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

U.S. History

Thursday-12/07/17:

• Bell Work-1.) Based on the primary source what affect did Lindberg’s success have on the American public? 2.) Based on the information in the primary source excerpt what conclusion can you draw as to why Charles Lindbergh (a pilot) became such a big celebrity during the 1920’s? 3.) Suppose you could achieve a never before achieved feat like Charles Lindbergh’s solo flight across the Atlantic what would you like to achieve and why?
• Attendance- While Class is Doing Bell Work
• Presentation- Chapter 14-Setion 1-A Nations Sick Economy
• Outline Notes-Chapter 14-Setion 1-A Nations Sick Economy

• Daily Objective-

• Content Objective:
  • SWD synthesis of how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression by interacting in a short presentation and creating a set of guided notes
• Language Objective:
  • Student will read and record information pertaining to the how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression through listening to a short lecture and listing key information in student led inquiry outlines

 

Supplemental Material: Outline Notes-Chapter 14-Setion 1-A Nations Sick Economy

The Americans-Chapter 14-Section 1

Notes-Outline-Chapter 14-Section 1

 

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Government

Thursday-12/07/17:

• Bell Work-1.) Can you provide in your own words a reason for why the artist used the term “Do-nothing Congress” to identify the man jumping in to the pool? 2.) What is the underlying theme of the political cartoon? 3.) Do you think it would be a good thing if a new law were put into effect that stated that Congress could not break for recess until all the issues currently on the floor had been resolved or would this simply cause Congress to rush through bills without truly considering them in an attempt to just clear the floor?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce
• 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 discussion
  • 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 1-The Expressed Powers of Money and Commerce and Vocabulary Frayer Activity-Chapter 11-Power of Congress

Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce 

Chapter 11-The Powers of Congress-2017

 

Vocabulary Frayer Activity-Chapter 11-Power of Congress

Frayer Vocabulary Model

Chapter 9-10 and 11-Definitions

 

 

Gerrymandering Activity

Article-The Gov-Gerrymandering (Redistricting Revisited Pg. 6-9) w/ Cornell Notes and Reflection Questions

Redistricting Revised – SS Lesson Plan

Gerrymandering-Cornell Notes-Gov

 

 

U.S. History

1st Hour

Wednesday-12/06/17:

• Bell Work-1.) Based on your prior knowledge which group is Colleen Moore talking about in this excerpt? 2.) Why do you think that Colleen Moore found it so easy to identify with the group she is referencing in this excerpt? Do you think many young ladies feel this way today? 3.) Judge the value of Colleen Moore’s statement where she says “I don’t know if I realized as soon as I began seeing them that they represented the wave of the future…”. Why do you think she referred to these women as the “wave of the future” instead of comparing them to the progressive women who fought for women’s equality in the past?
• Attendance-While Class is Doing Bell Work
• Procedure-Collect Chapter 12 and 13 Notes
• Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins
• Daily Objective-

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

 

Supplemental Materials: Procedure-Collect Chapter 12 and 13 Notes and Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins

Procedure-Collect Chapter 12 and 13 Notes

Chapter 12 and 13-Notes Check List

 

Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins   

Chapter 14-Vocab Match up Terms

Frayer Vocabulary Model

 

2nd Hour

Wednesday-12/05/17:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 12 and 13. In 5 minutes we will begin the vocabulary match up activity.
• Attendance-While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Quiz- Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and concepts associated with our unit covering the Roaring Twenties 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 Roaring Twenties 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 Roaring Twenties by completing a multiple choice and matching quiz

 

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Government

Wednesday-12/06/17:

• Bell Work-1.) What evidence can you use to describe the author’s true feelings about the effectiveness of the 113th Congress? What do you believe those feeling are? 2.) What inference can you make about the 112th Congress based on the image of the shoes and the comment Uncle Sam is making? 3.) What in your opinion can be done to maximize the effective of Congress while in session? (ex. What kind of goals or timeframes might be given for accomplishing tasks)  
• Attendance- While Class is Doing Bell Work
• Video-What Does the Speaker of The House Do? (3:10 min)
• Presentation-The House of Representatives and the Senate
• Article-The Gov-Gerrymandering (Redistricting Revisited Pg. 6-9)

• w/ Cornell Notes

• Daily Objective-

• Content Objective:
  • SWD analysis on the political issues caused by Gerrymandering and district reapportionment by outlining an article and answering reflection questions
• Language Objective:
  • Students will read, record and discuss the political issues caused by Gerrymandering and district reapportionment by creating a double entry journal and answering guided reflection questions

 

Supplemental Materials: Presentation-The House of Representatives and the Senate and Article-The Gov-Gerrymandering (Redistricting Revisited Pg. 6-9) w/ Cornell Notes and Reflection Questions

Presentation-The House of Representatives and the Senate

Chapter 10-Congress-2017 Chapter 10-Congress-2017

 

Article-The Gov-Gerrymandering (Redistricting Revisited Pg. 6-9) w/ Cornell Notes and Reflection Questions

Redistricting Revised – SS Lesson Plan

Gerrymandering-Cornell Notes-Gov

Gerrymandering Reflection Questions

 

Video Link-What Does the Speaker of The House Do? (3:10 min)

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

 

U.S. History

Tuesday-12/05/17:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 12 and 13. In 5 minutes we will begin the vocabulary match up activity.
• Attendance-While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Quiz- Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and concepts associated with our unit covering the Roaring Twenties 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 Roaring Twenties 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 Roaring Twenties by completing a multiple choice and matching quiz

 

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Government

Tuesday-12/05/17:

• Bell Work-1.) In your own words describe what Jefferson is implying are the benefits for the removal of Native Americans from “white settlements”? 2.) What questions might you ask a member of Congress following this address by Tomas Jefferson? 3.) Imagine you were a Congressperson who disagreed with Jefferson’s approach to Indian removal. What would you recommend to your fellow Congressmen as a better alternative to Jefferson’s plan? 
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 10-Section 1-The National Legislature
• Notes-Chapter 10-Section 1-The National Legislature
• Daily Objective-

• Content Objective:
  • SWD synthesis of the bicameral structure of Congress and some of the issues with how power is distributed by interacting in a short presentation and completing a set of student led notes
• Language Objective:
  • Student will read and record information pertaining to the bicameral structure of Congress and some of the issues with how power is distributed through listening to a short lecture and completing a set of guided student notes

 

Supplemental Materials: Presentation-Chapter 10-Section 1-The National Legislature and Notes-Chapter 10-Section 1-The National Legislature

Presentation-Chapter 10-Section 1-The National Legislature

Chapter 10-Congress-2017

 

Notes-Chapter 10-Section 1-The National Legislature

Chapter 10-Section 1-Guided Notes-High

 

U.S. History

Monday-12/04/17:

• Bell Work-1.) Based on your prior knowledge can you explain what is happening at the time this photo is taken? 2.) Show you level of understanding by explaining what the store owner meant when he wrote on the sign “Buy now and save money”? 3.) Do you agree with the actions taken in the 18th Amendment? Is prohibiting something that can be misused always the best method for fixing a problem?
• Attendance-While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Study Guide Review Time-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covering the Roaring Twenties through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covering the Roaring Twenties by completing a structured inquiry based study guide

 

Supplemental Materials: Presentation-Chapter 13-Section 4-The Harlem Renaissance, Notes-Chapter 13-Section 4-The Harlem Renaissance and Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Presentation-Chapter 13-Section 4-The Harlem Renaissance

Chapter 13-Section 4-The Harlem Renaissance

 

Notes-Chapter 13-Section 4-The Harlem Renaissance

Notes-Outline-Chapter 13-Section 4

The Americans-Chapter 13-Section 4

 

Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12 and 13-Learning Target-Study Guide

Chapter 12 and 13-Vocab Match up Terms

Chapter 12 and 13-Test Materials

 

Chapter 12

Chapter 12-Textbook-PDFs

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

Chapter 12-Section 2- The Harding Presidency

Chapter 12-Section 3- The Businesses of America

 

Chapter 13

Chapter 13-Textbook-PDFs

Chapter 13-Section 1-Changing Ways of Life

Chapter 13-Section 2-The Twenties Woman

Chapter 13-Section 3- Education and Popular Culture

Chapter 13-Section 4-The Harlem Renaissance

 

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Government

Monday-12/04/17:

• Bell Work-1.) What is the main idea behind the political cartoon? 2.) What is the relationship the author is trying to make between corporate election spending and NASCAR sponsorship? 3.) In your opinion, would it be better for transparency sake if every U.S. Congress person were forced to disclose the corporations or private groups who donate to their campaign or should we simply trust the system and believe that our representatives are truly voting in the best interests of the people?  
• Attendance- While Class is Doing Bell Work
• Activity-Special Interest Groups-Brochure Activity (20 min)

• Students will gather information from four other students about their interest group

• Vocabulary-Chapter 10-Congress

• Frayer Model Activity

• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to requite new members through grass roots tactics by creating a take away element an interest group can use to recruit new members
  • 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 read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group
  • 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: Activity-Special Interest Groups-Brochure Closing Activity (20 min) and Frayer Model Vocabulary-Chapter 10-Congress

Activity-Special Interest Groups-Brochure Closing Activity (20 min)

Special Interest Groups-Closing Activity

 

Frayer Model Vocabulary-Chapter 10-Congress

Chapter 9-10 and 11-Definitions

Frayer Vocabulary Model

 

 

U.S. History

Friday-12/01/17:

• Bell Work-1.) Identify the symbolism of the following elements: a. The cuff on the man’s shirt sleeve b. The caption on the handle of the knife c. The general theme of the captions on the devil fish 2.) Based on historical context what can we identify as some of the motives behind the U.S. Government’s decision to introduce the policy of prohibition? 3.) Examine the commentary at the bottom of the political cartoon. Why does Victor Hugo say that “The tendencies of the Devil Fish (alcohol) cannot be destroyed unless the HEAD, the source of their substantial power, is destroyed?”
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 13-Section 4-The Harlem Renaissance
• Notes-Chapter 13-Section 4-The Harlem Renaissance
• Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Daily Objective-

• Content Objective:
  • SWD synthesis the how the Great Migration and the Harlem Renaissance worked to promote African-American culture and create new opportunities for authors and musicians by creating a set of guided notes
  • SWD evaluation of the materials covering the Roaring Twenties through summarizing key information in a structured study guide
• Language Objective:
  • Student will read and record information pertaining to the Great Migration and the Harlem Renaissance worked to promote African-American culture and create new opportunities for authors and musicians through listening to a short lecture and a student led outline
  • Students will read, and write the key terms and important concepts covering the Roaring Twenties by completing a structured inquiry based study guide

 

Supplemental Materials: Presentation-Chapter 13-Section 4-The Harlem Renaissance, Notes-Chapter 13-Section 4-The Harlem Renaissance and Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Presentation-Chapter 13-Section 4-The Harlem Renaissance

Chapter 13-Section 4-The Harlem Renaissance

 

Notes-Chapter 13-Section 4-The Harlem Renaissance

Notes-Outline-Chapter 13-Section 4

The Americans-Chapter 13-Section 4

 

Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12 and 13-Learning Target-Study Guide

Chapter 12 and 13-Vocab Match up Terms

Chapter 12 and 13-Test Materials

 

Chapter 12

Chapter 12-Textbook-PDFs

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

Chapter 12-Section 2- The Harding Presidency

Chapter 12-Section 3- The Businesses of America

 

Chapter 13

Chapter 13-Textbook-PDFs

Chapter 13-Section 1-Changing Ways of Life

Chapter 13-Section 2-The Twenties Woman

Chapter 13-Section 3- Education and Popular Culture

Chapter 13-Section 4-The Harlem Renaissance

 

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Government

Friday-12/01/17:

• Bell Work-1.) Based on this primary source can you explain why Sherman Alexie is so frustrated with the actions of interest groups? 2.) What is the author trying to convey with his choice to use the analogy of antiwar protestor being concerned about their dietary identities? 3.) What changes would you recommend to the author that might make this passage more accessible to a wider audience?  
• Attendance- While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Congressional Fundraising (HBO) (21:24 min)

• Reflection Question: How does the pressure to consistently fundraise effect the amount of time a Congressperson actually spends working on creating new legislation?
• Activity-Current Events 12/09
• 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: Congressional Fundraising (HBO) (21:24 min)

• Reflection Question: How does the pressure to consistently fundraise effect the amount of time a Congressperson actually spends working on creating new legislation?