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

U.S. History

Tuesday-2/06/18:

• Bell Work-1.) In your own words what would you describe is happening in this political cartoon? 2.) What inference can you make as to the artists intended symbolism of Adolf Hitler as a dentist? *Keeping in mind his plans for Europe and think about what a dentist does besides clean teeth and check for cavities 3.) What can you predict might be the outcome if Hitler were to successfully empty his waiting room of all the potential appointments? *You’ll need to think metaphorically 
• Attendance-While Class is Doing Bell Work
• Activity-Artifacts from the Holocaust-Expert Folder Activity
• Daily Objective-

• Content Objective:
  • SWD evaluation of the personal possession and effects of Jews who were held prisoner during the Holocaust in which they tell their story of internment during WWII through evaluating and interpreting primary source documents in an exploratory research activity
• Language Objective:
  • Students will read, record and orally discuss information pertaining to the personal possession and effects of Jews who were held prisoner during the Holocaust in which they tell their story of internment during WWII by completing a set of guided inquiry based questions based off documents contained within an expert folder

 

Supplemental Materials: Activity-Artifacts from the Holocaust-Expert Folder Activity

Everyday Objects from the Holocaust-Doc 1

Everyday Objects from the Holocaust-Doc 2

Everyday Objects from the Holocaust-Doc 3

Everyday Objects from the Holocaust-Doc 4

Everyday Objects from the Holocaust-Doc 5

Everyday Objects from the Holocaust-Doc 6

Everyday Objects from the Holocaust-Doc 7

Everyday Objects from the Holocaust-Doc 8

Everyday Objects from the Holocaust-Doc 9

Everyday Objects from the Holocaust-Doc 10

Everyday Objects from the Holocaust-Doc 11

Everyday Objects from the Holocaust-Doc 12

Everyday Objects from the Holocaust-Doc 13

Everyday Objects from the Holocaust-Document Activity-Guided Questions-2018

 

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Government

Tuesday-2/06/18:

• Bell Work- 1.) Based on the information contained in the primary source what happened to property that a woman owned after she became married? 2.) According to this document, what were some of the problems women faced due to the fact that they were viewed unequal to men in colonial times? 3.) According to the document, what happened to women in cases of divorce? How would you have handled this situation if you were a woman living in Colonial America?
• Attendance-While Class is Doing Bell Work
• Vocabulary Match Up-Chapter 1-Principles of Government (5 min)
• Presentation-Chapter 2-Section 1-Our Political Beginnings
• Guided Notes-Chapter 2-Section 1-Our Political Beginnings
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the basic principles of government by manipulating of vocabulary terms in a collaborative activity
  • SWD analysis of the basic concepts of government and how influential English documents laid the foundation for the United States current system of government by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:

• • • Students will read and orally match up important vocabulary terms pertaining to the unit covering the basic principles of government through the use of  a vocabulary match-up activity
    • Student will read and record information pertaining to the basic concepts of government and how influential English documents laid the foundation for the United States current system of government through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Vocabulary Match Up-Chapter 1-Principles of Government (5 min), Presentation-Chapter 2-Section 1-Our Political Beginnings and Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Vocabulary Match Up-Chapter 1-Principles of Government (5 min)

Chapter 1-Vocab Match up Review Game

 

Presentation-Chapter 2-Section 1-Our Political Beginnings

Chapter 2-Origins of Government-Condensed-2017

 

Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Chapter 2-Sections 1-Guided Notes-High

 

U.S. History

Monday-2/05/18:

• Bell Work-1.) What is the main theme of this primary source? 2.) What effect can we infer the Kristallnacht Order would have had on the daily lives of Jewish residence living in Germany in 1938? 3.) Based on your prior knowledge and the information contained in the primary source select one of the three provisions of the Kristallnacht Order (a, b or c) and explain why the German government would feel justified in taking that particular action in their quest to unite the true German people against the oppression of others?
• Presentation-Chapter 16-Section 3-The Holocaust
• Video-I Survived the Holocaust (7:18 min)
• Outline Notes-Chapter 16-Section 3-The Holocaust
• Daily Objective-

• Content Objective:
  • SWD analysis of the Nazi’s “final solution” and it’s horrific effect on the Jewish population of Europe during the Holocaust 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 Nazi’s “final solution” and it’s horrific effect on the Jewish population of Europe during the Holocaust through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 16-Section 3-The Holocaust and Outline Notes-Chapter 16-Section 3-The Holocaust

Presentation-Chapter 16-Section 3-The Holocaust

Chapter 16-Section 3-The Holocaust

Outline Notes-Chapter 16-Section 3-The Holocaust

Notes-Outline-Chapter 16-Section 3

The Americans-Chapter 16-Section 3

 

Video Link-I Survived the Holocaust (7:18 min)

 

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Government

Monday-2/05/18:

• Bell Work-1.) Based on your prior knowledge what can you distinguish is the biggest difference between the feudal system and a democracy? 2.) What is the underlying theme of these excerpts from the Magna Carta, and why might they be highlighted in the primary source? 3.) Do you think that it is a good or a bad thing that the basis for the United States Constitution draws from several influential English documents, despite the fact that we had just broken away from the “tyranny” of English colonial rule?
• Attendance-While Class is Doing Bell Work
• Procedure-Current Events Roll Out
• Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the influence of the Magna Carta, Petition of Right and the English Bill of Rights on the current American system government 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 influence of the Magna Carta, Petition of Right and the English Bill of Rights on the current American system through the use of a frayer model vocabulary activity

 

Supplemental Materials: Procedure-Current Events Roll Out and Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government

Procedure-Current Events Roll Out

Article of the Week-Rubric-2018

Current Events-Template-2017

 

Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government

Chapter 2-Frayer Model Set Up

Frayer Vocabulary Model

Chapter 2-Vocab Match up Terms

Chapter 2-Vocabulary Match-up

 

 

U.S. History

Friday-2/02/18:

• Bell Work-1.) Who are the influential figures depicted in this political cartoon? 2.) What might the motive of Argentina be for jumping onto the Allies ship as its pulling away from the dock? What indication does that give for the shifting opinion of many European nations during the early days of WWII? 3.) Based on your background knowledge how would you explain the intended purpose of the artist in creating the political cartoon? 
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 16-Section 1-Dictators Threaten World Peace
• Student Led Notes-Chapter 16-Section 2-War in Europe
• 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 interacting in a short presentation
  • SWD analysis of the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by completing structured student led outlines
• 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 listening to a short lecture
  • Students will read and record information on the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by creating student directed outline notes

 

Supplemental Materials: Presentation-Chapter 16-Section 1-Dictators Threaten World Peace and Student Led Notes-Chapter 16-Section 2-War in Europe

Presentation-Chapter 16-Section 1-Dictators Threaten World Peace

Chapter 16-World War Looms-2018

 

Student Led Notes-Chapter 16-Section 2-War in Europe

Notes-Outline-Chapter 16-Section 2

The Americans-Chapter 16-Section 2

 

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Government

Friday-2/02/18:

• Bell Work-1.) Based on the primary source what can we infer the term “sovereign” means? 2.) What argument does Thomas Hobbs use to justify man’s “right to everything, even to another’s body”? 3.) Do you feel that for men to coexist and thrive there must be a mutually respected social contract between a people and their government where expectations and compromises are clearly defined? *Thoroughly justify your answer
• Attendance-While Class is Doing Bell Work
• Procedure-Binder Setup
• Video-Democracy-A Short Introduction (3:19 min)
• Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides)
• Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy
• Daily Objective-

• Content Objective:
  • SWD analysis of the foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through 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 foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through listening to a short lecture and creating student centered guided notes

 

 

Supplemental Materials: Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides) and Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy

Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides)

Chapter 1-Section 3-Basic Concepts of Democracy-2018

 

Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy

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

 

Video-Democracy-A Short Introduction (3:19 min)

U.S. History

Thursday-2/01/18:

• Bell Work-1.) Based on the context of the primary source what can we infer the definition of the term “appeasement” means? 2.) What examples can you site to show Winston Churchill’s strategy for keeping peace and stopping the growth of the Nazi’s power in Europe? 3.) What is your opinion of Winston Churchill’s speech to Parliament? Do you agree with the general sentiment of Churchill’s message or do you feel he is wrong in this instance?
• Attendance-While Class is Doing Bell Work
• Assembly-General Rules and Procedures in the Auditorium
• Daily Objective-

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

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Government

Thursday-2/01/18:

• Bell Work-1.) According to Pericles, what are two characteristics he feels are essential to the essence of a democracy? 2.) Based on the primary source above what can we infer Pericles believes is the relationship between duty and social/financial status? 3.) Reflect on the following passage “We are thus unconstrained in our private intercourse, a spirit of reverence (respect) pervades our public acts; we are prevented from doing wrong by respect to those which are ordained for the protection of the injured as well as to those unwritten laws upon the transgressor (violator) of them reprobation (disapproval) of the general sentiment…” Based on this passage what can we determine is Pericles message about our responsibility as citizens in a democratic society?
• Attendance-While Class is Doing Bell Work
• Video Clip-People on the Street: What is the Purpose of Government (2:56 min)
• Presentation-Chapter 1-Section 2-Forms of Government (6 Slides)
• Student Led Notes-Chapter 1-Section 2-Forms of Government
• Daily Objective-

• Content Objective:
  • SWD synthesis of the six main purposes of government and the reason each plays an important role preserving our freedoms by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read, discuss and record information on the six main purposes of government and the reason each is important through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 1-Section 2-Forms of Government (6 Slides) Student Led Notes-Chapter 1-Section 2-Forms of Government

Presentation-Chapter 1-Section 2-Forms of Government (6 Slides)

Chapter 1-Section 2-Forms Government

 

Student Led Notes-Chapter 1-Section 2-Forms of Government

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

 

Video Clip-People on the Street: What is the Purpose of Government (2:56 min)