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

U.S. History

Monday-2/06/17:

• Bell Work-1.) How would you explain in your own words what is going on in the political cartoon? 2.) Based on your background knowledge please identify the New Deal programs that the children are intended to represent? 3.) Reflect on the lyrics of the nursery rhyme Ring around the Rosy then re-examine the political cartoon. “Ring around the rosy, A pocketful of posies, Ashes, Ashes, We all fall down.” What can we infer the symbolism would be (based on the context of the nursery rhyme) if the children were to fall down while dancing around FDR?
• Attendance- While Class is Doing Bell Work
• Quiz-New Deal Programs (10 New Deal Programs)
• Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s
• Outline Notes-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s
• Daily Objective-

• Content Objective:
  • SWD analysis of the effects New Deal programs had on the lives of minorities and the cultural impact of the 1930’s on everyday Americans 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 effects New Deal programs had on the lives of minorities and the cultural impact of the 1930’s on everyday Americans through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s and Outline Notes-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s

Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s

Chapter 15-The New Deal-2016

 

Outline Notes-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s

Notes-Outline-Chapter 15-Section 3

Notes-Outline-Chapter 15-Section 4

 

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Government

Monday-2/06/17:

• Bell Work-1.) What is the key difference between Thomas Jefferson and Alexander Hamilton’s feelings of the roles of delegated powers in regards to the formation of a national bank? 2.) Discuss the pro/cons of having a national bank? *Think what would be the best argument for or against the idea of having a national bank. 3.) Based on the following excerpt what relationship exists between the federal government and the people if there is not a clear definition of who power is delegated to? “I consider the foundation of the Constitution as laid on this ground: that all powers not delegated to the United States, by the Constitution, nor prohibited by it the states, or the people (XII amend). To take a simple step beyond the boundaries thus specially drawn around the powers of the Congress, is to take possession of a boundless field of power, no longer susceptible of any definition”.
• Thinking Map-Classifications of Government-Bubble Map
• Video-Democracy-A Short Introduction (3:19 min)
• Presentation-Chapter 1-Section 3-Basic Concepts of Democracy
• Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy
• Daily Objective-

• Content Objective:
  • SWD synthesis of the foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through 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 foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 1-Section 3-Basic Concepts of Democracy and Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy

Presentation-Chapter 1-Section 3-Basic Concepts of Democracy

Chapter 1-Principles of Government-Comprehensive PPT-2017

 

Student Led Notes-Chapter 1-Section 2- Forms of Government and 3-Basic Concepts of Democracy

Chapter 1-Section 2-Guided Notes

Chapter 1-Section 3-Guided Notes

 

 

 

U.S. History

Friday-2/03/17:

• Bell Work-1.) Who are the key figures depicted within the political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) Knowing that during Hoover’s presidency the United States government did very little to combat the results of the 1929 stock market crash. With this in mind can you defend FDR’s decision to infuse massive amounts of money into social programs designed to help struggling Americans or do you agree with the artist programs are a massive failure wasting billions of tax payer dollars? *Thoroughly explain your position
• Attendance- While Class is Doing Bell Work
• Video Clip-The New Deal: Crash Course US History #34 (14:56 min)
  • Reflection Question: Did the programs and policies of the New Deal expand the power of the United States government too much or were the programs so vital to the success of Americans recovery that it was justified?
• Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold
• Activity-The New Deal-Alphabet Soup
• Daily Objective-

• Content Objective:
  • SWD analysis of the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read and record information pertaining to the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold and Activity-The New Deal-Alphabet Soup (pg. 500)

Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold

Chapter 15-The New Deal-2016

 

Activity-The New Deal-Alphabet Soup (pg. 500)

The New Deal-Alphabet Soup-Activity

 

Textbook PDF-Chapter 15-Section 2-The Second New Deal Takes Hold

The Americans-Chapter 15-Section 2

 

Video Link-The New Deal: Crash Course US History #34 (14:56 min)

• Reflection Question: Did the programs and policies of the New Deal expand the power of the United States government too much or were the programs so vital to the success of Americans recovery that it was justified?

 

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Government

Friday-2/03/17:

• Bell Work-1.) Based on the text what can we infer the term “sovereign” means? 2.) What argument does Thomas Hobbs use to justify man’s “right to everything, even to another’s body”? 3.) Do you feel that in order for men to coexist and thrive there must be a mutually respected social contract between a people and their government where expectations and compromises are clearly defined? * Thoroughly justify your answer  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 1-Secrion 2-Forms of Government
• DBQ-Democratic Road Map  
• Daily Objective-

• Content Objective:
  • SWD synthesis of the main classifications of government and how federal power is distributed by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read and record information pertaining to the main classifications of government and how federal power is distributed through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials- Presentation-Chapter 1-Secrion 2-Forms of Government and DBQ-Democratic Road Map

Presentation-Chapter 1-Secrion 2-Forms of Government

Forms of Government-2016

 

DBQ-Democratic Road Map  

Democratic Road Map-DBQ

 

 

U.S. History

Thursday-2/02/17:

• Bell Work-1.) From 1933 to 1938 how many New Deal programs were instituted by FDR in an attempt to halt the economic collapse that occurred during the Great Depression?  2.) Based on the chart above which three New Deal programs do you think would have the most positive outcome in terms of aiding American families? Why do you feel that way? 3.) After examining the New Deal programs listed in the chart above, design an additional program of your own that would address an issue FDR failed to account for that was facing many American during the Great Depression.
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 15-Section 1-A New Deal Fights the Depression
• Thinking Map-New Deal-Bubble Map
• Outline Notes-Chapter 15-Section 1-A New Deal Fights the Depression and Section 2-The New Deal Takes Hold
• Activity-New Deal DBQ (Containing 13 Documents) (20 min to finish)
• Daily Objective-

• Content Objective:
  • SWD analysis of the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs by interacting in a short presentation and creating a set of student centered guided notes
  • SWD application of the accomplishments of FDR during his first hundred days in office by organizing information in a thinking map
  • SWD evaluation of primary sources and documents associated with the New Deal by examining twelve documents in a collaborative DBQ activity
• Language Objective:
  • Students will read and record information pertaining to the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs through listening to a short lecture and creating student centered guided notes
  • Students will record information on the early programs introduced during FDR’s first hundred days in office by creating a bubble map
  • Students will read, discuss and record information pertaining to the New Deal by examining several primary sources in a partner based document based activity

 

Supplemental Materials: Presentation-Chapter 15-Section 1-A New Deal Fights the Depression, Thinking Map-New Deal-Bubble Map, Outline Notes-Chapter 15-Section 1-A New Deal Fights the Depression and Section 2-The New Deal Takes Hold and Activity-New Deal DBQ (Containing 13 Documents) (20 min to finish)

Presentation-Chapter 15-Section 1-A New Deal Fights the Depression

Chapter 15-The New Deal-2016

 

Thinking Map-New Deal-Bubble Map

New Deal-Bubble Map-US

 

Outline Notes-Chapter 15-Section 1-A New Deal Fights the Depression

Notes-Outline-Chapter 15-Section 1

Notes-Outline-Chapter 15-Section 2

 

Section 2-The New Deal Takes Hold and Activity-New Deal DBQ (Containing 13 Documents) (20 min to finish)

The New Deal-DBQ

 

Textbook PDF-Chapter 15-Section 1-A New Deal Fights the Depression

The Americans-Chapter 15-Section 1

 

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Government

Thursday-2/02/17:

• Bell Work-1.) According to Pericles, what are two characteristics he feels are essential to the essence of a democracy? 2.) Based on the primary source above what can we infer Pericles believes is the relationship between duty and social/financial status? 3.) Reflect on the following passage “We are thus unconstrained in our private intercourse, a spirit of reverence (respect) pervades our public acts; we are prevented from doing wrong by respect to those which are ordained for the protection of the injured as well as to those unwritten laws upon the transgressor (violator) of them reprobation (disapproval) of the general sentiment…” Based on this passage what can we determine is Pericles message about our responsibility as citizens in a democratic society?  
• Attendance-While Class is Doing Bell Work
• Thinking Map-The Purpose of Government-Circle Map
• Video Clip-People on the Street: What is the Purpose of Government (2:56 min)
• Presentation-The Six Purposes of Government (6 Slides)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the six main purposes of government and the reason each plays an important role preserving our freedoms through creating a set of student centered notes
• Language Objective:
  • Students will read, discuss and record information on the six main purposes of government and the reason each is important through creating a set of student centered notes

 

Supplemental Materials: Presentation-The Six Purposes of Government (6 Slides)

The Purpose of Government-2015

 

Video Link-People on the Street: What is the Purpose of Government (2:56 min)

 

 

U.S. History

Wednesday-2/01/17:

• Bell Work-1.) In your own words write a brief description of what is going on in the political cartoon shown above. 2.) Examine the political cartoon above. What can we infer was the artist’s motive in labeling the medicine bottles with the names of several New Deal policies put in place by FDR? 3.) Based on your knowledge of the problems that plagued many American’s during the 1930’s devise a plan for how you would deal with the effects of the Great Depression if you were President.
• Attendance- While Class is Doing Bell Work
• Video-Mini BIO-Franklin D. Roosevelt (4:56 min)
• Activity-New Deal DBQ (Containing 13 Documents)
• Daily Objective-

• Content Objective:
  • SWD evaluation of primary sources and documents associated with the New Deal by examining twelve documents in a DBQ activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the New Deal by examining several primary sources in a document based activity

 

Supplemental Materials: Activity-New Deal DBQ (Containing 13 Documents)

The New Deal-DBQ

 

Video Link-Mini BIO-Franklin D. Roosevelt (4:56 min)

 

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Government

Wednesday-2/01/17:

• Bell Work-1.) By using the political cartoon please identify the three basic powers of government in the United States? 2.) Explain why the concept of checks and balances is a vital part of preserving democratic freedoms? 3.) What would happen to the balance of power if the vice president served a major role in shaping legislative policy? (Use the political cartoon above to help)  
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 1-Section 1-Origin of the State (pg. 5-9)
• Thinking Map-Political Theories-Tree Map
• Notes-Chapter 1-Section 1-Government and the State
• Daily Objective-

• Content Objective:
  • SWD analysis of the four main political theories a society must considered when forming a new political state by compiling information in student led notes
• Language Objective:
  • Students will read and record information on the four main political theories a society must considered when forming a new political state through creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 1-Section 1-Origin of the State (pg. 5-9) and Notes-Chapter 1-Section 1-Government and the State

Presentation-Chapter 1-Section 1-Origin of the State (pg. 5-9)

Origins of the State-2015

 

Notes-Chapter 1-Section 1-Government and the State

Chapter 1-Section 1-Guided Notes