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

U.S. History

Wednesday-3/08/17:

• Bell Work-1.) Based to the primary source how many calories would Jewish citizens living in Germany receive a day according to their ration card in October 1941? 2.) What are some of the problems that could occur when a portion of a countries population is reduced to strict nutritional rations? 3.) Imagine you are a young Jewish teenager living in an area under German occupation, how would you have dealt with the ration system instituted in 1941?  
• Attendance- While Class is Doing Bell Work
• Video-Escape from Sobibor (118 total minutes) (Day 1)
  • w/ Video Reflation Questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions

Video Link: Escape from Sobibor (118 total minutes) (Day 1)

https://www.youtube.com/watch?v=RC1c5WcztqE

________________________________________________________________________________________________

Government

Wednesday-3/08/17:

• Bell Work-1.) What can you distinguish according to the primary source is the relationship between the state and federal government? 2.) What is the underlying theme of the primary source? 3.) Why do you believe that the author made it a point in the preamble to list the six purposes of government in their attempt to call for the ratification of a new Constitution?
• Attendance- While Class is Doing Bell Work
• Presentation-Formal Amendments-Chapter 3-Section 2
• Notes-Formal Amendments-Chapter 3-Section 2
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which amendments are formally added to the Constitution 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 process in which amendments are formally added to the Constitution through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Formal Amendments-Chapter 3-Section 2 and Notes-Formal Amendments-Chapter 3-Section 2

Presentation-Formal Amendments-Chapter 3-Section 2

Chapter 3-The Constitution-2016

Notes-Formal Amendments-Chapter 3-Section 2

Chapter 3-Section 2 and 3-Guided Notes-High

U.S. History

Tuesday-3/07/17:

• Bell Work-1.) Which ethnic groups are the key figures being depicted in this political cartoon? 2.) By looking at the title and subject matter contained within the political cartoon what can we infer the author believes might be the possible outcome following the people receiving the TNT (dynamite)? 3.) What do you think the author of the cartoon is trying to say about Japanese-Americans?
• Be sure to include two ways that this cartoon shows racial prejudice towards Japanese-Americans.
• Attendance- While Class is Doing Bell Work
• Activity-Japanese Internment During WWII-DBQ (Combined with elements of Japanese Internment National-Security or Racial Prejudice-DBQ)
• Daily Objective-

• Content Objective:
  • SWD evaluation of primary sources and documents associated with the events following the bombing of Pearl Harbor where thousands of Japanese Americans were rounded up and sent to internment camps along the West Coast by examining twelve documents in a collaborative DBQ activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the events following the bombing of Pearl Harbor where thousands of Japanese Americans were rounded up and sent to internment camps along the West Coast by examining several primary sources in a partner based document based activity

________________________________________________________________________________________________

Government

Tuesday-3/07/17:

• Bell Work-1.) Identify the different ways that power is divided between the three branches government? 2.) What are some of the problems that could emerge if one of the three branches of government continuously fails to meet their constitutional responsibilities? 3.) Is there a better solution when it comes to delegating power than creating a system where the three branches of our government hold the same amount of influence and power over the other two branches?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 3-Section 1-Basic Principle
• Thinking Map-Federalism: Who Has the Power?-Double Bubble Map
• Student Led Notes-Chapter 3-Section 1-Basic Principle
• Daily Objective-

• Content Objective:
  • SWD synthesis of the six basic concepts the United States Constitution was built around 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 six basic concepts the United States Constitution was built around through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 3-Section 1-Basic Principle and Student Led Notes-Chapter 3-Section 1-Basic Principle

Presentation-Chapter 3-Section 1-Basic Principle

Chapter 3-The Constitution-2016

Student Led Notes-Chapter 3-Section 1-Basic Principle

Chapter 3-Section 1-Guided Notes-High