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

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