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

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?

______________________________________________________________________________________

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)