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

U.S. History

Friday-12/23/16:

• Bell Work-1.) Who are the key characters in the political cartoon intended to represent? 2.) What is the underlying theme of the political cartoon? 3.) Based on the elements of the political cartoon what can you predict is the possible outcome of the publics over reliance on the expert’s speculation towards trends in the stock market once speculative credit has been withdrawn? 
• Attendance- While Class is Doing Bell Work
• Video- What is a Stock Market and How Does It Work? (2:16 min)
• Article-The Stock Market Crash of 1929 By Jesse Colombo (July 17th, 2012)

• With SSR Meta-Log

• Activity-Stock Market Investments
• Daily Objective-

• Content Objective:

• SWD evaluation of the devastating effects of the 1929 stock market crash by evaluating a primary source and responding to inquiry based log

• SWD evaluation of the devastating effects of the stock market crash of 1929 by evaluating a list of stocks in which to purchase and building a stock portfolio

• Language Objective:
  • Students will read and respond to an article pertaining to the devastating effects of the 1929 stock market crash by examining a primary source and responding to and meta-cognitive log
  • Students will read, record and orally debate the devastating effects of the stock market crash of 1929 through a scenario based activity in which students are evaluating a list of stocks in which to purchase and building a stock portfolio

Supplemental Materials: Activity-Stock Market Investments

Stock Buying Activity-2016

Video Link- What is a Stock Market and How Does It Work? (2:16 min)

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Government

Friday-12/23/16: Last Day of School before Christmas Break

• Bell Work-1.) What is the main idea of this chart? 2.) What is the relationship between the reason a state like New York lost two representatives in 2010 while a state like Texas gained four representatives? 3.) Can you propose a better alternative for determining the number of representatives each state has then the current system of measuring population every ten years?
• Attendance- While Class is Doing Bell Work
• Video- Last Week Tonight with John Oliver-State Legislatures and ALEC (HBO) (17:17 min)

• Reflection Question: How does the lack of Congressional oversight and regulation a times open the door for potential conflicts of interest?
• Activity-Current Events 12/23
• 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 Material: Activity-Current Events 12/23

current-events-template-2016

Video Link- Last Week Tonight with John Oliver-State Legislatures and ALEC (HBO) (17:17 min)

Reflection Question: How does the lack of Congressional oversight and regulation a times open the door for potential conflicts of interest?

U.S. History

Thursday-12/22/16:

• Bell Work-1.) What is the main theme of the letter being written to Mr. Gifford? 2.) According to the letter, why do you think so many unemployed American’s felt embittered towards President Hoover and his administration?  3.) What is your opinion of the fact that President Hoover despite being a millionaire is still drawing a $75,000 a year salary from the government while many other American’s are being denied their bonus for military service? Should he have to give up his salary or has his position as President secured his salary?
• Attendance- While Class is Doing Bell Work
• Video-The Great Depression: Crash Course US History #33 (14:26 min)

• Reflection Question: What were the underlying factors that contributed to the economic downturn experienced during the Great Depression?

• Outline Notes-Chapter 14-Setion 1-A Nations Sick Economy and Section 2-Hardship and Suffering During the Depression
• Daily Objective-

• Content Objective:
  • SWD synthesis the how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression and the ways in which American families were forced to deal fight through these challenges by creating a set of guided notes
• Language Objective:
  • Students will read and record information pertaining to how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression and the ways in which American families were forced to deal fight through these challenges through identifying and listing key information in student led inquiry outlines

Supplemental Materials: Outline Notes-Chapter 14-Setion 1-A Nations Sick Economy and Section 2-Hardship and Suffering During the Depression

Notes-Outline-Chapter 14-Section 1

Notes-Outline-Chapter 14-Section 2

Video Link-The Great Depression: Crash Course US History #33 (14:26 min)

• Reflection Question: What were the underlying factors that contributed to the economic downturn experienced during the Great Depression?

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Government

Thursday-12/22/16:

• Bell Work-1.) Can you provide in your own words a reason for why the artist used the term “Do-nothing Congress” to identify the man jumping in to the pool? 2.) What is the underlying theme of the political cartoon? 3.) Do you think it would be a good thing if a new law were put into effect that stated that Congress could not break for recess until all the issues currently on the floor had been resolved or would this simply cause Congress to rush through bills without truly considering them in an attempt to just clear the floor?
• Attendance- While Class is Doing Bell Work
• Activity-Special Interest Groups-Brochure Activity
  • Students will gather information from four other students about their interest groups
• Video-Capitol Hill Cold Open-Saturday Night Live (3:30 min)
• Presentation-Chapter 10-Section 1-The National Legislature
• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to requite new members through grass roots tactics by creating a take away element an interest group can use to recruit new members and learning about other interest groups their classmates researched through completing a note taker activity
  • SWD synthesis of the bicameral structure of Congress and some of the issues with how power is distributed by interacting in a short presentation
• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group and learning about other interest groups their classmates researched through completing a structured research sheet
  • Student will read and record information pertaining to the bicameral structure of Congress and some of the issues with how power is distributed through listening to a short lecture

Supplemental Materials: Presentation-Chapter 10-Section 1-The National Legislature

The National Legislature-Chapter 10-Section 1

Video Link-Capitol Hill Cold Open-Saturday Night Live (3:30 min)

4^th Hour and Abeid’s Assignment: Due December 23^rd, 2016

You will create a tree map explaining the three factors that contributed to the United States adopting a bicameral legislature. You must also create a map guiding question for your thinking map the frame guiding question has been provided on the example. You will answer that on the back of your paper.

*See the power point for chapter 10 section 1 for help

Bicameral Legislature-Tree Map Template

U.S. History

Wednesday-12/21/16:

• Bell Work-1.) What is the main idea behind the political cartoon? 2.) Show your understanding of the time period by identifying the major reason that so many American’s lost everything when the banks collapsed following the stock market crash of 1929? 3.) Based on what we have learned throughout our unit how would you explain the artist’s choice to use a squirrel as part of the analogy for the effect of the bank failures on the American people?  
• Attendance- While Class is Doing Bell Work
• Procedure-Notes Collection Chapter 12 and 13
• Presentation- Chapter 14-Setion 1-A Nations Sick Economy

• Daily Objective-

• Content Objective:
  • SWD synthesis of how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression by interacting in a short presentation
• Language Objective:
  • Student will read and record information pertaining to the how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression through listening to a short lecture

Presentation-Chapter 14-Setion 1-A Nations Sick Economy

Chapter 14-The Great Depression Begins-2016

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Government

Wednesday-12/21/16:

• Bell Work-1.) What evidence can you use to describe the author’s true feelings about the effectiveness of the 113th Congress? What do you believe those feeling are? 2.) What inference can you make about the 112th Congress based on the image of the shoes and the comment Uncle Sam is making? 3.) What in your opinion can be done to maximize the effective of Congress while in session? (ex. What kind of goals or timeframes might be given for accomplishing tasks)
• Attendance- While Class is Doing Bell Work
• Activity-Special Interest Groups-Brochure Activity
  • 4^th and 6^th hour this is day three, 5^th hour this is day four
• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to requite new members through grass roots tactics by creating a take away element an interest group can use to recruit new members
• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group

Supplemental Materials: Activity-Special Interest Groups-Brochure Activity

Special Interest Groups-Brochure Activity

Brochure Template-Blank-2016

ASPCA-Brochure Example

U.S. History

Tuesday-12/20/16:

• Bell Work-1.) Based off your prior knowledge and the context of the radio address can you name the national crisis that prompted Herbert Hoover to make this speech? 2.) What does President Hoover believe is the result of a “lack of caution in business”? 3.) Based on the radio address above, why does Hoover ultimately feel it is not the government’s responsibility to solve the financial problems facing Americans during the Great Depression? In your opinion is he correct? *Be sure to explain why you agree or disagree
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins
• Daily Objective-

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

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins    

frayer-vocabulary-model

Chapter 14-Vocab Match up Terms

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Government

Tuesday-12/20/16:

• Bell Work-1.) In your own words describe what Jefferson is implying are the benefits for the removal of Native Americans from “white settlements”? 2.) What questions might you ask a member of Congress following this address by Tomas Jefferson? 3.) Imagine you were a Congressperson who disagreed with Jefferson’s approach to Indian removal. What would you recommend to your fellow Congressmen as a better alternative to Jefferson’s plan?
• Attendance- While Class is Doing Bell Work
• Activity-Special Interest Groups-Brochure Activity
  • 4^th and 6^th hour this is day two, 5^th hour this is day three
• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to requite new members through grass roots tactics by creating a take away element an interest group can use to recruit new members
• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group

Supplemental Materials: Activity-Special Interest Groups-Brochure Activity

Special Interest Groups-Brochure Activity

Brochure Template-2016

Brochure Template-Blank-2016

U.S. History

Monday-12/19/16:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 12 and 13. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Quiz- Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and concepts associated with our the unit covering the Roaring Twenties by demonstrating their knowledge thought the use of a unit quiz
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our the unit covering the Roaring Twenties by completing a multiple choice and matching quiz

________________________________________________________________________________________________________________

Government

Monday-12/19/16:

• Bell Work-1.) What is the main idea behind the political cartoon? 2.) What is the relationship the author is trying to make between corporate election spending and NASCAR sponsorship? 3.) In your opinion, would it be better for transparency sake if every U.S. Congress person were forced to disclose the corporations or private groups who donate to their campaign or should we simply trust the system and believe that our representatives are truly voting in the best interests of the people?
• Attendance-While Class is Doing Bell Work
• Vocabulary-Chapter 10-Congress

• Frayer Model Activity

• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the roles and the functions of Congress 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 the roles and the functions of Congress through the use of a frayer model vocabulary activity

Supplemental Materials-Vocabulary-Chapter 10-Congress

frayer-vocabulary-model

Chapter 10-Definitions

U.S. History

Friday-12/16/16:

• Bell Work-1.) Who can you identify the main figure in the political cartoon? 2.) What questions might you ask Paul Robeson if you had the opportunity to interview him after reading the information on the graphic? 3.) In your opinion why was it so culturally significant in the 1920’s to have positive African American figures like Paul Robeson in the public spotlight?
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Study Guide Review Time-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covering the Roaring Twenties 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 the Roaring Twenties through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covering the Roaring Twenties by completing a structured inquiry based study guide

Supplemental Materials: Presentation-Chapter 12-Politics of the Roaring Twenties and Chapter 13-Section 4-The Harlem Renaissance, Notes-Chapter 13-Section 4-The Harlem Renaissance, Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s, Textbook PDF’s-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s and Test Materials-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Presentation-Chapter 12-Politics of the Roaring Twenties

Chapter 12 Section 1-3-The 1920’s and the Great Depression

Presentation-Chapter 13-Section 4-The Harlem Renaissance

Chapter 13-The Roaring Life of the 1920’s

Notes-Chapter 13-Section 4-The Harlem Renaissance

Notes-Outline-Chapter 13-Section 4

Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12 and 13-Learning Target-Study Guide

Textbook PDF’s-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Chapter 12-Textbook-PDFs

Chapter 13-Textbook-PDFs

Test Materials-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Chapter 12 and 13-Test Materials

Vocabulary Match Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Chapter 12 and 13-Vocab Match up Terms

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Government

Friday-12/16/16:

• Bell Work-1.) Based on this primary source can you explain why Sherman Alexie is so frustrated with the actions of interest groups? 2.) What is the author trying to convey with his choice to use the analogy of antiwar protestor being concerned about their dietary identities? 3.) What changes would you recommend to the author that might make this passage more accessible to a wider audience?
• Attendance- While Class is Doing Bell Work
• Procedure-Collect Vocabulary Terms and Notes-Chapter 5-Section 1, Chapter 6-Sections 1-4 and Chapter 7-Section 1 and 2
• Video-Thank You for Smoking (3:48min)
• Activity-Special Interest Groups-Brochure Activity (Day 2)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to requite new members through grass roots tactics by creating a take away element an interest group can use to recruit new members
• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group

Supplemental Materials: Activity-Special Interest Groups-Brochure Activity (Day 2)

Special Interest Groups-Brochure Activity

Brochure Template-2016

Video Link: Thank You for Smoking (3:48min)

https://www.youtube.com/watch?v=FkbdbRjMX2Y&t=9s

U.S. History

Thursday-12/15/16:

• Bell Work-1.) Based on the primary source what affect did Lindberg’s success have on the American public? 2.) Based on the information in the primary source excerpt what conclusion can you draw as to why Charles Lindbergh (a pilot) became such a big celebrity during the 1920’s? Suppose you could achieve a never before achieved feat like Charles Lindbergh’s solo flight across the Atlantic what would you like to achieve and why?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 13-Section 4-The Harlem Renaissance
• Notes-Chapter 13-Section 4-The Harlem Renaissance
• Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Daily Objective-

• SWD synthesis the how the Great Migration and the Harlem Renaissance worked to promote African-American culture and create new opportunities for authors and musicians by creating a set of guided notes
• SWD evaluation of the materials covering the Roaring Twenties through summarizing key information in a structured study guide

• Language Objective:
  • Student will read and record information pertaining to the Great Migration and the Harlem Renaissance worked to promote African-American culture and create new opportunities for authors and musicians through listening to a short lecture and a student led outline
  • Students will read, and write the key terms and important concepts covering the Roaring Twenties by completing a structured inquiry based study guide

Supplemental Materials: Presentation-Chapter 12-Politics of the Roaring Twenties and Chapter 13-Section 4-The Harlem Renaissance, Notes-Chapter 13-Section 4-The Harlem Renaissance, Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s, Textbook PDF’s-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s and Test Materials-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Presentation-Chapter 12-Politics of the Roaring Twenties

Chapter 12 Section 1-3-The 1920’s and the Great Depression

Presentation-Chapter 13-Section 4-The Harlem Renaissance

Chapter 13-The Roaring Life of the 1920’s

Notes-Chapter 13-Section 4-The Harlem Renaissance

Notes-Outline-Chapter 13-Section 4

Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12 and 13-Learning Target-Study Guide

Textbook PDF’s-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Chapter 12-Textbook-PDFs

Chapter 13-Textbook-PDFs

Test Materials-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Chapter 12 and 13-Test Materials

Vocabulary Match Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Chapter 12 and 13-Vocab Match up Terms

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Government

Thursday-12/15/16: Lesson Study 5^th and 6^th Hour

• Bell Work-1.) Describe what is happening in the political cartoon? 2.) Based on the content of the political cartoon what is the artist to say is the role of lobbyists within our political system? (Try to stay away from just saying they’re bribing congress, think deeper) 3.) Suppose you could create new legislation that would force lobbyists to disclose every dollar they “donated” to the public. At what dollar amount, would you make them start disclosing their donations and do you think that this will help or hinder Congress’ ability to pass new laws?
• Attendance- While Class is Doing Bell Work
• Activity-The Difference Between Lobbying and Bribery
  • EQ: When does the process of legal political lobbying cross over into bribery?
• Video-When Does Lobbying Become Bribery? (2:57 min)
• Activity-Special Interest Groups-Brochure Activity (Day 1)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to requite new members through grass roots tactics by creating a take away element an interest group can use to recruit new members
• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group

Supplemental Materials: Activity-Special Interest Groups-Brochure Activity

Special Interest Groups-Brochure Activity

Video Link-When Does Lobbying Become Bribery? (2:57 min)

EQ: When does the process of legal political lobbying cross over into bribery?

https://www.youtube.com/watch?v=33gHhunzOlE

U.S. History

Wednesday-12/14/16:

• Bell Work-1.) Based on your prior knowledge which group is Colleen Moore talking about in this excerpt? 2.) Why do you think that Colleen Moore found it so easy to identify with the group she is referencing in this excerpt? Do you think many young ladies feel this way today? 3.) Judge the value of Colleen Moore’s statement where she says “I don’t know if I realized as soon as I began seeing them that they represented the wave of the future…”. Why do you think she referred to these women as the “wave of the future” instead of comparing them to the progressive women who fought for women’s equality in the past?
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)
• Presentation-Chapter 13-Section 3-Education and Popular Culture
• Thinking Map-Pop Culture in the 1920’s-Bubble Map
• Notes-Chapter 13-Section 3-Education and Popular Culture
• Daily Objective-

• Content Objectives:
  • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis the how the how new educational opportunities and the emergence of pop culture impacted Americans during the 1920’s by creating a set of guided notes
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to how new educational opportunities and the emergence of pop culture impacted Americans during the 1920’s through listening to a short lecture and a student led outline

Supplemental Materials: Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min), Presentation-Chapter 13-Section 3-Education and Popular Culture and Notes-Chapter 13-Section 3-Education and Popular Culture

Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)

Chapter 12 and 13-Vocab Match up Terms

Presentation-Chapter 13-Section 3-Education and Popular Culture

Chapter 13-Section 3- Education and Popular Culture

Notes-Chapter 13-Section 3-Education and Popular Culture

Notes-Outline-Chapter 13-Section 3

Textbook PDF: Chapter 13-Section 3-Education and Popular Culture

The Americans-Chapter 13-Section 3

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Government

Wednesday-12/14/16:

• Bell Work-1.) How would you explain in your own words is the biggest advantage to the political involvement of interest groups? 2.) What is the major problem with the fact that interest groups seem to have a “one track mind” when it comes to prominent issues? 3.) Based on the chart above do you feel that interest groups are a positive addition to the political process or one of the major problems that contribute to political corruption? * Thoroughly explain your reasoning
• Attendance- While Class is Doing Bell Work
• Video-What Is Lobbying and Can It Be Good? (3:00 min)
• Presentation-Interest Groups (2016)
• Vocabulary-Chapter 9-Interest Groups, Chapter 10-Congress and 11-Power of Congress

• Frayer Model Activity

• Daily Objective-

• Content Objective:
  • SWD comprehension of the roles of lobbyists and the goals of political interest groups by interpreting information presented by the teacher and participating in a classroom discussion
  • SWD analysis of key terms associated with the unit covering the roles of interest groups in politics and the functions of Congress by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will listen and orally discuss the roles of lobbyists and the goals of political interest groups by watching two short videos and participating in classroom discussions following a short lecture by the teacher
  • Students will read and record important vocabulary terms pertaining to our unit covering the roles of interest groups in politics and the functions of Congress through the use of a frayer model vocabulary activity

Supplemental Materials: Presentation-Interest Groups (2016) and Vocabulary-Chapter 9-Interest Groups

Presentation-Interest Groups (2016)

Interest Groups-2016

Vocabulary-Chapter 9-Interest Groups

Chapter 9-Vocabulary Terms

U.S. History

Tuesday-12/13/16:

• Bell Work-1.) What is the main purpose of the chart shown above? 2.) What is the main inference you can make about the changing pattern of women’s employment from 1910 to 1930? 3.) What would be the main factor in your opinion heading into the 1940’s that would be required to ensure that more women could transition from a high rate of domestic and clerical jobs to more jobs in a professional setting?
• Attendance- While Class is Doing Bell Work
• Video-America The Story of U.S.-Episode 9-Bust (45 min)

• w/ 25 Video Facts

• Daily Objective-

• Content Objective:
  • SWD knowledge of the social changes going on in the late 1920’s and early 1930’s where a period of financial boom turns into economic bust when the stock market crashes, the dust bowl blanket the nation in darkness and Roosevelt’s New Deal signals recovery from the Great Depression by watching a film and recording structured video facts.
• Language Objective:
  • Students will watch, listen and record information pertaining to the social changes going on in the late 1920’s and early 1930’s where a period of financial boom turns into economic bust when the stock market crashes, the dust bowl blanket the nation in darkness and Roosevelt’s New Deal signals recovery from the Great Depression through watching a short film and recording twenty-five video facts

Video Link: America The Story of U.S.-Episode 9-Bust (45 min)

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Government

Tuesday-12/13/16:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 6 and 7.

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

• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the role of voters and how the election process in America is organized 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 role of voters and how the election process in America is organized by completing a multiple choice and matching quiz

U.S. History

Friday-12/09/16:

• Bell Work-1.) Identify the symbolism of the following elements: a. The cuff on the man’s shirt sleeve b. The caption on the handle of the knife and c. The general theme of the captions on the devil fish 2.) Based on historical context what can we identify as some of the motives behind the U.S. Government’s decision to introduce the policy of prohibition? 3.) Examine the commentary at the bottom of the political cartoon. Why does Victor Hugo say that “The tendencies of the Devil Fish (alcohol) cannot be destroyed unless the HEAD, the source of their substantial power, is destroyed?”
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)
• Presentation-Chapter 13-Section 2-The Twenties Woman
• Outline Notes-Chapter 13-Section 1-Changing Ways of Life
• Outline Notes-Chapter 13-Section 2-The Twenties Woman
• Daily Objective-

• SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
• SWD synthesis the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes by creating a set of guided notes
• SWD synthesis the changing roles of women in the 1920’s by interacting in a short presentation and a set of guided notes

• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes through listening to a short lecture and a student led outline
  • Student will read and record information pertaining to the changing roles of women in the 1920’s by listening to a short lecture and a student led outline

Supplemental Materials: Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min), Presentation-Chapter 13-Section 2-The Twenties Woman, Outline Notes-Chapter 13-Section 1-Changing Ways of Life and Outline Notes-Chapter 13-Section 2-The Twenties Woman

Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)

chapter-12-and-13-vocab-match-up-terms

Presentation-Chapter 13-Section 2-The Twenties Woman

chapter-13-section-2-the-twenties-woman

Outline Notes-Chapter 13-Section 1-Changing Ways of Life

notes-outline-chapter-13-section-1

Outline Notes-Chapter 13-Section 2-The Twenties Woman

notes-outline-chapter-13-section-2

Textbook PDF’s: Chapter 13-Section 1-Changing Ways of Life and Chapter 13-Section 2-The Twenties Woman

the-americans-chapter-13-section-1

the-americans-chapter-13-section-2

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Government

Friday-12/09/16:

• Bell Work-1.) Who are the key characters shown in the political cartoon? 2.) What are some of the potential problems that could exist if campaign financing were to become unregulated? 3.) Imagine you are the head of a Congressional committee on campaign reform. If you had access to a list the potential issues and pitfalls associated with campaign financing, what two reforms would you suggest in an attempt to fix the current issues our system faces?
• Attendance- While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Congressional Fundraising (HBO) (21:24 min)

• Reflection Question: How does the pressure to consistently fundraiser effect the amount of time a Congressperson actually spends working on creating new legislation?
• Activity-Current Events 12/09
• 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

Video Link: Video-Last Week Tonight with John Oliver: Congressional Fundraising (HBO) (21:24 min)