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

U.S. History

Wednesday-2/28/18:

• Bell Work-1.) What is the main idea behind the political cartoon? 2.) What inference can you make about Germany’s military position based on the fact that they are being “put through the wringer”? 3.) Based on your prior knowledge and the elements contained within the political cartoon what could you predict might be the most likely outcome regarding which wringer Germany will make it through? 
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 17-Section 1-Mobalizing for Defense
• Notes-Chapter 17-Section 1-Mobalizing for Defense  
• Daily Objective-

• Content Objective:
  • SWD analysis of the way in which wartime mobilization of industry, labor, science and the media helped expand the armed forced in the United States by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will listen, read and record the way in which wartime mobilization of industry, labor, science and the media helped expand the armed forced in the United States through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 17-Section 1-Mobalizing for Defense and Notes-Chapter 17-Section 1-Mobalizing for Defense

Presentation-Chapter 17-Section 1-Mobalizing for Defense

Chapter 17-Section 1-Mobilizing for Defense-2018

Notes-Chapter 17-Section 1-Mobalizing for Defense  

Notes-Outline-Chapter 17-Section 1

The Americans-Chapter 17-Section 1

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Government

Wednesday-2/28/18:

• Bell Work-1.) What can you distinguish according to the primary source is the relationship between the state and federal government? 2.) What is the underlying theme of the primary source? 3.) Why do you believe that the author made it a point in the preamble to list the six purposes of government in their attempt to call for the ratification of a new Constitution?  
• Attendance-While Class is Doing Bell Work
• Video-FLVS Civics: Foundations – Checks and Balances (4:58 min)
• Presentation-Chapter 3-Section 1-Basic Principle
• Thinking Map-Federalism: Who Has the Power?-Double Bubble Map
• Student Led Notes-Chapter 3-Section 1-Basic Principle
• Daily Objective-

• Content Objective:
  • SWD synthesis of the six basic concepts the United States Constitution was built around by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the six basic concepts the United States Constitution was built around through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 3-Section 1-Basic Principle, Thinking Map-Federalism: Who Has the Power?-Double Bubble Map and Student Led Notes-Chapter 3-Section 1-Basic Principle

Presentation-Chapter 3-Section 1-Basic Principle

Chapter 1-Section 1-Basic Principles-2018

Thinking Map-Federalism: Who Has the Power?-Double Bubble Map 

Federalism-Double Bubble Map-Blank-Gov

Student Led Notes-Chapter 3-Section 1-Basic Principle

Chapter 3-Section 1-Guided Notes-High-2017

Video–FLVS Civics: Foundations – Checks and Balances (4:58 min)

U.S. History

Tuesday-2/27/18:

• Bell Work-1.) In your own words explain how these two excerpts differ from one another even though their subject matter is the same? 2.) Select one of the two excerpts contained above and answer the following question. If you were to sit down with one of the two authors what questions might you ask in an attempt to understand the position they took regarding Hitler’s invasion of the Rhineland? 3.) Based on the subject matter would it be better if the authors took a neutral stance regarding Hitler’s invasion of the Rhineland or is important to hear differing perspectives in an attempt to understand the views of others? *Please explain your reasoning  
• Attendance-While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 17-The United States in WWII
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering the military campaigns and political decisions both at home and in Europe that positioned the United States for victory in 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 military campaigns and political decisions both at home and in Europe that positioned the United States for victory in WWII through the use of a frayer model vocabulary activity

Supplemental Material: Vocabulary Frayer Model Activity-Chapter 17-The United States in WWII

Chapter 17-Frayer Model-US History

Chapter 17-Vocab Match up Review Games

Chapter 17-Vocabulary Terms and Definitions

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Government

Tuesday-2/27/18:

• Bell Work-1.) Identify the different ways that power is divided between the three branches government? 2.) What are some of the problems that could emerge if one of the three branches of government continuously fails to meet their constitutional responsibilities? 3.) Is there a better solution when it comes to delegating power than creating a system where the three branches of our government hold the same amount of influence and power over the other two branches?  
• Attendance-While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 1 and 2
• Vocabulary Frayer Model Activity-Chapter 3-The Constitution
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the challenges our founding fathers faced when drafting our Constitution 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 challenges our founding fathers faced when drafting our Constitution through the use of a frayer model vocabulary activity

Supplemental Materials: Procedure-Notes Collection-Chapter 1 and 2 and Vocabulary Frayer Model Activity-Chapter 3-The Constitution

Procedure-Notes Collection-Chapter 1 and 2 

Chapter 1 and 2-Notes Check List

Vocabulary Frayer Model Activity-Chapter 3-The Constitution

Chapter 3-Frayer Model-Gov

Chapter 3-Vocabulary

U.S. History

Monday-2/26/18:

• Bell Work-1.) Who are the main figures being depicted in this political cartoon? 2.) What inference can you make on why the artist drew these two leaders “in bed” with one another? *Think about what the term “in bed” means politically 3.) Based on what you know, how would you explain the significance of the statement the man on the left is making regarding the document he is holding? 
• Attendance-While Class is Doing Bell Work
• Video-Escape from Sobibor (118 total minutes) (Day 3)
  • w/ Video Reflation Questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions

Video Link-Escape from Sobibor (118 total minutes) (Day 3)

• w/ Video Reflation Questions

https://www.youtube.com/watch?v=b4R53qvwbag

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Government

Monday-2/26/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 1 and 2.

• You will be given about ten minutes to study prior to the test.

• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts covered in our unit that focuses on the foundation and structure of the United States government by demonstrating their knowledge thought the use of a unit exam
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit that focuses on the foundation and structure of the United States government by completing a multiple choice and matching exam

Supplemental Materials: Notes Collection Checklist-Chapter 1 and 2

Chapter 1 and 2-Notes Check List

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

Chapter 2-Sections 1-5-Guided Notes-High-2018

Comparing The Bill of Rights and Magna Carta-Activity-2018

Articles of Confederation-Supplemental Chart

Declaration of Independence Activity-Notes Sheet-2018

U.S. History

Friday-2/16/18:

• Bell Work-1.) Based on the artistic style of the image who can we infer is the creator of the political cartoon? 2.) Why do you think the artist chose to use the imagery of an Ostrich Bonnet (essentially a hat) to help non-Germans relieve the headache Hitler’s actions have caused? 3.) What is your opinion of the effectiveness of the political cartoon? Do you think the artist’s intended message is easily understandable?
• Attendance-While Class is Doing Bell Work
• Video-Escape from Sobibor (118 total minutes) (Day 2)
  • w/ Video Reflation Questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions

Video Link-Escape from Sobibor (118 total minutes) (Day 2)

• w/ Video Reflation Questions

https://www.youtube.com/watch?v=b4R53qvwbag

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Government

Friday-2/16/18:

• Bell Work-1.) Based on the primary source how does King George III view the colonist’s decision to rebel against his authority? 2.) Imagine that you were King George III and you learned that the American colonists were rebellion against your royal decrees how would you have handled putting down a rebellion in your most profitable colony? 3.) How would you have felt about this statement from King George III if you were an English colonist living in North America who had previously defended the monarch’s divine right to rule over his colonial possessions?  
• Attendance-While Class is Doing Bell Work
• Procedure-Test Answer Key Set Up-Chapters 1 and 2
• Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in our unit that focuses on the foundation and structure of the United States government through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important covered in our unit that focuses on the foundation and structure of the United States government by completing a structured inquiry based study guide

Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1 and 2-Learning Target-Study Guide-2016

Chapter 1 and 2-Learning Target Test-Vocab Match up Terms

Chapter 2-Origins of Government-Condensed-2017

Chapter 1 and 2-Test Materials

U.S. History

Thursday-2/15/18:

• Bell Work-1.) Based on the information contained in the primary source what happened to the female prisoners housed at the Sobibor Concentration camp? 2.) Imagine that you were the prosecuting attorney assigned to Wilhem Bahr’s trial. What are some questions that you might ask him regarding his time and actions at Sobibor? 3.) Imagine you were a young German citizen drafted into military service and assigned to work at a concentration camp during WWII? How would you justify your actions if you were the one on trial?  
• Attendance-While Class is Doing Bell Work
• Procedure-Chapter 16-Notes Collection
• Video-Escape from Sobibor (118 total minutes) (Day 1)
  • w/ Video Reflation Questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions

Video Link-Escape from Sobibor (118 total minutes)

https://www.youtube.com/watch?v=262VEdl0jNE

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Government

Thursday-2/15/18:

• Bell Work-) In your own words can you explain what Washington means when he says “Thirteen sovereignties pulling against each other, and all tugging at the federal head”? 2.) According to Washington, what might be some of the problems that could emerge if the nation if it stayed as a confederation? 3.) In your personal opinion is there a better solution to the issue of merging thirteen fiercely independent entities than Washington is suggesting or is his simplified approach sufficient enough for the historical time period he was living in?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 2-Section 5-Ratifying the Constitution
• Notes-Chapter 2-Section 5-Ratifying the Constitution
• Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through interacting in a short presentation and creating a set of student centered guided notes
    • SWD evaluation of the materials covered in our unit that focuses on the foundation and structure of the United States government through summarizing key information in a structured study guide
  • Language Objective:
    • Student will read and record information pertaining to the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through listening to a short lecture and creating student centered guided notes
    • Students will read, and write the key terms and important covered in our unit that focuses on the foundation and structure of the United States government by completing a structured inquiry based study guide

Supplemental Materials: Presentation-Chapter 2-Section 5-Ratifying the Constitution, Notes-Chapter 2-Section 5-Ratifying the Constitution and Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Presentation-Chapter 2-Section 5-Ratifying the Constitution

Chapter 2-Origins of Government-Condensed-2017

Notes-Chapter 2-Section 5-Ratifying the Constitution 

Chapter 2-Sections 1-5-Guided Notes-High

Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1 and 2-Learning Target-Study Guide-2016

Chapter 1 and 2-Learning Target Test-Vocab Match up Terms

Chapter 2-Origins of Government-Condensed-2017

Chapter 1 and 2-Test Materials

U.S. History

Wednesday-2/14/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 16 Sections 1 through 4. In 5 minutes we will begin the vocabulary match up activity.
• Attendance-While Class is Doing Bell Work
• Test-Chapter 16-World War Looms
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the foundational conflicts that set the stage for WWII by demonstrating their knowledge thought the use of a unit 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 the foundational conflicts that set the stage for WWII by completing a multiple choice and matching exam.

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Government

Wednesday-2/14/18:

• Bell Work-) Based on your prior knowledge who is the author of this primary source document? 2.) How would you feel if you were a woman or someone of color living during the birth of our nation and you read the words “all men are created equal” yet knew that the term “men” meant free white males? 3.) Do you feel that the Framers were wise to take the position that says “whenever any Form of Government becomes destructive of these rights, it is the Right of the People to change or get rid of it, and to create a new Government”? *Please thoroughly explain your answer
• Attendance-While Class is Doing Bell Work
• Video-Crash Course U.S. History-Episode 8-The Constitution, Articles and Federalism (13:04 min)
  • Reflection Question: Why was it so important for the growth of the United States that they move away from the Articles of Confederation to a new Constitution containing a strong federal government?
• Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides)
• Student Led Notes-Chapter 2-Section 2-The Coming of Independence and 3-The Critical Period
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the fundamental weaknesses of the Articles of Confederation and the compromises required to establish the Declaration of Independence by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Students will read and record information pertaining to the fundamental weaknesses of the Articles of Confederation and the compromises required to establish the Declaration of Independence through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides) and Student Led Notes-Chapter 2-Section 2-The Coming of Independence and 3-The Critical Period

Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides)

Chapter 2-Origins of Government-Condensed-2017

Student Led Notes-Chapter 2-Section 2-The Coming of Independence and 3-The Critical Period

Chapter 2-Section 2 and 3-Guided Notes-High

Video Link -Crash Course U.S. History-Episode 8-The Constitution, Articles and Federalism (13:04 min)

• Reflection Question: Why was it so important for the growth of the United States that they move away from the Articles of Confederation to a new Constitution containing a strong federal government?

U.S. History

Tuesday-2/13/18:

• Bell Work- 1.) Based on the unit we covered in class what can you infer might have been the reason the Germans began the Jewish boycott in 1933? 2.) Demonstrate your understanding of the timeline by describing how the German policies changed as WWII progressed? 3.) What might the outcome have been for other non-Aryan (People of Indo-European origin (spanning from India to Europe), the original Aryan people specifically in Persia, and most controversially through Nazi misinterpretation, the Nordic or Germanic peoples) races had the Allies not began liberating concentration camps in 1944?
• Attendance-While Class is Doing Bell Work
• Video-A Holocaust Survivor Recalls The Day He Was Liberated (3:29 min)
• Web Quest-Lasting Effects of the Holocaust-2018
• Daily Objective-

• Content Objective:
  • SWD synthesis of the horrific impact that Holocaust had on the lives of European Jews during WWII compiling information in a collaborative webquest then integrating and layering the information into a structured writing prompt
• Language Objective:
  • Students will read, research and orally discuss information pertaining to the horrific impact that Holocaust had on the lives of European Jews during WWII by completing a partner based webquest then using the information gathered to construct a well formed essay response

Supplemental Materials: Web Quest-Lasting Effects of the Holocaust-2018

Lasting Effects of the Holocaust-DBQ-2018

Study Guide-Chapter 16-World War Looms

Chapter 16-Learning Target-Study Guide

Chapter 16-Textbook-PDFs

Chapter 16-World War Looms

Chapter 16-Section 3-The Holocaust

Chapter 16-Section 4-America Moves Towards War

Chapter 16-Vocab Match up Review Game

Chapter 16-Vocabulary Terms and Definitions

Chapter 16-World War Looms-Test Materials

Video Link-A Holocaust Survivor Recalls The Day He Was Liberated (3:29 min)

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Government

Tuesday-2/13/18:

• Bell Work-) What can we infer was Patrick Henry’s main purpose for giving this speech in front of the Virginia House of Burgess? 2.) Select one of Patrick Henry’s three criticisms of the Stamp Act and discuss how this position reflected the frustrations of many colonists living in the mid 1760’s? 3.) What was the significance of Henry’s statement “…if this be treason, make the most of it” in relation to the impending conflict with the British?
• Attendance-While Class is Doing Bell Work
• Video-What Were the Articles of Confederation? | History (2:28 min)
• Activity-Breaking Down the Articles of Confederation
  • Creating Cornell notes to summarize the intended purpose of each article
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
  • Language Objective:
    • Student will read and record information pertaining to the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with the help of a partner

Supplemental Materials: Activity-Breaking Down the Articles of Confederation

Articles of Confederation Activity-Notes Sheet-2018

The Articles of Confederation and Perpetual Union

Video-What Were the Articles of Confederation? | History (2:28 min)

U.S. History

Monday-2/12/18:

• Bell Work-1.) Who are the main figures depicted in this political cartoon? 2.) What is the main theme of the political cartoon?3.) Knowing the failures of Germany during WWI when they attempted to fight a two-front war against Great Britain and France on one side and Russia on the other, why do you think Hitler chose to “stab Russia in the back” by violating their non-aggression pact? 
• Attendance-While Class is Doing Bell Work
• Video- I Survived The Holocaust Twin Experiments (14:47 min)
• Web Quest-Lasting Effects of the Holocaust-2018
• Daily Objective-

• Content Objective:
  • SWD synthesis of the horrific impact that Holocaust had on the lives of European Jews during WWII compiling information in a collaborative webquest then integrating and layering the information into a structured writing prompt
• Language Objective:
  • Students will read, research and orally discuss information pertaining to the horrific impact that Holocaust had on the lives of European Jews during WWII by completing a partner based webquest then using the information gathered to construct a well formed essay response

Supplemental Materials: Web Quest-Lasting Effects of the Holocaust-2018

Lasting Effects of the Holocaust-DBQ-2018

Study Guide-Chapter 16-World War Looms

Chapter 16-Learning Target-Study Guide

Chapter 16-Textbook-PDFs

Chapter 16-World War Looms

Chapter 16-Section 3-The Holocaust

Chapter 16-Section 4-America Moves Towards War

Chapter 16-Vocab Match up Review Game

Chapter 16-Vocabulary Terms and Definitions

Video- I Survived The Holocaust Twin Experiments (14:47 min)

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Government

Monday-2/12/18:

• Bell Work-1.) Based on your background knowledge to what important United States document was The Bill of Rights was added to? 2.) Why do you think people felt a greater sense of protection under the Constitution following the introduction of The Bill of Rights upon it’s ratification in 1791? 3.) Hypothetically if The Bill of Rights were to contain only nine amendments which of the original ten amendments would you recommend be eliminated? *Please thoroughly explain along with naming why you feel the particular amendment should be eliminated  
• Attendance-While Class is Doing Bell Work
• Video-What you might not know about the Declaration of Independence -Kenneth C. Davis (3:38 min)
• Presentation-Chapter 2-Section 2-The Coming of Independence
• Activity-Breaking Down the Declaration of Independence

• Creating a set of guided notes that will break down the six main parts of the Declaration of Independence

• Daily Objective-

• Content Objective:
  • SWD analysis of the massive divide in ideology that led to the creation of the Declaration of Independence by interacting in a short presentation
  • SWD evaluation of the fundamental changes introduced in the Declaration of Independence by examining a primary source and secondary documents and creating personalized notes with in a collaborative activity
• Language Objective:
  • Students will read and record information pertaining to the massive divide in ideology that led to the creation of the Declaration of Independence through listening to a short lecture
  • Student will read and record information pertaining to the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with the help of a partner

Supplemental Materials: Presentation-Chapter 2-Section 2-The Coming of Independence and Activity-Breaking Down the Declaration of Independence

Presentation-Chapter 2-Section 2-The Coming of Independence

Chapter 2-Origins of Government-Condensed-2017

Activity-Breaking Down the Declaration of Independence

Declaration of Independence Activity-Notes Sheet-2017

Declaration of Independence Activity-Sections I through V-2018

Video Link-What you might not know about the Declaration of Independence -Kenneth C. Davis (3:38 min)

U.S. History

Thursday-2/08/18:

• Bell Work-) Based on your background knowledge who can we infer was the artist responsible for this political cartoon? 2.) What is the main theme of this political cartoon? 3.) In your opinion if the United States had not turned a blind eye to the movements of Hitler in an attempt to remain in isolation and joined the fight in Europe earlier do you believe the end of the war would have come earlier or would the non-aggression pact that Germany and Russia still had in effect have made the prospects for Allied victory even more difficult?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter-16-Section 4-America Moves Towards War
• Video Clip-Pearl Harbor (2001)-Edited Disk One
  • 1:20 min to 142:34 (However if time allows play until 2:01 min
• Study Guide-Chapter 16-World War Looms
• Daily Objective-
  • Content Objective:
    • SWD analysis of the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor by interacting in a short presentation
    • SWD evaluation of the materials covered in our unit that focuses on the events that facilitated Americas entry into WWII through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read, and write the key terms and important concepts covered in our unit which focuses on the events that facilitated Americas entry into WWII by completing a structured inquiry based study guide
    • Student will read and record information pertaining to the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor through interacting in a short presentation

Supplemental Material: Presentation-Chapter-16-Section 4-America Moves Towards War and Study Guide-Chapter 16-World War Looms

Presentation-Chapter-16-Section 4-America Moves Towards War

Chapter 16-Section 4-America Moves Towards War

Study Guide-Chapter 16-World War Looms

Chapter 16-Learning Target-Study Guide

Chapter 16-Textbook-PDFs

Chapter 16-World War Looms

Chapter 16-Section 3-The Holocaust

Chapter 16-Section 4-America Moves Towards War

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Government

Thursday-2/08/18:

• Bell Work-) During which occasion was this address given and who were the two influential men responsible for writing it? 2.) Write in your own words what Thomas Jefferson is proposing American colonists should do in response to the growing conflict with the English? 3.) How effective is this primary source as catalyst for entering into war? How might Jefferson adjust his position to gain a wider base of support?
• Attendance-While Class is Doing Bell Work
• Video-Crash Course U.S. History-Episode 7-Who won the American Revolution? (12:40 min)
  • Reflection Question: Did the outcome of the Revolutionary War grant widespread freedom to the colonists or was the guarantee of liberty still out of reach for many minorities despite the idea that “All men are created equal”?
• Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map
  • Map Guiding Question: How can we differentiate the specific ideological principles (similarities and differences) contained in the Magna Carta and the U.S. Bill of Rights?
  • Frame Guiding Question: In which area(s) did the Magna Carta have the largest influence on the U.S. Bill of Rights?
• Daily Objective-
  • Content Objective:
    • SWD analysis of the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began by watching a small film and answering a focused reflection question
  • Language Objective:
    • Students will read and record information pertaining to the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began through watching a short video and recording information designed to answer a structured reflection question

Supplemental Material: Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map

• Map Guiding Question: How can we differentiate the specific ideological principles (similarities and differences) contained in the Magna Carta and the U.S. Bill of Rights?
• Frame Guiding Question: In which area(s) did the Magna Carta have the largest influence on the U.S. Bill of Rights?

Comparing the Bill of Rights and the Magna Carta-Double Bubble Map-Gov-Blank Set Up

Video-Crash Course U.S. History-Episode 7-Who won the American Revolution? (12:40 min)

• Reflection Question: Did the outcome of the Revolutionary War grant widespread freedom to the colonists or was the guarantee of liberty still out of reach for many minorities despite the idea that “All men are created equal”?

U.S. History

Wednesday-2/07/18: Late Start

• Bell Work-) Based on the text contained in the primary source what is Alexander Karp describing? 2.) What conclusions can you make about the methods used at Birkenau which the German’s referred to as Vernichtungslager (translating to the camp of extermination) compared to the infamous death camp Auschwitz? 3.) Based on historical context and your background knowledge can you elaborate on the reasons why the German’s decided to operate both death and work camps if their goal was to eliminate the Jewish threat they believed was holding back Germany from reaching it’s true glory?  
• Attendance-While Class is Doing Bell Work
• Video-World War II Part 2: Crash Course US History #36 (14:23 min)
  • Reflection Question: How did the events of WWII lead to new or expanded freedoms for Americans living on the Homefront?
• Outline Notes-Chapter 16-Section 4-America Moves Towards War
• Daily Objective-
  • Content Objective:
    • SWD knowledge of how the events of WWII led to new and expanded freedoms for Americans living on the Homefront through recording information presented in a video and completing a class discussion
    • SWD analysis of the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor by creating a set of student centered guided notes
  • Language Objective:
    • Students will watch and record information pertaining to how the events of WWII led to new and expanded freedoms for Americans living on the Homefront through watching a video and discussing the impact with a classmate
    • Student will read and record information pertaining to the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor through creating student centered guided notes

Supplemental Materials: Outline Notes-Chapter 16-Section 4-America Moves Towards War

Notes-Outline-Chapter 16-Section 4

The Americans-Chapter 16-Section 4

Video Link-World War II Part 2: Crash Course US History #36 (14:23 min)

• Reflection Question: How did the events of WWII lead to new or expanded freedoms for Americans living on the Homefront?

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Government

Wednesday-2/07/18: Late Start

• Bell Work-) Based on the information contained in the political cartoon identify two weaknesses associated with the Articles of Confederation? 2.) What is the underlying theme of the political cartoon? *Specifically why are the Articles’ weaknesses represented by waves 3.) Imagine you were a Federalist (Someone who supports ratifying a new Constitution) would a political cartoon like this make a good argument for replacing the articles or is the symbolism too vague for many Americans to connect with?
• Attendance-While Class is Doing Bell Work
• Video Clip– 800 Years of Magna Carta (4:10 min)
• Activity-Comparing The Bill of Rights and Magna Carta-Activity-2016
• Daily Objective-
  • Content Objective:
    • SWD evaluation on the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by interpreting the meaning of several primary source documents in a collaborative activity
  • Language Objective:
    • Students will read, discuss and record information pertaining to the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by identifying key pieces of information contained within a copy of the Magna Carta and the Bill of Rights with the help of a partner

Activity-Comparing The Bill of Rights and Magna Carta-Activity-2016

The Magna Carta and the Bill of Rights-Comparison Chart-2018

Comparing The Bill of Rights and Magna Carta-Activity-2018

Video Clip-800 Years of Magna Carta (4:10 min)