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

U.S. History

Friday-12/22/17: Last Day Before Christmas Break

• Bell Work-1.) Based on the information contained in the document who can you identify is the group most likely to benefit from Dr. Townsend’s plan? 2.) In his proposal Dr. Townsend offered three conditions in which a person must meet in order to retire with a pension of $200 per month. If Congress came back and said you had to change one of the three factors (conditions) before they would vote on approving it which one would you choose to change and what would your justification be?3.) Based on all of the information above do you feel that the third condition is fair in forcing Americans to spend their pensions almost as quickly as they receive it? *Provide strong reasoning for your position
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 3)
• Activity-New Deal DBQ (Containing 13 Documents)
• Daily Objective-

• Content Objective:

• • • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
    • SWD evaluation of primary sources and documents associated with the New Deal by examining twelve documents in a collaborative DBQ activity

• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions
  • Students will read, discuss and record information pertaining to the New Deal by examining several primary sources in a partner based document based activity

Supplemental Materials: Activity-New Deal DBQ (Containing 13 Documents) 

The New Deal-DBQ

______________________________________________________________________________________

Government

Friday-12/22/17:

• Bell Work- 1.) What is the name of the air plane depicted in the political cartoon? 2.) What is the main theme of the political cartoon? 3.) What judgement could you make about the artists affiliation based on the tone of the political cartoon? *Cite specific aspects of the cartoon that influenced your feelings about this artist
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 13-Section 5-The Presidential Election
• Vocabulary Frayer Activity-Chapter 14-The Presidency in Action
• Daily Objective-

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

Supplemental Materials: Presentation-Chapter 13-Section 5-The Presidential Election and Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

Presentation-Chapter 13-Section 5-The Presidential Election

Chapter 13-Section 4 and 5 Presentation

Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

Frayer Vocabulary Model

Chapter 14-Vocabulary

U.S. History

Thursday-12/21/17:

• Bell Work-1.) Describe in your own words what is going on in the document above. 2.) Based on the document, what were some of the problems the stock market crash of 1929 had on banks? 3.) How would you have handled being one of the unlucky Americans who arrived at the bank to with draw your money only to find out you are too late in the bank has collapsed? What would you do in the wake of this devastating news?
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 3)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

Supplemental Materials: Video Notes-Cinderella Man

Cinderella Man-Video Discussion Questions

_______________________________________________________________________________________

Government

Thursday-12/21/17:

• Bell Work-1.) Who are the two men in the political cartoon intended to represent? 2.) Imagine you were the moderator in charge of running the 2016 Vice Presidential Debate, what are two or three questions that you would ask the participants of the debate? 3.) Why did the artist choose to have the men in the political cartoon propped up on the specific things they are standing on?
• Attendance- While Class is Doing Bell Work
• Video-The US Elections Explained: The Nomination Process (5:21 min)
• Presentation-Chapter 13-Section 3-Presidential Selection: The Framers Plan and Chapter 13-Section 4-Presidential Nominations
• Notes- Chapter 13-Section 3-Presidential Selection: The Framers Plan
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process of nominating and selecting a President by interacting in a short presentation and completing a set of student led notes
• Language Objective:
  • Student will read and record information pertaining to of the process of nominating and selecting a President through listening to a short lecture and completing a set of guided student notes

Supplemental Materials: Presentation-Chapter 13-Section 3-Presidential Selection: The Framers Plan and Chapter 13-Section 4-Presidential Nominations and Notes- Chapter 13-Section 3-Presidential Selection: The Framers Plan and Notes-Chapter 13-Section 4-Presidential Nominations

Presentation-Chapter 13-Section 3-Presidential Selection: The Framers Plan  and Chapter 13-Section 4-Presidential Nominations

Chapter 13-Section 3-Presidential Selection-The Framers Plan

Chapter 13-Section 4 and 5 Presentation

Notes- Chapter 13-Section 3-Presidential Selection: The Framers Plan and Notes-Chapter 13-Section 4-Presidential Nominations

Chapter 13-Section 1-3-Guided Notes

U.S. History

Wednesday-12/20/17:

• Bell Work-1.) Describe in your own words what Caroline Bird believes is “The Invisible Scar”? 2.) Identify two of the ways families described in the passage attempted to deal with the challenges they faced during the Great Depression? 3.) Reflect on the final paragraph which begins with the line “A teacher in a mountain…”. Imagine you were a teacher living during the Great Depression how would you have handled disciplining a child who was acting out due to hunger and frustration?
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 2)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

Supplemental Materials: Video Notes-Cinderella Man

Cinderella Man-Video Discussion Questions

_______________________________________________________________________________________

Government

Wednesday-12/20/17:

• Bell Work-1.) Based on the information contained in the primary source what is one action taken by President Dwight D. Eisenhower in response to the crisis in Little Rock, Arkansas? 2.) Based on the information in the primary source what can we infer might have been one of the main reasons President Dwight D. Eisenhower chose to take action during the Little Rock crisis knowing his stand against segregation could negatively affect his approval rating with many Americans? 3.) Imagine you were the President of the United States during the late 1950’s. How would you have handled this situation if you were President? *Be sure to thoroughly articulate your response
• Attendance- While Class is Doing Bell Work
• Video-What Does The Vice President Actually Do? (3:21 min)
• Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency
• Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency
• Daily Objective-

• Content Objective:
  • SWD comprehension of the formal qualifications required for becoming the President along with examining the key duties associated with the job by interacting in a short presentation and completing a set of student led notes
• Language Objective: .
  • Students will listen and orally discuss the formal qualifications required for becoming the President along with examining the key duties associated with the job through listening to a short lecture and completing a set of guided student notes

Supplemental Materials: Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency

Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency

Chapter 13-Section 1-3-Guided Notes

Video-What Does The Vice President Actually Do?(3:21 min)

https://www.youtube.com/watch?v=0cXIsb9710Y&t=56s

U.S. History

Tuesday-12/19/17:

• Bell Work-1.) Describe what is happening in the political cartoon. 2.) What might the motive of the artist have been in depicting Herbert Hoover and the economic problems the U.S. faced in the 1930’s in this way? 3.) Examine the signs the donkey that represents the Democratic Party is holding. Considering that Herbert Hoover was a Republican, what message do you think the artist is trying to convey in the right hand portion of the political cartoon?
• Attendance- While Class is Doing Bell Work
• Procedure-Notes Collection Chapter 12 and 13
• Video-Cinderella Man (Day 1)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

Supplemental Materials: Video Notes-Cinderella Man

Cinderella Man-Video Discussion Questions

_______________________________________________________________________________________

Government

Tuesday-12/19/17:

• Bell Work- ) Based on the context of the political cartoon what can we infer is the artist’s position on Donald J. Trump’s 2016 Presidential campaign? What facts or ideas show the artists bias? 2.) What is the underlying theme of this political cartoon? 3.) What is your opinion of this political cartoon? Do you feel it accurately depicts Donald J. Trump’s political campaign or do you feel it feeds into a view that ignores his positive qualities in an attempt to craft a negative public image of him?
• Attendance- While Class is Doing Bell Work
• Video-Power to the President: What Does the President of the U.S. Actually Do? | History (2:12 min)
• Presentation-Chapter 13-Section 1-The President’s Job Description
• Activity-Many Hats of the President
• Daily Objective-
  • Content Objective:
    • SWD comprehension of the formal qualifications required for becoming the President along with examining the key duties associated with the job by interacting in a short presentation
    • SWD evaluation of the powers granted to the President of the United States based on reading Article II of the Constitution and correlating various situations with the Powers of the President by evaluating primary source documents then responding to structured questions in a DBQ packet
  • Language Objective:
    • Students will listen and orally discuss the formal qualifications required for becoming the President along with examining the key duties associated with the job through listening to a short lecture and completing a set of guided student notes
    • Students will read, discuss and record information pertaining to the powers granted to the President of the United States based on reading Article II of the Constitution and correlating various situations with the Powers of the President by breaking down a primary source DBQ packet and responding to structured reflection questions

Supplemental Materials: Presentation-Chapter 13-Section 1-The President’s Job Description and Activity-Many Hats of the President

Presentation-Chapter 13-Section 1-The President’s Job Description

Chapter 13-Section 1-The President’s Job Description

Activity-Many Hats of the President

The Many Hats of the President-Notes Sheet

Video Link-Power to the President: What Does the President of the U.S. Actually Do? | History (2:12 min)

U.S. History

Monday-12/18/17:

• Bell Work-1.) Identify the key character who wrote this press release. 2.) What are some of the problems with President Hoover’s hope for how the American people would respond to the challenges of the Great Depression? 3.) Are you a person who agrees with President Hoover’s position that the best way to combat the economic turmoil of the Great Depression was through “individual generosity…, and mutual self-help” or should it be the government’s responsibility to take care of its own people in times of financial crisis? *Thoroughly explain your position  
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 14-The Great Depression Begins
• Quiz-Chapter 14-The Great Depression Begins
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Great Depression by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and concepts associated with our unit covering the Great Depression by demonstrating their knowledge thought the use of a unit quiz
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Great Depression through the use of a vocabulary match-up activity
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our the unit covering the Great Depression by completing a multiple choice and matching quiz

_______________________________________________________________________________________

Government

Monday-12/18/17:

• Bell Work- 1.) Identify three of the main differences between the House of Representatives and the Senate? 2.) What evidence can you find in the chart that will support the notion that on average members of the House have a better understanding of the individual needs of their constituents then members of the Senate do? 3.) Suppose you were an aspiring politician. Would you be more likely to make a run for the Senate or the House of Representatives based on the data contained in the chart above? * Please clearly state your answer and support it with data from the chart
• Attendance- While Class is Doing Bell Work
• Presentation-How a Bill Becomes a Law-Streamlined Version-2017
• Video-What Is A Filibuster? (3:11 min)
• Activity-How a Bill Becomes a Law-Flow Chart
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which a bill becomes a law by interacting in a short presentation and completing a flow chart designed to clarify the legislative process
• Language Objective:
  • Student will read and record information pertaining to the process of turning a bill into a law through listening to a short lecture and completing a structured flow chart designed to clarify the legislative process

Supplemental Materials: Presentation-How a Bill Becomes a Law-Streamlined Version-2017 and Activity-How a Bill Becomes a Law-Flow Chart

Presentation-How a Bill Becomes a Law-Streamlined Version-2017

How a Bill Becomes A Law-Streamlined Version-2017

Activity-How a Bill Becomes a Law-Flow Chart

How a Bill Becomes a Law Flow Chart-2017

Video-What Is A Filibuster? (3:11 min)

https://www.youtube.com/watch?v=g3fSV8Ky77c&t=112s

U.S. History

Friday-12/15/17:

• Bell Work- 1.) What is the main theme of the letter being written to Mr. Gifford? 2.) According to the letter, why do you think so many unemployed American’s felt embittered towards President Hoover and his administration? 3.) What is your opinion of the fact that President Hoover despite being a millionaire is still drawing a $75,000 a year salary from the government while many other American’s are being denied their bonus for military service? Should he have to give up his salary or has his position as President secured his salary?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression
• Outline Notes-Chapter 14 Section 3-Hoover Struggles with the Depression
• Study Guide-Chapter 14-The Great Depression Begins
• Daily Objective-

• Content Objective:
  • SWD analysis of President Hoovers initial response to the Great Depression and the ineffective measures he took in an attempt to combat our nation’s economic woes by interacting in a short presentation and creating a set of student centered guided notes
  • SWD evaluation of the materials covered in Chapter 14 pertaining to the causes of the Great Depression through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and record information pertaining to President Hoovers initial response to the Great Depression and the ineffective measures he took in an attempt to combat our nation’s economic woes through listening to a short lecture and creating student centered guided notes
  • Students will read, and write the key terms and important concepts covered in Chapter 14 pertaining to information surrounding the causes of the Great Depression by completing a structured inquiry based study guide

Supplemental Materials: Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression, Outline Notes-Chapter 14 Section 3-Hoover Struggles with the Depression and Study Guide-Chapter 14-The Great Depression Begins

Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression

Chapter 14-Section 3-HooverStruggles with the Depression

Outline Notes-Chapter 14 Section 3-Hoover Struggles with the Depression

The Americans-Chapter 14-Section 3

Notes-Outline-Chapter 14-Section 3

Study Guide-Chapter 14-The Great Depression Begins

Chapter 14-Learning Target-Study Guide

Chapter 14-The Great Depression Begins-Test Materials

Chapter 14-Section 3-HooverStruggles with the Depression

The Americans-Chapter 14-Section 1

The Americans-Chapter 14-Section 2

The Americans-Chapter 14-Section 3

______________________________________________________________________________________________________________________________________

Government

Friday-12/15/17:

• Bell Work-1.) Based on the information from the primary source above do federal systems like the one in the United States always have to contain bicameral state legislatures? 2.) What are some of the problems associated with bicameralism, according to this passage? 3.) Do you think it is a good thing or a bad thing that the United States has almost exclusively adopted a bicameral system in regards to our legislatures? *Please thoroughly explain your position  
• Attendance- While Class is Doing Bell Work
• Test-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress
• Vocabulary Frayer Activity-Chapter 13-The Presidency
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering Chapters 9, 10 and 11 by demonstrating their knowledge thought the use of a unit quiz
  • SWD analysis of key terms associated with the unit covering Chapter 13 by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering Chapters 9, 10 and 11 by completing a multiple choice and matching quiz.
  • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 13 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Activity-Chapter 13-The Presidency

Chapter 13-Vocabulary

Frayer Vocabulary Model

U.S. History

Wednesday-12/13/17:

• Bell Work- 1.) What is the main idea behind the political cartoon? 2.) Show your understanding of the time period by identifying the major reason that so many American’s lost everything when the banks collapsed following the stock market crash of 1929? 3.) Based on what we have learned throughout our unit how would you explain the artist’s choice to use a squirrel as part of the analogy for the effect of the bank failures on the American people?  
• Attendance- While Class is Doing Bell Work
• Activity-The Great Depression-Web Quest (2016)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the devastating effects of the Great Depression on American business and families by compiling information from several online sources to complete a structured web quest
• Language Objective:
  • Students will read, orally discuss and record information on what led to the devastating effects of the Great Depression on American business and families by working collaboratively on an online web quest

Supplemental Materials: Activity-The Great Depression-Web Quest (2016)

The Great Depression-WebQuest 2016

_______________________________________________________________________________________

Government

Wednesday-12/13/17:

• Bell Work-1.) Who are the key characters depicted in the political cartoon? 2.) What might be some of the motives behind the artists focus on calling out the issues of nepotism (The practice among those with power or influence of favoring relatives or friends, especially by providing them with jobs) in U.S. politics? 3.) What do you think about the fact that often times in politics the way people are appointed to government positions has more to deal with “who they know” rather than “what qualifications they have”? How might this lead to problems in the strength of political leadership? 
• Attendance- While Class is Doing Bell Work

• Study Guide Review Day-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

• Daily Objective-
  • Content Objective:
    • SWD evaluation of the materials covering the roles of interest groups in politics, the roles and the functions of Congress along with the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read, and write the key terms and important concepts covered in Chapter 6 and 7 which include the roles of interest groups in politics, the roles and the functions of Congress along with the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by completing a structured inquiry based study guide

Study Guide-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

Chapter 9 10 and 11-Learning Target-Study Guide

Chapter 9-10 and 11-Definitions

Chapter 9-Interest Groups

Interest Groups and Lobbying-2017

Chapter 10-Congress

Chapter 10-Congress-2017

Chapter 11-The Power of Congress

Chapter 11-Section 1-Expressed Powers Money Commerce

Chapter 11-Section 2-The Other Expressed Powers

Chapter 11-Section 3-The Implied Powers

Chapter 11-Section 4-Non-Legislative Power

McCulloch v Maryland-Limiting the Implied Powers of Congress-SSR Article With Questions-Leveled

U.S. History

Tuesday-12/12/17:

• Bell Work-) Based off your prior knowledge and the context of the radio address can you name the national crisis that prompted Herbert Hoover to make this speech? 2.) What does President Hoover believe is the result of a “lack of caution in nosiness”? 3.) Based on the radio address above, why does Hoover ultimately feel it is not the government’s responsibility to solve the financial problems facing Americans during the Great Depression? In your opinion is he correct? *Be sure to explain why you agree or disagree
• Attendance- While Class is Doing Bell Work
• Video-History Brief: the Dust Bowl (4:04 min)
• Reading Activity-Letter’s from a Dust Bowl Survivor
  • w/ reflection questions
• Writing Prompt- Letter’s from a Dust Bowl Survivor
• Daily Objective-
  • Content Objective:
    • SWD analysis of how families attempted to survive the devastating effects of the Great Depression by interacting in a short presentation
    • SWD synthesis of the agricultural and environmental effects the Dust Bowl had on the Midwest and Great Plains region of the United States by composing a letter from a historical perspective
  • Language Objective:
    • Students will read and record information pertaining to how families attempted to survive the devastating effects of the Great Depression through listening to a short lecture and creating student centered guided notes
    • Students will read and record a narrative pertaining to the agricultural and environmental effects the Dust Bowl had on the Midwest and Great Plains region of the United States by writing a letter to a loved one as if they were living through the Dust Bowl

Supplemental Material: Reading Activity-Letter’s from a Dust Bowl Survivor w/ reflection questions and Writing Prompt- Letter’s from a Dust Bowl Survivor

Reading Activity-Letter’s from a Dust Bowl Survivor w/ reflection questions and Writing Prompt- Letter’s from a Dust Bowl Survivor

Letters from a Dust Bowl Suvivor-US

Letter from a Dust Bowl Survivor

Video Link-History Brief: the Dust Bowl (4:04 min)

______________________________________________________________________________________

Government

Tuesday-12/12/17:

• Bell Work-) According to this passage, what can you identify is Benjamin Franklin’s view on Bicameralism? 2.) What are some of the motives behind the reasons many states adopted unicameralism? 3.) Judge the value of Benjamin Franklin’s comment that a bicameral legislature is akin to “putting one horse before a cart and another behind it, both pulling opposite directions.” What was he trying to imply about the effectiveness of a bicameral legislature?
• Attendance- While Class is Doing Bell Work
• Primary Source- McCulloch v. Maryland- What Are the Limits on the Implied Powers of Congress?
  • With Reflection Questions
• Study Guide-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress
• Daily Objective-
  • Content Objective:
    • SWD analysis of the implied powers held by the United States government by examining a primary source and responding to an inquiry review sheet
    • SWD evaluation of the materials covering the roles of interest groups in politics, the roles and the functions of Congress along with the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read and respond to an article pertaining to the implied powers held by the United States government by examining a primary source then filling our an SSR “One Pager”
    • Students will read, and write the key terms and important concepts covered the roles of interest groups in politics, the roles and the functions of Congress along with the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by completing a structured inquiry based study guide

Supplemental Materials: McCulloch v. Maryland- What Are the Limits on the Implied Powers of Congress? With Reflection Questions and Study Guide-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

McCulloch v. Maryland- What Are the Limits on the Implied Powers of Congress? With Reflection Questions

McCulloch v Maryland-Limiting the Implied Powers of Congress-SSR Article With Questions-Leveled

Study Guide-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

Chapter 9 10 and 11-Learning Target-Study Guide

Chapter 9-10 and 11-Definitions

Chapter 9-Interest Groups

Interest Groups and Lobbying-2017

Chapter 10-Congress

Chapter 10-Congress-2017

Chapter 11-The Power of Congress

Chapter 11-Section 1-Expressed Powers Money Commerce

Chapter 11-Section 2-The Other Expressed Powers

Chapter 11-Section 3-The Implied Powers

Chapter 11-Section 4-Non-Legislative Power

McCulloch v Maryland-Limiting the Implied Powers of Congress-SSR Article With Questions-Leveled

U.S. History

Monday-12/11/17:

• Bell Work-) Who is the speaker in this passage and what was his profession? 2.) Reflect on the last sentence of the primary source referencing the process of buying on speculation. “There was rampant (widespread) speculation, and if you wanted to take part all you had to do was put up 10 percent of the money and the broker would cover the rest …”. What potential problems can we infer might exist when it comes to buying stock on speculation? 3.) Do you think the ability to buy stock on speculation was a good thing or a bad thing when it comes to leveling the playing field between wealthy and middle class Americans? *Please explain your thoughts
• Attendance- While Class is Doing Bell Work
• Video-The Great Depression: Crash Course US History #33 (14:26 min)
  • Reflection Question: What were the underlying factors that contributed to the economic downturn experienced during the Great Depression?
• Presentation-Chapter 14-Section 2-Hardship and Suffering During the Depression
• Outline Notes-Chapter 14-Section 2-Hardship and Suffering During the Depression
• Daily Objective-
  • Content Objective:
    • SWD synthesis the how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression and the ways in which American families were forced to fight through these challenges by interacting in a short presentation and creating a set of guided notes
  • Language Objective:
    • Students will read and record information pertaining to how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression and the ways in which American families were forced to fight through these challenges through listening to a short lecture and listing key information in student led inquiry outlines

Supplemental Materials: Outline Notes-Chapter 14-Section 2-Hardship and Suffering During the Depression

The Americans-Chapter 14-Section 2

Notes-Outline-Chapter 14-Section 2

Video Link-The Great Depression: Crash Course US History #33 (14:26 min)

• Reflection Question: What were the underlying factors that contributed to the economic downturn experienced during the Great Depression?

______________________________________________________________________________________

Government

Monday-12/11/17:

• Bell Work-) What is the main idea of the political cartoon? 2.) What is the biggest problem with the position that Congress takes towards the President in this cartoon? 3.) Imagine you were President Obama and you overheard the Congressmen making these comments how might you have handled the situation?
• Attendance- While Class is Doing Bell Work
• Video-How Do You Impeach a President? (3:49 min)
• Presentation-Chapter 11-Section 4-The Non-legislative Powers
• Outline Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers
  • Paragraph Response Outline
• Daily Objective-
  • Content Objective:
    • SWD comprehension of the non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by listening to the teacher complete a short presentation then participating in a classroom discussion
    • SWD comprehension of the implied powers held by the United States government as a they relate to expressed powers and the non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by outlining important concepts in an inquiry notes worksheet
  • Language Objective:
    • Students will read and respond to information pertaining to non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by participating in classroom discussions following a short lecture by the teacher.
    • Students will read and respond to information pertaining to the implied powers held by the United States government as they relate to expressed powers and how non-legislative powers are laid out in the Constitution which includes Congresses power to impeach a government official by reading through text and completing a set of student led guided notes.

Supplemental Materials: Presentation-Chapter 11-Section 4-The Non-legislative Powers and Outline Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

Presentation-Chapter 11-Section 4-The Non-legislative Powers

Chapter 11-The Powers of Congress-2017

Outline Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

Chapter 11-Section 3-Response Outline

Chapter 11-Section 4-Response Outline

Video Link-How Do You Impeach a President? (3:49 min)

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

U.S. History

Friday-12/08/17:

• Bell Work-1.) Who can you identify the main figure in the political cartoon? 2.) What questions might you ask Paul Robeson if you had the opportunity to interview him after reading the information on the graphic? 3.) In your opinion why was it culturally significant in the 1920’s to have positive African American figures like Paul Robeson in the public spotlight?  
• Attendance- While Class is Doing Bell Work
• Video- How The Stock Exchange Works (For Dummies) (3:33 min)
• Article-The Stock Market Crash of 1929 By Jesse Colombo (July 17th, 2012)

• With SSR Meta-Log

• Activity-Stock Market Investments
• Daily Objective-

• Content Objective:

• • • SWD evaluation of the devastating effects of the 1929 stock market crash by evaluating a primary source and responding to inquiry based log

• SWD evaluation of the devastating effects of the stock market crash of 1929 by evaluating a list of stocks in which to purchase and building a stock portfolio

• Language Objective:
  • Students will read and respond to an article pertaining to the devastating effects of the 1929 stock market crash by examining a primary source and responding to and meta-cognitive log
  • Students will read, record and orally debate the devastating effects of the stock market crash of 1929 through a scenario based activity in which students are evaluating a list of stocks in which to purchase and building a stock portfolio

Supplemental Materials: Article-The Stock Market Crash of 1929 By Jesse Colombo (July 17th, 2012) With SSR Meta-Log and Activity-Stock Market Investments

Article-The Stock Market Crash of 1929 By Jesse Colombo (July 17th, 2012) With SSR Meta-Log

The Stock Market Crash of 1929-Article

Activity-Stock Market Investments

Stock Buying Activity-2016

Video Link- How The Stock Exchange Works (For Dummies) (3:33 min)

______________________________________________________________________________________

Government

Friday-12/08/17:

• Bell Work-1.) What is the main idea of this chart? 2.) What is the relationship between the reason a state like New York lost two representatives in 2010 while a state like Texas gained four representatives? 3.) Can you propose a better alternative for determining the number of representatives each state has then the current system of measuring population every ten years?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 11-Section 2-The Other Expressed Powers
• Vocabulary Frayer Activity-Chapter 11-Power of Congress
• Daily Objective-
  • Content Objective:
    • SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by listening to the teacher complete a short presentation then participating in a classroom discussio
    • SWD analysis of key terms associated with the unit covering the roles and the functions of Congress by defining and personalizing vocabulary terms in a vocabulary based activity
  • Language Objective:
    • Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by participating in classroom discussions following a short lecture by the teacher
    • Students will read and record important vocabulary terms pertaining to our unit covering the roles and the functions of Congress through the use of a frayer model vocabulary activity

Supplemental Materials: Presentation-Chapter 11-Section 2-The Other Expressed Powers and Vocabulary Frayer Activity-Chapter 11-Power of Congress

Presentation-Chapter 11-Section 2-The Other Expressed Powers

Chapter 11-The Powers of Congress-2017

Vocabulary Frayer Activity-Chapter 11-Power of Congress

Chapter 9-10 and 11-Definitions