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

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