules and Procedures

US Government-Syllabus-2017

Article of the Week Rubric

Article of the Week-Rubric-2016

Thinking Map-Basic Powers of Government-Tree Map (pg. 5)