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

U.S. History

Tuesday-10/03/17:

• Bell Work-1.) Based on the political cartoon what can we infer is the reason the United States and the other nations are interested in China? 2.) What would most likely happen between the other countries if Uncle Sam was not standing in the way? 3.) Do you think it was a good thing or a bad thing that the United States became so heavily involved in expansionism during the late Nineteenth Century?
• Attendance- While Class is Doing Bell Work
• Activity-American Imperialism-DBQ-2017
• Daily Objective-

• Content Objective:
  • SWD evaluation of the process and effect of U.S. expansionism during the early twentieth century 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 process and effect of U.S. expansionism during the early twentieth century by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: Activity-American Imperialism-DBQ-2017

American Imperialism-DBQ-2017

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Government

Tuesday-10/03/17:

• 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
• Video-Amending America: How Do We Amend? (3:42 min)
• 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-Guided Notes-High-2017.doc

Video Link-Amending America: How Do We Amend? (3:42 min)

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

U.S. History

Monday-10/02/17:

• Bell Work-1.) What justification does Senator Beveridge make for America’s position of control over the Philippines? 2.) Identify based on the text what Senator Beveridge feels the mission of the United States is? 3.) Imagine you are a President William McKinley and you just finished reading this message from Senator Beveridge. Would you be in favor Senator Beveridge’s belief that it is our constitutional duty to hold and protect our territorial holdings or should the United States release our control over the Philippines and allow them to experience the same freedom we hold so dear?   
• Attendance- While Class is Doing Bell Work
• Procedure-Vocab Check-Chapter 10-Section 1-Imperialism and America
• Thinking Map-Imperialism-Bubble Map
• Foldable Notes-Chapter 10-Imperialism and America
• Daily Objective-

• Content Objective:
  • SWD synthesis of the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by compiling information in student led notes
• Language Objective:
  • Students will read and record information pertaining to the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by creating student centered guided notes

Supplemental Material: Thinking Map-Imperialism-Bubble Map and Notes-Chapter 10-Imperialism and America

Thinking Map-Imperialism-Bubble Map

American Imperialism-Tree Map-US

Notes-Chapter 10-Imperialism and America

Chapter 10-Sections 1-Guided Notes-High-2017

The Americans-Chapter 10-Section 1

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Government

Monday-10/02/17:

• 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
• 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, Thinking Map-Federalism: Who Has the Power?-Double Bubble Map and Student Led Notes-Chapter 3-Section 1-Basic Principle

Presentation-Chapter 3-Section 1-Basic Principle

Chapter 3-The Constitution-2016

Thinking Map-Federalism: Who Has the Power?-Double Bubble Map

Federalism-Double Bubble Map-Filled Out-Gov

Student Led Notes-Chapter 3-Section 1-Basic Principle

Chapter 3-Section 1-Guided Notes-High