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

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)

 

 

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

 

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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

 

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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

 

 

U.S. History

Monday-3/06/17:

• Bell Work-) Which historical figure is responsible for writing this document? 2.) Imagine you were a writer for the Detroit Free Press, what questions might you ask the author concerning Executive Order 9066? 3.) What do you think about the irony that as the United States fought a war against the villainous German Nazis who we condemned for their treatment of Jews in concentration camps while at home we sent innocent Japanese Americans to our own versions of concentration camps?
• Attendance- While Class is Doing Bell Work
• Video-This Was Life for Japanese-Americans During WWII (3:39 min)
• Video-PIONEERS OF TELEVISION-George Takei’s life in an internment camp-PBS (2:48 min)
• 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

 

Video Link: PIONEERS OF TELEVISION-George Takei’s life in an internment camp-PBS (2:48 min)

https://www.youtube.com/watch?v=PP3lWftprjQ

 

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Government

Monday-3/06/17:

• Bell Work-1.) Based on your prior knowledge and the information contained in the primary source would the author most likely be considered a federalist or an anti-federalist? 2.) What can we infer based on the primary source might be the reason this newspaper editor chose to support ratifying the Constitution? 3.) How effective do you think the argument made by the author for ratification is? Is there anything that could be added that would help gain additional support for ratification or is his argument sufficient?
• Attendance- While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 1 and 2
• Vocabulary Frayer Model Activity-Chapter 3-The Constitution
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the challenges our founding fathers faced when drafting our Constitution 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 challenges our founding fathers faced when drafting our Constitution through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 3-The Constitution

Frayer Vocabulary Model

Chapter 3-Vocabulary

 

U.S. History

Thursday-3/02/17:

• Bell Work-1.) Based on your background knowledge who can we infer was the artist responsible for this political cartoon? 2.) What is the main theme of this political cartoon? 3.) In your opinion if the United States had not turned a blind eye to the movements of Hitler in an attempt to remain in isolation and joined the fight in Europe earlier do you believe the end of the war would have come earlier or would the non-aggression pact that Germany and Russia still had in effect have made the prospects for Allied victory even more difficult?
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up Activity-Chapter 16-World War Looms
• Study Guide Review Time-Chapter 16-World War Looms
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering Chapter 16 through the manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covered in our unit that focuses on the events that facilitated Americas entry into WWII through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 16 by using a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covered in our unit which focuses on the events that facilitated Americas entry into WWII by completing a structured inquiry based study guide

 

Supplemental Materials: Vocab Match-Up Activity-Chapter 16-World War Looms and Study Guide Review Time-Chapter 16-World War Looms

Vocab Match-Up Activity-Chapter 16-World War Looms

Chapter 16-Vocab Match up Terms

Chapter 16-Vocabulary Match-up

 

Study Guide Review Time-Chapter 16-World War Loom

Chapter 16-Learning Target-Study Guide

 

Test Materials-Chapter 16-World War Looms

Chapter 16-Test Materials

The Americans-Chapter 16-Section 1

The Americans-Chapter 16-Section 2

The Americans-Chapter 16-Section 3

The Americans-Chapter 16-Section 4

Chapter 16-World War Looms-Section 1 and 2

Chapter 16-World War Looms-Secion 3 and 4

 

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Thursday-3/02/17:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 1 and 2.

• You will be given about ten minutes to study prior to the test.

• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts covered in our unit that focuses on the foundation and structure of the United States government by demonstrating their knowledge thought the use of a unit quiz
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit that focuses on the foundation and structure of the United States government by completing a multiple choice and matching quiz

 

 

 

U.S. History

Wednesday-3/01/17:

• Bell Work-1.) Based on the text contained in the primary source what is Alexander Karp describing? 2.) What conclusions can you make about the methods used at Birkenau which the German’s referred to as Vernichtungslager (translating to the camp of extermination) compared to the infamous death camp Auschwitz? 3.) Based on historical context and your background knowledge can you elaborate on the reasons why the German’s decided to operate both death and work camps if their goal was to eliminate the Jewish threat they believed was holding back Germany from reaching it’s true glory?    
• Attendance- While Class is Doing Bell Work
• Video-World War II Part 2: Crash Course US History #36 (14:23 min)
  • Reflection Question: How did the events of WWII lead to new or expanded freedoms for Americans living on the Homefront?
• Outline Notes-Chapter 16-Section 4-America Moves Towards War
• Study Guide-Chapter 16-World War Looms
• Daily Objective-

• Content Objective:
  • SWD knowledge of how the events of WWII led to new and expanded freedoms for Americans living on the Homefront through recording information presented in a video and completing a class discussion
  • SWD analysis of the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor by creating a set of student centered guided notes
  • SWD evaluation of the materials covered in our unit that focuses on the events that facilitated Americas entry into WWII through summarizing key information in a structured study guide
• Language Objective:
  • Students will watch and record information pertaining to how the events of WWII led to new and expanded freedoms for Americans living on the Homefront through watching a video and discussing the impact with a classmate
  • Student will read and record information pertaining to the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor through creating student centered guided notes
  • Students will read, and write the key terms and important concepts covered in our unit which focuses on the events that facilitated Americas entry into WWII by completing a structured inquiry based study guide

 

Supplemental Material: Outline Notes-Chapter 16-Section 4-America Moves Towards War and Study Guide-Chapter 16-World War Looms

Outline Notes-Chapter 16-Section 4-America Moves Towards War

Notes-Outline-Chapter 16-Section 4

 

Study Guide-Chapter 16-World War Looms

Chapter 16-Learning Target-Study Guide

 

Test Materials: Chapter 16-World War Looms

Chapter 16-World War Looms-Section 1 and 2

Chapter 16-World War Looms-Secion 3 and 4

The Americans-Chapter 16-Section 1

The Americans-Chapter 16-Section 2

The Americans-Chapter 16-Section 3

The Americans-Chapter 16-Section 4

Chapter 16-Vocab Match up Terms

Chapter 16-Vocabulary Match-up

 

 

Video Link-World War II Part 2: Crash Course US History #36 (14:23 min)

• Reflection Question: How did the events of WWII lead to new or expanded freedoms for Americans living on the Homefront?

 

 

 

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Government

Wednesday-3/01/17:

• Bell Work-1.) What can we infer was Patrick Henry’s main purpose for giving this speech in front of the Virginia House of Burgess? 2.) Select one of Patrick Henry’s three criticisms of the Stamp Act and discuss how this position reflected the frustrations of many colonists living in the mid 1760’s? 3.) What was the significance of Henry’s statement “…if this be treason, make the most of it” in relation to the impending conflict with the British?
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in our unit that focuses on the foundation and structure of the United States government through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important covered in our unit that focuses on the foundation and structure of the United States government by completing a structured inquiry based study guide

 

Supplemental Materials: Notes-Chapter 2- Section 5-Ratifying the Constitution and Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Notes-Chapter 2- Section 5-Ratifying the Constitution

Chapter 2-Sections 5-Guided Notes-High

Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1 and 2-Learning Target-Study Guide-2016

Test Materials-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1-Principles of Government

Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

Origins of the State-2015

The Purpose of Government-2015

Chapter 1-Vocab Match up Terms

 

Chapter 2-Origins of American Government

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 2-Essential Study Guide

Chapter 2-Vocab Match up Terms

Chapter 1 and 2-Test Materials