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

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)

 

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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