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

U.S. History

Monday-11/13/17:

• Bell Work-1.) Based on the excerpt above please describe what is happening in 1917 that seems to be frightening many Americans. 2.) Based on the excerpt what can we identify as some of the potential motives behind the anti-Communist hysteria led Attorney General A. Mitchell Palmer in 1919? 3.) Imagine you were a member of the U.S. government living sometime in between 1917 and 1920. How would you have handles the “Red Scare”? *Would you have given into the fear or would you work to stop the spread of mass hysteria? Please explain why or why not  
• Attendance- While Class is Doing Bell Work
• Video Clip-The Roaring 20’s: Crash Course US History #32  (13:11 min)

• Reflection Question: How did America change politically and socially during the early portion of the 1920’s?

• Presentation-Chapter 12-Section 2-The Harding Presidency
• Guided Notes-Chapter 12-Section 2-The Harding Presidency
• Daily Objective-

• Content Objective:
  • SWD synthesis of the failures of the Harding administration during the 1920’s by compiling information on a student led guided outline
• Language Objective:
  • Students will read and record information pertaining to the failures of the Harding administration during the 1920’s through identifying and listing key information in student led inquiry outlines

Supplemental Materials: Presentation-Chapter 12-Section 2-The Harding Presidency and Guided Notes-Chapter 12-Section 2-The Harding Presidency

Presentation-Chapter 12-Section 2-The Harding Presidency 

Chapter 12-Section 2- The Harding Presidency

Guided Notes-Chapter 12-Section 2-The Harding Presidency

Notes-Outline-Chapter 12-Section 2

The Americans-Chapter 12-Section 2

Video Clip-The Roaring 20’s: Crash Course US History #32  (13:11 min)

• Reflection Question: How did America change politically and socially during the early portion of the 1920’s?

______________________________________________________________________________________

Government

Monday-11/13/17:

• 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
• Video- Adam Ruins Everything-Why the Electoral College Ruins Democracy (4:46 min)
• Activity-Should the Electoral College Be Abolished-DBQ (Day 2)
• 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 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

Video- Adam Ruins Everything-Why the Electoral College Ruins Democracy (4:46 min)

U.S. History

Friday-11/10/17:

• Bell Work-1.) What is the main idea of the political cartoon? 2.) Can you explain how other nations might have felt when it was announced that the United States was not going to join the League of Nations? What effect do you think this played in setting the stage for WWII? 3.) Based on this unit and your prior knowledge do you feel that it was a wise or a poor decision by Congress to prevent the United States from gaining membership into the League of Nations? *Please thoughtfully explain the position you took  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 12-Section 1-America Struggles with Post War Issues
  • Limiting of Immigration to Labor Loses Appeal
• SSR Article-Sacco and Vanzetti Put to Death Early This Morning

• w/ Meta-cognitive Log

• Daily Objective-

• Content Objective:
  • SWD synthesis the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan by interacting in a short presentation
  • SWD evaluation of the execution of Sacco and Vanzetti and how their deaths are attributed to the mass hysteria produced during the “Red Scare” by evaluating a primary source and responding to inquiry based log
• Language Objective:
  • Student will read and record information pertaining to the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan through listening to a short lecture
  • Students will read and respond to an article pertaining to the execution of Sacco and Vanzetti and how their deaths are attributed to the mass hysteria produced during the “Red Scare” by examining a primary source and responding to and meta-cognitive log

Supplemental Materials: Presentation-Chapter 12-Section 1-America Struggles with Post War Issues (Limiting of Immigration to Labor Loses Appeal) and SSR Article-Sacco and Vanzetti Put to Death Early This Morning w/ Meta-cognitive Log

Presentation-Chapter 12-Section 1-America Struggles with Post War Issues (Limiting of Immigration to Labor Loses Appeal)

Chapter 12-Section 1-Americans Struggles with Post War Issues

SSR Article-Sacco Vanzetti Put to Death Early This Morning w/ Meta-cognitive Log

Sacco and Vanzetti Put to Death Early This Morning-SSR Article High

SSR-Meta-Cognitive Log-Template

______________________________________________________________________________________

Government

Friday-11/10/17:

• 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 11/10
• 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: 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-11/09/17:

• Bell Work-1.) Based on the information contained within the primary source create a definition in your own words for the Sedition Act. 2.) What freedoms are suspended by the Sedition Act and what are some of the problems that might happen as a result of this act being passed? 3.) How would you have handled the passage of this act if you were an American citizen living in 1918? Would you have taken a similar approach to Eugene Debs or would you bite your tongue in fear of getting arrested?  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 12-Section 1-America Struggles with Post War Issues

• Post War Trends to Limiting of Immigration

• Notes-Chapter 12-Section 1-America Struggles with Post War Issues
• Daily Objective-

• Content Objective:
  • SWD synthesis the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan by interacting in a short presentation and a set of guided notes
• Language Objective:
  • Student will read and record information pertaining to the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan through listening to a short lecture and a student led outline

Supplemental Materials: Presentation-Chapter 12-Section 1-America Struggles with Post War Issues (Post War Trends to Limiting of Immigration) and Notes-Chapter 12-Section 1-America Struggles with Post War Issues

Presentation-Chapter 12-Section 1-America Struggles with Post War Issues (Post War Trends to Limiting of Immigration)

Chapter 12-Section 1-Americans Struggles with Post War Issues

Notes-Chapter 12-Section 1-America Struggles with Post War Issues

Notes-Outline-Chapter 12-Section 1

The Americans-Chapter 12-Section 1

_______________________________________________________________________________

Government

Thursday-11/09/17:

• Bell Work- 1.) Based on the map interpret why a correlation exists between location and negative attitudes toward women’s suffrage? 2.) Based on historical data identify the motives behind the decision of certain states to grant women suffrage prior to it becoming a federal law? 3.) Imagine you’re part of the majority of citizens living in the black states (non-suffrage states) how would you feel about the passage of the 19th Amendment?
• 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-2017

U.S. History

Wednesday-11/08/17:

• Bell Work-1.) Based on your prior knowledge what ship is the United States supposed to represent in this political cartoon? 2.) What might the motives of the artist have been in drawing the major issues that emerged after WWI as icebergs? 3.) Based on the fact that the U.S. withdrawal from European affairs following WWI led to an unstable region in which Germany was able to rebuild itself. Would there have been a better solution for the U.S. then simply trying to avoid Europe’s problems or in your mind did they make the right call for the time? 
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the major political changes that occurred in America during the 1920’s 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 major political changes that occurred in America during the 1920’s through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties

Chapter 12-Vocabulary List

Chapter 12-Textbook-PDFs

______________________________________________________________________________________

Government

Wednesday-11/08/17:

• 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
• Video-The US Elections Explained: The Nomination Process (5:21 min)
• Presentation-Chapter 6-Section 4-Voter Behavior
• 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 4-Voter Behavior, Notes-Chapter 6-Section 3-Suffrage and Civil Rights and Notes-Chapter 6-Section 4-Voter Behavior

Presentation-Chapter 6-Section 4-Voter Behavior

Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Section 4-Voter Behavior

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

Video Link-The US Elections Explained: The Nomination Process (5:21 min)

U.S. History

Monday-11/06/17:

• Bell Work- 1.) What is the main idea of the primary source? 2.) Using the information contained within the primary source please identify Wilson’s feelings towards the people of Germany? 3.) Using the primary source above please describe Wilson’s reason for wanting to go to war. Based on your personal beliefs can you defend Wilson’s reasoning or do you disagree with the approach he is trying to take? *Please thoroughly explain your reasoning 
• Attendance- While Class is Doing Bell Work
• Video-The Lost Battalion (Day 3)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
• Language Objective:
  • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

Supplemental Materials: The Lost Battalion-Video Questions

Lost Batallion-Video Questions

Video Link-The Lost Battalion (Day 1)

1st Hour started at the 1:06:02 min mark and finished the film.

2nd Hour started at the 1:04:45 min mark and finished the film.

______________________________________________________________________________________

Government

Monday-11/06/17:

• Bell Work- 1.) What is the underlying theme of the timeline above? 2.)  What questions might you ask of the members of the Electoral College after examining the information presented in the timeline? 3.) What changes might you recommend to help alleviate some of the problems that emerge when the results of the Electoral College and the popular vote differ? Bell Work
• Activity-State of Michigan Voter Registration Application and Identification Form
• Presentation-Chapter 6-Section 3-Suffrage and Civil Rights
• Daily Objective-

• Content Objective:
  • SWD analysis of the requirements and responsibilities associated with voter qualification by examining a voter registration form and completing student led notes on voter qualifications.
  • SWD analysis of the factors that influence voting behavior and contribute to varying levels of voter turnout by participating in a short presentation
• Language Objective:
  • Students will read and record the requirements and responsibilities associated with voter qualification through the use of a voter registration activity and student driven 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: Activity-State of Michigan Voter Registration Application and Identification Form and Presentation-Chapter 6-Section 3-Suffrage and Civil Rights

Activity-State of Michigan Voter Registration Application

State of Michigan Voter Registration Application and Identification Form-Chapter 6

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

Chapter 6-Section 3-Suffrage and Civil Rights

U.S. History

Friday-11/03/17:

• Bell Work-1.) Identify the underlying theme of the political cartoon? 2.) Based on your prior knowledge which major proposal created by Woodrow Wilson is the inspiration for the political cartoon? 3.) Based on architectural concepts identify why is the United States position as the “Keystone” so important in metaphorical terms?  
• Attendance- While Class is Doing Bell Work
• Video-The Lost Battalion (Day 2)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
• Language Objective:
  • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

Supplemental Materials: The Lost Battalion-Video Questions

Lost Batallion-Video Questions

Video Link-The Lost Battalion (Day 1)

1st Hour started at the 26:39 min mark paused at the1:06:02 min mark

2nd Hour started at the 24:12 paused at the  1:04:45 min mark

______________________________________________________________________________________

Government

Friday-11/03/17:

• Bell Work-1.) Which political figure is addressing Congress in this primary source? 2.) What are some of the problems that might arise that could potentially hinder the Voting Rights Act of 1965? 3.) What might be one or two changes/additions that you would add or recommend to this address in hopes of strengthening its chances of being passed by Congress?  
• Attendance- While Class is Doing Bell Work
• Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)
• Video Clip-Murder in Mississippi

• Literacy Test Scene (15:18 to 20:36 min)

• Presentation-Chapter 6-Section 2-Voter Qualification (Part 2)

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

• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle of women and people of color to achieve suffrage by evaluating a primary source and responding to inquiry based questions
  • 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 a letter addressing the struggle of women and people of color to achieve suffrage by examining a primary source and responding to inquiry and opinion based questions
  • 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 Materials: Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24) and Presentation-Chapter 6-Section 2-Voter Qualification (Part 2-Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote)

Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)

The Fifteenth and Nineteenth Amendment-The Split Over Suffrage

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

Chapter 6-Section 2-Voter Qualifications-Power Point

U.S. History

Thursday-11/02/17:

• Bell Work- 1.) Identify the main theme of this political cartoon? 2.) What can we infer was the reason behind the artist’s decision to depict the five major powers as dogs in the political cartoon? 3.) What do you think is the significance of the artist decision to depict the United States as an American Bull Terrier which is a larger breed of dog compared to his decision to draw Great Britain, Germany and France as dogs of similar stature?  
• Attendance- While Class is Doing Bell Work
• Video-The Lost Battalion (Day 1)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
• Language Objective:
  • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

Supplemental Materials: The Lost Battalion-Video Questions

Lost Batallion-Video Questions

Video Link-The Lost Battalion (Day 1)

1st Hour Paused at the 26:39 min mark

2nd Hour Paused at the 24:12 min mark

______________________________________________________________________________________

Government

Thursday-11/02/17:

• Bell Work-1.) What are the key characteristics that the primary source/charts are trying to identify? 2.) What can we distinguish are some recent trends among “self-described” Independents, Democrats and Republicans? 3.) Describe based on the data and your prior knowledge why there has been such a large shift in political ideologies among liberals, moderates and conservatives since 2004?  
• 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 (Part 1)

• Universal Requirements-Citizenship, Residence and Age

• 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 Materials: SSR Article-Give Ex-Cons the Right to Vote w/ SSR-Meta-Cognitive Log-Template-Half-Sheet and Presentation-Chapter 6-Section 2-Voter Qualification (Part 1) Universal Requirements-Citizenship, Residence and Age

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-Half-Sheet

Presentation-Chapter 6-Section 2-Voter Qualification (Part 1) Universal Requirements-Citizenship, Residence and Age

Chapter 6-Section 2-Voter Qualifications-Power Point

U.S. History

Wednesday-11/01/17: Parent Teacher Conferences 3:30 to 6:30

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 11 Sections 1 through 4. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the First World War 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 covering the First World War by completing a multiple choice and matching quiz

______________________________________________________________________________________

Government

Wednesday-11/01/17: Parent Teacher Conferences 3:30 to 6:30pm

• Bell Work-1.) Can you name the demographic during the 2008 Presidential election that nearly gave President Obama 100% of their vote? 2.) Locate the data for the 1996 Presidential election. Please identify three particular groups whose votes were divided pretty evenly (nearly 50/50) among the candidates. 3.) Imagine you are a political candidate running against President Obama during the 2012 election. How effective would data like this be in shaping your campaign strategy of appealing to voters of all demographics? 
• Attendance- While Class is Doing Bell Work
• Video-Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?

• Presentation-Chapter 6-Section 1-The Right to Vote
• Notes-Chapter 6-Section 1-The Right to Vote
• Daily Objective-

• Content Objective:
  • SWD analysis of the process in which suffrage was extended to American women and the struggles of other minorities who are living in this country by outlining important information in guided notes
  • SWD analysis of the process in which suffrage was extended to American citizens and the qualifications a voter must meet today by outlining important information in guided notes
• Language Objective:
  • Students will read and record information pertaining to process in which suffrage was extended to American women and the struggles of other minorities who are living in this country and the qualifications a voter must meet today by reading through text and completing a set of student led guided notes.
  • Students will read and record information pertaining to process in which suffrage was extended to American citizens and the qualifications a voter must meet today by reading through text and completing a set of student led guided notes.

Supplemental Materials: Presentation-Chapter 6-Section 1-The Right to Vote and Notes-Chapter 6-Section 1-The Right to Vote

Presentation-Chapter 6-Section 1-The Right to Vote

Chapter 6-Section 1-The Right to Vote

Notes-Chapter 6-Section 1-The Right to Vote

Chapter 7-Section 1-Guided Notes

Video Link–Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?