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

Monday March 5th, 2018

Monday, March 5, 2018

U.S. History

Monday-3/05/18:

Bell Work-1.) How would you explain what is going on in the photograph based on your background knowledge and the imagery in the photo? 2.) Reflect on this picture taken in California following the bombings of Pearl Harbor. How might the U.S. government justify placing armed guards at these bus stops? 3.) Imagine you a Japanese American living along the West Coast ordered to report to a bus stop tomorrow morning at 9:30 am. Would you make the choice to comply with the request that you report or would you try and drive inland in an attempt to escape the concentration camps? *Explain your decision and why you would make it
Attendance-While Class is Doing Bell Work
Presentation-Chapter 17-Section 3-War in the Pacific
Video- Hiroshima: Dropping The Bomb-Hiroshima-BBC (4:12 min)
Notes-Chapter 17-Section 3-War in the Pacific
Daily Objective-
- Content Objective:
  - SWD analysis of the ethical and strategical issues surrounding the use of the atomic bomb as a method of forcing Japan to surrender by interacting in a short presentation and creating a set of student centered guided notes
- Language Objective:
  - Students will listen, read and record the ethical and strategical issues surrounding the use of the atomic bomb as a method of forcing Japan to surrender through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 17-Section 3-War in the Pacific and Notes-Chapter 17-Section 3-War in the Pacific

Presentation-Chapter 17-Section 3-War in the Pacific

Notes-Chapter 17-Section 3-War in the Pacific

Notes-Outline-Chapter 17-Section 3

Video- Hiroshima: Dropping The Bomb-Hiroshima-BBC (4:12 min)

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Government

Monday-3/05/18:

Bell Work-1.) What is the main theme of this primary source? 2.) What might Jefferson’s motives have been in writing this correspondence to Gideon Granger? 3.) What changes would you recommend to the structure or the content of this excerpt that would help present its main theme a way that is accessible to a wider audience?
Attendance-While Class is Doing Bell Work
Video-
- Video-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)
- While watching students will record the first ten amendments and additional notes for Chapter 3 Section 2 (pg. 3-4)

Content Objective:
- SWD synthesis of the factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties by using guided video notes and class discussions
Language Objective:
- Students will listen and record factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties through responding to a video designed to cause further inquiry and classroom discussion

Supplemental Materials: Notes-Chapter 3-Section 2-Formal Amendments (Part 2 pg. 3-4)

Video-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)

While watching students will record the first ten amendments and additional notes for Chapter 3 Section 2 (pg. 3-4)