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

U.S. History

Friday-9/15/16:

• Bell Work-1.) Based off of your prior knowledge and familiarity with U.S. history identity the subject of this political cartoon? 2.) What would you conclude about the evolution of the subject based on the timeline? *Place emphasis on the image not just the commentary 3.) Would it be better if the subject had developed more of a “peacemaker” philosophy before he was elected president or was his progression along the timeline the key to his development as a great leader?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 9-The Progressive Era
• Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Progressive Era by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the reform movement during the late 1800 that led to the progressive movement by compiling information in student led notes
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Progressive Era through the use of a vocabulary match-up activity
  • Students will read and record information on the reform movement during the late 1800 that led to the progressive movement through creating student centered guided notes

Supplemental Materials: Vocabulary Match-up Activity-Chapter 9-The Progressive Era and Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism

Vocabulary Match-up Activity-Chapter 9-The Progressive Era

Vocab Match up Terms-Chapter 9

Vocabulary Match-up-Chapter 9

Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism

Chapter 9-Section 1-Guided Notes-High

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Government

Friday-9/15/17:

• Bell Work-1.) Hypothesize the reason for limiting these particular freedoms listed on the political cartoon? 2.) Based upon the evidence, explain your choice as to which of these freedoms the government is most justified in limiting? 3.) What criteria would you use to assess what type of freedoms should be limited in the future?
• Video-Last Week Tonight with John Oliver: Journalism (HBO) (19:22 min)

• Reflection Question: How has the shift away from print sources to a digital media platform affecting the focus of journalists and their writing?

• Activity-Current Events 9/15
• 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

Video Link-Last Week Tonight with John Oliver: Journalism (HBO) (19:22 min)

U.S. History

 Thursday-9/14/16:

• Bell Work-1.) Woodrow Wilson recognizes that “evil has come with the good.” Identify three “evils” that Wilson discusses. (You do not need to identify the “good”) 2.) Compare Wilson’s statement that “We have squandered (wasted) a great part of what we might have used, and have not stopped to conserve the exceeding bounty of nature…” with the beliefs of Theodore Roosevelt. Do they share a similar philosophy or are their beliefs in stark contrast to each other. *Explain your thoughts 3.) What criteria would you use to assess Wilson’s statement that “Our duty is to cleanse, to reconsider, to restore, to correct the evil…to purify and humanize every process of our common life…”?
• Attendance- While Class is Doing Bell Work
• Quiz-U.S. History Pre-test
• Guided Tour-Chapter 9-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD synthesis of the key terms, important political/historical figures and concepts associated with our units covering Chapter 9, 10, 11, 12, 13, 14, 15, 16, and Chapter 17 through compiling and integrating their knowledge on a pre-test
  • SWD applications of the important political/historical figures, events and evidentiary text located in Chapter 10 through compiling information on a guided tour worksheet
• Language Objective:
  • Students will read and respond through writing the key terms, important political/historical figures and concepts associated with our units covering Chapter 9, 10, 11, 12, 13, 14, 15, 16, and Chapter 17 vocabulary by completing a multiple choice and matching pre-test
  • Students will write answers to guided questions that require examination of the additional supporting resources/information located within Chapter 10 by completing a Guided Tour activity

Supplemental Materials: Guided Tour-Chapter 9-The Progressive Era

Chapter 9-Guided Tour

Chapter 9-Textbook-PDFs

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Government

Thursday-9/14/17:

• Bell Work-1.) What was the major system of government that developed in England in 1066? 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)? 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed? 
• Attendance- While Class is Doing Bell Work
• Activity-Comparing and Contrasting the Magna Carta with the U.S. Bill of Rights
• Daily Objective-

• Content Objective:
  • SWD evaluation on the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by identifying key pieces of information contained within a copy of the Magna Carta and the Bill of Rights with the help of a partner

Supplemental Materials: Activity-Comparing and Contrasting the Magna Carta with the U.S. Bill of Rights

Comparing The Bill of Rights and Magna Carta-Activity-2016

The Text of Magna Carta

The United States Bill of Rights

The Bill of Rights and Magna Carta Summary

Video Link-Before the US Constitution, there was the Magna Carta; Understanding Where We Are and Where We Come (10:15 min)

U.S. History

Wednesday-9/13/16:

• Bell Work-1.) Based on the commentary located under the political cartoon what can we infer the “Sunday Saloons” were? 2.) Based on the time period (early 1900’s) determine what could have caused Dr. Washington Glidden to appeal to this group in a plea to have their voice heard? 3.) State a case that would support/reject the need to have workers’ rights extended to children under the age of eighteen?
• Attendance- While Class is Doing Bell Work
• Activity-The Progressive Era-Carousel Activity (10-20 min)
• Video-The Progressive Era: Crash Course US History #27 (15:00 min)

• Reflection Question: What was one of the major problems that existed during the Progressive Era and how did Americans attempt to solve the problem?
• w/ Reflection Question:

• Daily Objective-

• Content Objective:
  • SWD comprehension of the forward thinking ideas that developed during the Progressive Era by collaboratively summarizing a text set based on primary sources
• Language Objective:
  • Students will read, write and orally discuss the forward thinking ideas that developed during the Progressive Era by creating a set of Cornell Notes and breaking down individually assigned pieces of text then summarizing the important information in a group setting

Supplemental Materials: Activity-The Progressive Era-Carousel Activity (10-20 min)

Progressive-Era-Text-Set-Notes-Page-1

Progressive-Era-Text-Set-Notes-Page-2

The Progressive Era-Carousel Activity Article

Video Link–The Progressive Era: Crash Course US History #27 (15:00 min)

• Reflection Question: What was one of the major problems that existed during the Progressive Era and how did Americans attempt to solve the problem?

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2nd Hour Homework

Chapter 9 Section 1-5 Section Review Questions

#2-4 for each section

• You can find the pdf’s under the “U.S. history Textbook tab at the top of this page

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Government

Wednesday-9/13/17:

• Bell Work-1.) Based on your prior knowledge what document acted as the political guideline for the United States prior to the adoption of the U.S. Constitution? 2.) Based on the excerpt what can you determine could have caused the United States to move away from prior documents to a Constitution with a strongly established central government? 3.) What would you conclude about Richard Henry Lee’s argument is it one that would realistically persuade the American public to adopt a new Constitution or would it cause fear that we are replacing one ineffective government with another? * Please thoroughly explain your answer
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 2-Section 1-Our Political Beginnings
• Guided Notes-Chapter 2-Section 1-Our Political Beginnings
• Daily Objective-

• Content Objective:
  • SWD analysis of the basic concepts of government and how influential English documents laid the foundation for the United States current system of government 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 basic concepts of government and how influential English documents laid the foundation for the United States current system of government through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 2-Section 1-Our Political Beginnings and Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Presentation-Chapter 2-Section 1-Our Political Beginnings

Origins of American Government-PPT-2017

Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Chapter 2-Sections 1-5-Guided Notes-High

Guided Questions: (Complete on the back of your chapter two  section two notes sheet)

1.) Explain the difference between a bicameral and a unicameral legislative body.

2.) In what ways were the 13 colonies similar to one another? How did they differ?

U.S. History

Tuesday-9/12/16:

• Bell Work-1.) Which historical event “raised women’s expectations, inspired some of the first explicit demands for equality, and witnessed the establishment of female academies to improve women’s education”? 2.) State a case that would support/reject the idea that it was in the best interest of our nation to legally state that “married women could not own property, make contracts, bring suits, or sit on juries”. *Explain why this would or would not be a positive idea 3.) What is the significance of the suffragists fight for equality in divorce, access to higher education, the professions, and other occupations, as well as birth control and abortion?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 9-The Progressive Era
• Video-Susan B. Anthony, the Suffragette Superhero (4:45 min)
• Activity-The Progressive Era-Carousel Activity (35 min)
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 9 by manipulating of vocabulary terms in a collaborative activity
  • SWD comprehension of the forward thinking ideas that developed during the Progressive Era by collaboratively summarizing a text set based on primary sources
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 9 through the use of a vocabulary match-up activity
  • Students will read, write and orally discuss the forward thinking ideas that developed during the Progressive Era by creating a set of Cornell Notes and breaking down individually assigned pieces of text then summarizing the important information in a group setting

Supplemental Materials:Activity-The Progressive Era-Carousel Activity (35 min)

Progressive-Era-Text-Set-Notes-Page-1

Progressive-Era-Text-Set-Notes-Page-2

The Progressive Era-Carousel Activity Article

Video Link-Susan B. Anthony, the Suffragette Superhero (4:45 min)

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Government

Tuesday-9/12/17:

• Bell Work-1.) Describe in your own words what the Native American man means when he says “What we need is a department of Homeland Security”? 2.) What is the underlying theme of this political cartoon? 3.) How do you feel about the way our country traditionally has handled immigrants throughout history? Would the first wave of European settlers agree with their treatment or feel it is the opposite of their original intentions? *Please thoroughly explain your answers
• Attendance- While Class is Doing Bell Work
• Procedure-Current Events Roll Out
• Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the influence of the Magna Carta, Petition of Right and the English Bill of Rights on the current American system government 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 influence of the Magna Carta, Petition of Right and the English Bill of Rights on the current American system through the use of a frayer model vocabulary activity

Supplemental Materials: Procedure-Current Events Roll Out and Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government

Procedure-Current Events Roll Out

Article of the Week-Rubric-2016

Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government

Frayer Vocabulary Model

Chapter 2-Vocab Match up Terms

U.S. History

Monday-9/11/16:

• Bell Work-) Identify the main theme of the primary source? 2.) What facts can you select to highlight Senator Owens’ assumptions about the differences between men and women in the early 1900’s? In his opinion, how do these differences affect a women’s‟ ability to perform her civic duty? 3.) Based on the information contained within the primary source how has women’s suffrage changed government policy and the standard of living in Colorado according to the Senator? How has it affected a woman’s ability to meet society’s expectations of her duties as a wife and mother?
• Attendance-While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 9-The Progressive Era

• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 9 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 9 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 9-The Progressive Era

Frayer Vocabulary Model

Chapter 9-Frayer Model-PT 1

Chapter 9-Frayer Model-Pt 2

Vocab Match up Terms-Chapter 9

Vocabulary Match-up-Chapter 9

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Government

Monday-9/11/17:

• Bell Work-1.) What is the key difference between Thomas Jefferson and Alexander Hamilton’s feelings of the roles of delegated powers in regards to the formation of a national bank? 2.) Discuss the pro/cons of having a national bank? *Think what would be the best argument for or against the idea of having a national bank. 3.) Based on the following excerpt what relationship exists between the federal government and the people if there is not a clear definition of who power is delegated to? “I consider the foundation of the Constitution as laid on this ground: that all powers not delegated to the United States, by the Constitution, nor prohibited by it the states, or the people (XII amend). To take a simple step beyond the boundaries thus specially drawn around the powers of the Congress, is to take possession of a boundless field of power, no longer susceptible of any definition”.
• Thinking Map-Classifications of Government-Bubble Map
• Video-Democracy-A Short Introduction (3:19 min)
• Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides)
• Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy
• Daily Objective-

• Content Objective:
  • SWD analysis of the foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through 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 foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides) and Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy

Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides) 

Chapter 1-Principles of Government-Comprehensive PPT-2017

Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy

Chapter 1-Section 1-3-Guided Notes-2017

Video Link-Democracy-A Short Introduction (3:19 min)

U.S. History

Friday-9/08/16:

• Bell Work-) Identify the major themes of the political cartoon? (ex. Who is involved and what is going on, ect…) 2.) Describe the solution depicted in this cartoon that solved a key obstacle many women faced while trying to vote? 3.) Imagine you were living in the late 1900’s would you have pushed for women’s suffrage or do you believe allowing only men to vote would ultimately made us a better nation?

• Attendance- While Class is Doing Bell Work
• Video-The Ultimate Guide of the Presidents-Episode 5-Call of Duty 1899-1921 (44 min)

• w/ video questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the struggle for power between Congress and the President as well as the challenges presented by a looming economic depression through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the struggle for power between Congress and the President as well as the challenges presented by a looming economic depression through watching a video and discussing the impact with a classmate

Supplemental Materials-The Ultimate Guide of the Presidents-Episode 5-Call of Duty 1899-1921 (44 min)

The Ultimate Guide to the Presidents-Call of Duty-Video Notes

Video Link: The Ultimate Guide of the Presidents-Episode 5-Call of Duty 1899-1921 (44 min)

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Government

Friday-9/08/16:

• Bell Work-1.) According to Pericles, what are two characteristics he feels are essential to the essence of a democracy? 2.) Based on the primary source above what can we infer Pericles believes is the relationship between duty and social/financial status? 3.) Reflect on the following passage “We are thus unconstrained in our private intercourse, a spirit of reverence (respect) pervades our public acts; we are prevented from doing wrong by respect to those which are ordained for the protection of the injured as well as to those unwritten laws upon the transgressor (violator) of them reprobation (disapproval) of the general sentiment…” Based on this passage what can we determine is Pericles message about our responsibility as citizens in a democratic society? 
• Attendance-While Class is Doing Bell Work
• Presentation-Forms of Government (6 Slides)
• Station Rotating Notes-Forms of Government Pros and Cons
  • w/guided pros and cons notes
• Daily Objective-

• Content Objective:
  • SWD synthesis of the six main purposes of government and the reason each plays an important role preserving our freedoms by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read, discuss and record information on the six main purposes of government and the reason each is important through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Forms of Government (6 Slides) and Station Rotating Notes-Forms of Government Pros and Cons w/guided pros and cons notes

Presentation-Forms of Government (6 Slides) 

Chapter 1-Principles of Government-Comprehensive PPT-2017

Station Rotating Notes-Forms of Government Pros and Cons w/guided pros and cons notes

Forms of Government-Notes Template-Gov

Forms of Government-Pros and Cons

Forms of Government-Pros and Cons-Key

U.S. History

Thursday-9/07/16:

• Bell Work-) Identify the four main areas of reform the progressive era focused on? 2.) Do you believe the work of “muckraking journalists who were calling attention to the exploitation of child labor, corruption in city governments, the horror of lynching, and the ruthless business practices employed by businessmen” reflected the general attitude of the American public in the early 1900”s? *Explain your position 3.) Evaluate the changes made during the Progressive era at the national level. Select one law or constructional amendment instituted during this period and explain why it would positively impact a changing nation.

• Attendance- While Class is Doing Bell Work
• Timeline Activity-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD comprehension of the defining events of the Progressive Era by collaboratively organizing a list of dates on a timeline
• Language Objective:
  • Students will read, discuss and record the defining events of the Progressive Era by working with a partner to choose the ten most important events then creating a historical timeline

Supplemental Materials: Timeline Activity-The Progressive Era

Progressive Era Timeline-US

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Government

Thursday-9/07/16:

• Bell Work-1.) By using the political cartoon please identify the three basic powers of government in the United States? 2.) Explain why the concept of checks and balances is a vital part of preserving democratic freedoms? 3.) What would happen to the balance of power if the vice president served a major role in shaping legislative policy? (Use the political cartoon above to help) 
• Attendance-While Class is Doing Bell Work
• Presentation- Chapter 1-Section 1-Government and the State (10 Slides)
• Thinking Map-What is government and what powers does it have?-Tree Map
  • (Chapter 1 Section 1-pg.4-5)
• Notes-Chapter 1-Section 1-Government and the State
• Daily Objective-

• Content Objective:
  • SWD analysis of the four main political theories a society must considered when forming a new political state by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read and record information on the four main political theories a society must considered when forming a new political state through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation- Chapter 1-Section 1-Government and the State and Notes-Chapter 1-Section 1-Government and the State

Presentation- Chapter 1-Section 1-Government and the State

Chapter 1-Principles of Government-Comprehensive PPT-2017

Notes-Chapter 1-Section 1-Government and the State

Chapter 1-Section 1-3-Guided Notes-2017

U.S. History

Wednesday-9/06/16:

• Bell Work-1. Based on your prior knowledge and the cartoon what can you infer the term “suffrage” means? 2. Based on the political cartoon what can we identify as the main ideological barrier many suffragists were fighting against? 3. In one to two well-constructed sentences how could one justify the artists’ choice to use the imagery of a steam roller as an analogy for progress?

• Attendance-While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Thinking Map-Goals of the Progressive Movements-Tree Map
• Daily Objective-

• Content Objective:
  • SWD comprehension of the main goals associated with the Progressive Era by sorting key information in a tree map
• Language Objective:
  • Students will read, orally discuss and record the main goals associated with the Progressive Era through creating a tree map

Supplemental Materials: Syllabus-Classroom Rules and Procedures and Thinking Map-Goals of the Progressive Movements-Tree Map

Syllabus-Classroom Rules and Procedures

US History-Semester One-Syllabus-2017

Thinking Map-Goals of the Progressive Movements-Tree Map

Progressive Era-Tree Map-US

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Government

Wednesday-9/06/16:

• Bell Work-1.) What is the main idea of the primary source? 2.) What are two examples that you can locate within the text that highlights Mussolini’s belief that Fascism is a superior form of government compared to a democracy? 3.) Do you agree with the arguments made by Mussolini regarding the benefits of Fascism or do you feel that despite the recent frustration many American’s have experienced that a Democracy still provides the best opportunity to protect the freedoms granted in our Constitution? *Please thoroughly explain your position
• Attendance-While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Vocabulary Frayer Model Activity-Chapter 1-Principles of Government
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the basic principles of government 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 the basic principles of government through the use of a frayer model vocabulary activity

Supplemental Materials: Syllabus-Classroom Rules and Procedures and Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Syllabus-Classroom Rules and Procedures

US Government-Syllabus-2017

Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Frayer Vocabulary Model

Chapter 1-Vocabulary Match-up