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

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

 

________________________________________________________________________________________________

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