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

U.S. History

Wednesday-3/15/17: Late Start

• Bell Work-1.) What is the main idea behind the political cartoon? 2.) What inference can you make about Germany’s military position based on the fact that they are being “put through the wringer”? 3.) Based on your prior knowledge and the elements contained within the political cartoon what could you predict might be the most likely outcome regarding which wringer Germany will make it through?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 17-Section 1-Mobalizing for Defense
• Notes-Chapter 17-Section 1-Mobalizing for Defense  
• Daily Objective-

• Content Objective:
  • SWD analysis of the way in which wartime mobilization of industry, labor, science and the media helped expand the armed forced in the United States by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will listen, read and record the way in which wartime mobilization of industry, labor, science and the media helped expand the armed forced in the United States through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 17-Section 1-Mobalizing for Defense and Notes-Chapter 17-Section 1-Mobalizing for Defense

 

Presentation-Chapter 17-Section 1-Mobalizing for Defense

Chapter 17-The United States in WWII

 

Notes-Chapter 17-Section 1-Mobalizing for Defense  

Notes-Outline-Chapter 17-Section 1

 

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Government

Wednesday-3/15/17:

• Bell Work- 1.) What is the primary focus of the political cartoon? 2.) Why do you believe the debate over which type of arms are protected under the second amendment has been so prevalent over the last quarter century? 3.) In your opinion should there be a ban/restriction on certain types of weapons or is the “right to bear arms” a freedom that should remain unrestricted? *Be sure to explain your reason why
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 4-Section 1-Federalism: Powers Divided
• Notes-Chapter 4-Section 1-Federalism: Powers Divided
• Daily Objective-

• Content Objective:
  • SWD synthesis of the distinct way political powers are divided between the Federal Government and State Governments along with the roles concurrent powers play in establishing political policy 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 distinct way political powers are divided between the Federal Government and State Governments along with the roles concurrent powers play in establishing political policy through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 4-Section 1-Federalism: Powers Divided and Notes-Chapter 4-Section 1-Federalism: Powers Divided

 

Presentation-Chapter 4-Section 1-Federalism: Powers Divided

Chapter 4-Federalism-2016

 

Notes-Chapter 4-Section 1-Federalism: Powers Divided

Chapter 4-Guided Notes

 

 

 

 

U.S. History

Tuesday-3/14/17:

• Bell Work-1.) In your own words explain how these two excerpts differ from one another even though their subject matter is the same? 2.) Select one of the two excerpts contained above and answer the following question. If you were to sit down with one of the two authors what questions might you ask in an attempt to understand the position they took regarding Hitler’s invasion of the Rhineland? 3.) Based on the subject matter would it be better if the authors took a neutral stance regarding Hitler’s invasion of the Rhineland or is important to hear differing perspectives in an attempt to understand the views of others? *Please explain your reasoning
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 17-The United States in WWII
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering the military campaigns and political decisions both at home and in Europe that positioned the United States for victory in WWII 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 military campaigns and political decisions both at home and in Europe that positioned the United States for victory in WWII through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 17-The United States in WWII

Frayer Vocabulary Model

Chapter 17-Vocab Match up Terms

Chapter 17-Vocabulary Match-up

 

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Government

Tuesday-3/14/17:

• Bell Work-1.) What is the philosophical issue the country is struggling with in the first paragraph of this excerpt? 2.) Based on the excerpt from The Antifederalist Papers, identify one argument used argument used by Antifederalists to oppose ratifying the Constitution? 3.) Based on the excerpt from yesterday’s bell work supporting the idea of ratification and the excerpt from today opposing it, what choice would you have made if you were to cast your vote regarding the need for a new Constitution? *Please explain what led you to your decision
• Attendance-While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 4-Federalism
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the types of powers specifically held by our national and local government and how they use concurrent powers to work together 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 types of powers specifically held by our national and local government and how they use concurrent powers to work together through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 4-Federalism

Frayer Vocabulary Model

Chapter 4-Vocabulary