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

U.S. History

 Thursday-4/27/17:

• Bell Work-1.) Examine the photograph above and in your own words please explain the difference between the differing attitudes of the two protesters? 2.) Imagine you were a reporter working for the New York Times during the trial of Ethel and Julius Rosenberg. What questions would you ask these protestors in an attempt understand their feelings about the trial? 3.) What do you think would happen during the trial it would have come out that the Rosenberg’s were innocent? Would the anti-communist protestors have stayed and fought for their cause or would they be more likely to abandon their protest?
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapter 18-Cold War Conflicts
• Daily Objective-

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

Supplemental Material: Notes-Chapter 18-Section 4-Two Nations Living on the Edge and Study Guide-Chapter 18-Cold War Conflicts

Notes-Chapter 18-Section 4-Two Nations Living on the Edge

Notes-Outline-Chapter 18-Section 4

Study Guide-Chapter 18-Cold War Conflicts

Chapter 18-Learning Target-Study Guide

Test Materials: Chapter 18-Cold War Conflicts

The Americans-Chapter 18-Section 1

The Americans-Chapter 18-Section 2

The Americans-Chapter 18-Section 3

The Americans-Chapter 18-Section 4

Chapter 18-Cold War Conflicts

Chapter 18-Cold War Conflicts-PPT

Chapter 18-Test Materials

Chapter 18-Vocab Match up Terms

Chapter 18-Vocabulary Match-up

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Government

Thursday-4/27/17:

• Bell Work-1.) Can you explain based to the primary source excerpt how the author believed Blacks [African Americans] would attempt to justify their right to gain full suffrage? 2.) Based on historical context and your prior knowledge can you identify another historical instance in which African Americans had to fight against unfair obstacles simply to enjoy the right to vote? 3.) What do you believe might have happened if the United States had granted Blacks [African American’s] the right to vote following the arguments made by the Liberty Party in 1840? Do you think as a result of suffrage being extended to African Americans at this time that the Civil War could have been avoided or was this just a fight we were destined to have?  
• Attendance-While Class is Doing Bell Work
• Activity-Should the Electoral College Be Abolished-DBQ (10 to 15 min)
• Video-What’s the difference between a caucus and a primary? (4:48 min)
• Presentation and Foldable Notes-Chapter 7-Section 1-The Nominating Process
• Daily Objective-

• Content Objective:
  • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
  • SWD analysis of the political process in which candidates running for office seek and receive their party’s nomination by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read, and respond to a document based packet packed with arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College
  • Students will read and record information pertaining to the political process in which candidates running for office seek and receive their party’s nomination through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation and Foldable Notes-Chapter 7-Section 1-The Nominating Process

Chapter 7-The Electoral Process-2016

Chapter 7-Section 1-Guided Notes

Video Link: What’s the difference between a caucus and a primary? (4:48 min)

https://www.youtube.com/watch?v=_XeELfd-xgo

U.S. History

Wednesday-4/26/17:

• Bell Work-1.) Describe in your own words what is happening in this political cartoon? 2.) What are some of the possible issues that could develop when a government agency is given broad and unchecked power to carry out the agenda of their choice? 3.) Imagine you were a recent immigrant who escaped from the oppression of a communist nation due to your difference in political ideology. How would you feel knowing that the Committee on Un-American Activities had nearly unlimited power to accuse and convict people of being communist regardless if it was true or not?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 18-Section 4-Two Nations Living on the Edge
• Notes-Chapter 18-Section 4-Two Nations Living on the Edge
• Study Guide-Chapter 18-Cold War Conflicts
• Daily Objective-

• Content Objective:
  • SWD analysis of the fear of communism that gripped the United States during the 1950’s and the effects that it had on our society by outlining important information in guided notes
  • SWD evaluation of the materials covered in Chapter 18 Sections 1-4 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and record information pertaining to the fear of communism that gripped the United States during the 1950’s and the effects that it had on our society by reading through text and completing a set of student led guided notes.
  • Students will read, and write the key terms and important concepts covered in Chapter 18 Sections 1-4 by completing a structured inquiry based study guide

Supplemental Material: Notes-Chapter 18-Section 4-Two Nations Living on the Edge and Study Guide-Chapter 18-Cold War Conflicts

Notes-Chapter 18-Section 4-Two Nations Living on the Edge

Notes-Outline-Chapter 18-Section 4

Study Guide-Chapter 18-Cold War Conflicts

Chapter 18-Learning Target-Study Guide

Test Materials: Chapter 18-Cold War Conflicts

The Americans-Chapter 18-Section 1

The Americans-Chapter 18-Section 2

The Americans-Chapter 18-Section 3

The Americans-Chapter 18-Section 4

Chapter 18-Cold War Conflicts

Chapter 18-Cold War Conflicts-PPT

Chapter 18-Test Materials

Chapter 18-Vocab Match up Terms

Chapter 18-Vocabulary Match-up

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Government

Wednesday-4/26/17:

• Bell Work-1.) What is the main idea of the excerpt shown above? 2.) Based on the document, what can we distinguish are the two factors that contributed to the expansion of democracy prior to the civil war? 3.) What do you think about the position the author takes towards the lowering of American suffrage qualifications? Why might this view lead to the continued restriction of suffrage?
• Attendance-While Class is Doing Bell Work
• Presentation-The Electoral College-2016
• Activity-Should the Electoral College Be Abolished-DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
• Language Objective:
  • Students will read, and respond to a document based packet containing the arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College

Supplemental Materials: Presentation-The Electoral College-2016

Electoral College-2016

U.S. History

Monday-4/24/17:

• Bell Work-1.) What is the main idea of this primary source? 2.) According to this document, what is the main difference between the views of Kim Il-Sung and Syngman Rhee? 3.) Based on the text above which leader do you feel presents a more justifiable argument for supporting their claim against their enemy? *Explain what led you to feel this way
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 18-Cold War Conflicts
• Video-The Cold War in Asia: Crash Course US History #38 (13:41 min)
  • Reflection Question-How  did the United States blind ambition to fight against all forms of Communism lead to adverse situation both at home and in Asia? 
• Activity-How did the war begin: Perspectives from North and South Korea
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 18 by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the central causes of the Korean war by evaluating a series of primary sources from both the perspective of North and South Korea to complete guided document questions
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 18 through the use of a vocabulary match-up activity
  • Students will read, discuss and record the perspective of North and South Korea as to who started the Korean War by examining primary source documents and drawing inference based on the text

Supplemental Materials: Activity-How did the war begin: Perspectives from North and South Korea

Korean War Lesson Plan

Video Link-The Cold War in Asia: Crash Course US History #38 (13:41 min)

• Reflection Question-How  did the United States blind ambition to fight against all forms of Communism lead to adverse situation both at home and in Asia? 

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Government

Monday-4/24/17:

• Bell Work-1.) Identify the key characters in the political cartoon. 2.) What is the underlying theme of the political cartoon? 3.) What do you think about the artist’s choice to depict the man with the starting pistol as the embodiment of the “GOP”? Why might he have chosen them instead of the Democratic Party?  
• Attendance-While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 7-The Election Process
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 7 by 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 Chapter 7 through the use of a frayer model vocabulary activity

Supplemental Material: Vocabulary Frayer Model Activity-Chapter 7-The Election Process 

Frayer Vocabulary Model

Chapter 7-Vocabulary

U.S. History

Friday-4/21/17:

• Bell Work-1.) Write in your own words what the quote underneath the political cartoon on the left is trying to imply? 2.) What is the underlying theme of the political carton? 3.) What do you think about the sign next to JFK (contained in the political cartoon on the right)? How does this sign represent the tense mood Americans and Russians felt during the Cold War?
• Attendance-While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Nuclear Weapons (HBO) (15:21 min)
  • Reflection Question-How has a lapse in government oversight led to increased issues with our nuclear program?
• Presentation-Chapter 18-Section 2-The Cold War Heats Up
• Notes-Chapter 18-Section 2-The Cold War Heats Up
• Daily Objective-

• Content Objective:
  • SWD analysis of the rise of Communist power in China during the 1940’s along with the events leading up to the Korean War 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 rise of Communist power in China during the 1940’s along with the events leading up to the Korean War through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Notes-Chapter 18-Section 2-The Cold War Heats Up

Notes-Outline-Chapter 18-Section 2

The Americans-Chapter 18-Section 2

Video Link-Last Week Tonight with John Oliver: Nuclear Weapons (HBO) (15:21 min)

• Reflection Question-How has a lapse in government oversight led to increased issues with our nuclear program?

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Government

Friday-4/21/17:

• Bell Work-1.) Based on the information above what can we distinguish is the largest shift amongst voters when comparing the popular vote from the 1980 and 1992 elections? 2.) Despite a candidates ability to receive a share of the popular vote what is the realistic outcome for third-party or independent candidate based on the presence of the Electoral College? 3.) Based on this data is there a better solution to fairly electing a president other than relying solely on the results of the Electoral College?
• Attendance- While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Voting (HBO) (14:08 min)

• Reflection Question: What are some of the problems that exist that makes registering to vote or simply voting a frustrating process for many Americans?
• Activity-Current Events 4/21
• Daily Objective-
  • Content Objective:
    • SWD evaluation of influential events occurring locally, nationally and internationally by finding articles in newspapers or online then interpreting the information and stating an opinion about the impact of the article in a current events activity
  • Language Objective:
    • Students will research, read and record information pertaining to the influential events occurring locally, nationally and internationally by finding articles in newspapers or online by annotating the article and discussing the event with several classmates in a collaborative activity

Supplemental Materials: Activity-Current Events 4/21

Current Events-Template 2016

Video Link-Last Week Tonight with John Oliver: Voting (HBO) (14:08 min)

• Reflection Question: What are some of the problems that exist that makes registering to vote or simply voting a frustrating process for many Americans?

U.S. History

Thursday-4/20/17:

• Bell Work-1.) What is the main theme of this primary source? 2.) Why do you believe Secretary Marshall suggested this particular plan for Europe’s recovery? Do you think it will be a successful plan or one destined for failure? 3.) Reflect the value of Secretary George Marshall’s plan. Are you a person who believes that it is the United States job as a world power to help countries in need or should we only help those in desperate situations to avoid countries becoming dependent on our help?  
• Attendance-While Class is Doing Bell Work
• Video-USA vs USSR Fight! The Cold War: Crash Course World History #39 (12:15 min)
  • Reflection Question-How did the fundamental differences in the United States system of democracy and the Soviet system of communism fuel the ideological conflict known as the Cold War
• Notes-Chapter 18-Section 1-Origins of the Cold War
• Daily Objective-

• Content Objective:
  • SWD analysis of the breakdown in the political relations between the United States and the Soviet Union following the end of WWII by outlining important information in guided notes
• Language Objective:
  • Students will read and record information pertaining to the breakdown in the political relations between the United States and the Soviet Union following the end of WWII by reading through text and completing a set of student led guided notes.

Supplemental Materials: Notes-Chapter 18-Section 1-Origins of the Cold War

Notes-Outline-Chapter 18-Section 1

Text Book PDF-Chapter 18-Section 1-Origins of the Cold War

The Americans-Chapter 18-Section 1

Video-USA vs USSR Fight! The Cold War: Crash Course World History #39 (12:15 min)

• Reflection Question-How did the fundamental differences in the United States system of democracy and the Soviet system of communism fuel the ideological conflict known as the Cold War

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Government

Thursday-4/20/17:

• Bell Work-1.) Identify the two states with the highest number of electoral votes? What can we infer is the primary reason why they have received so many votes? 2.) Based on the knowledge that a candidate must receive at least 270 electoral votes in order to be named president please identify the minimum number of states a candidate must win in order to reach the 270 vote threshold. 3.) Based on the information contained in the map create a short argument to support either the need to keep the Electoral College or the necessity to abolish the Electoral College?  
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 6-Section 3-Suffrage and Civil Rights
• Notes-Chapter 6-Section 3-Suffrage and Civil Rights
• Notes-Chapter 6-Section 4-Voter Behavior
• Daily Objective-

• Content Objective:
  • SWD analysis of the creation of Congressional legislation designed to support civil liberties and strengthen voting rights by outlining important information in guided notes
  • SWD analysis of the factors that influence voting behavior and contribute to varying levels of voter turnout by outlining important information in guided notes
• Language Objective:
  • Students will read and record information pertaining to the creation of Congressional legislation designed to support civil liberties and strengthen voting rights by reading through text and completing a set of student led guided notes.
  • Students will read and record information pertaining to the factors that influence voting behavior and contribute to varying levels of voter turnout by reading through text and completing a set of student led guided notes.

Supplemental Materials: Presentation-Chapter 6-Section 3-Suffrage and Civil Rights, Notes-Chapter 6-Section 3-Suffrage and Civil Rights and Notes-Chapter 6-Section 4-Voter Behavior

Presentation-Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Voter and Voter Behavior-2017

Notes-Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Scection 3-Guided Notes

Notes-Chapter 6-Section 4-Voter Behavior

Chapter 6-Scection 4-Guided Notes

U.S. History

Tuesday-4/18/17:

• Bell Work-None
• Attendance-While Class is Doing Bell Work
• Video-Saving Private Ryan-Family Edit (169 min) (Day 4)–Last Few Minutes

• w/ guided video questions

• Procedure-Notes Collection Chapter 17-The United States in WWII
• Vocabulary Frayer Model Activity-Chapter 18-Cold War Conflicts
• Daily Objective-

• Content Objective:
  • SWD analysis of the realities of combat and the importance of specialized missions during WWII by watching a film and responding to guided inquiry questions
  • SWD analysis of key terms associated with our unit covering the way in which America’s fear of the spread of Communism led to many freedoms being restricted during the Cold War by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will watch and respond to the realities of combat and the importance of specialized missions during WWII by watching Saving Private Ryan and completing a structured video response guide
  • Students will read and record important vocabulary terms pertaining to our unit covering the way in which America’s fear of the spread of Communism led to many freedoms being restricted during the Cold War through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 18-Cold War Conflicts

Frayer Vocabulary Model

Chapter 18-Vocab Match up Terms

Chapter 18-Vocabulary Match-up

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Government

Tuesday-4/18/17:

• Bell Work-1.) What is the main purpose behind the United Sates decision to enact the Fifteenth Amendment? 2.) Despite the noble goal of the Fifteenth Amendment what is one major problem that it fails to address? 3.) How would you feel as an African-American woman following the passage of the Fifteenth Amendment? How might you express your concerns? *Keep in mind women did not receive full suffrage rights until the passage of the Nineteenth Amendment
• Attendance- While Class is Doing Bell Work
• SSR Article-Give Ex-Cons the Right to Vote

• w/ SSR-Meta-Cognitive Log-Template-Half-Sheet

• Presentation-Chapter 6-Section 2-Voter Qualification

• Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote

• Video Clip-Murder in Mississippi

• Literacy Test Scene (16:10 to 20:36 min)

• Daily Objective-

• Content Objective:
  • SWD evaluation of the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by evaluating a primary source and responding to inquiry based log
  • SWD analysis of how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed by interacting in a short presentation
• Language Objective:
  • Students will read and respond to an article pertaining to the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by examining a primary source and responding to and meta-cognitive log
  • Students will read and record information pertaining to how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed through listening to a short lecture

Supplemental Material: SSR Article-Give Ex-Cons the Right to Vote w/ SSR-Meta-Cognitive Log-Template-Half-Sheet, Presentation-Chapter 6-Section 2-Voter Qualification-Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote

SSR Article-Give Ex-Cons the Right to Vote w/ SSR-Meta-Cognitive Log-Template-Half-Sheet

Give Ex-Cons the Right to Vote-SSR Article

SSR-Meta-Cognitive Log-Template

Presentation-Chapter 6-Section 2-Voter Qualification-Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote

Chapter 6-Section 2-Voter Qualifications-Power Point

U.S. History

Monday-4/10/17:

• Bell Work-1.) Describe in your own words what is going on in the political cartoon? 2.) Show your understanding of the early events of the Cold War by explaining what the object separating is intended to represent and why the words “No admittance by order Joe” is printed on there. Also explain who is the man smoking the cigar is and describe why he is “looking under the curtain”? 3.) Based on what you know, how can you explain why the Russian side of the curtain looks so industrialized compared to the side the man with the cigar is on?
• Attendance-While Class is Doing Bell Work
• Video-Saving Private Ryan-Family Edit (169 min) (Day 4)–Last Few Minutes

• w/ guided video questions

• Daily Objective-

• Content Objective:
  • SWD analysis of the realities of combat and the importance of specialized missions during WWII by watching a film and responding to guided inquiry questions
• Language Objective:
  • Students will watch and respond to the realities of combat and the importance of specialized missions during WWII by watching Saving Private Ryan and completing a structured video response guide

________________________________________________________________________________________________

Government

Monday-4/10/17:

• Bell Work-1.) Who are the figures in the political cartoon designed to represent? 2.) What is the underlying theme of the political cartoon? 3.) Reflect on the results of the 2016 Presidential election, how do you feel about all of the negative ads put out by the candidates? Would it change your opinion of the candidates if they focused more on positive ads than negative ads?
• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 5-Political Parties (20 Questions)
•  Vocabulary Frayer Model Activity-Chapter 6-Voters and Voter Behavior
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering Chapter 6 by 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 Chapter 6 through the use of a frayer model vocabulary activity

Supplemental Materials:  Vocabulary Frayer Model Activity-Chapter 6-Voters and Voter Behavior

Frayer Vocabulary Model

Chapter 6-Vocabulary