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

U.S. History

Wednesday-10/17/18: Parent Teacher Conferences-3:30 to 6:30 pm

• Bell Work-1.) Identity the key information this chart is trying to examine? 2.) What might Germany’s motive have been for increasing the funding in 1914 that was delegated for its army and scaling back on its naval forces? 3.)  If you were a member of the British government how might you use this information to adjust your military strategy heading into 1915?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 11-The First World War
• Presentation-Chapter 11-Section 3-The War at Home
• Guided Notes-Chapter 11-Section 3-The War at Home
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 9 by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the attacks on American civil liberties that changed the social landscape of the United States during WWI by interacting in a short presentation and creating a set of student-centered guided notes
• Language Objective:
  • Students will watch, listen and record information pertaining to events that led United States into the deadly conflict known as WWI by watching a film and recording poignant video facts that can be used to create discussions about the root causes of WWI
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 11 through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the attacks on American civil liberties that changed the social landscape of the United States during WWI through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Vocabulary Match-up Activity-Chapter 11-The First World War, Presentation-Chapter 11-Section 3-The War at Home and Guided Notes-Chapter 11-Section 3-The War at Home

Vocabulary Match-up Activity-Chapter 11-The First World War

Chapter 11-Vocab Match up Review Game

Presentation-Chapter 11-Section 3-The War at Home

Chapter 11-Section 3-PPT-2018

Guided Notes-Chapter 11-Section 3-The War at Home

Notes-Outline-Chapter 11-Section 3

Textbook PDF-Chapter 11-Section 3-The War at Home

The Americans-Chapter 11-Section 3

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Government

Wednesday-10/17/18: Parent Teacher Conferences-3:30 to 6:30 pm

• Bell Work- Bell Work-1.) Based on the table please identify one issue that seems to be particularly divisive for members of the main street Republican Party, Democratic Party and the Libertarian Party. *Remember this means within the issue there is a massively uneven stance between members of that group 2.) Imagine you are a political consultant working for a democratic candidate who was giving a speech in Colorado in front of a group of solid Liberals. Which issue would you identify for your client to focus on in order to gain additional support for his campaign? 3.) Imagine you are a political candidate trying to gauge public opinion a particular idea. Explain in your own words why a table like this might be effective in choosing which political issues to address in certain areas of the country?   
• Attendance-While Class is Doing Bell Work
• Video-John Adams-Episode 2-Independence (HBO)-Day 2 (92 min total minutes)
  • Last few minutes w/ Guided Video Questions
• Video-What do Democrats believe? (3:12 min)
• Video-What do Republicans believe? (3:20 min)
• Vocabulary Frayer Model Activity-Chapter 5-Political Parties
• Daily Objective-

• Content Objective:
  • SWD analysis of the purpose and functions of a two party political system by interacting in a short presentation
  • SWD analysis of key terms associated with the unit covering the roles and functions political parties play by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read and record information pertaining to the purpose and functions of a two party political system through listening to a short lecture
  • Students will read and record important vocabulary terms pertaining to our unit covering the roles and functions political parties play through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 5-Political Parties

Chapter 5-Frayer Model-Gov

Frayer Vocabulary Model

Chapter 5-Vocabulary

Video Clip-What do Democrats believe? (3:12 min)

https://www.youtube.com/watch?v=NEqTJYwTpU8

Video Clip-What do Republicans believe? (3:20 min)

https://www.youtube.com/watch?v=aVF5Ehyedqs

U.S. History

Tuesday-10/16/18:

• Bell Work-1.) Can you name the major powers that are shown in the map? 2.) From the information given in the map can you determine what most likely would have been Germany’s tactical plan in their attempt to capture Europe? 3.) What do you think might have been the Triple Alliances biggest disadvantage in terms of military strategy and execution?  
• Attendance- While Class is Doing Bell Work
• Video Clip-A Soldier’s Kit-WW1 Uncut: Dan Snow-BBC (5:01 min)
• Video Clip-A Soldier’s Food-WW1 Uncut: Dan Snow-BBC (3:02min)
• Video Clip-Why Barbed Wire? WWI Uncut: Dan Snow (3:56 min)
• Video Clip-Why Trenches? WWI Uncut: Dan Snow (7:49 min)
• Activity-WWI-DBQ-Documents Only-2017
• Daily Objective-

• Content Objective:
  • SWD evaluation of the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: Activity-WWI-DBQ-Documents Only-2017

WWI-DBQ-Documents Only-2018

Video Clip-A Soldier’s Kit-WW1 Uncut: Dan Snow-BBC (5:01 min)

Video Clip-A Soldier’s Food-WW1 Uncut: Dan Snow-BBC (3:02min)

Video Clip-Why Barbed Wire? WWI Uncut: Dan Snow (3:56 min)

Video Clip-Why Trenches? WWI Uncut: Dan Snow (7:49 min)

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Government

Tuesday-10/16/18:

• Bell Work-1.) Based on the information contained within the excerpt above what can we infer is the main idea contained within the primary source? 2.) After analyzing the primary source and looking specifically at the quote that reads “By 1859, sectionalism had taken a tremendous toll on national political parties and the American political culture”, explain in your own words what the term “sectionalism” most likely means? 3.) Do you believe it is a good thing to provide voters with a viable third party candidate or due to voting being an incredibly complicated process is having only a strong Democrat and Republican candidate a better option? *Please thoroughly explain your answer
• Attendance-While Class is Doing Bell Work
• Video-John Adams-Episode 2-Independence (HBO)-Day 2 (92 min total minutes)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions
• Language Objective:
  • Students will listen, and record information pertaining to the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

Supplemental Materials: Video Notes -John Adams-Episode 2-Independence (HBO)

HBO-John-Adams-Episode-Two-Video-Questions

U.S. History

Monday-10/15/18: Parent Teacher Conferences-3:30 to 6:30 pm

• Bell Work-1.) After reading the primary source excerpt what type of questions might you have for Colonel Dragulin Dimtrevic regarding his insistence that Serbia’s only course of action is to go to war with Austria? 2.) Imagine you were the head of the Serbian government, how would you have dealt with the Austrian’s increased hostilities? 3.) Judge the value of Colonel Dimtrevic’s statement “Our whole race must stand together to halt the onslaught of these aliens from the north”. How can the idea of nationalism unite an entire country under a common cause?   
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 11-The First World War
• Presentation-Chapter 11-Section 2-American Power Tips the Balance
• Student Led Notes-Chapter 11-Section 2-American Power Tips the Balance
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 11 by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the process of American mobilization upon our entry into WWI along with identifying the new weapons and medical procedures introduced during combat 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 Chapter 11 through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the process of American mobilization upon our entry into WWI along with identifying the new weapons and medical procedures introduced during combat through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Vocabulary Match-up Activity-Chapter 11-The First World War , Presentation-Chapter 11-Section 2-American Power Tips the Balance and Student Led Notes-Chapter 11-Section 2-American Power Tips the Balance

Vocabulary Match-up Activity-Chapter 11-The First World War

Chapter 11-Vocab Match up Review Game

Presentation-Chapter 11-Section 2-American Power Tips the Balance 

Chapter 11-Section 2-PPT-2018

Student Led Notes-Chapter 11-Section 2-American Power Tips the Balance

Notes-Outline-Chapter 11-Section 2

Textbook PDF-Chapter 11-Section 2-American Power Tips the Balance 

The Americans-Chapter 11-Section 2

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Government

Monday-10/15/18: Parent Teacher Conferences-3:30 to 6:30 pm

• Bell Work-1.) Based on your prior knowledge of political symbolism and reasonable deduction who can we infer the man and the elephant represent? 2.) What is the underlying theme of the political cartoon? 3.) When reflecting on the major theme of the political cartoon and the events of the last election why do you think so many Americans are frustrated with the way politicians speak about the issues?   
• Attendance-While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 3 and 4
• Video-John Adams-Episode 2-Independence (HBO)-Day 1 (92 min total minutes)

• First 40 minutes w/ Guided Video Questions

• Daily Objective-

• Content Objective:

• • • SWD evaluation of influential events occurring locally, nationally and internationally by finding articles in newspapers or online then interpreting the information and stating an opinion about the impact of the article in a current events activity
    • SWD knowledge of the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

• Language Objective:

• • • Students will research, read and record information pertaining to the influential events occurring locally, nationally and internationally by finding articles in newspapers or online by annotating the article and discussing the event with several classmates in a collaborative activity
    • Students will listen, and record information pertaining to the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

Supplemental Material: Procedure-Notes Collection-Chapter 3 and 4 and Video Questions John Adams-Episode 2-Independence (HBO)

Procedure-Notes Collection-Chapter 3 and 4

Chapter 3 and 4-Notes Check List

Video Questions John Adams-Episode 2-Independence (HBO)

HBO-John-Adams-Episode-Two-Video-Questions

U.S. History

Friday-10/12/18: Half-Day AM Classes (Hours 1-3)-PM P.D. (Trip to Henry Ford Health Systems)

• Bell Work-1.) Identify what President Wilson is doing in this political cartoon? 2.) Had the German U-Boats not been sinking American ships do you believe that President Wilson would have been able to convince Congress to grant a declaration of war or would the push to remain in isolation been too big of a challenge for him to overcome? 3.) Do you think it was a wise idea for the United States to get involved in a war that did not present immediate physical danger to our country? *Please thoroughly explain your response 
• Attendance- While Class is Doing Bell Work
• Attendance- None
• Daily Objective-

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

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Government

Monday-10/08/18:

• Bell Work-1.) Based on the context of James Madison’s writing in the primary source what is the meaning of the word “faction”? 2.) What can you distinguish is the main “check” Madison feels exist over various factions on society? 3.) How effective do you feel Madison’s contributions to the Federalists Papers are in conveying the dangers of factions?   
• Attendance-While Class is Doing Bell Work
• Video Clip-Tour the States-Official Music Video (4:08 min)
• Presentation-Chapter 4-Section 2-The National Government and the 50 States
• Notes-Chapter 4-Section 2-The National Government and the 50 States
• Daily Objective-

• Content Objective:
  • SWD synthesis of the distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs by 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 distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs through listening to a short lecture and creating student centered guided notes

U.S. History

Thursday-10/11/18:

• Bell Work-1.) Can you name another historical instance where the deaths of American civilians acted as the catalyst that pushed the United States into war? 2.) Based on historical context what can we infer was the motive behind the notice from the Imperial German Embassy?3.) Imagine you were an American citizen living in 1915 who read about the Sinking of the Lusitania in the NY Times, how might your views on America’s involvement in WWI change?
• Attendance- While Class is Doing Bell Work
• Video-WW1: The Zimmermann Telegram (4:15 min)
• Activity-Decoding the Zimmermann Note
• Daily Objective-

• Content Objective:
  • SWD evaluation of the innovative code breaking system that allowed the U.S. to decrypt the Zimmermann note by interpreting a decoded piece of text in a collaborative activity
• Language Objective:
  • Students will read, orally discuss and record information pertaining to the innovative code breaking system that allowed the U.S. to decrypt the Zimmermann note through decoding an encrypted version of the Zimmermann note and working thought the process with a partner

Supplemental Materials: Activity-Decoding the Zimmermann Note

Decoding the Zimmermann Note

Video Clip-WW1: The Zimmermann Telegram (4:15 min)

*Remember your WWI poster assignment is due Monday October 15th

WWI Poster Assignment-History

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Government

Thursday-10/11/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 3 and 4.

• You will be given about ten minutes to study prior to the test.

• Attendance-While Class is Doing Bell Work
• Test-Chapter 3-The Constitution and Chapter 4-Federalism
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together 4 by demonstrating their knowledge thought the use of a unit quiz
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together by completing a multiple choice and matching quiz

Chapter 3 and 4 Notes Collection Checklist for Monday October 15th

Chapter 3 and 4-Notes Check List

U.S. History

Wednesday-10/10/18:

• Bell Work-1.) What is the main theme of the primary source? 2.) Reflect back on what we learned about the age of American imperialism/expansionism, why is Wilson’s statement that we fight “for the right of those who submit to authority to have a voice in their own Governments” particularly ironic? 3.)  Imagine you were a United States Congressman listening to President Wilson’s speech. Based on this excerpt you cast your vote in favor of passing a declaration of war against Germany or would you stick to an isolationist principle and vote against a declaration of war? *Please provide the reasons behind your decision 
• Attendance- While Class is Doing Bell Work
• Video Clip-America in World War I: Crash Course US History #30 (13:39 min)

• Reflection Question: How did the events of WWI lead to significant changes in America’s foreign policies abroad and our domestic policies at home?

• Presentation-Chapter 11-Section 1-World War I Begins

• From An Assassination Leads to War to The Fighting Starts

• Activity-WWI Poster Assignment
• Daily Objective-

• Content Objective:
  • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by interacting in a short presentation
  • SWD evaluation of the meanings and symbolisms associated with propaganda posters during the early years of the First World War by interpreting and breaking down the elements in several political cartoons from the 1920’s
• Language Objective:
  • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power through listening to a short lecture
  • Student will read, write and orally discuss the meanings and symbolisms associated with propaganda posters during the early years of the First World War by discussing how the artists purpose helps supports the elements in several political cartoons from the 1920’s focused on prohibition

Supplemental Materials: Video Clip-America in World War I: Crash Course US History #30-Video Notes Set Up, Presentation-Chapter 11-Section 1-World War I Begins and Activity-WWI Poster Assignment

Video Clip-America in World War I: Crash Course US History #30-Video Notes Set Up

American in WWI-Video Reflection

Presentation-Chapter 11-Section 1-World War I Begins

Chapter 11-Section 1-World War I Begins-Part II

Activity-WWI Poster Assignment *Due Monday October 15th

WWI Poster Assignment-History

Video Clip-America in World War I: Crash Course US History #30 (13:39 min)

• Reflection Question: How did the events of WWI lead to significant changes in America’s foreign policies abroad and our domestic policies at home?

_______________________________________________________________________________________

Government

Wednesday-10/10/18:

• Bell Work-1.) What is the main idea that links the primary source and the map together? 2.) Based on the primary source and map, why was the acquisition of New Orleans so important to the United States? 3.) What do you think would have happened if the United States had failed to purchase “French Louisiana” in 1803?
• Attendance-While Class is Doing Bell Work
• Procedure-Set Up Answer Key-Chapter 3 and 4 Test
• Activity-Test Materials Review-Chapter 3 and 4
• Study Guide Review Time-Chapter 3-The Constitution and Chapter 4-Federalism American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts pertaining to our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-Chapter 4-Section 3-Interstate Relations, Student Led Notes-Chapter 4-Section 3-Interstate Relations and Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

Presentation-Chapter 4-Section 3-Interstate Relations

Chapter 4-Federalism-2018

Student Led Notes-Chapter 4-Section 3-Interstate Relations

Chapter 4-Section 3-Guided Notes-High-2017

Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

Chapter 3 and 4-Learning Target-Study Guide-2018

Test Materials-Chapter 3 and 4

Vocabulary-Chapter 3-The Constitution and Chapter 4-Federalism

Chapter 3 and 4-Vocab Match up Review Game

Chapter 3-The Constitution

Chapter 3-Section 1-Basic Principles-2018

Chapter 3-Section 2-Formal Amendments-2018

Chapter 3 Section 3- Constitutional Change by Other Means-2018

Chapter 4-Federalism

Chapter 4-Federalism-2018

U.S. History

Tuesday-10/09/18:

• Bell Work-1.) Based on the data contained in the chart which three countries saw the largest increase in arms spending from 1870 to 1914? 2.) How would this information be useful to historians who were examining the causes of WWI? 3.) Based on the chart what do you think would happen if a country like Great Britain drastically reduced the amount of money they were spending on arms? *Do you think that would cause other countries to make the same choice since they no longer feel threatened by Great Britain
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 11-Section 1-World War I Begins

• From America Mobilizes to An Assassination Leads to War

• Thinking Map-Causes of WWI-Bubble Map  (Chapter 11 section 1 pg. 372-374)

• Map Guiding Question: What were the four main factors that led to the rise of the alliance system and the beginning of the First World War?
• Frame Guiding Question: Which of the four main factors in the map above do you believe had the largest impact on the conflict between European nations that led to WWI? *Please justify your position

• Student Led Notes-Chapter 11-Section 1-World War I Begins

• From America Mobilizes to An Assassination Leads to War

• Daily Objective-

• Content Objective:
  • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI by interacting in a text based activity and collaboratively responding to guided reflection questions
  • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by 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 mounting conflicts that led to the United States involvement in WWI through completing a talk to the text activity and working with a partner to answer structured reflection questions
  • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 11-Section 1-World War I Begins, Thinking Map-Causes of WWI-Bubble Map  (Chapter 11 section 1 pg. 372-374) and Student Led Notes-Chapter 11-Section 1-World War I Begins

Presentation-Chapter 11-Section 1-World War I Begins

Chapter 11-Section 1-World War I Begins-Part I

Thinking Map–Causes of WWI-Bubble Map  (Chapter 11 section 1 pg. 372-374)

• Map Guiding Question: What were the four main factors that led to the rise of the alliance system and the beginning of the First World War?
• Frame Guiding Question: Which of the four main factors in the map above do you believe had the largest impact on the conflict between European nations that led to WWI? *Please justify your position

Causes of WWI-Bubble Map-US

Student Led Notes-Chapter 11-Section 1-World War I Begins 

Notes-Outline-Chapter 11-Section 1

Textbook PDF-Chapter 11-Section 1-World War I Begins 

The Americans-Chapter 11-Section 1

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Government

Tuesday-10/09/18:

• Bell Work-1.) What does Thomas Jefferson believe is “the basis of our government”? 2.) What is one of the main problems Jefferson sees in regards to freedom of the press? 3.) What does Jefferson predict would happen if people become inattentive to public affairs? 
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 4-Section 3-Interstate Relations
• Student Led Notes-Chapter 4-Section 3-Interstate Relations
• Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism
• Daily Objective-

• Content Objective:
  • SWD synthesis of the constitutional provisions that define interstate relations by interacting in a short presentation and creating a set of student centered guided notes
  • SWD evaluation of the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together through summarizing key information in a structured study guide
• Language Objective:
  • Student will read and record information pertaining to the constitutional provisions that define interstate relations through listening to a short lecture and creating student centered guided notes
  • Students will read, and write the key terms and important concepts pertaining to our Constitution plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-Chapter 4-Section 3-Interstate Relations, Student Led Notes-Chapter 4-Section 3-Interstate Relations and Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

Presentation-Chapter 4-Section 3-Interstate Relations

Chapter 4-Federalism-2018

Student Led Notes-Chapter 4-Section 3-Interstate Relations

Chapter 4-Section 3-Guided Notes-High-2017

Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

Chapter 3 and 4-Learning Target-Study Guide-2018

Test Materials-Chapter 3 and 4

Vocabulary-Chapter 3-The Constitution and Chapter 4-Federalism

Chapter 3 and 4-Vocab Match up Review Game

Chapter 3-The Constitution

Chapter 3-Section 1-Basic Principles-2018

Chapter 3-Section 2-Formal Amendments-2018

Chapter 3 Section 3- Constitutional Change by Other Means-2018

Chapter 4-Federalism

Chapter 4-Federalism-2018

U.S. History

Monday-10/08/18:

• Bell Work- 1.) Identify the key characters in the political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) What do you think about the way the artist depicted the look of Spain in this political cartoon?
• Attendance- While Class is Doing Bell Work
• Video Clip- How World War I Started: Crash Course World History 209 (Part 1) (9:09 min)

• Reflection Question: How did the assassination of the Archduke Franz Ferdinand and the issuance of the Serbian ultimatum lead to the start of WWI?

• T2T Activity-Long Term Causes of WWI

• w/Reflection Questions

• Daily Objective-
  • Content Objective:
    • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI  by interacting in a text based activity and collaboratively responding to guided reflection questions
  • Language Objective:
    • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI through completing a talk to the text activity and working with a partner to answer structured reflection questions

Supplemental Materials: T2T Activity-Long Term Causes of WWI

Long Term Causes of WW I-Handout

Video Clip-How World War I Started: Crash Course World History 209 (Part 1) (9:09 min)

• Reflection Question: How did the assassination of the Archduke Franz Ferdinand and the issuance of the Serbian ultimatum lead to the start of WWI?

______________________________________________________________________________________________________________________________________

Government

Monday-10/08/18:

• Bell Work-1.) Based on the context of James Madison’s writing in the primary source what is the meaning of the word “faction”? 2.) What can you distinguish is the main “check” Madison feels exist over various factions on society? 3.) How effective do you feel Madison ‘s contributions to the Federalists Papers are in conveying the dangers of factions?   
• Attendance-While Class is Doing Bell Work
• Video Clip-Tour the States-Official Music Video (4:08 min)
• Presentation-Chapter 4-Section 2-The National Government and the 50 States
• Notes-Chapter 4-Section 2-The National Government and the 50 States
• Daily Objective-

• Content Objective:
  • SWD synthesis of the distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs by 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 distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 4-Section 2-The National Government and the 50 States and Notes-Chapter 4-Section 2-The National Government and the 50 States

Presentation-Chapter 4-Section 2-The National Government and the 50 States

Chapter 4-Federalism-2018

Notes-Chapter 4-Section 2-The National Government and the 50 States

Chapter 4-Section 2-Guided Notes-High-2017

Video Clip-Tour the States-Official Music Video (4:08 min)

Friday’s Class Work: DBQ-American Federalism-2018

American Federalism DBQ Set Up-Gov

American Federalism-DBQ-2018

U.S. History

Friday-10/05/18:

• Bell Work-1.) Based on your prior knowledge and the information contained in the political cartoon please identify who the tailor is meant to symbolize? 2.) Identify the central theme(s) of the political cartoon? 3.) What can we infer is the significance behind the words written on Uncle Sam’s pants and rolls of fabric located behind the tailor?
• Attendance- While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 10-AmericanClaims and Empire
• Vocabulary Frayer Model Activity-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the conflicts that led to the Great War 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 conflicts that led to the Great War through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 11-The First World War

Chapter 11-Frayer Model-US

Frayer Vocabulary Model

Chapter 11-Vocab Match up Review Game

Chapter 11-Vocabulary Terms and Definitions

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Government

Friday-10/05/18:

• Bell Work-1.) Please identify the main purpose of this primary source? 2.) What are some of the problems James Madison lists as to why the Internal Improvements Bill (1817) which called for the construction of roads and updated canals would ultimately be vetoed by him? 3.) How would you have handled this situation if you were Madison, knowing that in order for the United States to advance westward into newly acquired territories that new roads and canals would be required yet the ability to finance them was out of the hands of the federal government?  
• Attendance-While Class is Doing Bell Work
• DBQ-American Federalism-2018
• Daily Objective-

• Content Objective:
  • SWD evaluation of the concept of American Federalism by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the concept of American Federalism by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: DBQ-American Federalism-2018

American Federalism DBQ Set Up-Gov

American Federalism-DBQ-2018

U.S. History

Thursday-10/04/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering our unit on American Imperialism. In 5 minutes we will begin the vocabulary match up activity.
• Attendance-While Class is Doing Bell Work
• Test-Chapter 10-America Claims and Empire
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit pertaining to the rise of American Imperialism in the early 1900’s 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 rise of American Imperialism in the early 1900’s by completing a multiple choice and matching exam

_______________________________________________________________________________________

Government

Thursday-10/04/18:

• Bell Work-1.) Based on the excerpt above what was a major concern held by many Federalists in the early 1800’s? 2.) What point do you think David Webster was trying to make when he said “Who will show me any constitutional injunction which makes it the duty of the American people to surrender everything valuable in life, and even life itself, . . . whenever the purposes of an ambitious and mischievous government may require it?”. 3.) Why do you believe Webster chose to equate Congress’ ability to empower the secretary of war to enforce a military draft being the first step in the creation of a dictator?  
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 4-Section 1-Federalism: Powers Divided
• Notes-Chapter 4-Section 1-Federalism: Powers Divided
• Daily Objective-

• Content Objective:
  • SWD synthesis of the distinct way political powers are divided between the Federal Government and State Governments along with the roles concurrent powers play in establishing political policy by 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 distinct way political powers are divided between the Federal Government and State Governments along with the roles concurrent powers play in establishing political policy through listening to a short lecture and creating student centered guided notes

Supplemental Materials-Presentation-Chapter 4-Section 1-Federalism: Powers Divided and Notes-Chapter 4-Section 1-Federalism: Powers Divided

Presentation-Chapter 4-Section 1-Federalism: Powers Divided

Chapter 4-Federalism-2018

Notes-Chapter 4-Section 1-Federalism: Powers Divided

Chapter 4-Section 1-Guided Notes-High-2018