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

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?