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

U.S. History

Tuesday-1/31/17:

• Bell Work-1.) Identify the two main problems FDR felt were facing Americans in 1933? 2.) What is the underlying theme of the primary source? 3.) According to the primary source what did FDR say the government should do to solve the problems caused by the Great Depression? Do you agree with him or if not what changes to his plan would you make in order to help Americans struggling through the Great Depression?
• Attendance- While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Vocabulary Frayer Model Activity-Chapter 15-The New Deal
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the New Deal programs introduced by FDR through 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 New Deal programs introduced by FDR through the use of a frayer model vocabulary activity

 

 

Supplemental Materials: Syllabus-Classroom Rules and Procedures and Vocabulary Frayer Model Activity-Chapter 15-The New Deal

Syllabus-Classroom Rules and Procedures

US History-Semester Two-Syllabus-2017

 

Vocabulary Frayer Model Activity-Chapter 15-The New Deal

Frayer Vocabulary Model

Chapter 15-Vocab Match up Terms

Chapter 15-Vocabulary Match-up

 

________________________________________________________________________________________________________________

Government

Tuesday-1/31/17:

• Bell Work-1.) What is the main idea of the primary source? 2.) What are two examples that you can locate within the text that highlights Mussolini’s belief that Fascism is a superior form of government compared to a democracy? 3.) Do you agree with the arguments made by Mussolini regarding the benefits of Fascism or do you feel that despite the recent frustration many American’s have experienced that a Democracy still provides the best opportunity to protect the freedoms granted in our Constitution? *Please thoroughly explain your position    
• Attendance- While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Vocabulary Frayer Model Activity-Chapter 1-Principles of Government
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the basic concepts of American government through 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 basic concepts of American government through the use of a frayer model vocabulary activity

 

Supplemental Materials: Syllabus-Classroom Rules and Procedures and Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Syllabus-Classroom Rules and Procedures

US Government-Syllabus-2017-Mazza

 

Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Frayer Vocabulary Model

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

Magruder Government Textbook Glossary

 

 

U.S. History

Tuesday-1/24/17:

• Bell Work-1.) Describe in your own words at least one way the Great Depression affected young people? 2.) What conclusions can you draw from the primary source to describe how companies viewed the need for young men in the work force during the Great Depression? 3.) What in your opinion could be done to maximize the opportunities for young men to enter the work force through President Roosevelt’s New Deal programs? 
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 by completing a structured inquiry based study guide

Supplemental Materials: Final Exam Study Guide-Chapters 9-14

 

Final Exam Study Guide-1st Semester

Final Exam-Study Guide-Chapter 9-14

Final Exam-Test Materials-Semester 1-Chapters 9-14

 

Semester One Vocabulary

Vocab Match up Terms-Chapter 9

Chapter 10-Vocab Match up Terms

Chapter 11-Vocab Match up Terms

Chapter 12 and 13-Vocab Match up Terms

Chapter 14-Vocab Match up Terms

 

Semester One Power Points

Chapter-9-Presentation

Chapter 10-America Claims and Empire-Power Point

Chapter 11-The First World War-2016

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

Chapter 13-The Roaring Life of the 1920’s

Chapter 14-The Great Depression Begins-2016

 

Semester One Test Materials

Chapter 9-Test Materials

Chapter 10-Test Materials

Chapter 12 and 13-Test Materials

Chapter 14-The Great Depression Begins-Test Graphics

 

Textbook PDF’s

The Americans-Chapter 9-Section 1

The Americans-Chapter 9-Section 2

The Americans-Chapter 9-Section 3

The Americans-Chapter 9-Section 4

The Americans-Chapter 9-Section 5

Chapter 10-Textbook-PDFs

Chapter 11-Textbook-PDFs

Chapter 12-Textbook-PDFs

Chapter 13-Textbook-PDFs

Chapter 14-Textbook-PDFs

 

________________________________________________________________________________________________________________

Government

Tuesday-1/24/17:

• Bell Work-None
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapters 1-7, 9-11, 13 and 14
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 1-7, 9-11, 13 and 14 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-11, 13 and 14 by completing a structured inquiry based study guide in preparation for their final exam

Supplemental Materials: Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14

 

Final Exam Study Guide-1st Semester

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Semester One Vocabulary

Magruder Government Textbook Glossary

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

Chapter 2-Vocab Match up Terms

Chapter 2-Vocabulary Match-up

Chapter 2-Vocabulary

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter 13-Vocabulary

Chapter 14-Vocabulary

 

Semester One Power Points

Chapter 1-Principles of Government

Characteristics of a State

Forms of Government

Origins of the State-2015

The Purpose of Government-2015

 

Chapter 2-Origins of American Government

Chapter 2-Section 1-PPT

The Constitution-2016

Declaration to Articles

FOUNDING FATHERS

THE AMERICAN REVOLUTION

Chaper 2-Sections 5-PPT

 

Chapter 3-The Constitution

Chapter 3-The Constitution-2016

Informal Amendments-2015

 

Chapter 4-Federalism

Chapter 4-Federalism-2016

 

Chapter 5-Political Parties

American Political Parties-2016

 

Chapter 6-Voter and Voter Behavior 

Chapter 6 Interest Groups

Electoral College-2016

How the Electoral College Works-2016

 

Chapter 7-The Electoral Process

Chapter 7-The Electoral Process-2016

 

Chapter 9-Interest Groups

Interest Groups-2016

 

Chapter 10-Congress

Chapter 10-Congress-2016

 

Chapter 11-The Powers of Congress

Chapter 11-The Powers of Congress

Chapter 11-Section 3-The Implied Powers

Chapter 11-Section 4-Non-Legislative Power

 

Chapter 13-The Presidency

Chapter 13-The Presidency

 

Chapter 14-The Presidency in Action

Chapter 14-The Presidency in Action-Streamlined Version

 

Semester One Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

 

 

U.S. History

Monday-1/23/17:

• Bell Work-1.) Describe in your own words at least one way the Great Depression affected young people? 2.) What conclusions can you draw from the primary source to describe how companies viewed the need for young men in the work force during the Great Depression? 3.) What in your opinion could be done to maximize the opportunities for young men to enter the work force through President Roosevelt’s New Deal programs? 
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 by completing a structured inquiry based study guide

 

Supplemental Materials: Final Exam Study Guide-Chapters 9-14

Final Exam Study Guide-1st Semester

Final Exam-Study Guide-Chapter 9-14

Final Exam-Test Materials-Semester 1-Chapters 9-14

Semester One Vocabulary

Vocab Match up Terms-Chapter 9

Chapter 10-Vocab Match up Terms

Chapter 11-Vocab Match up Terms

Chapter 12 and 13-Vocab Match up Terms

Chapter 14-Vocab Match up Terms

Semester One Power Points

Chapter-9-Presentation

Chapter 10-America Claims and Empire-Power Point

Chapter 11-The First World War-2016

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

Chapter 13-The Roaring Life of the 1920’s

Chapter 14-The Great Depression Begins-2016

Semester One Test Materials

Chapter 9-Test Materials

Chapter 10-Test Materials

Chapter 12 and 13-Test Materials

Chapter 14-The Great Depression Begins-Test Graphics

Textbook PDF’s

The Americans-Chapter 9-Section 1

The Americans-Chapter 9-Section 2

The Americans-Chapter 9-Section 3

The Americans-Chapter 9-Section 4

The Americans-Chapter 9-Section 5

Chapter 10-Textbook-PDFs

Chapter 11-Textbook-PDFs

Chapter 12-Textbook-PDFs

Chapter 13-Textbook-PDFs

Chapter 14-Textbook-PDFs

________________________________________________________________________________________________________________

Government

Monday-1/23/17:

• Bell Work-None
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapters 1-7, 9-11, 13 and 14
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 1-7, 9-11, 13 and 14 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-11, 13 and 14 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Materials: Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14

Final Exam Study Guide-1st Semester

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

Semester One Vocabulary

Magruder Government Textbook Glossary

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

Chapter 2-Vocab Match up Terms

Chapter 2-Vocabulary Match-up

Chapter 2-Vocabulary

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter 13-Vocabulary

Chapter 14-Vocabulary

Semester One Power Points

Chapter 1-Principles of Government

Characteristics of a State

Forms of Government

Origins of the State-2015

The Purpose of Government-2015

Chapter 2-Origins of American Government

Chapter 2-Section 1-PPT

The Constitution-2016

Declaration to Articles

FOUNDING FATHERS

THE AMERICAN REVOLUTION

Chaper 2-Sections 5-PPT

Chapter 3-The Constitution

Chapter 3-The Constitution-2016

Informal Amendments-2015

Chapter 4-Federalism

Chapter 4-Federalism-2016

Chapter 5-Political Parties

American Political Parties-2016

Chapter 6-Voter and Voter Behavior 

Chapter 6 Interest Groups

Electoral College-2016

How the Electoral College Works-2016

Chapter 7-The Electoral Process

Chapter 7-The Electoral Process-2016

Chapter 9-Interest Groups

Interest Groups-2016

Chapter 10-Congress

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress

Chapter 11-The Powers of Congress

Chapter 11-Section 3-The Implied Powers

Chapter 11-Section 4-Non-Legislative Power

Chapter 13-The Presidency

Chapter 13-The Presidency

Chapter 14-The Presidency in Action

Chapter 14-The Presidency in Action-Streamlined Version

Semester One Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

U.S. History

Friday-1/20/17:

• Bell Work-1.) Based on the information in this document list two actions taken by farmers to deal with their economic situations during the Great Depression? 2.) What questions might you ask if you were a reporter who sat down to interview of these farmers? 3.) Do you agree with these farmer’s actions in their attempt to receive fair compensation for their products or do you feel their approach on the road to Sioux City were too extreme? *Thoroughly explain your answer
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Last 10 minutes)
• Final Exam Study Guide-Chapters 9-14
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
  • SWD evaluation of the materials covered in Chapters 9 through 14 by summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions
  • Students will read, and write the key terms and important concepts covered in Chapters 9 through 14 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Materials: Final Exam Study Guide-Chapters 9-14

Final Exam Study Guide-1st Semester

Final Exam-Study Guide-Chapter 9-14

Final Exam-Test Materials-Semester 1-Chapters 9-14

 

Semester One Vocabulary

Vocab Match up Terms-Chapter 9

Chapter 10-Vocab Match up Terms

Chapter 11-Vocab Match up Terms

Chapter 12 and 13-Vocab Match up Terms

Chapter 14-Vocab Match up Terms

 

Semester One Power Points

Chapter-9-Presentation

Chapter 10-America Claims and Empire-Power Point

Chapter 11-The First World War-2016

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

Chapter 13-The Roaring Life of the 1920’s

Chapter 14-The Great Depression Begins-2016

 

Semester One Test Materials

Chapter 9-Test Materials

Chapter 10-Test Materials

Chapter 12 and 13-Test Materials

Chapter 14-The Great Depression Begins-Test Graphics

 

Textbook PDF’s

The Americans-Chapter 9-Section 1

The Americans-Chapter 9-Section 2

The Americans-Chapter 9-Section 3

The Americans-Chapter 9-Section 4

The Americans-Chapter 9-Section 5

Chapter 10-Textbook-PDFs

Chapter 11-Textbook-PDFs

Chapter 12-Textbook-PDFs

Chapter 13-Textbook-PDFs

Chapter 14-Textbook-PDFs

 

________________________________________________________________________________________________________________

Government

Friday-1/20/17:

• Bell Work-1.) Based on the information contained in the primary source what is one action taken by President Dwight D. Eisenhower in response to the crisis in Little Rock, Arkansas? 2.) Based on the information in the primary source what can we infer might have been one of the main reasons President Dwight D. Eisenhower chose to take action during the Little Rock crisis knowing his stand against segregation could negatively affect his approval rating with many Americans? 3.) Imagine you were the President of the United States during the late 1950’s. How would you have handled this situation if you were President? *Be sure to thoroughly articulate your response
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides)
• Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14
• Daily Objective-

• Content Objective:
  • SWD comprehension of how the line of presidential succession works and the growing responsibilities that accompany the office of the Vice President by listening to the teacher complete a short presentation
  • SWD evaluation of the materials covered in Chapters 1-7, 9-11, 13 and 14 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will listen, orally discuss and respond to how the role of the president has changed over the last two hundred and fifty years and the growing responsibilities that accompany the office of the president by participating in classroom discussions following a short lecture by the teacher
  • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-11, 13 and 14 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Materials: Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14

Final Exam Study Guide-1st Semester

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Semester One Vocabulary

Magruder Government Textbook Glossary

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

Chapter 2-Vocab Match up Terms

Chapter 2-Vocabulary Match-up

Chapter 2-Vocabulary

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter 13-Vocabulary

Chapter 14-Vocabulary

 

Semester One Power Points

Chapter 1-Principles of Government

Characteristics of a State

Forms of Government

Origins of the State-2015

The Purpose of Government-2015

 

Chapter 2-Origins of American Government

Chapter 2-Section 1-PPT

The Constitution-2016

Declaration to Articles

FOUNDING FATHERS

THE AMERICAN REVOLUTION

Chaper 2-Sections 5-PPT

 

Chapter 3-The Constitution

Chapter 3-The Constitution-2016

Informal Amendments-2015

 

Chapter 4-Federalism

Chapter 4-Federalism-2016

 

Chapter 5-Political Parties

American Political Parties-2016

 

Chapter 6-Voter and Voter Behavior 

Chapter 6 Interest Groups

Electoral College-2016

How the Electoral College Works-2016

 

Chapter 7-The Electoral Process

Chapter 7-The Electoral Process-2016

 

Chapter 9-Interest Groups

Interest Groups-2016

 

Chapter 10-Congress

Chapter 10-Congress-2016

 

Chapter 11-The Powers of Congress

Chapter 11-The Powers of Congress

Chapter 11-Section 3-The Implied Powers

Chapter 11-Section 4-Non-Legislative Power

 

Chapter 13-The Presidency

Chapter 13-The Presidency

 

Chapter 14-The Presidency in Action

Chapter 14-The Presidency in Action-Streamlined Version

 

Semester One Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

 

 

U.S. History

Wednesday-1/19/17:

• Bell Work-1.) Based on the information in this document list two ways women in the labor force were affected by the Great Depression? 2.) What facts would help craft an argument highlighting the advantage gender segregation provided women during the Great Depression? 3.) Suppose you could introduce a bill to Congress that would help increase the amount of training women would receive to find work in a particular industry. Which industry would you choose to see an increase of female employees in and what resistance do you think you might face?   
• Attendance-While Class is Doing Bell Work
• Video-Cinderella Man (Day 3)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

________________________________________________________________________________________________________________

Government

Thursday-1/19/17:

• Bell Work-1.) Based on the context of the political cartoon what can we infer is the artists position of Donald J. Trumps 2016 Presidential campaign? What facts or ideas show the artists bias? 2.) What is the underlying theme of this political cartoon? 3.) What is your opinion of this political cartoon? Do you feel it accurately depicts Donald J. Trump’s political campaign or do you feel it feeds into a view that ignores his positive qualities in an attempt to craft a negative public image of him?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency
• Vocabulary Frayer Activity-Chapter 14-The Presidency in Action
• Daily Objective-

• Content Objective:
  • SWD comprehension of the formal qualifications required for becoming the President along with examining the key duties associated with the job by listening to the teacher complete a short presentation then participating in a classroom discussion
  • SWD analysis of key terms associated with the unit covering the key duties of the President by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective: .
  • Students will listen and orally discuss the formal qualifications required for becoming the President along with examining the key duties associated with the job by 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 key duties of the President through the use of a frayer model vocabulary activity

 

Supplemental Materials: Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency and Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

 

Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency

Chapter 13-The Presidency

 

Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

Frayer Vocabulary Model

Chapter 14-Vocabulary

 

 

 

U.S. History

Wednesday-1/18/17:

• Bell Work-1.) Based on the information in this document list two ways women in the labor force were affected by the Great Depression? 2.) What facts would help craft an argument highlighting the advantage gender segregation provided women during the Great Depression? 3.) Suppose you could introduce a bill to Congress that would help increase the amount of training women would receive to find work in a particular industry. Which industry would you choose to see an increase of female employees in and what resistance do you think you might face?   
• Attendance-While Class is Doing Bell Work
• Video-Cinderella Man (Day 2)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

 

________________________________________________________________________________________________________________

Government

Wednesday-1/18/17:

• Bell Work-1.) Identify three of the main differences between the House of Representatives and the Senate? 2.) What evidence can you find in the chart that will support the notion that on average members of the of the House have a better understanding of the individual needs of their constituents then members of the Senate do? 3.) Suppose you were an aspiring politician. Would you be more likely to make a run for the Senate or the House of Representatives based on the data contained in the chart above? * Please clearly state your answer and support it with data from the chart
• Attendance- While Class is Doing Bell Work
• Video-What Powers Does President Obama Legally Have? (3:57 min)
• Presentation-Chapter 13-Section 1-The President’s Job Description
• Daily Objective-

• Content Objective:
  • SWD comprehension of the formal qualifications required for becoming the President along with examining the key duties associated with the job by listening to the teacher complete a short presentation then participating in a classroom discussion
• Language Objective:
  • Students will listen and orally discuss the formal qualifications required for becoming the President along with examining the key duties associated with the job by participating in classroom discussions following a short lecture by the teacher

 

Supplemental Materials-Presentation-Chapter 13-Section 1-The President’s Job Description

Chapter 13-Section 1-The President’s Job Description

 

 

Video Link-What Powers Does President Obama Legally Have? (3:57 min)

https://www.youtube.com/watch?v=milg9b0rPLQ

 

 

U.S. History

Tuesday-1/17/17:

• Bell Work-1.) How would you explain in your own words what is going on in this political cartoon? 2.) How is the concept of rail-splitting related to the idea of breaking the cycle of economic failure during the Great Depression? 3.) Based on what you know, how would you explain why President Hoover was so ineffective in terms of leading America out of the Great Depression?
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 1)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

 

________________________________________________________________________________________________________________

Government

Tuesday-1/17/17:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 9, 10 and 11.
• Attendance- While Class is Doing Bell Work
• Test-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress
• Vocabulary Frayer Activity-Chapter 13-The Presidency
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering Chapters 9, 10 and 11 by demonstrating their knowledge thought the use of a unit quiz
  • 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 write their answers in order to match up important vocabulary terms and information pertaining to our unit covering Chapters 9, 10 and 11 by completing a multiple choice and matching quiz.
  • 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 Activity-Chapter 13-The Presidency

Frayer Vocabulary Model

Chapter 13-Vocabulary

 

 

U.S. History

Friday-11/13/16:

• Bell Work-1.) Based on the information contained in the document who can you identify is the group most likely to benefit from Dr. Townsend’s plan? 2.) In his proposal Dr. Townsend offered three conditions in which a person must meet in order to retire with a pension of $200 per month. If Congress came back and said you had to change one of the three factors (conditions) before they would vote on approving it which one would you choose to change and what would your justification be? 3.) Based on all of the information above do you feel that the third condition is fair in forcing Americans to spend their pensions almost as quickly as they receive it? *Provide strong reasoning for your position
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 14-The Great Depression Begins
• Quiz-Chapter 14-The Great Depression Begins
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Great Depression by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and concepts associated with our unit covering the Great Depression 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 Great Depression 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 Great Depression by completing a multiple choice and matching quiz

 

________________________________________________________________________________________________________________

Government

Friday-1/13/17:

• Bell Work-1.) Describe what a typical representative of the 110th Congress would look like using six of the characteristics listed in the chart above? 2.) Based on the information contained in the chart which three groups might feel that Congress is not an adequate representation of the general public and their interests? Why might these groups feel this way? 3.) Are you a person that feels that it is important to elect someone of the same statistical profile (or ethnic background) as the majority of the people in their district in order to truly represent a population or is a representative with a strong service record the ideal choice regardless of their ethnic or statistical background? *Please explain your position
• Attendance- While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Special Districts (HBO) (15:19 min)

• Reflection Question:

• Activity-Current Events 1/13

• Study Guide-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

• 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
    • SWD evaluation of the materials covering the roles of interest groups in politics, the roles and the functions of Congress along with the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways through summarizing key information in a structured study guide
  • 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
    • 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

 

Video Link-Last Week Tonight with John Oliver: Special Districts (HBO) (15:19 min)

 

Test Materials-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-Powers of Congress

 

Study Guide-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-Powers of Congress

Chapter 9 10 and 11-Learning Target-Study Guide

Chapter 9-10 and 11-Definitions

 

Chapter 9-Interest Groups

Interest Groups-2016

Chapter 9-Essentials-Study Guide

 

Chapter 10-Congress

Chapter 10-Congress-2016

Chapter 10-Essentials Study Guide

 

Chapter 11-Powers of Congress

Chapter 11-The Powers of Congress

Chapter 11- Essentials Study Guide

U.S. History

Thursday-11/12/16:

• Bell Work-1.) Describe in your own words what is going on in the document above. 2.) Based on the document, what were some of the problems the stock market crash of 1929 had on banks? 3.) How would you have handled being one of the unlucky Americans who arrived at the bank to with draw your money only to find out you are too late in the bank has collapsed? What would you do in the wake of this devastating news?   
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 14-The Great Depression Begins
• Video-Hoover and the Great Depression (4:36 min)
• Study Guide Review Time-Chapter 14-The Great Depression Begins
• Daily Objective-

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

 

Supplemental Materials: Chapter 14 Test Materials

Chapter 14-The Great Depression Begins-2016

Chapter 14-Learning Target-Study Guide

Chapter 14-The Great Depression Begins-Test Graphics

The Americans-Chapter 14-Section 1

The Americans-Chapter 14-Section 2

The Americans-Chapter 14-Section 3

 

Video Link-Hoover and the Great Depression (4:36 min)

 

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Government

Thursday-1/12/17:

• Bell Work-1.) Based on the information from the primary source above do federal systems like the one in the United States always have to contain bicameral state legislatures? 2.) What are some of the problems associated with bicameralism, according to this passage? 3.) Do you think it is a good thing or a bad thing that the United States has almost exclusively adopted a bicameral system in regards to our legislatures? *Please thoroughly explain your position
• Attendance- While Class is Doing Bell Work
• Article-Implied Powers of Congress: A Constitutional Controversy (April 14^th, 2014)

• SSR One Pager (Complete next year)

• Video-How Do You Impeach a President? (3:49 min)
• Presentation-Chapter 11-Section 4-The Non-legislative Powers
• Outline Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

• Paragraph Response Outline

• Daily Objective-

• Content Objective:
  • SWD analysis of the implied powers held by the United States government by examining a primary source and responding to an inquiry review sheet

• SWD comprehension of the non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by listening to the teacher complete a short presentation then participating in a classroom discussion

• SWD comprehension of the implied powers held by the United States government as a they relate to expressed powers and the non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by outlining important concepts in an inquiry notes worksheet

• Language Objective:
  • Students will read and respond to an article pertaining to the implied powers held by the United States government by examining a primary source then filling our an SSR “One Pager”
  • Students will read and respond to information pertaining to non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by participating in classroom discussions following a short lecture by the teacher.
  • Students will read and respond to information pertaining to the implied powers held by the United States government as they relate to expressed powers and how non-legislative powers are laid out in the Constitution which includes Congresses power to impeach a government official by reading through text and completing a set of student led guided notes.

 

Supplemental Materials: Presentation-Chapter 11-Section 4-The Non-legislative Powers and Outline Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

Presentation-Chapter 11-Section 4-The Non-legislative Powers

Chapter 11-The Powers of Congress

 

Outline Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

Chapter 11-Section 3-Response Outline

Chapter 11-Section 4-Non-Legislative Power

 

Video Link-How Do You Impeach a President? (3:49 min)

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

 

Test Materials-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-Powers of Congress

 

Study Guide-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-Powers of Congress

Chapter 9 10 and 11-Learning Target-Study Guide

Chapter 9-10 and 11-Definitions

 

Chapter 9-Interest Groups

Interest Groups-2016

Chapter 9-Essentials-Study Guide

 

Chapter 10-Congress

Chapter 10-Congress-2016

Chapter 10-Essentials Study Guide

 

Chapter 11-Powers of Congress

Chapter 11-The Powers of Congress

Chapter 11- Essentials Study Guide

 

U.S. History

Wednesday-1/11/16:

• Bell Work-1.) Describe in your own words what Caroline Bird believes is “The Invisible Scar”? 2.) Identify two of the ways families described in the passage attempted to deal with the challenges they faced during the Great Depression? 3.) Reflect on the final paragraph which begins with the line “A teacher in a mountain…”. Imagine you were a teacher living during the Great Depression how would you have handled disciplining a child who was acting out due to hunger and frustration?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression
• Study Guide-Chapter 14-The Great Depression Begins
• Daily Objective-

• Content Objective:
  • SWD analysis of President Hoovers initial response to the Great Depression and the ineffective measures he took in an attempt to combat our nation’s economic woes by interacting in a short presentation and creating a set of student centered guided notes
  • SWD evaluation of the materials covered in Chapter 14 pertaining to the causes of the Great Depression through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and record information pertaining to President Hoovers initial response to the Great Depression and the ineffective measures he took in an attempt to combat our nation’s economic woes through listening to a short lecture and creating student centered guided notes
  • Students will read, and write the key terms and important concepts covered in Chapter 14 pertaining to information surrounding the causes of the Great Depression by completing a structured inquiry based study guide

 

Supplemental Materials: Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression, Study Guide-Chapter 14-The Great Depression Begins, Test Materials Chapter 14

 

Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression

Chapter 14-The Great Depression Begins-2016

 

Study Guide-Chapter 14-The Great Depression Begins

Chapter 14-Learning Target-Study Guide

 

Test Materials Chapter 14 and Textbook PDF’s

Chapter 14-The Great Depression Begins-Test Graphics

The Americans-Chapter 14-Section 1

The Americans-Chapter 14-Section 2

The Americans-Chapter 14-Section 3

 

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Government

Wednesday-1/11/17:

• Bell Work-1.) Who are the key characters depicted in the political cartoon? 2.) What might be some of the motives behind the artists focus on calling out the issues of nepotism (The practice among those with power or influence of favoring relatives or friends, especially by providing them with jobs) in U.S. politics? 3.) What do you think about the fact that often times in politics the way people are appointed to government positions has more to deal with “who they know” rather than “what qualifications they have”? How might this lead to problems in the strength of political leadership?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 11-Section 2-The Other Expressed Powers
• Primary Source-What Are the Limits on the Implied Powers of Congress? (McCulloch v. Maryland, 1819) (pg. 310)

• w/Thinking Critically Questions #1-2 on pg. 311

• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 11 by defining and personalizing vocabulary terms in a vocabulary based activity
  • SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers and the specific roles Congress plays in determining their by listening to the teacher complete a short presentation then participating in a classroom discussion
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 11 through the use of a frayer model vocabulary activity
  • Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers and the specific roles Congress plays in determining their functions by participating in classroom discussions following a short lecture by the teacher

 

Supplemental Materials: Presentation-Chapter 11-Section 2-The Other Expressed Powers

Chapter 11-Section 2-The Other Expressed Powers