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

U.S. History

Monday-11/07/16:

• Bell Work-1.) What is the main idea of the primary source? 2.) Using the information contained within the primary source please identify Wilson’s feelings towards the people of Germany? 3.) Using the primary source above please describe Wilson’s reason for wanting to go to war. Based on your personal beliefs can you defend Wilson’s reasoning or do you disagree with the approach he is trying to take? *Please thoroughly explain your reasoning 
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 11-The First World War
• Activity-WWI-DBQ
• 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 evaluation of the process and effect of the U.S. involvement during WWI the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 11 through the use of a vocabulary match-up activity
  • Students will read, discuss and record information pertaining to the process and effect of the U.S. involvement during WWI by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: Vocabulary Match-up Activity-Chapter 11-The First World War and Activity-WWI-DBQ

Vocabulary Match-up Activity-Chapter 11-The First World War

chapter-11-vocabulary-match-up

chapter-11-vocab-match-up-terms

Activity-WWI-DBQ

wwi-dbq-documents-only

________________________________________________________________________

Government

Monday-11/07/16:

• 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

Friday-11/04/16:

• Bell Work-1.) Identify the underlying theme of the political cartoon? 2.) Based on your prior knowledge which major proposal created by Woodrow Wilson is the inspiration for the political cartoon? 3.) Based on architectural concepts identify why is the United States position as the “Keystone” so important in metaphorical terms?
• Attendance- While Class is Doing Bell Work
• Video-The Century: America’s Time-1914-1919: Shell Shock (44:22 min) (Last 7 minutes)
  • w/ Guided Video Questions
• Vocabulary Match-up Activity-Chapter 11-The First World War
• Guided Notes-Chapter 11-Section 3-The War at Home
• Daily Objective-

• Content Objective:
  • SWD knowledge of the events that led the United States into the deadly conflict known as WWI by watching a film and recording video notes as a knowledge building activity
  • SWD analysis of key terms associated with the unit covering Chapter 9 by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the attacks on American civil liberties that changed the social landscape of the United States during WWI by creating a set of student centered guided notes
• Language Objective:
  • Students will watch, listen and record information pertaining to events that led United States into the deadly conflict known as WWI by watching a film and recording poignant video facts that can be used to create discussions about the root causes of WWI
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 11 through the use of a vocabulary match-up activity
  • Student 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 creating student centered guided notes

Supplemental Materials: Video-The Century: America’s Time-1914-1919: Shell Shock (44:22 min) (Last 7 minutes) w/ Guided Video Questions, Vocabulary Match-up Activity-Chapter 11-The First World War and Guided Notes-Chapter 11-Section 3-The War at Home

Video-The Century: America’s Time-1914-1919: Shell Shock (44:22 min) (Last 7 minutes) w/ Guided Video Questions

the-century-shell-shock-video-notes

Vocabulary Match-up Activity-Chapter 11-The First World War

chapter-11-vocabulary-match-up

chapter-11-vocab-match-up-terms

Guided Notes-Chapter 11-Section 3-The War at Home

notes-outline-chapter-11-section-3

Video Link: The Century: America’s Time-1914-1919: Shell Shock (44:22 min)

________________________________________________________________________

Government

Friday-11/04/16:

• Bell Work-1.) Based on the context of the excerpt from Susan Page’s article what can we identify as the important political issue she is trying to highlight? 2.) According to the primary source who is to blame for the issue of political partisanship? 3.) Why do you think Page’s decision to use the survey about education policies would be extremely effective in highlighting the division political partisanship?
• Attendance- While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Third Parties (HBO) (18:38 min)

• Activity-Current Events 11/04
• 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: Activity-Current Events 11/04

current-events-template-2016

Video Link: Last Week Tonight with John Oliver: Third Parties (HBO) (18:38 min)

U.S. History

Thursday-11/03/16: Social Studies Lit Leader Training 7:30 to 10:00

• Bell Work-1.) Identify the main theme of this political cartoon? 2.) What can we infer was the reason behind the artist’s decision to depict the five major powers as dogs in the political cartoon? 3.) What do you think is the significance of the artist decision to depict the United States as an American Bull Terrier which is a larger breed of dog compared to his decision to draw Great Britain, Germany and France as dogs of similar stature?
• Attendance- While Class is Doing Bell Work
• Video-The Century: America’s Time-1914-1919: Shell Shock (44:22 min)
  • w/ Guided Video Questions
• Daily Objective-

• Content Objective:
  • SWD knowledge of the events that led the United States into the deadly conflict known as WWI by watching a film and recording video notes as a knowledge building activity
• Language Objective:
  • Students will watch, listen and record information pertaining to events that led United States into the deadly conflict known as WWI by watching a film and recording poignant video facts that can be used to create discussions about the root causes of WWI

Supplemental Materials: Video-The Century: America’s Time-1914-1919: Shell Shock (44:22 min) Guided Video Questions

the-century-shell-shock-video-notes

Video Link: The Century: America’s Time-1914-1919: Shell Shock (44:22 min)

________________________________________________________________________

Government

Thursday-11/03/16:

• Bell Work-1.) What is the main idea (theme) of the political cartoon? 2.) What might the motive of the artist have been in drawing the national debt as a giant Godzilla type monster? 3.) Understanding that this particular cartoon highlighted one of the major issues of the 2012 election (see the caption in the lower right hand corner) what changes could we make to this cartoon that would make it relevant concerning the 2016 election?
• Attendance- While Class is Doing Bell Work
• Video-What do Democrats believe? (3:12 min)
• Video-What do Republicans believe? (3:20 min)
• Presentation-American Political Parties
• Daily Objective-

• Content Objective:
  • SWD analysis of the purpose and functions of a two party political system by interacting in a short presentation
• Language Objective:
  • Students will read and record information pertaining to the purpose and functions of a two party political system through listening and participating in a short presentation

Supplemental Materials: Presentation-American Political Parties

american-political-parties-2016

Video Link: What do Democrats believe? (3:12 min) and What do Republicans believe? (3:20 min)

What do Democrats believe? (3:12 min)

https://www.youtube.com/watch?v=NEqTJYwTpU8

What do Republicans believe? (3:20 min)

https://www.youtube.com/watch?v=aVF5Ehyedqs

U.S. History

Wednesday-11/02/16:

• Bell Work-1.) Who is the main subject of the political cartoon? 2.) What can you infer Debs means by his statement “Anyhow there are worse places than a front porch? 3.) Explain how the reason for Debs imprisonment for violating the Sedition Act by encouraging citizens to resist the military draft during WWI contradicted the very reason the United States entered the conflict according to President Wilson? (Think about what Wilson said to Congress while asking for a declaration of war) 
• Attendance- While Class is Doing Bell Work
• Video Clip-A Soldier’s Kit-WW1 Uncut: Dan Snow-BBC (5:01 min)
• Video Clip-A Soldier’s Food-WW1 Uncut: Dan Snow-BBC (3:02min)
• Video Clip-Why Barbed Wire? WWI Uncut: Dan Snow (3:56 min)
• Student Led Outline Notes-Chapter 11-Section 2-American Power Tips the Balance
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process of American mobilization upon our entry into WWI along with identifying the new weapons and medical procedures introduced during combat by creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the process of American mobilization upon our entry into WWI along with identifying the new weapons and medical procedures introduced during combat through creating student centered guided notes

Supplemental Materials-Student Led Outline Notes-Chapter 11-Section 2-American Power Tips the Balance

chapter-11-section-2-main-ideas-outline

Textbook PDF-Chapter 11-Section 2-American Power Tips the Balance

the-americans-chapter-11-section-2

Video Links: Video Clip-A Soldier’s Kit-WW1 Uncut: Dan Snow-BBC (5:01 min), Video Clip-A Soldier’s Food-WW1 Uncut: Dan Snow-BBC (3:02min) and Video Clip-Why Barbed Wire? WWI Uncut: Dan Snow (3:56 min)

Video Clip-A Soldier’s Kit-WW1 Uncut: Dan Snow-BBC (5:01 min)

Video Clip-A Soldier’s Food-WW1 Uncut: Dan Snow-BBC (3:02min)

Video Clip-Why Barbed Wire? WWI Uncut: Dan Snow (3:56 min)

________________________________________________________________________

Government

Wednesday-11/02/16:

• Bell Work-1.) Based on the table please identify one issue that seems to be particularly divisive for members of the main street Republican Party, Democratic Party and the Libertarian Party. * Remember this means within the issue there is a massively uneven stance between members of that group 2.)  Imagine you are a political consultant working for a democratic candidate who was giving a speech in Colorado in front of a group of solid Liberals. Which issue would you identify for your client to focus on in order to gain additional support for his campaign? 3.) Imagine you are a political candidate trying to gauge public opinion a particular idea. Explain in your own words why a table like this might be effective in choosing which political issues to address in certain areas of the country?
• Attendance-While Class is Doing Bell Work
• Activity-American Federalism-DBQ (10 minutes)
• Activity-Where I Side-Political Parties Activity (20 minutes)
• Vocabulary Frayer Model Activity-Chapter 5-Political Parties
• Daily Objective-

• Content Objective:
  • SWD evaluation of the basic concepts and challenges of American federalism by interpreting the meaning of several primary source documents in a collaborative activity
  • SWD evaluation of where as a future registered voter their views and beliefs fall on the political spectrum including identifying which of the remaining 2016 Presidential candidates they would be most likely to vote for by evaluating and interpreting data in an interactive activity
  • SWD analysis of key terms associated with the unit covering Chapter 5 by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the basic concepts and challenges of American federalism by identifying key pieces of information contained in a DBQ packet with the help of a partner
  • Students will research, read and record information pertaining to where as a future registered voter their views and beliefs fall on the political spectrum which includes identifying the remaining 2016 Presidential candidates they would be most likely to vote for through completing an online survey then evaluating and interpreting the data in a guided worksheet
  • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 5 through the use of a frayer model vocabulary activity

Supplemental Materials: Activity-American Federalism-DBQ (10 minutes), Activity-Where I Side-Political Parties Activity (20 minutes) and Vocabulary Frayer Model Activity-Chapter 5-Political Parties

Activity-American Federalism-DBQ (10 minutes)

american-federalism-dbq

Activity-Where I Side-Political Parties Activity (20 minutes)

who-do-i-side-with-political-parties-activity

Vocabulary Frayer Model Activity-Chapter 5-Political Parties

chapter-5-vocabulary

U.S. History

Tuesday-11/01/16:

• Bell Work-1.) Identify the historical document that inspired this political cartoon? 2.) Based on your prior knowledge who does the giant hand carving up the United States represent? 3.) After examining the political cartoon please explain the significance of the caption on California that reads “For Japan?”. What is the intended message the artist is trying to convey?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 11-The First World War
• Presentation-Chapter 11-Section 2-American Power Tips the Balance
• 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 synthesis of the process of American mobilization upon our entry into WWI along with identifying the new weapons and medical procedures introduced during combat by interacting in a short presentation
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 11 through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the process of American mobilization upon our entry into WWI along with identifying the new weapons and medical procedures introduced during combat through listening to a short lecture

Supplemental Materials: Vocabulary Match-up Activity-Chapter 11-The First World War and Presentation-Chapter 11-Section 2-American Power Tips the Balance

Vocabulary Match-up Activity-Chapter 11-The First World War

chapter-11-vocab-match-up-terms

chapter-11-vocabulary-match-up

Presentation-Chapter 11-Section 2-American Power Tips the Balance

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

________________________________________________________________________

Government

Tuesday-11/01/16: 1st Formal Observation-5^th Hour

• Bell Work-1.) Based on the information contained within the excerpt above what can we infer is the main idea contained within the primary source? 2.) After analyzing the primary source and looking specifically at the quote that reads “By 1859, sectionalism had taken a tremendous toll on national political parties and the American political culture”, explain in your own words what the term “sectionalism” most likely means? 3.) Do you believe it is a good thing to provide voters with a viable third party candidate or due to voting being an incredibly complicated process is having only a strong Democrat and Republican candidate a better option? *Please thoroughly explain your answer
• Attendance- While Class is Doing Bell Work
• Activity-Where I Side-Political Parties Activity
• Daily Objective-

• Content Objective:
  • SWD evaluation of where as a future registered voter their views and beliefs fall on the political spectrum including identifying which of the remaining 2016 Presidential candidates they would be most likely to vote for by evaluating and interpreting data in an interactive activity
• Language Objective:
  • Students will research, read and record information pertaining to where as a future registered voter their views and beliefs fall on the political spectrum which includes identifying the remaining 2016 Presidential candidates they would be most likely to vote for through completing an online survey then evaluating and interpreting the data in a guided worksheet

Supplemental Materials: Where I Side-Political Parties Activity.

who-do-i-side-with-political-parties-activity