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

U.S. History

 Wednesday-1/31/18:

• Bell Work-1.) According to the primary source which peace assuring document did Adolf Hitler find so offensive in its treatment of Germany? 2.) Based on the text above what action did Hitler take in defiance of the Treaty of Versailles? What argument does he use in an attempt to justify his actions? 3.) Do you agree or disagree with the reactions of the French government? What can we infer might be the reason this reaction led to war?  
• Attendance-While Class is Doing Bell Work
• Video-World War II Part 1: Crash Course US History #35 (13:26 min)
  • Reflection Question: How did the United States transition from isolationism to total war set the stage for the Allies victory during WWII?
• Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace
• Daily Objective-

• Content Objective:
  • SWD analysis of types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through creating student centered guided notes

 

Supplemental Materials: Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace

Notes-Outline-Chapter 16-Section 1

The Americans-Chapter 16-Section 1

 

Video Link-World War II Part 1: Crash Course US History #35 (13:26 min)

• Reflection Question: How did the United States transition from isolationism to total war set the stage for the Allies victory during WWII?

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Government

Wednesday-1/31/18:

• Bell Work-1.) By using the political cartoon please identify the three basic powers of government that exist in the United States? 2.) Explain why the concept of checks and balances are a vital part of preserving democratic freedoms? 3.) What would happen to the balance of power if the Vice President served a major role in shaping legislative policy? *Use the political cartoon above to help
• Attendance-While Class is Doing Bell Work
• Presentation- Chapter 1-Section 1-Government and the State (12 Slides)
• Thinking Map-What is government and what powers does it have?-Tree Map
  • (Chapter 1 Section 1-pg.4-5)
• Notes-Chapter 1-Section 1-Government and the State
• Daily Objective-

• Content Objective:
  • SWD analysis of the four main political theories a society must considered when forming a new political state by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read and record information on the four main political theories a society must considered when forming a new political state through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation- Chapter 1-Section 1-Government and the State (12 Slides), Thinking Map-What is government and what powers does it have?-Tree Map (Chapter 1 Section 1-pg.4-5) and Notes-Chapter 1-Section 1-Government and the State

Presentation- Chapter 1-Section 1-Government and the State (12 Slides)

Chapter 1-Section 1-Government and the State-2018

 

Thinking Map-What is government and what powers does it have?-Tree Map (Chapter 1 Section 1-pg.4-5) 

Basic Powers of Government-Tree Map-Gov

 

Notes-Chapter 1-Section 1-Government and the State

Chapter 1-Section 1-3-Guided Notes-2018

 

U.S. History

Tuesday-1/30/18:

• Bell Work-1.) Who are the main figures depicted in this political cartoon? 2,) What is the main theme of the political cartoon? 3.) One of Germany’s major failures during WWI and WWII was their attempt to fight a two-front war against Great Britain and France on one side and Russia on the other. With this in mind what do you think about Hitler’s decision to “stab Russia in the back” by violating their non-aggression pact?
• Attendance-While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 16-World War Looms
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the influential historical figures and various events that led to WWII through 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 influential historical figures and various events that led to WWII programs introduced by FDR through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 16-World War Looms

Chapter 16-Frayer Model Set Up

Chapter 16-Vocab Match up Terms

Chapter 16-Vocabulary Match-up

Chapter 16-Textbook-PDFs

 

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Government

Tuesday-1/30/18:

• Bell Work-1.) What is the main idea of the primary source? 2.) What are two examples that you can locate within the text that highlights Mussolini’s belief that Fascism is a superior form of government compared to a democracy? 3.) Do you agree with the arguments made by Mussolini regarding the benefits of Fascism or do you feel that despite the recent frustration many American’s have experienced that a Democracy still provides the best opportunity to protect the freedoms granted in our Constitution? *Please thoroughly explain your position  
• Attendance-While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Vocabulary Frayer Model Activity-Chapter 1-Principles of Government
• Daily Objective-

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

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Chapter 1-Frayer Model Set Up

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

 

U.S. History

Wednesday-1/24/18: 1^st and 2^nd Hour Final Exams-Half Day

• Bell Work- Please take out your notes/study guide and with your elbow partner review all of the information for our final exam covering Chapters 9, 10, 11, 12, 13, 14 and Chapter 15. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Final Exam-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 by demonstrating their knowledge thought the use of a cumulative final exam.
• 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, 11, 12, 13, 14 and Chapter 15 by completing a cumulative final exam.

 

______________________________________________________________________________________

Government

Wednesday-1/24/18: 1^st and 2^nd Hour Final Exams-Half Day

• Bell Work-None  
• Attendance-None
• Daily Objective-

• Content Objective:
  • None
• Language Objective:
  • None

 

U.S. History

Tuesday-1/23/18:

• Bell Work-1.) Identify the key characters in this political cartoon. 2.) Based on historical context and your prior knowledge what can we infer the baby symbolizes by looking at the cries of the child? 3.) How does the image of Hoover pushing the crying baby off to President Roosevelt reinforce the perception American citizens had of Hoover’s time in office?
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 by completing a structured inquiry based study guide

 

Supplemental Materials: Final Exam Study Guide-Chapters 9-15

Vocabulary

Vocabulary Match-up-Chapter 9

Chapter 10-Vocab Match up Terms

Chapter 10-Vocabulary Match-up

Chapter 11-Vocab Match up Terms

Chapter 11-Vocabulary Match-up

Chapter 12 and 13-Vocab Match up Terms

Chapter 14-Vocab Match up Terms

Chapter 15-Vocab Match up Terms

Chapter 15-Vocabulary Match-up

 

Power Points

The Progressive Era-2017

Chapter 10-America Claims and Empire-Power Point

Chapter 11-The First World War-2016

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-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

The Americans-Chapter 14-Section 1

The Americans-Chapter 14-Section 2

Chapter 14-Section 3-HooverStruggles with the Depression

Chapter 15-The New Deal-2017

 

Textbook PDF’s

Chapter 9-Textbook-PDFs

Chapter 10-Textbook-PDFs

Chapter 11-Textbook-PDFs

Chapter 12-Textbook-PDFs

Chapter 13-Textbook-PDFs

Chapter 14-Textbook-PDFs

Chapter 15-Textbook-PDFs

 

Test Materials

Chapter 9-Test Materials

Chapter 10-Test Materials

Chapter 11-Test Materials

Chapter 12 and 13-Test Materials

Chapter 15-Test Materials

 

______________________________________________________________________________________

Government

Tuesday-1/23/18:

• Bell Work-1.) In your own words describe the focus of the primary source? 2.) What were some of the actions authorized under the Patriot Act? What might be some of the potential problems that could develop from a piece of legislation like this? 3.) Identify one or two of the reasons President Obama justified renewing key aspects of the Patriot Act. Do you feel that these are justifiable reasons or do you disagree with the reasons due the possibility of their broad definitions? *Please explain why you feel that way
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapters 1-7, 9-11, 13 and 14
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 1-7, 9-11, 13 and 14 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-11, 13 and 14 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Materials: Study Guide-Chapters 1-7, 9-11, 13 and 14

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Final Exam Vocabulary

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

Chapter 2-Vocab Match up Terms

Chapter 2-Vocabulary Match-up

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter 13-Vocabulary

Chapter 14-Vocabulary

 

Final Exam Power Points

Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

The Purpose of Government-2015

Chapter 1-Section 3-Basic Concepts of Democracy

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 3-The Constitution-2016

Informal Amendments-2015

6 PRINCIPLES OF GOVERNMENT

Chapter 4-Federalism-2016

American Political Parties-2016

Chapter 6-Voter and Voter Behavior-2017

Chapter 7-The Electoral Process-2016

Electoral College-2016

Interest Groups and Lobbying-2017

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter-14-Power of the Presidency-Power Point

 

Final Exam Test Materials

Chapter 1 and 2-Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

 

U.S. History

Monday-1/22/18:

• Bell Work-1.) Describe in your own words at least one way the Great Depression affected young people? 2.) What conclusions can you draw from the primary source to describe how companies viewed the need for young men in the work force during the Great Depression? 3.) What in your opinion could be done to maximize the opportunities for young men to enter the work force through President Roosevelt’s New Deal programs? 
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 by completing a structured inquiry based study guide

 

Supplemental Materials: Final Exam Study Guide-Chapters 9-15

Vocabulary

Vocabulary Match-up-Chapter 9

Chapter 10-Vocab Match up Terms

Chapter 10-Vocabulary Match-up

Chapter 11-Vocab Match up Terms

Chapter 11-Vocabulary Match-up

Chapter 12 and 13-Vocab Match up Terms

Chapter 14-Vocab Match up Terms

Chapter 15-Vocab Match up Terms

Chapter 15-Vocabulary Match-up

 

Power Points

The Progressive Era-2017

Chapter 10-America Claims and Empire-Power Point

Chapter 11-The First World War-2016

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-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

The Americans-Chapter 14-Section 1

The Americans-Chapter 14-Section 2

Chapter 14-Section 3-HooverStruggles with the Depression

Chapter 15-The New Deal-2017

 

Textbook PDF’s

Chapter 9-Textbook-PDFs

Chapter 10-Textbook-PDFs

Chapter 11-Textbook-PDFs

Chapter 12-Textbook-PDFs

Chapter 13-Textbook-PDFs

Chapter 14-Textbook-PDFs

Chapter 15-Textbook-PDFs

 

Test Materials

Chapter 9-Test Materials

Chapter 10-Test Materials

Chapter 11-Test Materials

Chapter 12 and 13-Test Materials

Chapter 15-Test Materials

 

______________________________________________________________________________________

Government

Monday-1/22/18:

• Bell Work-1.) Who are the key characters depicted in this political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) After spending this semester learning the structure and practices of the United States government, are you a person who feels that our current democratic system is successfully operating in the best interests of the American people or do you believe corruption and mismanagement have left us with a broken system that only benefits those who are wealthy or have strong political connections? *Be sure to articulate your thoughts in a clear and concise manner  
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapters 1-7, 9-11, 13 and 14
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 1-7, 9-11, 13 and 14 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-11, 13 and 14 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Materials: Study Guide-Chapters 1-7, 9-11, 13 and 14

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Final Exam Vocabulary

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

Chapter 2-Vocab Match up Terms

Chapter 2-Vocabulary Match-up

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter 13-Vocabulary

Chapter 14-Vocabulary

 

Final Exam Power Points

Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

The Purpose of Government-2015

Chapter 1-Section 3-Basic Concepts of Democracy

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 3-The Constitution-2016

Informal Amendments-2015

6 PRINCIPLES OF GOVERNMENT

Chapter 4-Federalism-2016

American Political Parties-2016

Chapter 6-Voter and Voter Behavior-2017

Chapter 7-The Electoral Process-2016

Electoral College-2016

Interest Groups and Lobbying-2017

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter-14-Power of the Presidency-Power Point

 

Final Exam Test Materials

Chapter 1 and 2-Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

U.S. History

Friday-1/19/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 15.
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up Review-Chapter 15-The New Deal
• Test-Chapter 15-The New Deal
• Final Exam Study Guide-Chapters 9-15
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the New Deal by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of key terms and concepts associated with our unit covering the New Deal by demonstrating their knowledge thought the use of a unit quiz
    • SWD evaluation of the materials covered in Chapters 9 through 14 by summarizing key information in a structured study guide in preparation for their final exam
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering the New Deal 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 unit covering the New Deal by completing a multiple choice and matching quiz
    • Students will read, and write the key terms and important concepts covered in Chapters 9 through 14 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Materials: Final Exam Study Guide-Chapters 9-15

Vocabulary

Vocabulary Match-up-Chapter 9

Chapter 10-Vocab Match up Terms

Chapter 10-Vocabulary Match-up

Chapter 11-Vocab Match up Terms

Chapter 11-Vocabulary Match-up

Chapter 12 and 13-Vocab Match up Terms

Chapter 14-Vocab Match up Terms

Chapter 15-Vocab Match up Terms

Chapter 15-Vocabulary Match-up

 

Power Points

The Progressive Era-2017

Chapter 10-America Claims and Empire-Power Point

Chapter 11-The First World War-2016

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-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

The Americans-Chapter 14-Section 1

The Americans-Chapter 14-Section 2

Chapter 14-Section 3-HooverStruggles with the Depression

Chapter 15-The New Deal-2017

 

Textbook PDF’s

Chapter 9-Textbook-PDFs

Chapter 10-Textbook-PDFs

Chapter 11-Textbook-PDFs

Chapter 12-Textbook-PDFs

Chapter 13-Textbook-PDFs

Chapter 14-Textbook-PDFs

Chapter 15-Textbook-PDFs

 

Test Materials

Chapter 9-Test Materials

Chapter 10-Test Materials

Chapter 11-Test Materials

Chapter 12 and 13-Test Materials

Chapter 15-Test Materials

 

______________________________________________________________________________________

Government

Friday-1/19/17:

• Bell Work-1.) Based on the tone of the primary source what can you infer about the authors race and feelings towards the civil rights movement? 2.) What is the underlying theme of the authors writing? 3.) Do you agree or disagree with the author’s position that “Internal order is the first necessity of every society. Even justice is secondary to order, because without order there can be no society and no justice…”? *Please thoroughly explain your position
• Attendance- While Class is Doing Bell Work
• Video-Lee Daniel’s “The Butler” (2 hours 12 min) (Day 3)

• w/ Video Questions

• Daily Objective-

• Content Objective:
  • SWD analysis of the social and political changes that dramatically impacted the lives of minorities in the United States by watching a film and responding to guided inquiry questions
• Language Objective:
  • Students will watch and respond to the social and political changes that dramatically impacted the lives of minorities in the United States by watching Lee Daniel’s The Butler and completing a structured video response guide

 

Supplemental Materials: Study Guide-Chapters 1-7, 9-11, 13 and 14

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Final Exam Vocabulary

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

Chapter 2-Vocab Match up Terms

Chapter 2-Vocabulary Match-up

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter 13-Vocabulary

Chapter 14-Vocabulary

 

Final Exam Power Points

Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

The Purpose of Government-2015

Chapter 1-Section 3-Basic Concepts of Democracy

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 3-The Constitution-2016

Informal Amendments-2015

6 PRINCIPLES OF GOVERNMENT

Chapter 4-Federalism-2016

American Political Parties-2016

Chapter 6-Voter and Voter Behavior-2017

Chapter 7-The Electoral Process-2016

Electoral College-2016

Interest Groups and Lobbying-2017

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter-14-Power of the Presidency-Power Point

 

Final Exam Test Materials

Chapter 1 and 2-Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

U.S. History

Thursday-1/18/18:

• Bell Work-1.) Based on the primary source above who are three groups who have positively benefited from the implementation of the Social Security Act? 2.) Why do you think legislatures have been so hesitant to alter the system despite the fear of it falling into bankruptcy? 3.) Imagine you were a member of the Senate who has an opportunity to sit down with the President in order to discuss reforming government subsidized programs. Explain what changes you might suggest to the President in the hopes of avoiding the potential bankruptcy of the Social Security System?
• Attendance- While Class is Doing Bell Work
• Video-The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945 (44 min)

• w/ Guided Video Notes

• Daily Objective-

• Content Objective:
  • SWD knowledge of how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through watching a video and discussing the impact with a classmate

 

Video-The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945 (44 min)

• w/ Guided Video Notes

Ultimate Guide to the Presidents-Episode 6-Changing of the Guard-1920-1945

 

______________________________________________________________________________________

Government

Thursday-1/18/17:

• Bell Work-1.) What is the main idea of the primary source? 2.) Why do you think President Kennedy chose to include the line (referring to America) “It was founded on the principle that all men are created equal and that the rights of every man are diminished when the rights of one man is threatened…” when making his point about the need for continued integration in our nation? *Please articulate what you believe he is trying to say 3.) What facts can you compile from the primary source that would help illustrate the major disadvantages many African Americans faced in their attempt to achieve guaranteed civil rights throughout the South? 
• Attendance- While Class is Doing Bell Work
• Video-Lee Daniel’s “The Butler” (2 hours 12 min) (Day 2)

• w/ Video Questions

• Daily Objective-

• Content Objective:
  • SWD analysis of the social and political changes that dramatically impacted the lives of minorities in the United States by watching a film and responding to guided inquiry questions
• Language Objective:
  • Students will watch and respond to the social and political changes that dramatically impacted the lives of minorities in the United States by watching Lee Daniel’s The Butler and completing a structured video response guide

 

Supplemental Materials: Study Guide-Chapters 1-7, 9-11, 13 and 14

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Final Exam Vocabulary

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

Chapter 2-Vocab Match up Terms

Chapter 2-Vocabulary Match-up

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter 13-Vocabulary

Chapter 14-Vocabulary

 

Final Exam Power Points

Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

The Purpose of Government-2015

Chapter 1-Section 3-Basic Concepts of Democracy

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 3-The Constitution-2016

Informal Amendments-2015

6 PRINCIPLES OF GOVERNMENT

Chapter 4-Federalism-2016

American Political Parties-2016

Chapter 6-Voter and Voter Behavior-2017

Chapter 7-The Electoral Process-2016

Electoral College-2016

Interest Groups and Lobbying-2017

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter-14-Power of the Presidency-Power Point

 

Final Exam Test Materials

Chapter 1 and 2-Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

U.S. History

Wednesday-1/17/18: Late Start

• Bell Work-) Examine the political cartoon above. Based on your background knowledge please identify who the umpire, baseball player and baseball bats are intended to represent. 2.) Imagine you were a reporter for the New York Times. What questions would you ask the Supreme Court in an interview concerning their feelings towards the New Deal? 3.) What inference could you make as to what President Roosevelt was going to attempt to do regarding the Supreme Court based on his quote from the political cartoon which reads “Listen-I don’t like your ‘DECISIONS’, from now on you’re going to have to work with someone who can see things ‘MY WAY’!”?
• Attendance- While Class is Doing Bell Work
• Reading Activity-Long, Lewis and the Communists-Appendix C pg. 21 (pg. 46 of the Crash, the Dust and the New Deal Activity)
• Study Guide Review Day-Chapter 15-The New Deal
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the impact of Huey Long’s assassination and the fear of communism that began to emerge in America during the latter part of the 1930’s by interpreting primary text sources in a collaborative activity
    • SWD evaluation of the materials covered in our unit covering the New Deal through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read, orally discuss and respond to an activity where they will analyze primary a primary source highlighting the impact of Huey Long’s assassination and the fear of communism that began to emerge in America during the latter part of the 1930’s through a partner reading activity
    • Students will read, and write the key terms and important concepts covered in our unit covering the New Deal by completing a structured inquiry based study guide

 

Supplemental Materials: Study Materials-Chapter 15-The New Deal

Chapter 15-Learning Target-Study Guide

Chapter 15-The New Deal-2017

Chapter 15-Test Materials

Chapter 15-Textbook-PDFs

Chapter 15-Vocab Match up Terms

Chapter 15-Vocabulary Match-up

 

______________________________________________________________________________________

Government

Wednesday-1/17/17:

• Bell Work-1.) How would you classify the type of protest that was photographed in the primary source? 2.) Imagine you were a reporter who worked for the Washington Post charged with writing a profile piece for tomorrows issue. What are a few questions that you would ask the protestors in preparation for writing your article? 3.) Do you agree with the actions taken by these protestors or do you believe that it is wrong of them to disrupt the lives of residents living and working in Washington D.C.? *Please thoroughly explain your answer 
• Attendance- While Class is Doing Bell Work
• Video-Lee Daniel’s “The Butler” (2 hours 12 min) (Day 2)

• Study Guide-Chapters 1-7, 9-11, 13 and 14

• Daily Objective-

• Content Objective:
  • SWD analysis of the social and political changes that dramatically impacted the lives of minorities in the United States by watching a film and responding to guided inquiry questions
  • SWD evaluation of the materials covered in Chapters 1-7, 9-11, 13 and 14 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will watch and respond to the social and political changes that dramatically impacted the lives of minorities in the United States by watching Lee Daniel’s The Butler and completing a structured video response guide
  • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-11, 13 and 14 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Materials: Study Guide-Chapters 1-7, 9-11, 13 and 14

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Final Exam Vocabulary

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

Chapter 2-Vocab Match up Terms

Chapter 2-Vocabulary Match-up

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter 13-Vocabulary

Chapter 14-Vocabulary

 

Final Exam Power Points

Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

The Purpose of Government-2015

Chapter 1-Section 3-Basic Concepts of Democracy

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 3-The Constitution-2016

Informal Amendments-2015

6 PRINCIPLES OF GOVERNMENT

Chapter 4-Federalism-2016

American Political Parties-2016

Chapter 6-Voter and Voter Behavior-2017

Chapter 7-The Electoral Process-2016

Electoral College-2016

Interest Groups and Lobbying-2017

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter-14-Power of the Presidency-Power Point

 

Final Exam Test Materials

Chapter 1 and 2-Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

 

U.S. History

Friday-1/12/18:

• Bell Work-1.) Who are the key figures depicted within the political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) Knowing that during Hoover’s presidency the United States government did very little to combat the results of the 1929 stock market crash. With this in mind can you defend FDR’s decision to infuse massive amounts of money into social programs designed to help struggling Americans or do you agree with the artist programs are a massive failure wasting billions of tax payer dollars? *Thoroughly explain your position
• Attendance- While Class is Doing Bell Work
• Quiz-New Deal Programs (10 New Deal Programs)
• Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s
• Outline Notes-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s
• Daily Objective-

• Content Objective:
  • SWD analysis of the effects New Deal programs had on the lives of minorities and the cultural impact of the 1930’s on everyday Americans by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read, record and orally compare information pertaining to the effects New Deal programs had on the lives of minorities and the cultural impact of the 1930’s on everyday Americans through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s and Outline Notes-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s

 

Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s 

Chapter 15-The New Deal-2017

 

Outline Notes-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s

Notes-Outline-Chapter 15-Section 3

Notes-Outline-Chapter 15-Section 4

 

Textbook PDF’s:

The Americans-Chapter 15-Section 3

The Americans-Chapter 15-Section 4

 

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Government

Friday-1/12/17:

• Bell Work- 1.) Based on the elements contained in the political cartoon when can you infer it was created? 2.) What is your analysis of the main theme the artist intended to highlight in the political cartoon? 3.) What is your opinion of the political cartoon’s message that President Bush values the protection of human embryos (which is why he is vetoing stem cell research) more than the lives of U.S. soldiers and Iraqi civilians? a.  Do you think it is a fair message or one designed to elicit a negative response towards President Bush?  
• Attendance- While Class is Doing Bell Work
• Procedure-Notes Collection Chapter 13 and 14
• Presentation-American Citizenship-Roles, Responsibilities and Duties
• Web Quest-Federal Bureaucracy (2017)
• Daily Objective-

• Content Objective:

• • • SWD comprehension of the functions, roles and purposes of the federal bureaucratic system by interacting in a short presentation

• SWD synthesis of the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by compiling information from several online sources to complete a structured web quest

• Language Objective:
  • Students will listen, orally discuss and respond to the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by participating in classroom discussions following a short lecture by the teacher along with a set of student guided notes
  • Students will read, orally discuss and record information on the functions, roles and purposes of the federal bureaucratic system by working collaboratively on an online web quest

 

Supplemental Materials: Presentation-American Citizenship-Roles, Responsibilities and Duties and Web Quest-Federal Bureaucracy (2017)

 

Notes Check List-Chapter 13-The Presidency and Chapter 14-The Presidency in Action

Chapter 13 and 14-Notes Check List

 

American Citizenship-Roles, Responsibilities and Duties

American Citizenship-Supplemental PPT

 

Web Quest-Federal Bureaucracy (2017)

Federal Bureaucracy-Web Quest-2017

 

U.S. History

Thursday-1/11/18:

• Bell Work-1.) From 1933 to 1938 how many New Deal programs were instituted by FDR in an attempt to halt the economic collapse that occurred during the Great Depression? 2.) Based on the chart above which three New Deal programs do you think would have the most positive outcome in terms of aiding American families? Why do you feel that way? 3.) After examining the New Deal programs listed in the chart above, design an additional program of your own that would address an issue FDR failed to account for that was facing many American during the Great Depression.
• Attendance- While Class is Doing Bell Work
• Video Clip-Eleanor Roosevelt: Most Iconic First Lady – Fast Facts | History (4:27 min)
• Match Up Activity-The New Deal-Alphabet Soup
• Outline Notes-The New Deal-Alphabet Soup
• Daily Objective-

• Content Objective:
  • SWD knowledge of the key New Deal programs introduced during FDR’s first term in office by manipulating the titles, classifications and purposes of New Deal Legislation in a collaborative activity
  • SWD analysis of the key New Deal programs introduced during FDR’s first term in office by creating a set of student centered guided notes
• Language Objective:
  • Students will read, orally discuss and match the key New Deal programs introduced during FDR’s first term in office by manipulating the titles, classifications and purposes of New Deal Legislation in a collaborative match up activity
  • Students will read and record information pertaining to the key New Deal programs introduced during FDR’s first term in office through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Match Up Activity-The New Deal-Alphabet Soup and Outline Notes-The New Deal-Alphabet Soup

 

Match Up Activity-The New Deal-Alphabet Soup

The New Deal-Alphabet Soup-Match-up Activity

 

Outline Notes-The New Deal-Alphabet Soup

The New Deal-Alphabet Soup-Activity

 

Video Clip-Eleanor Roosevelt: Most Iconic First Lady – Fast Facts | History (4:27 min)

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Government

Thursday-1/11/17:

• Bell Work-1.) List the demands contained in the primary source made on Taliban leaders by President Bush? 2.) What are the two reasons/justifications President Bush gave for invading Afghanistan in his speech? 3.) Based on the information contained in the primary source what is your opinion of the way in which the United States and its allies attempted to win support from the Afghan people?
• Attendance- While Class is Doing Bell Work
• Test-Chapter 13-The President and Chapter 14-The Presidency in Action
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the roles and responsibilities of the office of the President and the Vice President by demonstrating their knowledge thought the use of a unit test
• 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 roles and responsibilities of the office of the President and the Vice President by completing a multiple choice and matching quiz.

 

Supplemental Materials: Chapter 13 and 14 Notes Checklist

Chapter 13 and 14-Notes Check List