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

U.S. History

Friday-4/13/18:

• Bell Work-1.) Who can you identify as the main characters contained within the political cartoon? 2.) What is the main theme of the political cartoon? 3.) What might be some of the consequences in terms of international relations when using political propaganda cartoons like this?
• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 18-Cold War Conflicts
• Study Guide Review Time-Chapter 18-Cold War Conflicts
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 18 by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covered in our unit that focuses on the events of the Cold War through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 18 through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covered in our unit that focuses on the events of the Cold War by completing a structured inquiry-based study guide

 

Supplemental Materials: Presentation-Chapter 18-Section 4-Two Nations Living on the Edge, Notes-Chapter 18-Section 4-Two Nations Living on the Edge and Study Guide-Chapter 18-Cold War Conflicts

Presentation-Chapter 18-Section 4-Two Nations Living on the Edge

Chapter 18-Section 4-Two Nations Live on the Edge

 

Notes-Chapter 18-Section 4-Two Nations Living on the Edge

Notes-Outline-Chapter 18-Section 4

The Americans-Chapter 18-Section 4

 

Study Guide-Chapter 18-Cold War Conflicts

Chapter 18-Learning Target-Study Guide

Chapter 18-Vocabulary Terms and Definitions

Chapter 18-Vocab Match up Review Game

Chapter 18-Test Materials

Chapter 18-Textbook-PDFs

Chapter 18-Section 1-Origins of the Cold War

Chapter 18-Section 2- The Cold War Heats Up

Chapter 18-Section 3- The Cold War at Home

Chapter 18-Section 4-Two Nations Live on the Edge

 

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Government

Friday-4/13/18:

• Bell Work-1.) Based on the information above what can we distinguish is the largest shift amongst voters when comparing the popular vote from the 1980 and 1992 elections? 2.) Despite a candidates ability to receive a share of the popular vote what is the realistic outcome for third-party or independent candidate based on the presence of the Electoral College? 3.) Based on this data is there a better solution to fairly electing a president other than relying solely on the results of the Electoral College?
• Attendance-While Class is Doing Bell Work
• Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)
• Video Clip-Murder in Mississippi

• Literacy Test Scene (15:18 to 20:36 min)

• Presentation-Chapter 6-Section 2-Voter Qualification (Part 2)

• Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote

• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle of women and people of color to achieve suffrage by evaluating a primary source and responding to inquiry-based questions
  • SWD analysis of how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed by interacting in a short presentation
• Language Objective:
  • Students will read and respond to a letter addressing the struggle of women and people of color to achieve suffrage by examining a primary source and responding to inquiry and opinion-based questions
  • Students will read and record information pertaining to how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed through listening to a short lecture

 

Supplemental Materials: Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24) and Presentation-Chapter 6-Section 2-Voter Qualification (Part 2-Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote)

Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing

The 15th and 19th Amendments-Split Over Suffrage-2018

The Fifteenth and Nineteenth Amendment-The Split Over Suffrage

 

Presentation-Chapter 6-Section 2-Voter Qualification (Part 2-Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote)

Chapter 6-Section 2-Voter Qualifications-Power Point

 

U.S. History

Thursday-4/12/18:

• Bell Work-1.) What reason(s) does U.S. Secretary of State George Marshall give in an attempt to justify his plan for European recovery? 2.) Based on the tone of George Marshall’s statement who can we infer this document is suggesting holds more responsibility for starting the Cold War? 3.) Reflect on George Marshall’s closing lines “Our policy is directed … against hunger, poverty, desperation and chaos (disorder). Its purpose is to revive a working economy in the world.” What additions/changes would you make to this statement?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 18-Section 4-Two Nations Living on the Edge
• Notes-Chapter 18-Section 4-Two Nations Living on the Edge
• Study Guide-Chapter 18-Cold War Conflicts
• Daily Objective-

• Content Objective:
  • SWD analysis of the fear of communism that gripped the United States during the 1950’s and the effects that it had on our society by outlining important information in guided notes
  • SWD evaluation of the materials covered in Chapter 18 Sections 1-4 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and record information pertaining to the fear of communism that gripped the United States during the 1950’s and the effects that it had on our society by reading through text and completing a set of student led guided notes.
  • Students will read, and write the key terms and important concepts covered in Chapter 18 Sections 1-4 by completing a structured inquiry-based study guide

 

Supplemental Materials: Presentation-Chapter 18-Section 4-Two Nations Living on the Edge, Notes-Chapter 18-Section 4-Two Nations Living on the Edge and Study Guide-Chapter 18-Cold War Conflicts

Presentation-Chapter 18-Section 4-Two Nations Living on the Edge

Chapter 18-Section 4-Two Nations Live on the Edge

 

Notes-Chapter 18-Section 4-Two Nations Living on the Edge

Notes-Outline-Chapter 18-Section 4

The Americans-Chapter 18-Section 4

 

Study Guide-Chapter 18-Cold War Conflicts

Chapter 18-Learning Target-Study Guide

Chapter 18-Vocabulary Terms and Definitions

Chapter 18-Vocab Match up Review Game

Chapter 18-Test Materials

Chapter 18-Textbook-PDFs

Chapter 18-Section 1-Origins of the Cold War

Chapter 18-Section 2- The Cold War Heats Up

Chapter 18-Section 3- The Cold War at Home

Chapter 18-Section 4-Two Nations Live on the Edge

 

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Government

Thursday-4/12/18:

• Bell Work-1.) Based on the map interpret why a correlation exists between location and negative attitudes toward women’s suffrage? 2.) Based on historical data identify the motives behind the decision of certain states to grant women suffrage prior to it becoming a federal law? 3.) Imagine you’re part of the majority of citizens living in the black states (non-suffrage states) how would you feel about the passage of the 19th Amendment?
• Attendance-While Class is Doing Bell Work
• Video-A History of Voting Rights | The New York Times (3:19 min)
• SSR Article-Give Ex-Cons the Right to Vote

• w/ SSR-Meta-Cognitive Log-Template-Half-Sheet

• Presentation-Chapter 6-Section 2-Voter Qualification (Part 1)

• Universal Requirements-Citizenship, Residence and Age

• Daily Objective-

• Content Objective:
  • SWD evaluation of the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by evaluating a primary source and responding to inquiry-based log
  • SWD analysis of how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed by interacting in a short presentation
• Language Objective:
  • Students will read and respond to an article pertaining to the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by examining a primary source and responding to and meta-cognitive log
  • Students will read and record information pertaining to how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed through listening to a short lecture

 

Supplemental Materials: SSR Article-Give Ex-Cons the Right to Vote w/ SSR-Meta-Cognitive Log-Template-Half-Sheet and Presentation-Chapter 6-Section 2-Voter Qualification (Part 1-Universal Requirements-Citizenship, Residence and Age)

 

SSR Article-Give Ex-Cons the Right to Vote w/ SSR-Meta-Cognitive Log-Template-Half-Sheet

Give Ex-Cons the Right to Vote-SSR Article

SSR-Meta-Cognitive Log-Template

Presentation-Chapter 6-Section 2-Voter Qualification (Part 1-Universal Requirements-Citizenship, Residence and Age)

Chapter 6-Section 1-The Right to Vote

 

Video Link-A History of Voting Rights | The New York Times (3:19 min)

 

U.S. History

Monday-4/09/18:

• Bell Work-1.) Can you name the political entities the people in the political cartoon are intended to represent? 2.) What might be some of the motives the figures in the political cartoon have in lifting the “Iron Curtain”? 3.) Do you feel that is was a good thing or a bad thing that political policy in Europe was handled by two distinctly different groups following WWII? *Thoroughly explain your position  
• Attendance-While Class is Doing Bell Work
• Video-America the Story of US-Episode 12-Superpowers (44 min)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the social and political changes that occurred in the United States during the Cold War era through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the social and political changes that occurred in the United States during the Cold War era through watching a video and discussing the impact with a classmate

 

Supplemental Materials: Video-America the Story of US-Episode 12-Superpowers-Guided Video Questions

America-The-Story of Us-Episode 12-Superpower-Questions

 

Video-America the Story of US-Episode 12-Superpowers (44 min)

 

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Government

Monday-4/09/18:

• Bell Work-1.) What is the underlying theme of the timeline above? 2.)  What questions might you ask of the members of the Electoral College after examining the information presented in the timeline? 3.) What changes might you recommend to help alleviate some of the problems that emerge when the results of the Electoral College and the popular vote differ?
• Attendance-While Class is Doing Bell Work
• Video-Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?

• Presentation-Chapter 6-Section 1-The Right to Vote
• Notes-Chapter 6-Section 1-The Right to Vote
• Daily Objective-

• Content Objective:
  • SWD analysis of the process in which suffrage was extended to American women and the struggles of other minorities who are living in this country by outlining important information in guided notes
  • SWD analysis of the process in which suffrage was extended to American citizens and the qualifications a voter must meet today by outlining important information in guided notes
• Language Objective:
  • Students will read and record information pertaining to process in which suffrage was extended to American women and the struggles of other minorities who are living in this country and the qualifications a voter must meet today by reading through text and completing a set of student led guided notes.
  • Students will read and record information pertaining to process in which suffrage was extended to American citizens and the qualifications a voter must meet today by reading through text and completing a set of student led guided notes.

 

Supplemental Material: Presentation-Chapter 6-Section 1-The Right to Vote and Notes-Chapter 6-Section 1-The Right to Vote

Presentation-Chapter 6-Section 1-The Right to Vote

Chapter 6-Section 1-The Right to Vote

 

Notes-Chapter 6-Section 1-The Right to Vote

Chapter 6-Scection 1-Guided Notes

 

Video Link-Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?