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

U.S. History

Monday-3/13/17:

• Bell Work-1.) Who are the main figures being depicted in this political cartoon? 2.) What inference can you make on why the artist drew these two leaders “in bed” with one another? *Think about what the term “in bed” means politically 3.) Based on what you know, how would you explain the significance of the statement the man on the left is making regarding the document he is holding?
• Attendance- While Class is Doing Bell Work

Video-Escape from Sobibor (118 total minutes) (Day 3)

• • 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)

https://www.youtube.com/watch?v=RC1c5WcztqE&t=150s

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Government

Monday-3/13/17:

• Bell Work-1.) What is the main idea of this primary source excerpt? 2.) Based on the excerpt from The Federalist Papers Number 4, identify one argument used by John Jay to support ratifying the Constitution? 3.) In your opinion why do you believe it was so important to John Jay that the “national government is efficient and well administered…?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments)
• Activity-Change by Other Means (Methods of Change)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which laws are in traduced and changes can be made to legislative policy without having to formally amend the Constitution of the United States 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 laws are in traduced and changes can be made to legislative policy without having to formally amend the Constitution of the United States through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments) and Activity-Change by Other Means (Methods of Change)

Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments)

Chapter 3-The Constitution-2016

Activity-Change by Other Means (Methods of Change)

Change By Informal Means-Chapter 3-Section 3-Activity

U.S. History

Friday-3/10/17:

• Bell Work-1.) Describe in your own words what the chart is focusing on? 2.) Which of these federal programs would be best to use in the government was trying to stabilize labor unions? 3.) What is your opinion of these federal programs? Do their provisions seem fair or are there any provisions that you feel would violate the freedoms of working class Americans?  
• Attendance- While Class is Doing Bell Work
• Video-Escape from Sobibor (118 total minutes) (Day 2)
  • 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)

https://www.youtube.com/watch?v=RC1c5WcztqE&t=150s

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Government

Friday-3/10/17:

• Bell Work-) Based on the primary source what position (how he feels) can we infer Patrick Henry took in regards to ratifying a new constitution? 2.) Based on the primary source what can you distinguish are Patrick Henry beliefs concerning the role of the Federal Government as laid out in the Constitution? 3.) What do you think about Henry’s statement “The principles of this system [the Constitution] are extremely, pernicious (having a harmful effect, especially in a gradual or subtle way), impolitic (failing to possess or display prudence; unwise), and dangerous…”. How could you change this statement to become more accessible to a wider audience?
• Attendance- While Class is Doing Bell Work
• Video-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)
  • While watching students will record the first ten amendments and additional notes
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties by using guided video notes and class discussions
  • Language Objective:
    • Students will listen and record factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties through responding to a video designed to cause further inquiry and classroom discussion

Supplemental Materials-Constitution Hall Pass: The Bill of Rights-Video Questions

Constitution Hall Pass-Video Questions

Video Link-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)