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

U.S. History

Thursday-12/08/16:

• Bell Work-) Who is speaking in this primary source excerpt? 2.) Based on the primary source can you distinguish why the speaker feels that jazz is “an inherent expression of Negro life”? 3.) Judge the value of the statement “But, to my mind, it is the duty of the younger Negro artist … to change thought he force of his art that old whispering ‘I want to be white’, hidden in the aspirations of his people, to ‘Why should I want to be white? I am Negro-and beautiful ”. Why is a view like this a positive approach to the challenges of racial discrimination?
• Attendance- While Class is Doing Bell Work
• Video- Boardwalk Empire: Speakeasy Tour (HBO) (24:39 min)
  • Reflection Question-How did speakeasies find innovative and creative ways to preserve many American’s desire to drink despite the fact that it had been ruled illegal by the 18th amendment?
• Daily Objective-
  • Content Objective:
    • 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 interacting in a short video and a guided reflection question
  • Language Objective:
    • 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 watching a short video and responding to an inquiry based question

 

 

Video Link: Boardwalk Empire: Speakeasy Tour (HBO) (24:39 min)

• Reflection Question-How did speakeasies find innovative and creative ways to preserve many American’s desire to drink despite the fact that it had been ruled illegal by the 18th amendment?

 

 

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Government

Thursday-12/08/16:

• Bell Work-) What is the meaning of the buttons the gentlemen are wearing that reads “1%”? 2.) What point is the political cartoon attempting to convey about the issues with campaign contributions? 3.) What do you think was the artist intended purpose when he chose to draw the man representing the Supreme Court sitting by the edge of the stage watching the wealthy gentlemen throw money at the politician?
• Attendance- While Class is Doing Bell Work
• Video Clip-What Are Super PACs? (3:29 min)
• Notes-Chapter 7-Section 3-Money and Elections
• Study Guide Review Time- Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process
• Daily Objective-
  • Content Objective:
    • SWD analysis of the various sources of campaign funding and the issues raised by campaign spending by outlining important information in guided notes
    • SWD evaluation of the materials covered in Chapters 6 and 7 through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read and record information pertaining to the various sources of campaign funding and the issues raised by campaign spending through reading through text and completing a set of student led guided notes.
    • Students will read, and write the key terms and important concepts covered in Chapter 6 and 7 by completing a structured inquiry based study guide

 

Supplemental Materials: Notes-Chapter 7-Section 3-Money and Elections and Study Guide Review Time- Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process

 

Notes-Chapter 7-Section 3-Money and Elections

chapter-7-section-3-guided-notes

 

Study Guide Review Time- Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process

chapter-6-and-7-learning-target-study-guide

 

Study Guide Materials- Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process

Chapter 6-Materials

chapter-6-interest-groups

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

chapter-6-essentials-study-guide

chapter-6-vocabulary

 

Chapter 7-Materials

chapter-7-the-electoral-process-2016

chapter-7-essential-study-guide

chapter-7-vocabulary

 

Chapter 6 and 7-Materials

chapter-6-and-7-test-materials

 

Video Link: What Are Super PACs? (3:29 min)

https://www.youtube.com/watch?v=Bis-LB-wEVA

 

 

U.S. History

Wednesday-12/07/16: SIP Visit 2^nd and 3^rd Hour

• Bell Work-) Is the following statement true or false? The main reason many workers in labor intensive industries began to strike around 1919 was due to low wages, long hours and virtually no support against business owners from the Federal Government. *Explain why you made your decision. 2.) What is the underlying theme of the political cartoon? 3.) What might be a possible solution to this impasse (a situation in which no progress is possible, especially because of disagreement; a deadlock) between laborers and business owners?
• 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)
• Activity-Prohibition Political Cartoons Activity (Part 2)
• 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 evaluation of the meanings and symbolisms associated with political cartoons during the era of prohibition by interpreting and breaking down the elements in several political cartoons from the 1920’s
• 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, write and orally discuss the meanings and symbolisms associated with political cartoons during the era of prohibition by discussing how the artists purpose helps supports the elements in several political cartoons from the 1920’s focused on prohibition

 

 

Supplemental Materials: Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s and Activity-Prohibition Political Cartoons Activity

Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties

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

 

Chapter 13-The Roaring Life of the 1920’s and Activity-Prohibition Political Cartoons Activity

prohibition-through-political-cartoons-activity

 

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Government

Wednesday-12/07/16: SIP Visit 2^nd and 3^rd Hour

• Bell Work-) In your own words please describe who Richard Nixon identifies as the “voice of the great majority of Americans, the forgotten Americans, the non-shouters, the non-demonstrators”? 2.) What are some of the problems Nixon has identified as “the problem of order in the United States”? Why do you think given the specific time period that Nixon was running he chose to shine a light on these particular issues? 3.) Reflect on Nixon’s feeling towards government programs for the unemployed, programs for the cities, programs for the poor where he responded by saying “…it’s time to quit pouring billions of dollars into programs that have failed in the United States of America”. In your opinion, what might be several options that could be a more sustainable option than paying government subsidies to economically impoverished citizens in the form of welfare or food stamps?
• Attendance- While Class is Doing Bell Work
• SSR Article-Money and Politics in The Age Of Trump (November 2016)
  • With Meta-Log
• Notes-Chapter 7-Section 2-The Elections
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the potential shift in how campaign financing is handled during the election process in the wake of Donald Trump’s winning the presidential election by evaluating a primary source and responding to inquiry based log
    • SWD analysis of the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Students will read and respond to an article pertaining to the potential shift in how campaign financing is handled during the election process in the wake of Donald Trump’s winning the presidential election by examining a primary source and responding to and meta-cognitive log
    • Students will read and record information pertaining to the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: SSR Article-Money and Politics in The Age Of Trump (November 2016) With Meta-Log and Notes-Chapter 7-Section 2-The Elections

 

SSR Article-Money and Politics in The Age Of Trump (November 2016) With Meta-Log 

money-and-politics-in-the-age-of-trump-ssr-article

ssr-meta-cognitive-log-template

 

Notes-Chapter 7-Section 2-The Elections

chapter-7-section-2-guided-notes-high

 

 

 

 

U.S. History

Tuesday-12/06/16:

• Bell Work-1.) Based on your prior knowledge and the content of the excerpt, please identify the main issue being debated during the court case above. 2.) What questions would you ask of Mr. Bryan if you were Mr. Darrow, that might further his position that a literal interpretation of biblical ideas are hard to factually prove? 3.) Imagine your beliefs were being attacked in an attempt to win a court case how would you have handled this particular line of questioning if you were in Mr. Bryan’s position?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 13-Section 1-Changing Ways of Life
• Video- Roots of Prohibition The Time is Now (13:20 min)
• Daily Objective-

• Content Objective:
  • 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 interacting in a short presentation
• Language Objective:
  • 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

 

Supplemental Materials: Presentation-Chapter 13-Section 1-Changing Ways of Life

chapter-13-section-1-changing-ways-of-life

 

Video- Roots of Prohibition The Time is Now (13:20 min)

 

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Government

Tuesday-12/06/16:

• Bell Work-) Who is the candidate giving this speech and why according to the caption below the excerpt is he historically significant? 2.) What is the underlying theme of the excerpt? 3.) Reflect on the following statement: “Today you work from January through April just to provide government with the money it spends. Until early February you are working to pay the expenses of local and state government. For twice as long thereafter you are working to pay the expenses of the Federal Government. Only then do you work for money that you yourself can use for what you yourself choose.” Do you believe a statement like this still resonates with American’s today and why might a statement like this be a strong rallying cry for a political candidate?
• Attendance- While Class is Doing Bell Work
• Video-Whats the difference between a caucus and a primary? (4:48 min)
• Presentation and Foldable Notes-Chapter 7-Section 1-The Nominating Process
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
    • SWD analysis of the political process in which candidates running for office seek and receive their party’s nomination by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Students will read, and respond to a document based packet packed with arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College
    • Students will read and record information pertaining to the political process in which candidates running for office seek and receive their party’s nomination through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation and Foldable Notes-Chapter 7-Section 1-The Nominating Process

chapter-7-section-1-the-nominating-process

 

Video Link-Whats the difference between a caucus and a primary? (4:48 min)

https://www.youtube.com/watch?v=_XeELfd-xgo

 

 

U.S. History

Friday-12/02/16:

• Bell Work-1.) What can we infer is the main subject this political cartoon is trying to depict? 2.) What were some of the major problems that arose during this scandal? (Look in your U.S. history textbook on page 421 if you are not familiar with the scandal) 3.) What changes to the would you recommend to the political cartoon make it more accessible to an audience that might not be familiar with the scandal?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 12-Section 2-The Harding Presidency and Section 3-The Business of America
• Vocabulary Frayer Model Activity-Chapter 13- The Roaring Life of the 1920’s
• Daily Objective-

• Content Objective:
  • SWD synthesis of the failures of the Harding administration while examining the growth in American business and travel in the 1920’s by interacting in a short presentation
  • SWD analysis of key terms associated with the unit covering Chapter 13 by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read and record information pertaining to the failures of the Harding administration while examining the growth in American business and travel in the 1920’s through listening to a short lecture
  • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 13 through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 13- The Roaring Life of the 1920’s

frayer-vocabulary-model

chapter-13-vocabulary-list

 

Textbook PDF-Chapter 13- The Roaring Life of the 1920’s

chapter-13-textbook-pdfs

 

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Government

Friday-12/02/16:

• Bell Work-1.) Identify the key characters in the political cartoon? 2.) Can you apply the theme of this political cartoon to something you have personally experienced? (aka Have you ever felt like you were arguing with someone who’s position changes based on social situations) 3.) How effective do you think the perception that Hillary Clinton failed to maintain constant views or that she “flip flopped” on issues had on voters during the election?   
• Attendance- While Class is Doing Bell Work
• Video- Adam Ruins Everything – Why the Electoral College Ruins Democracy (4:46 min)
• Activity-Should the Electoral College Be Abolished-DBQ (Day 2)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
• Language Objective:
  • Students will read, and respond to a document based packet packed with arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College

 

Video Link- Adam Ruins Everything – Why the Electoral College Ruins Democracy (4:46 min)

 

 

U.S. History

Thursday-12/01/16:

• Bell Work-1.) Based on the context of the political cartoon what can we infer the term “frugal” means when referring to our forefathers? 2.) What is the underlying theme of the political cartoon? 3.) How might the materialistic nature of the man representing “This generation” have contributed to the economic downturn that in 1929 resulted in the Great Depression?
• Attendance- While Class is Doing Bell Work
• Video Clip-The Roaring 20’s: Crash Course US History #32  (13:11 min)

• Reflection Question: How did America change politically and socially during the early portion of the 1920’s?

• Outline Notes-Chapter 12-Section 2-The Harding Presidency and Section 3-The Business of America
• Daily Objective-

• Content Objective:
  • SWD synthesis of the failures of the Harding administration while examining the growth in American business and travel in the 1920’s by compiling information on a student led guided outline
• Language Objective:
  • Students will read and record information pertaining to the failures of the Harding administration while examining the growth in American business and travel in the 1920’s through identifying and listing key information in student led inquiry outlines

 

Supplemental Materials:  Outline Notes-Chapter 12-Section 2-The Harding Presidency and Section 3-The Business of America

notes-outline-chapter-12-section-2

notes-outline-chapter-12-section-3

 

Textbook PDF’s: Chapter 12-Section 2-The Harding Presidency and Section 3-The Business of America

the-americans-chapter-12-section-2

the-americans-chapter-12-section-3

 

Video Link-The Roaring 20’s: Crash Course US History #32  (13:11 min)

• Reflection Question: How did America change politically and socially during the early portion of the 1920’s?

 

 

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Government

Thursday-12/01/16:

• Bell Work-1.) Can you explain based to the primary source excerpt how the author believed Blacks [African Americans] would attempt to justify their right to gain full suffrage? 2.) Based on historical context and your prior knowledge can you identify another historical instance in which African Americans had to fight against unfair obstacles simply to enjoy the right to vote? 3.) What do you believe might have happened if the United States had granted Blacks [African American’s] the right to vote following the arguments made by the Liberty Party in 1840? Do you think as a result of suffrage being extended to African Americans at this time the Civil War could have been avoided or wad this just a fight we were destined to have?
• Attendance-While Class is Doing Bell Work
• Presentation-The Electoral College-2016
• Activity-Should the Electoral College Be Abolished-DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
• Language Objective:
  • Students will read, and respond to a document based packet packed with arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College

 

Supplemental Materials: Presentation-The Electoral College-2016

electoral-college-2016