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

U.S. History

Wednesday-10/05/16:

• Bell Work-1.) What justification does Senator Beveridge make for America’s position of control over the Philippines? 2.) Identify based on the text what Senator Beveridge feels the mission of the United States is? 3.) Imagine you are a President William McKinley and you just finished reading this message from Senator Beveridge. Would you be in favor Senator Beveridge’s belief that it is our constitutional duty to hold and protect our territorial holdings or should the United States release our control over the Philippines and allow them to experience the same freedom we hold so dear?   
• Attendance- While Class is Doing Bell Work
• Procedure-Vocab Check-Chapter 10-Section 1-Imperialism and America
• Thinking Map-Imperialism-Bubble Map
• Foldable Notes-Chapter 10-Imperialism and America
• Daily Objective-

• Content Objective:
  • SWD synthesis of the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by compiling information in student led notes
• Language Objective:
  • 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 guided notes

 

Supplemental Materials: Thinking Map-Imperialism-Bubble Map

territorial-expansionism-and-imperialism-tree-map-us

 

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Government

Wednesday-10/05/16:

• Bell Work-1.) Based on historical context and the political cartoon identify the person who is kicking the English man out of the United States? 2.) What would have happened to the framers of the Constitution in response to political cartoons like this had they ultimately failed to win the Revolutionary War? 3.) How effective would a political cartoon like this be in galvanizing support for the pro-British movement as we entered the Revolutionary War?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 2- Section 5-Ratifying the Constitution
• Notes-Chapter 2- Section 5-Ratifying the Constitution
• Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD comprehension of the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution by clarifying the purpose of a section lecture through conversation
  • SWD synthesis of the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution by interacting in a short presentation and creating a set of student centered guided notes
  • SWD evaluation of the materials covered in Chapters 1 and 2 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 1 and 2 by completing a structured inquiry based study guide
  • Student will read and record information pertaining to the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through listening to a short lecture and creating student centered guided notes
  • Students will listen and discuss information pertaining the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution by listening to a short guided presentation and discussing the impact of expansionism with their elbow partner

 

Supplemental Materials: Presentation-Chapter 2- Section 5-Ratifying the Constitution, Notes-Chapter 2- Section 5-Ratifying the Constitution and Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

 

Presentation-Chapter 2- Section 5-Ratifying the Constitution

the-constitution-2016

 

Notes-Chapter 2- Section 5-Ratifying the Constitution

chapter-2-section-5-guided-notes-high

 

Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

chapter-1-and-2-learning-target-study-guide-2016

 

 

U.S. History

Tuesday-10/04/16:

• Bell Work-1.) Identify the two important figures in this political cartoon? 2.) Identify the underlying theme of the cartoon? 3.) How do you feel about the idea conveyed in the cartoon that the U.S. does not respect the sovereignty of weaker countries around the world and that they exist only as an appetizer for our colonial aspirations?
• Attendance- While Class is Doing Bell Work
• Video Clip-Last Week Tonight with John Oliver: U.S. Territories (HBO) (13:11 min)
• Presentation-Chapter 10-Section 1-Imperialism and America
• Daily Objective-

• Content Objective:
  • SWD comprehension of the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by clarifying the purpose of a section lecture through conversation
• Language Objective:
  • Students will listen and discuss information pertaining to the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by listening to a short guided presentation and discussing the impact of expansionism with their elbow partner

 

Supplemental Materials: Presentation–Chapter 10-Section 1-Imperialism and America

chapter-10-section-1-power-point

 

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Government

Tuesday-10/04/16:

• Bell Work-1.) Based on the primary source how does King George III view the colonist’s decision to rebel against his authority? 2.) Imagine that you were King George III and you learned that the American colonists were rebellion against your royal decrees how would you have handled putting down a rebellion in your most profitable colony? 3.) How would you have felt about this statement from King George III if you were an English colonist living in North America who had previously defended the monarch’s divine right to rule over his colonial possessions?
• Attendance- While Class is Doing Bell Work
• Activity-Writing a Student Declaration of Independence (Day 3)
• 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: Activity-Writing a Student Declaration of Independence (Day 3)

creating-a-student-declaration-activity-2016

 

U.S. History

Monday-10/03/16:

• Bell Work-1.) Identify the statement that supports Senator Beveridge’s belief that America is the greatest nation in the world. 2.) According to the text why are Puerto Rico, the Philippines and Cuba so lucky that American’s stepped in to help with their affairs? 3.) Do you think Senator Beveridge is contradicting himself in his call for freeing Cuba from a restrictive government by saying “Think of the hundreds of thousands of Americans who will build a soap-and-water, common-school civilization of energy and industry in Cuba, when a government of law replaces the double reign of anarchy and tyranny”?
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity- Chapter 10-America Claims an Empire
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 10 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 10 through the use of a frayer model vocabulary activity

 

Supplemental Materials: Frayer Model Set Up and Vocabulary- Chapter 10-America Claims an Empire

Frayer Model Set Up

frayer-vocabulary-model

 

Vocabulary- Chapter 10-America Claims an Empire

chapter-10-vocab-match-up-terms

chapter-10-vocabulary-match-up

 

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Government

Monday-10/03/16:

• Bell Work-1.) What can we infer was Patrick Henry’s main purpose for giving this speech in front of the Virginia House of Burgess? 2.) Select one of Patrick Henry’s three criticisms of the Stamp Act and discuss how this position reflected the frustrations of many colonists living in the mid 1760’s? 3.) What was the significance of Henry’s statement “…if this be treason, make the most of it” in relation to the impending conflict with the British? 
• Attendance- While Class is Doing Bell Work
• Activity-Writing a Student Declaration of Independence (Day 2)
• Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• 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
  • SWD evaluation of the materials covered in Chapter 1 and 2 through summarizing key information in a structured study guide
• 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
  • 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: Activity-Writing a Student Declaration of Independence (Day 2) and Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  

Activity-Writing a Student Declaration of Independence (Day 2)

creating-a-student-declaration-activity-2016

declaration-of-independence

 

Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

chapter-1-and-2-learning-target-study-guide-2016

 

Power Points: Chapter 1 and 2

characteristics-of-a-state

origins-of-the-state-2015

the-purpose-of-government-2015

forms-of-government

chapter-2-section1-our-political-beginnings-2016

the-constitution-2016

declaration-to-articles

founding-fathers

chaper-2-sections-5-ppt