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

U.S. History

Tuesday-2/28/17:

• Bell Work-1.) In your own words what would you describe is happening in this political cartoon? 2.) What inference can you make as to the artists intended symbolism of Adolf Hitler as a dentist? *Keeping in mind his plans for Europe and think about what a dentist does besides clean teeth and check for cavities 3.) What can you predict might be the outcome if Hitler were to successfully empty his waiting room of all the potential appointments? *You’ll need to think metaphorically  
• Attendance- While Class is Doing Bell Work
• Activity-Lasting Effects of the Holocaust-DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of primary sources and documents associated with the events of the Jewish holocaust during WWII by examining twelve documents in a collaborative DBQ activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the Jewish holocaust during WWII by examining several primary sources in a partner based document based activity

Supplemental Materials: Activity-Lasting Effects of the Holocaust-DBQ

Long Lasting Effects of the Holocaust-DBQ

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Government

Tuesday-2/28/17:

• Bell Work-) Based on your prior knowledge who is the author of this primary source document? 2.) How would you feel if you were a woman or someone of color living during the birth of our nation and you read the words “all men are created equal” yet knew that the term “men” meant free white males? 3.) Do you feel that the Framers were wise to take the position that says “whenever any Form of Government becomes destructive of these rights, it is the Right of the People to change or get rid of it, and to create a new Government”? *Please thoroughly explain your answer
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 2- Section 5-Ratifying the Constitution
• Notes-Chapter 2- Section 5-Ratifying the Constitution
• Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through interacting in a short presentation and creating a set of student centered guided notes
    • SWD evaluation of the materials covered in our unit that focuses on the foundation and structure of the United States government through summarizing key information in a structured study guide
  • Language Objective:
    • Student will read and record information pertaining to the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through listening to a short lecture and creating student centered guided notes
    • Students will read, and write the key terms and important covered in our unit that focuses on the foundation and structure of the United States government by completing a structured inquiry based study guide

Supplemental Materials: Notes-Chapter 2- Section 5-Ratifying the Constitution and Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Notes-Chapter 2- Section 5-Ratifying the Constitution

Chapter 2-Sections 5-Guided Notes-High

Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1 and 2-Learning Target-Study Guide-2016

Test Materials-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1-Principles of Government

Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

Origins of the State-2015

The Purpose of Government-2015

Chapter 1-Vocab Match up Terms

Chapter 2-Origins of American Government

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 2-Essential Study Guide

Chapter 2-Vocab Match up Terms

Chapter 1 and 2-Test Materials

U.S. History

Friday-2/17/17:

• Bell Work-1.) Who are the influential figures depicted in this political cartoon? 2.) What might the motive of Argentina be for jumping onto the Allies ship as its pulling away from the dock? What indication does that give for the shifting opinion of many European nations during the early days of WWII? 3.) Based on your background knowledge how would you explain the intended purpose of the artist in creating the political cartoon?
• Attendance- While Class is Doing Bell Work
• Video-I Survived the Holocaust (7:18 min)
• Presentation-Chapter 16-Section 3-The Holocaust
• Outline Notes-Chapter 16-Section 3-The Holocaust
• Daily Objective-

• Content Objective:
  • SWD analysis of the Nazi’s “final solution” and it’s horrific effect on the Jewish population of Europe during the Holocaust by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read, record and orally compare information pertaining to the Nazi’s “final solution” and it’s horrific effect on the Jewish population of Europe during the Holocaust through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 16-Section 3-The Holocaust and Outline Notes-Chapter 16-Section 3-The Holocaust

Presentation-Chapter 16-Section 3-The Holocaust

Chapter 16-Section 3-The Holocaust

Outline Notes-Chapter 16-Section 3-The Holocaust

Notes-Outline-Chapter 16-Section 3

Textbook PDF-Chapter 16-Section 3-The Holocaust

The Americans-Chapter 16-Section 3

Video Link: I Survived the Holocaust (7:18 min)

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Government

Friday-2/17/17:

• Bell Work-1.) What do you think Ezra Stiles means when he says “The Resolutions of Parliament instead of intimidating only add Fuel to the Flame, invigorate & strengthen the Resolutions of Americans”. 2.) What questions would you ask of Ezra Stiles in regards to his predictions concerning American colonists? 3.) What do you think about the fact that Ezra Stiles is fed up with the favor of Parliament’s decisions? Do you agree with his reasons or do you feel he is taking the situation too personally?
• Attendance- While Class is Doing Bell Work
• Activity-Writing a Student Declaration of Independence (Day 3)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the historical impact the Declaration of Independence has played in promoting freedom around the world by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information designed to create a student themed Declaration of Independence by examining a primary source and secondary documents and creating a personalized document with the help of a partner

Supplemental Materials: Activity-Writing a Student Declaration of Independence (Day 3)

Creating a Student Declaration Activity-2016

U.S. History

Thursday-2/16/17:

• Bell Work-1.) Based on the context of the primary source what can we infer the definition of the term “appeasement” means? 2.) What examples can you site to show Churchill’s strategy for keeping peace and stopping the growth of the Nazi’s power in Europe? 3.) What is your opinion of Winston Churchill’s speech to Parliament? Do you agree with the general sentiment of Churchill’s comments or do you feel he is wrong in this instance?
• Attendance- While Class is Doing Bell Work
• Activity-Causes of WWII-DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of primary sources and documents associated with the events leading up to the start of WWII by examining twelve documents in a collaborative DBQ activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the events leading up to the start of WWII by examining several primary sources in a partner based document based activity

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Government

Thursday-2/16/17:

• Bell Work-1.) During which occasion was this address given and who were the two influential men responsible for writing it? 2.) Write in your own words what Thomas Jefferson is proposing American colonists should do in response to the growing conflict with the English? 3.) How effective is this primary source as catalyst for entering into war? How might Jefferson adjust his position to gain a wider base of support?  
• Attendance- While Class is Doing Bell Work
• Activity-Writing a Student Declaration of Independence (Day 2)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the historical impact the Declaration of Independence has played in promoting freedom around the world by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information designed to create a student themed Declaration of Independence by examining a primary source and secondary documents and creating a personalized document with the help of a partner

Supplemental Materials:Writing a Student Declaration of Independence (Day 2)

Creating a Student Declaration Activity-2016

U.S. History

Wednesday-2/15/17: Late Start

• Bell Work-1.) What is the main idea of the political cartoon? 2.) What inference can we make about the slim hope of optimism the United States still has based on the caption at the bottom of the political cartoon? 3.) Imagine you were FDR and you had to make the difficult decision on how to handle the conflict in Europe. What choice would you have made regarding the United States position in Hitler’s march across Europe?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 16-Section 1-Dictators Threaten World Peace
• Thinking Map-The Rise of Nationalism 1922-1941-Bubble Map (Chapter 16 Section 1)
• Student Led Notes-Chapter 16-Section 2-War in Europe
• Daily Objective-

• Content Objective:
  • SWD analysis of types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by interacting in a short presentation
  • SWD analysis of the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by completing structured student led outlines
• Language Objective:
  • Student will read and record information pertaining to the types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through listening to a short lecture
  • Students will read and record information on the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by creating student directed outline notes

Supplemental Materials: Presentation-Chapter 16-Section 1-Dictators Threaten World Peace and Student Led Notes-Chapter 16-Section 2-War in Europe

Presentation-Chapter 16-Section 1-Dictators Threaten World Peace

Chapter 16-Section 1-Dictators Threaten World Peace

Student Led Notes-Chapter 16-Section 2-War in Europe

Notes-Outline-Chapter 16-Section 2

Textbook PDF-Chapter 16-Section 2-War in Europe

The Americans-Chapter 16-Section 2

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Government

Wednesday-2/15/17: Late Start

• Bell Work-1.) Based on the information contained in the political cartoon identify two weaknesses associated with the Articles of Confederation? 2.) What is the underlying theme of the political cartoon? *Specifically why are the Articles’ weaknesses represented by waves 3.) Imagine you were a Federalist (Someone who supports ratifying a new Constitution) would a political cartoon like this make a good argument for replacing the articles or is the symbolism too vague for many Americans to connect with?  
• Attendance- While Class is Doing Bell Work
• Activity-Writing a Student Declaration of Independence (Day 1)

• Reflection Question: Select one of the four quotes given to you regarding the declarations impact and explain which would make the strongest argument for supporting a free and independent nation.
  • Be sure to use one to two pieces of evidence from the quote to strengthen your answer

• Daily Objective-

• Content Objective:
  • SWD evaluation of the historical impact the Declaration of Independence has played in promoting freedom around the world by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information designed to create a student themed Declaration of Independence by examining a primary source and secondary documents and creating a personalized document with the help of a partner

Supplemental Materials: Activity-Writing a Student Declaration of Independence (Day 1)

Creating a Student Declaration Activity-2016

U.S. History

Tuesday-2/14/17:

• Bell Work-1.) Which peace assuring document did Adolf Hitler find so offensive in it’s treatment of Germany? 2.) What action did Hitler take in defiance of the Treaty of Versailles? What does he use to justify his actions? 3.) Do you agree with the reactions of the French? What can we determine might be the reason this reaction led to war?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 16-World War Looms
• Video-Crash Course U.S. History-Episode 7- World War II Part 1: Crash Course US History #35 (13:26 min)
  • Reflection Question: How did the United States transition from isolationism to total war set the stage for the Allies victory during WWII?
• Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the beginnings of WWII by manipulating of vocabulary terms in a collaborative activity
  • SWD analysis of types of governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by creating a set of student centered guided notes
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the beginnings of WWII through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the types of governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through creating student centered guided notes

Supplemental Mata rials: Vocabulary Match-up Activity-Chapter 16-World War Looms and Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace

Vocabulary Match-up Activity-Chapter 16-World War Looms

Chapter 16-Vocabulary Match-up

Chapter 16-Vocab Match up Terms

Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace

Notes-Outline-Chapter 16-Section 1

Video Link-Crash Course U.S. History-Episode 7- World War II Part 1: Crash Course US History #35 (13:26 min)

• Reflection Question: How did the United States transition from isolationism to total war set the stage for the Allies victory during WWII?

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Government

Tuesday-2/14/17:

• Bell Work-) Based on the information contained in the primary source what happened to property that a woman owned after she became married? 2.) According to this document, what were some of the problems women faced due to the fact that they were viewed unequal to men in colonial times? 3.) According to the document, what happened to women in cases of divorce? How would you have handled this situation if you were a woman living in Colonial America?
• Attendance-While Class is Doing Bell Work
• Activity-Breaking Down the Articles of Confederation
• Student Led Notes-Chapter 2-Section 2-The Coming of Independence
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
    • SWD analysis of the massive divide in ideology that led to the creation of the Declaration of Independence by creating a set of student centered guided notes
  • Language Objective:
    • Student will read and record information pertaining to the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with the help of a partner
    • Students will read and record information pertaining to the massive divide in ideology that led to the creation of the Declaration of Independence through creating student centered guided notes

Supplemental Materials: Activity-Breaking Down the Articles of Confederation and Student Led Notes-Chapter 2-Section 2-The Coming of Independence

Activity-Breaking Down the Articles of Confederation

Articles of Confederation-Supplemental Chart

The Articles of Confederation and Perpetual Union

Student Led Notes-Chapter 2-Section 2-The Coming of Independence

Chapter 2-Section 2-Guided Notes-High

U.S. History

Monday-2/13/17:

• Bell Work-1.) Who are the main figures depicted in this political cartoon? 2.) What is the main theme of the political cartoon? 3.) Knowing the failures of Germany during WWI when they attempted to fight a two-front war against Great Britain and France on one side and Russia on the other, why do you think Hitler chose to “stab Russia in the back” by violating their non-aggression pact?
• Attendance- While Class is Doing Bell Work
• Video-The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945        (Last 10 min)

• w/ Guided Video Notes

• Vocabulary Frayer Model Activity-Chapter 16-World War Looms
• Daily Objective-

• Content Objective:
  • SWD knowledge of how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through recording information presented in a video and completing a class discussion
  • 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 watch and record information pertaining to how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through watching a video and discussing the impact with a classmate
  • 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: Vocabulary Frayer Model Activity-Chapter 16-World War Looms

Frayer Vocabulary Model

Chapter 16-Vocab Match up Terms

Chapter 16-Vocabulary Match-up

Video Link: The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945  (44 min)

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Government

Monday-2/13/17:

• Bell Work-1.) Based on your prior knowledge what can you distinguish is the biggest difference between the feudal system and a democracy? 2.) What is the underlying theme of these excerpts from the Magna Carta, and why might they be highlighted in the primary source? 3.) Do you think that it is a good or a bad thing that the basis for the United States Constitution draws from several influential English documents, despite the fact that we had just broken away from the “tyranny” of English colonial rule?
• Attendance- While Class is Doing Bell Work
• Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map
• Video-Crash Course U.S. History-Episode 7-Who won the American Revolution? (12:40 min)

• Reflection Question: Did the outcome of the Revolutionary War grant widespread freedom to the colonists or was the guarantee of liberty still out of reach for many minorities despite the idea that “All men are created equal”?

• Daily Objective-

• Content Objective:
  • SWD analysis of the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began by watching a small film and answering a focused reflection question
• Language Objective:
  • Students will read and record information pertaining to the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began through watching a short video and recording information designed to answer a structured reflection question

Video Link-Crash Course U.S. History-Episode 7-Who won the American Revolution? (12:40 min)

• Reflection Question: Did the outcome of the Revolutionary War grant widespread freedom to the colonists or was the guarantee of liberty still out of reach for many minorities despite the idea that “All men are created equal”?

U.S. History

Friday-2/10/17:

• Bell Work-1.) Based on the primary source above who are three groups who have positively benefited from the implementation of the Social Security Act? 2.) Why do you think legislatures have been so hesitant to alter the system despite the fear of it falling into bankruptcy? 3.) Imagine you were a member of the Senate who has an opportunity to sit down with the President in order to discuss reforming government subsidized programs. Explain what changes you might suggest to the President in the hopes of avoiding the potential bankruptcy of the Social Security System?  
• Attendance-While Class is Doing Bell Work
• Video-The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945  (44 min)

• w/ Guided Video Notes

• Daily Objective-

• Content Objective:
  • SWD knowledge of how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through watching a video and discussing the impact with a classmate

Supplemental Materials: The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945-Guided Video Note

Ultimate Guide to the Presidents-Episode 7-Changing of the Guard-1920-1945

Video Link: The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945  (44 min)

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Government

Friday-2/10/17:

• Bell Work-1.) Hypothesize the reason for limiting these particular freedoms listed on the political cartoon? 2.) Based upon the evidence, explain your choice as to which of these freedoms the government is most justified in limiting? 3.) What criteria would you use to assess what type of freedoms should be limited in the future?
• Video-Last Week Tonight with John Oliver: Student Debt (HBO) (16:16 min)

• Reflection Question: How are federally subsidized student loans creating problems for college aged American who have no other options then to take out loans in order to pay for school?

• Activity-Current Events 2/10
• 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: Last Week Tonight with John Oliver: Student Debt (HBO) (16:16 min)

U.S. History

Thursday-2/09/17:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 12 and 13. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up Review-Chapter 15-The New Deal
• Quiz-Chapter 15-The New Deal
• Daily Objective-

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

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Government

Thursday-2/09/17:

• Bell Work-1.) What was the major system of government that developed in England in 1066? 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)? 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed?  
• Attendance- While Class is Doing Bell Work
• Activity-Comparing and Contrasting the Magna Carta with the U.S. Bill of Rights
• Daily Objective-

• Content Objective:
  • SWD evaluation on the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by identifying key pieces of information contained within a copy of the Magna Carta and the Bill of Rights with the help of a partner

U.S. History

Wednesday-2/08/17:

• Bell Work-1.) Examine the political cartoon above. Based on your background knowledge please identify who the umpire, baseball player and baseball bats are intended to represent. 2.) Imagine you were a reporter for the New York Times. What questions would you ask the Supreme Court in an interview concerning their feelings towards the New Deal? 3.) What inference could you make as to what President Roosevelt was going to attempt to do regarding the Supreme Court based on his quote from the political cartoon which reads “Listen-I don’t like your ‘DECISIONS’, from now on you’re going to have to work with someone who can see things ‘MY WAY’!”?
• Attendance- While Class is Doing Bell Work
• Reading Activity-Long, Lewis and the Communists-Appendix C pg. 21 (pg. 46 of the Crash, the Dust and the New Deal Activity)
• Study Guide Review Day-Chapter 15-The New Deal
• Daily Objective-

• Content Objective:
  • SWD evaluation of the impact of Huey Long’s assassination and the fear of communism that began to emerge in America during the latter part of the 1930’s by interpreting primary text sources in a collaborative activity
  • SWD evaluation of the materials covered in our unit covering the New Deal through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, orally discuss and respond to an activity where they will analyze primary a primary source highlighting the impact of Huey Long’s assassination and the fear of communism that began to emerge in America during the latter part of the 1930’s through a partner reading activity
  • Students will read, and write the key terms and important concepts covered in our unit covering the New Deal by completing a structured inquiry based study guide

Supplemental Materials:  Study Guide Review Day-Chapter 15-The New Deal

Chapter 15-Learning Target-Study Guide

Chapter 15-The New Deal-2016

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Government

Wednesday-2/08/17:

• Bell Work-1.) Based on your prior knowledge what document acted as the political guideline for the United States prior to the adoption of the U.S. Constitution? 2.) Based on the excerpt what can you determine could have caused the United States to move away from prior documents to a Constitution with a strongly established central government? 3.) What would you conclude about Richard Henry Lee’s argument is it one that would realistically persuade the American public to adopt a new Constitution or would it cause fear that we are replacing one ineffective government with another? * Please thoroughly explain your answer
• Attendance- While Class is Doing Bell Work
• Procedure-Current Events Roll Out
• Presentation-Chapter 2-Section 1-Our Political Beginnings
• Guided Notes-Chapter 2-Section 1-Our Political Beginnings
• Daily Objective-

• Content Objective:
  • SWD analysis of the basic concepts of government and how influential English documents laid the foundation for the United States current system of government by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the basic concepts of government and how influential English documents laid the foundation for the United States current system of government through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Procedure-Current Events Roll Out, Presentation-Chapter 2-Section 1-Our Political Beginnings and Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Procedure-Current Events Roll Out

Article of the Week-Rubric-2016

Presentation-Chapter 2-Section 1-Our Political Beginnings

Chapter 2-Section1-Our Political Beginnings-2016

Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Chapter 2-Sections 1-Guided Notes-High

U.S. History

Tuesday-2/07/17: Common Planning Time with Colter 1^st-3^rd Hour and with Mazza 4^th-6^th Hour

• Bell Work-1.) Who are the main characters (Hint we’re not looking for specific people) depicted in this primary source? Why is their relationship strained? 2.) During what period in American history does this excerpt from the Grapes of Wrath take place? What facts or ideas can you use to support your answer? 3.) According to the primary source what was the situation that marked the turning point for many farmers in which they were finally willing to leave the land that most had lived on their entire lives?
• Attendance- While Class is Doing Bell Work
• Outline Notes-Chapter 15-Section 5-The Impact of the New Deal
• Study Guide-Chapter 15-The New Deal
• Daily Objective-

• Content Objective:
  • SWD analysis of the impact FDR’s New Deal programs on the social and economic conditions of the United States as the 1930’s came to a close by outlining information in structured guided notes
  • SWD evaluation of the materials covered in our unit covering the New Deal through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, orally discuss and record the impact FDR’s New Deal programs on the social and economic conditions of the United States as the 1930’s came to a close by completing structured guided section outline notes
  • Students will read, and write the key terms and important concepts covered in our unit covering the New Deal by completing a structured inquiry based study guide

Supplemental Materials: Outline Notes-Chapter 15-Section 5-The Impact of the New Deal and Study Guide-Chapter 15-The New Deal

Outline Notes-Chapter 15-Section 5-The Impact of the New Deal

Notes-Outline-Chapter 15-Section 5

The Americans-Chapter 15-Section 5

Study Guide-Chapter 15-The New Deal

Chapter 15-Learning Target-Study Guide

Chapter 15-The New Deal-Power Point

Chapter 15-The New Deal-2016

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Government

Tuesday-2/07/17: Common Planning Time with Colter 1^st-3^rd Hour and with Mazza 4^th-6^th Hour

• Bell Work-1.) Describe in your own words what the Native American man means when he says “What we need is a department of Homeland Security”? 2.) What is the underlying theme of this political cartoon? 3.) How do you feel about the way our country traditionally has handled immigrants throughout history? Would the first wave of European settlers agree with their treatment or feel it is the opposite of their original intentions? *Please thoroughly explain your answers
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the influence of the Magna Carta, Petition of Right and the English Bill of Rights on the current American system 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 the influence of the Magna Carta, Petition of Right and the English Bill of Rights on the current American system through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government

Frayer Vocabulary Model

Vocabulary Chapter 2