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

U.S. History

Thursday-8/30/18:

• Bell Work-) Identify the major themes of the political cartoon? (ex. Who is involved and what is going on, ect…) 2.) Describe the solution depicted in this cartoon that solved a key obstacle many women faced while trying to vote? 3.) Imagine you were living in the late 1900’s would you have pushed for women’s suffrage or do you believe allowing only men to vote would ultimately made us a better nation?

• Attendance- While Class is Doing Bell Work
• Procedure-Vocab Frayer Model Check  
• Video-The Ultimate Guide of the Presidents-Episode 5-Call of Duty 1899-1921 (44 min)

• w/ video questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the struggle for power between Congress and the President as well as the challenges presented by a looming economic depression through recording information presented in a video and completing a class discussion
• Language Objective:

Students will watch and record information pertaining to the struggle for power between Congress and the President as well as the challenges presented by a looming economic depression through watching a video and discussing the impact with a classmate

 

Video-The Ultimate Guide of the Presidents-Episode 5-Call of Duty 1899-1921 (44 min)

The Ultimate Guide to the Presidents-Call of Duty-Video Notes

 

https://www.youtube.com/watch?v=ofVgPA079z4

 

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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) and 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-2018

 

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)

https://www.youtube.com/watch?v=vdh9xo47OWM&t=100s

U.S. History

Wednesday-8/29/18:

• Bell Work-) Identify the four main areas of reform the progressive era focused on? 2.) Do you believe the work of “muckraking journalists who were calling attention to the exploitation of child labor, corruption in city governments, the horror of lynching, and the ruthless business practices employed by businessmen” reflected the general attitude of the American public in the early 1900s? *Explain your position 3.) Evaluate the changes made during the Progressive era at the national level. Select one law or constructional amendment instituted during this period and explain why it would positively impact a changing nation.

• Attendance- While Class is Doing Bell Work
• Procedure-Binder Setup
• Quiz-U.S. History Pre-test
• Daily Objective-

• Content Objective:
  • SWD synthesis of the key terms, important political/historical figures and concepts associated with our units covering Chapter 9, 10, 11, 12, 13, 14, 15, 16, and Chapter 17 through compiling and integrating their knowledge on a pre-test
• Language Objective:
  • Students will read and respond through writing the key terms, important political/historical figures and concepts associated with our units covering Chapter 9, 10, 11, 12, 13, 14, 15, 16, and Chapter 17 vocabulary by completing a multiple choice and matching pre-test

 

*Reminder: Your chapter 9 frayer model vocabulary booklet is due tomorrow

 

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Government

Wednesday-8/29/18:

• Bell Work-1.) Based on your prior knowledge what document acted as the political guideline for the United States prior to the adoption of the U.S. Constitution? 2.) Based on the excerpt what can you determine could have caused the United States to move away from prior documents to a Constitution with a strongly established central government? 3.) What would you conclude about Richard Henry Lee’s argument is it one that would realistically persuade the American public to adopt a new Constitution or would it cause fear that we are replacing one ineffective government with another? * Please thoroughly explain your answer
• Attendance-While Class is Doing Bell Work
• Presentation- Chapter 1-Section 1-Government and the State (12 Slides)
• Thinking Map-What is government and what powers does it have?-Tree Map
  • (Chapter 1 Section 1-pg.4-5)
• Notes-Chapter 1-Section 1-Government and the State
• Daily Objective-

• Content Objective:
  • SWD analysis of the four main political theories a society must considered when forming a new political state by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read and record information on the four main political theories a society must considered when forming a new political state through listening to a short lecture and creating student centered guided notes.

 

Supplemental Materials: Presentation- Chapter 1-Section 1-Government and the State (12 Slides), Notes-Chapter 1-Section 1-Government and the State

Presentation- Chapter 1-Section 1-Government and the State (12 Slides)

Chapter 1-Section 1-Government and the State-2018

 

Notes-Chapter 1-Section 1-Government and the State

Chapter 1-Section 1-Guided Notes

 

U.S. History

Tuesday-8/28/18:

• Bell Work-1. Based on your prior knowledge and the cartoon what can you infer the term “suffrage” means? 2. Based on the political cartoon what can we identify as the main ideological barrier many suffragists were fighting against? 3. In one to two well-constructed sentences how could one justify the artists’ choice to use the imagery of a steam roller as an analogy for progress?

• Attendance-While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Vocabulary Frayer Model Activity-Chapter 9-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Progressive Era by 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 Progressive Era through the use of a frayer model vocabulary activity

 

Supplemental Materials: Syllabus-Classroom Rules and Procedures and Vocabulary Frayer Model Activity-Chapter 9-The Progressive Era

Syllabus-Classroom Rules and Procedure-Due by Tuesday September 4th, 2018

US History-Semester One-Syllabus-2018

 

Vocabulary Frayer Model Activity-Chapter 9-The Progressive Era

Frayer Moday Set Up Chapter 9-US History

Frayer Vocabulary Model

Chapter 9-Vocab Match up Review Game

Chapter 9-Vocabulary Terms and Definitions

 

Textbook PDF-Chapter 9-The Progressive Era

Chapter 9-Textbook-PDFs

 

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Government

Tuesday-8/28/18:

• Bell Work-1.) Describe in your own words what the Native American man means when he says “What we need is a department of Homeland Security”? 2.) What is the underlying theme of this political cartoon? 3.) How do you feel about the way our country traditionally has handled immigrants throughout history? Would the first wave of European settlers agree with their treatment or feel it is the opposite of their original intentions? * Please thoroughly explain your answers
• Attendance-While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Vocabulary Frayer Model Activity-Chapter 1-Principles of Government
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the basic principles of government by 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 basic principles of government through the use of a frayer model vocabulary activity

 

Supplemental Materials: Syllabus-Classroom Rules and Procedures and Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Classroom Rules and Procedures 

US Government-Syllabus-2018

 

Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Chapter 1-Frayer Model Set Up

Frayer Vocabulary Model

Chapter 1-Vocab Match up Review Game

Chapter 1-Vocabulary Terms and Definitions