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

U.S. History

Wednesday-11/30/16:

• Bell Work-) Write in your own words based on the background information included above the text box how the Klan’s original goals of oppression against one race evolved overtime to oppress a multitude of ethnic groups? 2.) What are some of the motives behind the Klan’s anger towards the changes going on in America during the 1920’s? 3.) Examine the following line “… and finally even our right to teach our own children in our own school’s fundamental facts and truths have been torn away from us”. Do you think that even though the members of the Klan were teaching morally reprehensible ideas should they still have the right to educate their children in the ways they believe are best? *Please explain your thoughts

• Attendance- While Class is Doing Bell Work
• Procedure-Collect Chapter 11 Notes
• Presentation-Chapter 12-Section 1-America Struggles with Post War Issues

• Post War Trends to Limiting of Immigration

• SSR Article-Sacco and Vanzetti Put to Death Early This Morning

• w/ Meta-cognitive Log

• Daily Objective-

• Content Objective:
  • SWD synthesis the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan by interacting in a short presentation
  • SWD evaluation of the execution of Sacco and Vanzetti and how their deaths are attributed to the mass hysteria produced during the “Red Scare” by evaluating a primary source and responding to inquiry based log
• Language Objective:
  • Student will read and record information pertaining to the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan through listening to a short lecture
  • Students will read and respond to an article pertaining to the execution of Sacco and Vanzetti and how their deaths are attributed to the mass hysteria produced during the “Red Scare” by examining a primary source and responding to and meta-cognitive log

Supplemental Materials: Presentation-Chapter 12-Section 1-America Struggles with Post War Issues, SSR Article-Sacco and Vanzetti Put to Death Early This Morning w/ Meta-cognitive Log

Presentation-Chapter 12-Section 1-America Struggles with Post War Issues

chapter-12-section-1-america-struggles-with-post-war-issues

SSR Article-Sacco and Vanzetti Put to Death Early This Morning w/ Meta-cognitive Log

ssr-meta-cognitive-log-template

sacco-and-vanzetti-put-to-death-early-this-morning-ssr-article-high

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Government

Wednesday-11/30/16:

• Bell Work-1.) Can you name the nursery rhyme that this political cartoon is referencing? 2.) What is the underlying theme of the political cartoon? 3.) When reflecting on the 2016 Presidential Election and the struggles of the GOP to maintain a unified party platform, do you feel the shakeups that have occurred will results in positive changes for the Republican Party going forward or have they taken a major step back with how Donald Trump’s nomination has divided the party? *Thoroughly explain your position
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 7-The Election Process
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 7 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 7 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 7-The Election Process

frayer-vocabulary-model

chapter-7-vocabulary

U.S. History

Monday-11/28/16:

• Bell Work-1.) Based on the excerpt above please describe what is happening in 1917 that seems to be frightening many Americans. 2.) Based on the excerpt what can we identify as some of the potential motives behind the anti-Communist hysteria led Attorney General A. Mitchell Palmer in 1919? 3.) Imagine you were a member of the U.S. government living sometime in between 1917 and 1920. How would you have handles the “Red Scare”? *Would you have given into the fear or would you work to stop the spread of mass hysteria? Please explain why or why not  
• Attendance- While Class is Doing Bell Work
• Review Activity-SLOT Review-SOAPS “Money Can’t Buy Love”
  • Annotate and Identify “SOAPS”
• Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 12 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 12 through the use of a frayer model vocabulary activity

Supplemental Materials-Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties

frayer-vocabulary-model

chapter-12-vocabulary-list

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Government

Monday-11/28/16:

• 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 artist’s choice to depict the man with the starting pistol as the embodiment of the “GOP”? Why might he have chosen them instead of the Democratic Party?
• Attendance- While Class is Doing Bell Work
• Review Activity-SLOT Review-SOAPS “Money Can’t Buy Love”
  • Annotate and Identify “SOAPS”
• SSR Article-Give Ex-Cons the Right to Vote

• w/ SSR-Meta-Cognitive Log-Template-Half-Sheet

• Presentation-Chapter 6-Section 2-Voter Qualification

• Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote

• Video Clip-Murder in Mississippi

• Literacy Test Scene (16:10 to 20:36 min)

• Daily Objective-

• Content Objective:
  • SWD evaluation of the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by evaluating a primary source and responding to inquiry based log
  • SWD analysis of how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed by interacting in a short presentation
• Language Objective:
  • Students will read and respond to an article pertaining to the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by examining a primary source and responding to and meta-cognitive log
  • Students will read and record information pertaining to how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed through listening to a short lecture

Supplemental Materials-SSR Article-Give Ex-Cons the Right to Vote w/ SSR-Meta-Cognitive Log-Template-Half-Sheet

and Presentation-Chapter 6-Section 2-Voter Qualification

SSR Article-Give Ex-Cons the Right to Vote w/ SSR-Meta-Cognitive Log-Template-Half-Sheet

give-ex-cons-the-right-to-vote-ssr-article

ssr-meta-cognitive-log-template

Presentation-Chapter 6-Section 2-Voter Qualification

chapter-6-section-2-voter-qualifications-power-point

U.S. History

Tuesday-11/22/16:

• Bell Work-Please take out your video questions for The Lost Battalion. With your elbow partner please discuss the questions you answered yesterday and the major themes of the video up to point we left off at yesterday.
• Attendance-While Class is Doing Bell Work
• Video-The Lost Battalion (Day 3)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
• Language Objective:
  • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

Supplemental Materials: The Lost Battalion-Video Questions

lost-batallion-video-questions

Video Link-The Lost Battalion

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Tuesday-11/22/16:

• Bell Work-1.) 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
• Video-Why do Americans vote on Tuesdays? (3:27 min)
• Activity-State of Michigan Voter Registration Application and Identification Form
• Daily Objective-

• Content Objective:
  • SWD analysis of the requirements and responsibilities associated with voter qualification by examining a voter registration form and completing student led notes on voter qualifications.
• Language Objective:
  • Students will read and record the requirements and responsibilities associated with voter qualification through the use of a voter registration activity and student driven guided notes.

Supplemental Materials: Activity-State of Michigan Voter Registration Application and Identification Form

mi-voter-registration-chapter-6

state-of-michigan-voter-registration-application-and-identification-form-chapter-6

Video Link: Why do Americans vote on Tuesdays? (3:27 min)

U.S. History

• Bell Work-Please take out your video questions for The Lost Battalion. With your elbow partner please discuss the questions you answered yesterday and the major themes of the video up to point we left off at yesterday.
• Attendance-While Class is Doing Bell Work
• Video-The Lost Battalion (Day 2)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
• Language Objective:
  • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

Supplemental Materials: The Lost Battalion-Video Questions

lost-batallion-video-questions

Video Link-The Lost Battalion

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Government

Monday-11/21/16:

• Bell Work-1.) What is the underlying theme behind this excerpt from Elizabeth Cady Stanton’s speech? 2.) Can you distinguish the difference between the focus of this document and the others in terms of the date it was written and the message it is trying to convey? 3.) What can you predict based on the pervious documents and your prior knowledge might be the reaction of male voters after hearing this speech?
• Attendance- While Class is Doing Bell Work
• Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)
• Presentation-Chapter 6-Section 2-Voter Qualification

• Universal Requirements-Citizenship, Residence and Age

• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle of women and people of color to achieve suffrage by evaluating a primary source and responding to inquiry based questions
  • SWD analysis of how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed by interacting in a short presentation
• Language Objective:
  • Students will read and respond to a letter addressing the struggle of women and people of color to achieve suffrage by examining a primary source and responding to inquiry and opinion based questions
  • Students will read and record information pertaining to how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed through listening to a short lecture

U.S. History

Friday-11/18/16:

• Bell Work-1.) What is the key characteristic the pie chart is depicting? 2.) If we wanted to make this pie chart easier to understand how might we categorize the information? 3.) Considering that following WWI the Treaty of Versailles made Germany completely responsible for the “War to End All Wars”. How might their massive loss of over 1.7 million people complicate their ability to pay back the reparations demanded of them?
• Attendance- While Class is Doing Bell Work
• Video-The Lost Battalion (Day 1)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
• Language Objective:
  • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

Supplemental Materials: The Lost Battalion-Video Questions

lost-batallion-video-questions

Video Link-The Lost Battalion

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Government

Friday-11/18/16:

• Bell Work-1.) Based on the information above what can we distinguish is the largest shift amongst voters when comparing the popular vote from the 1980 and 1992 elections? 2.) Despite a candidates ability to receive a share of the popular vote what is the realistic outcome for third-party or independent candidate based on the presence of the Electoral College? 3.) Based on this data is there a better solution to fairly electing a president other than relying solely on the results of the Electoral College?
• Attendance- While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Voting (HBO) (14:08 min)

• Reflection Question: What are some of the problems that exist that makes registering to vote or simply voting a frustrating process for many Americans?
• Activity-Current Events 11/18
• 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

Video Link-Last Week Tonight with John Oliver: Voting (HBO) (14:08 min)

U.S. History

Thursday-11/17/16:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 11 Sections 1 through 4. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Quiz- Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering Chapter 10 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 11 by completing a multiple choice and matching quiz

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Government

Thursday-11/17/16:

• Bell Work-) Based on the map interpret why a correlation exists between location and negative attitudes toward women’s suffrage? 2.) Based on historical data identify the motives behind the decision of certain states to grant women suffrage prior to it becoming a federal law? 3.) Imagine you’re part of the majority of citizens living in the black states (non-suffrage states) how would you feel about the passage of the 19th Amendment?
• Attendance- While Class is Doing Bell Work
• Procedure-Current Events Set Up-11/18
• Notes-Chapter 6-Section 1-The Right to Vote
• Daily Objective-
  • Content Objective:
    • SWD analysis of the process in which suffrage was extended to American citizens and the qualifications a voter must meet today by outlining important information in guided notes
  • Language Objective:
    • Students will read and record information pertaining to process in which suffrage was extended to American citizens and the qualifications a voter must meet today by reading through text and completing a set of student led guided notes.

Supplemental Material: Procedure-Current Events Set Up-11/18 and Notes-Chapter 6-Section 1-The Right to Vote

Procedure-Current Events Set Up-11/18

current-events-template-2016

Notes-Chapter 6-Section 1-The Right to Vote

chapter-6-scection-1-guided-notes

U.S. History

Wednesday-11/16/16:

• Bell Work-1.) Describe which major event occurred that led to each of these documents being created. 2.) Create a double bubble map on your bell work sheet. Identify within your map three to four ideas that are unique to each document and two to three similarities that each document shares with the other.

• Map Guiding Question: How can we compare and contrast the major provisions included in Woodrow Wilson’s Fourteen Points with those included in the Treaty of Versailles?
• Frame Guiding Question: What are two key provisions that could be pulled from each document that could serve as the foundation of a brand new Treaty that would be fair to all nations?

• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 11-Section 4-Wilson Fights for Peace
• Study Guide Review Time-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD synthesis of Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe by interacting in a short presentation
  • SWD evaluation of the materials covered in Chapter 11 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 11 Sections 1-4 by completing a structured inquiry based study guide
  • Student will read and record information pertaining to Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe through listening to a short lecture

Supplemental Materials: Presentation-Chapter 11-The First World War,Study Guide Review Time-Chapter 11-The First World War and Vocabulary-Chapter 11-The First World War

Presentation-Chapter 11-The First World War

chapter-11-the-first-world-war-2016

Study Guide Review Time-Chapter 11-The First World War

chapter-11-learning-target-study-guide

Vocabulary-Chapter 11-The First World War

chapter-11-vocab-match-up-terms

chapter-11-vocabulary-match-up

Textbook PDF-Chapter 11-The First World War

the-americans-chapter-11-section-1

the-americans-chapter-11-section-2

the-americans-chapter-11-section-3

the-americans-chapter-11-section-4

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Government

Wednesday-11/16/16: Late Start-Meeting in A106

• Bell Work-1.) Identify the two states with the highest number of electoral votes? What can we infer is the primary reason why they have received so many votes? 2.) Based on the knowledge that a candidate must receive at least 270 electoral votes in order to be named president please identify the minimum number of states a candidate must win in order to reach the 270 vote threshold. 3.) Based on the information contained in the map create a short argument to support either the need to keep the Electoral College or the necessity to abolish the Electoral College?
• Attendance- While Class is Doing Bell Work
• Video-Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?

• Vocabulary Frayer Model Activity-Chapter 6-Voters and Voter Behavior
• Daily Objective-

• Content Objective:
  • SWD analysis of the process in which suffrage was extended to American women and the struggles of other minorities who are living in this country by outlining important information in guided notes
  • SWD analysis of key terms associated with the unit covering Chapter 6 by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read and record information pertaining to process in which suffrage was extended to American women and the struggles of other minorities who are living in this country and the qualifications a voter must meet today by reading through text and completing a set of student led guided notes.
  • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 6 through the use of a frayer model vocabulary activity

Video Link-Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?

U.S. History

Tuesday-11/15/16: Fall Sports Banquet-Boy Soccer 6:30 pm @DHS

• Bell Work-1.) What can we identify is Raymond Fosdick’s view on how European nations like France see the League of Nations? 2.) What do you believe Fosdick means when he says “The League stands for … the protection of backward peoples”? Who specifically might he be referring to? 3.) After reading this excerpt would you be inclined to defend Fosdick’s position on the League of Nations or do you have a different opinion as to the effectiveness of the organization? Why do you feel that way? * Please elaborate on your feelings
• Attendance- While Class is Doing Bell Work
• Notes-Chapter 11-Section 4-Wilson Fights for Peace
• Study Guide-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD synthesis of Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe by compiling information in student led notes
  • SWD evaluation of the materials covered in Chapter 11 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 11 Sections 1-4 by completing a structured inquiry based study guide
  • Student will read and record information pertaining to Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe through creating student centered guided notes

Supplemental Materials: Notes-Chapter 11-Section 4-Wilson Fights for Peace and Study Guide-Chapter 11-The First World War

Notes-Chapter 11-Section 4-Wilson Fights for Peace

notes-outline-chapter-11-section-4

Study Guide-Chapter 11-The First World War

chapter-11-learning-target-study-guide

Textbook PDF-Chapter 11-Section 4-Wilson Fights for Peace

the-americans-chapter-11-section-4

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Government

Tuesday-11/15/16:

• Bell Work- 1.) What is the main purpose behind the United Sates decision to enact the Fifteenth Amendment? 2.) Despite the noble goal of the Fifteenth Amendment what is one major problem that it fails to address? 3.) How would you feel as an African-American woman following the passage of the Fifteenth Amendment? How might you express your concerns? *Keep in mind women did not receive full suffrage rights until the passage of the Nineteenth Amendment
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 6-Voters and Voter Behavior
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 6 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 6 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 6-Voters and Voter Behavior

frayer-vocabulary-model

chapter-6-vocabulary

U.S. History

Thursday-11/10/16:

• Bell Work-1.) Based on the information contained within the primary source create a definition in your own words for the Sedition Act. 2.) What freedoms are suspended by the Sedition Act and what are some of the problems that might happen as a result of this act being passed? 3.) How would you have handled the passage of this act if you were an American citizen living in 1918? Would you have taken a similar approach to Eugene Debs or would you bite your tongue in fear of getting arrested?  
• Attendance- While Class is Doing Bell Work
• Activity-Weapons of WWI-Webquest
• Daily Objective-

• Content Objective:
  • SWD synthesis of the impact that newly developed weapons had on combat during World War I by compiling information in a collaborative webquest then integrating and layering the information into a structured writing prompt
• Language Objective:
  • Students will read, research and orally discuss information pertaining to the impact that newly developed weapons had on combat during World War I by completing a partner based webquest then using the information gathered to construct a well formed essay response

Supplemental Materials: Activity-Weapons of WWI-Webquest

weapons-of-wwi-webquest-2016-sentance-stems

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Government

Thursday-11/10/16:

• Bell Work-1.) Who are the figures in the political cartoon designed to represent? 2.) What is the underlying theme of the political cartoon?3.) Considering we are just over twenty four hours away from learning the results of the 2016 Presidential election, how do you feel about all of the negative ads put out by the candidates? Would it change your opinion of the candidates if they focused more on positive ads than negative ads?
• Attendance- While Class is Doing Bell Work
• Activity-Political Parties Booklet (Day 1)
  •  Explanation of directions and beginning of project

• Daily Objective-

• Content Objective:
  • SWD synthesis of the core beliefs of the Republican and Democratic parties along with tracking the states won during the 2016 primaries by creating a political activity booklet
• Language Objective:
  • Students will read and record information defining the core beliefs of the Republican and Democratic parties along with tracking the states won during the 2016 primaries by using chrome books to complete internet research designed to provoke political inquiry

Supplemental Materials: Activity-Political Parties Booklet

political-parties-booklet-activity-instructions-update-2016

political-parties-booklet-activity-chapter-5-example-cover

political-parties-booklet-activity-chapter-5-2016-update

political-parties-booklet-activity-pie-chart

U.S. History

Wednesday-11/09/16:

• Bell Work-1.) Based on your prior knowledge what ship is the United States supposed to represent in this political cartoon? 2.) What might the motives of the artist have been in drawing the major issues that emerged after WWI as icebergs? 3.) Based on the fact that the U.S. withdrawal from European affairs following WWI led to an unstable region in which Germany was able to rebuild itself. Would there have been a better solution for the U.S. then simply trying to avoid Europe’s problems or in your mind did they make the right call for the time? 
• Attendance- While Class is Doing Bell Work
• Guided Notes-Chapter 11-Section 3-The War at Home
• Thinking Maps-The War at Home-Tree Map and The War Encourages Social Change Flow Map
• Daily Objective-

• Content Objective:
  • SWD analysis of the attacks on American civil liberties that changed the social landscape of the United States during WWI by interacting in a short presentation
• Language Objective:
  • Students will read and record information pertaining to the attacks on American civil liberties that changed the social landscape of the United States during WWI through listening to a short lecture

Supplemental Materials: Presentation-Chapter 11-Section 3-The War at Home

chapter-11-the-first-world-war-2016

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Government

Wednesday-11/09/16:

• Bell Work-1.) Who are the figures in the political cartoon designed to represent? 2.) What is the underlying theme of the political cartoon?3.) Considering we are just over twenty four hours away from learning the results of the 2016 Presidential election, how do you feel about all of the negative ads put out by the candidates? Would it change your opinion of the candidates if they focused more on positive ads than negative ads?
• Attendance- While Class is Doing Bell Work
• Activity-Political Parties Booklet (Day 1)
  •  Explanation of directions and beginning of project

• Daily Objective-

• Content Objective:
  • SWD synthesis of the core beliefs of the Republican and Democratic parties along with tracking the states won during the 2016 primaries by creating a political activity booklet
• Language Objective:
  • Students will read and record information defining the core beliefs of the Republican and Democratic parties along with tracking the states won during the 2016 primaries by using chrome books to complete internet research designed to provoke political inquiry

Supplemental Materials: Activity-Political Parties Booklet

political-parties-booklet-activity-instructions-update-2016

political-parties-booklet-activity-chapter-5-example-cover

political-parties-booklet-activity-chapter-5-2016-update

political-parties-booklet-activity-pie-chart