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

U.S. History

Monday-10/17/16:

• Bell Work-1.) Identify the key characters in the political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) What do you think about the way the artist depicted the look of Spain in this political cartoon? 
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 10-America Claims and Empire
• Study Guide Review Time- Chapter 10-America Claims and Empire
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 10 by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covered in Chapter 10 Sections 1-5 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 10 through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covered in Chapter 10 Sections 1-4 by completing a structured inquiry based study guide

Supplemental Materials: Vocabulary Match-up Activity-Chapter 10-America Claims and Empire, Study Guide Review Time- Chapter 10-America Claims and Empire, Power Point-Chapter 10-America Claims an Empire and Test Materials-Chapter 10-America Claims and Empire

Vocabulary Match-up Activity-Chapter 10-America Claims and Empire

chapter-10-vocab-match-up-terms

chapter-10-vocabulary-match-up

Study Guide Review Time- Chapter 10-America Claims and Empire

chapter-10-learning-target-study-guide

Power Point-Chapter 10-America Claims an Empire

chapter-10-america-claims-and-empire-power-point

Test Materials-Chapter 10-America Claims and Empire

chapter-10-test-materials

Textbook PDF-Chapter 10-America Claims an Empire

chapter-10-textbook-pdfs

________________________________________________________________________

Government

Monday-10/17/16:

• Bell Work-1.) According to the excerpt what year would an “alien” have had to arrive in the United States in order to apply for citizenship at the time of this legislations passage? 2.) Describe the reasons some Americans were critical of the Naturalization Act, as well as the Alien and Sedition Acts passed previously? 3.) Imagine that you are an immigrant who just arrived in the United States why might you feel an act like this was unfair considering the fact that the nation itself was still in its infancy?
• Attendance- While Class is Doing Bell Work
• Video-John Adams-Episode 2-Independence (HBO)-Day 1 (92 min total minutes)

• First 40 minutes w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions
• Language Objective:
  • Students will listen, and record information pertaining to the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

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

hbo-john-adams-episode-two-video-questions

U.S. History

Chapter 10-America Claims an Empire-Full Study Guide

chapter-10-learning-target-study-guide

U.S. History

Friday-10/14/16: Half-Day: Afternoon PD

• Bell Work-1.) Based on your prior knowledge and the information contained in the political cartoon please identify who the tailor is meant to symbolize? 2.) Identify the central theme(s) of the political cartoon? 3.) What can we infer is the significance behind the words written on Uncle Sam’s pants and rolls of fabric located behind the tailor?
• Attendance- While Class is Doing Bell Work
• Study Guide-Chapter 10-America Claims an Empire
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapter 10 Sections 1-4 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapter 10 Sections 1-4 by completing a structured inquiry based study guide

Supplemental Materials: Study Guide-Chapter10-America Claims an Empire and Chapter 10-America Claims an Empire-Power Point

Study Guide-Chapter 10-America Claims an Empire

chapter-10-learning-target-study-guide-part-1

Chapter 10-America Claims an Empire-Power Point

chapter-10-america-claims-and-empire-power-point

Textbook PDF-Chapter 10-America Claims an  Empire

the-americans-chapter-10-section-1

the-americans-chapter-10-section-2

the-americans-chapter-10-section-3

the-americans-chapter-10-section-4

________________________________________________________________________

Government

Friday-10/14/16: ½ Day-Afternoon PD

• Bell Work-1.) Identify the main theme of this political cartoon? 2.) How can we distinguish the Republican and Democrats approach   to the issues our country is facing financially? 3.) What do you think about the fact that the United States owes trillions of dollars in debt to foreign nations yet instead of taking an accelerated approach to paying it off we are still providing billions of dollars in foreign aid to other nations? 
• Attendance- While Class is Doing Bell Work
• Activity-Fall Pep Rally
• Daily Objective-

• Content Objective:
  • None
• Language Objective:
  • None

Dear Parents,

If you are an AOL email user, please be aware that you may not receive email notifications due to AOL policies. We are working to resolve this issue with AOL.

Thank you for your patience while we work with AOL to make sure you get classroom notifications from your teacher.

Sincerely,

Technology Department

U.S. History

Thursday-10/13/16:

• Bell Work-1.) Identify the major themes of the political cartoon? 2.) Describe how the political cartoon represents the difference between the terrible conditions that existed before American intervention and the position the countries are in after? 3.) Based on the political cartoon and what you have learned in class what do think was America’s primary agenda in fighting for the freedoms of these “oppressed” people?
• Attendance- While Class is Doing Bell Work
• Video-Animaniacs-The Panamá Cana (1:47 min)
• Presentation-Chapter 10-Section 4-America as a World Power
• Student Notes-Chapter 10-Section 4-America as a World Power
• Daily Objective-

• Content Objective:
  • SWD synthesis of how Theodore Roosevelt’s position on foreign policy and Woodrow Wilson’s idea of missionary diplomacy promoted Americas position of power in the southern hemisphere by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to how Theodore Roosevelt’s position on foreign policy and Woodrow Wilson’s idea of missionary diplomacy promoted Americas position of power in the southern hemisphere through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 10-Section 4-America as a World Power and Student Notes-Chapter 10-Section 4-America as a World Power

Presentation-Chapter 10-Section 4-America as a World Power 

chapter-10-america-claims-and-empire-power-point

Student Notes-Chapter 10-Section 4-America as a World Power

notes-outline-chapter-10-section-4

Video-Animaniacs-The Panamá Cana (1:47 min)

https://www.youtube.com/watch?v=EGMBUzFyVl4

________________________________________________________________________

Government

Thursday-10/13/16:

• Bell Work-1.) Identify the main reason why President Washington seem to oppose political parties? 2.) Are you a person who agrees with President Washington’s warning to the American people? 3.) Considering the criticism of the current two party system that exists in the United States why do think President Washington’s statement that “It (political parties) agitates the community with ill-founded jealousies and false alarms” resonates with so many American’s today?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments)
• Activity-Change by Other Means (Methods of Change)
• Daily Objective-

• SWD synthesis of the process in which laws are in traduced and changes can be made to legislative policy without having to formally amend the Constitution of the United States by interacting in a short presentation and creating a set of student centered guided notes

• Language Objective:
  • Student will read and record information pertaining to the process in which laws are in traduced and changes can be made to legislative policy without having to formally amend the Constitution of the United States through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments) and Activity-Change by Other Means (Methods of Change)

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

informal-amendments-2015

Activity-Change by Other Means (Methods of Change)

change-by-informal-means-chapter-3-section-3-activity

U.S. History

Wednesday-10/12/16: U.S. History Test Retake Chapter 9-After School 2:25pm

• Bell Work-1.) Describe what is happening in the political cartoon? 2.) Identify the artists reasoning for depicting Cuba as a weak individual in need of Uncle Sam’s protection? 3.) How would you feel as a Cuban citizen in the midst of fighting a war against Spain for independence if you were to see this cartoon?
• Attendance- While Class is Doing Bell Work
• Activity-Platt Amendment (Cornell Notes)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by clarifying the purpose of a section lecture through conversation
  • SWD synthesis of the factors contributing to the end of the Spanish-American war and the creation of the Platt Amendment by compiling information in structured student led notes
• Language Objective:
  • Students will listen and discuss information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by listening to a short guided presentation and discussing the impact of expansionism with their elbow partner
  • Students will read and record information pertaining to the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by creating student centered Cornell notes

Activity-Platt Amendment (Cornell Notes)

platt-amendment-activity

cuba-and-the-platt-amendment-cornell-notes-us

________________________________________________________________________

Government

Wednesday-10/12/16:

• Bell Work-1.) Based off of the comments in the cartoon who can you infer the subjects are referring to? 2.) What is the underlying theme of this political cartoon? 3.) What do you think about the position the Bush administration is depicted as having towards foreign POW’s (Prisoners Of War) in this cartoon? Do you think they would respond differently if foreign leaders took the same position towards American POW’s?
• Attendance-While Class is Doing Bell Work
• Procedure-Vocabulary Booklet Check-Chapter 9
• Procedure-Text Reflection Review
• Presentation-Formal Amendments-Chapter 3-Section 3
• Activity-Bill of Rights Foldable
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which amendments are formally added to the Constitution by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the process in which amendments are formally added to the Constitution through listening to a short lecture and creating student centered guided notes

Supplemental Materials:

chapter-3-section-2-formal-amendments

U.S. History

Tuesday-10/11/16:

• Bell Work-) Identify the underlying theme behind William Jennings Bryan argument against keeping the Philippines? 2.) Describe what William Jennings Bryan meant when he said “if government derive their just powers from the consent of the governed, it is impossible to secure title to people, either by force or by purchase”? 3.) Based on William Jennings Bryan’s comments how was the United States taking a contradictory approach to the Philippines as territorial holding?
• Attendance- While Class is Doing Bell Work
• Procedure-Chapter 9 Test Review
• Presentation-Chapter 10-Section 3-Aquiring New Lands-Outline Notes
• Video Clip-American Imperialism: Crash Course US History #28 (14:03 min)
  • Reflection Question: How did the United States use the concept of imperialism to grow our position as a global power?
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by clarifying the purpose of a section lecture through conversation
  • Language Objective:
    • Students will listen and discuss information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by listening to a short guided presentation and discussing the impact of expansionism with their elbow partner

Supplemental Materials: Presentation-Chapter 10-Section 3-Aquiring New Lands

chapter-10-section-3-power-point

Video Clip-American Imperialism: Crash Course US History #28 (14:03 min)

• Reflection Question: How did the United States use the concept of imperialism to grow our position as a global power?

________________________________________________________________________

Government

Tuesday-10/11/16:

• Bell Work-1.) Looking at it from Sun Yat-sen’s point of view in 1924, why should he want a powerful government? Why does he contrast his desire with a Western fear of powerful government? 2.) Sun lays out four ways in which popular sovereignty will be exercised. Are there ways in which popular sovereignty could be exercised that Sun fails to mention? If so, why might he mention them? 3.) Considering the systems of government available at the time (1924), which other models around the world does Sun’s vision most closely resemble? Why? 
• Attendance- While Class is Doing Bell Work
• Thinking Map-Federalism: Who Has the Power?-Double Bubble Map
• Presentation-Chapter 3-Section 1-Basic Principle
• Student Led Notes-Chapter 3-Section 1-Basic Principle
• Daily Objective-

• Content Objective:
  • SWD synthesis of the six basic concepts the United States Constitution was built around by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the six basic concepts the United States Constitution was built around through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 3-Section 1-Basic Principle and Student Led Notes-Chapter 3-Section 1-Basic Principle

Presentation-Chapter 3-Section 1-Basic Principle

chapter-3-section-1-power-point

Student Led Notes-Chapter 3-Section 1-Basic Principle

chapter-3-section-1-guided-notes-high

U.S. History

Monday-10/10/16:

• Bell Work-) Identify the main theme of the political cartoon? 2.) Why do you think the artist chose to illustrate Uncle Sam’s growth from a child to an adult with an accompanying timeline? 3.) Explain why the final image of Uncle Sam is drawn as a portly man holding a ship? How does this image of Uncle Sam correlate to the final image of the hands of friendship being extended to the U.S. by European nations?
• Attendance-While Class is Doing Bell Work
• Vocabulary Match up-Chapter 10-America Claims and Empire
• Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico–Double Bubble Map
• Notes-Chapter 10-Section 3-Aquiring New Lands-Outline Notes
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering Chapter 10 by manipulating of vocabulary terms in a collaborative activity
    • SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by compiling information in student led notes
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 10 through the use of a vocabulary match-up activity
    • Students will read and record information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by creating student centered guided notes

Supplemental Materials: Vocabulary Match up-Chapter 10-America Claims and Empire, Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico-Double Bubble Map and Notes-Chapter 10-Section 3-Aquiring New Lands-Outline Notes

Vocabulary Match up-Chapter 10-America Claims and Empire

chapter-10-vocabulary-match-up

chapter-10-vocab-match-up-terms

Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico-Double Bubble Map

imperialism-in-cuba-and-puerto-rico-double-bubble-map-us

Notes-Chapter 10-Section 3-Aquiring New Lands-Outline Notes

notes-outline-chapter-10-section-3

Textbook PDF: Chapter 10-Section 3-Aquiring New Lands-Outline Notes

the-americans-chapter-10-section-3

________________________________________________________________________

Government

Monday-10/10/16:

• Bell Work-1.) Identify the main theme of the primary source? 2.) Describe Congressman Allen’s approach to defending the Sedition Act of 1798? 3.) How would you feel about this statement if you were Thomas Jefferson or James Madison? Explain whether or not you would be in support of Allen’s statement or against it?
• Attendance-While Class is Doing Bell Work
• Vocabulary Frayer Model Activity- Chapter 3-The Constitution
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 3 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 3 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity- Chapter 3-The Constitution

chapter-3-vocabulary

U.S. History

Friday-10/07/16:

• Bell Work-1.) Identify the main figure featured in this political cartoon? 2.) Discuss the historical significance of the political cartoon’s title “The Big Stick in the Caribbean Sea”? 3.) How effective are political cartoons like this in raising support for controversial actions taken by our government?  
• Attendance- While Class is Doing Bell Work
• Activity-Imperialism DBQ (10 min)
• Presentation-Chapter 10-Section 2-The Spanish-American War
• Student Led Notes-Chapter 10-Section 2-The Spanish-American War
• Daily Objective-

• Content Objective:
  • SWD evaluation of the process and effect of U.S. expansionism during the early twentieth century by interpreting the meaning of several primary source documents in a collaborative activity
  • SWD comprehension of the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by clarifying the purpose of a section lecture through conversation
  • SWD synthesis of the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by compiling information in student led notes
• Language Objective:
  • Students will read, discuss and record information pertaining to the process and effect of U.S. expansionism during the early twentieth century by identifying key pieces of information contained in a DBQ packet with the help of a partner
  • Students will listen and discuss information pertaining to the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by listening to a short guided presentation and discussing the impact of expansionism with their elbow partner
  • Students will read and record information pertaining to the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by creating student centered guided notes

Supplemental Materials: Activity-Imperialism DBQ (10 min), Presentation-Chapter 10-Section 2-The Spanish-American War and Student Led Notes-Chapter 10-Section 2-The Spanish-American War

Activity-Imperialism DBQ (10 min)

imperialism-dbq-2013

Presentation-Chapter 10-Section 2-The Spanish-American War

chapter-10-section-2-power-point

Student Led Notes-Chapter 10-Section 2-The Spanish-American War

chapter-10-section-2-guided-notes-high

________________________________________________________________________________________________

Government

Friday-10/07/16:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 1 and 2.

• You will be given about ten minutes to study prior to the test.

• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering Chapters 1 and 2 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 Chapters1 and 2 by completing a multiple choice and matching quiz

U.S. History

Thursday-10/06/16:

• Bell Work-1.) Based on the political cartoon what can we infer is the reason the United States and the other nations are interested in China? 2.) What would most likely happen between the other countries if Uncle Sam was not standing in the way? 3.) Do you think it was a good thing or a bad thing that the United States became so heavily involved in expansionism during the late Nineteenth Century?
• Attendance- While Class is Doing Bell Work
• Activity-Imperialism DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the process and effect of U.S. expansionism during the early twentieth century by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the process and effect of U.S. expansionism during the early twentieth century by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: Imperialism DBQ

imperialism-dbq-2013

________________________________________________________________________

Government

Thursday-10/06/16:

• Bell Work-1.) Based on the context of the primary source who is the author referencing when he says “When in the course of human events it became necessary for the American people to dissolve the political ties by which they had been bound”? 2.) How are the author’s problems with the German Emperor similar to the colonist’s problems with King George III? 3.) What changes would you recommend to this passage in order to make it more relevant to a modern audience dealing with a current social issue?
• Attendance- While Class is Doing Bell Work
• Activity-Breaking Down the Articles of Confederation
• Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
  • SWD evaluation of the materials covered in Chapters 1 and 2 through summarizing key information in a structured study guide
• Language Objective:
  • Student will read and record information pertaining to the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with the help of a partner
  • Students will read, and write the key terms and important concepts covered in Chapter 1 and 2 by completing a structured inquiry based study guide

Supplemental Materials-Breaking Down the Articles of Confederation

articles-of-confederation-supplemental-chart

the-articles-of-confederation-and-perpetual-union