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

U.S. History

Friday-12/21/18:

• Bell Work-1.) Based on the primary source above who are three groups who have positively benefited from the implementation of the Social Security Act? 2.) Why do you think legislatures have been so hesitant to alter the system despite the fear of it falling into bankruptcy? 3.) Imagine you were a member of the Senate who has an opportunity to sit down with the President in order to discuss reforming government subsidized programs. Explain what changes you might suggest to the President in the hopes of avoiding the potential bankruptcy of the Social Security System?    
• Attendance-While Class is Doing Bell Work
• Vocab Match-Up Review-Chapter 15-The New Deal
• Test-Chapter 15-The New Deal
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the New Deal by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and concepts associated with our unit covering the New Deal by demonstrating their knowledge thought the use of a unit exam
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the New Deal through the use of a vocabulary match-up activity
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering the New Deal by completing a multiple choice and matching exam

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Government

Friday-12/21/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our exam covering Chapters 13 and 14.

• In 5 minutes we will begin the vocabulary match up activity.

• Attendance-While Class is Doing Bell Work
• Test-Chapter 13-The President and Chapter 14-The Presidency in Action
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the roles and responsibilities of the office of the President and the Vice President 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 roles and responsibilities of the office of the President and the Vice President by completing a multiple choice and matching exam.

U.S. History

Thursday-12/20/18:

• Bell Work-1.) How would you explain in your own words what is going on in the political cartoon? 2.) Based on your background knowledge please identify the New Deal programs that the children are intended to represent? 3.) Reflect on the lyrics of the nursery rhyme Ring around the Rosy then re-examine the political cartoon. “Ring around the rosy, A pocketful of posies, Ashes, Ashes, We all fall down.” What can we infer the symbolism would be (based on the context of the nursery rhyme) if the children were to fall down while dancing around FDR?  
• Attendance-While Class is Doing Bell Work
• Procedure-Test Answer Key Set Up-Chapter 15-The New Deal
• Presentation-Chapter 15-Section 5-The Impact of the New Deal
• Study Guide Review Time-Chapter 15-The New Deal
• Daily Objective-

• Content Objective:
  • SWD analysis of the impact FDR’s New Deal programs on the social and economic conditions of the United States as the 1930’s came to a close by interacting in a short presentation and creating a set of student-centered guided notes
  • SWD evaluation of the materials covered in our unit covering the New Deal through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, orally discuss and record the impact FDR’s New Deal programs on the social and economic conditions of the United States as the 1930’s came to a close through listening to a short lecture and creating student centered guided notes
  • Students will read, and write the key terms and important concepts covered in our unit covering the New Deal by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-Chapter 15-Section 5-The Impact of the New Deal and Study Guide-Chapter 15-The New Deal

Presentation-Chapter 15-Section 5-The Impact of the New Deal

Chapter 15-Section 5-The Impact of the New Deal-2018

Study Guide-Chapter 15-The New Deal

Chapter 15-Learning Target-Study Guide-2018

Chapter 15-Test Materials

Chapter PPT’s- 15-The New Deal

Chapter 15-The New Deal-2018

Textbook PDF’s-Chapter 15-The New Deal

The Americans-Chapter 15-Section 1

The Americans-Chapter 15-Section 2

The Americans-Chapter 15-Section 3

The Americans-Chapter 15-Section 4

The Americans-Chapter 15-Section 5

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Government

Thursday-12/20/18:

• Bell Work-1.) List the demands contained in the primary source made on Taliban leaders by President Bush. 2.) What are the two reasons/justifications President Bush gave for invading Afghanistan in his speech? 3.) Based on the information contained in the primary source what is your opinion of the way in which the United States and its allies attempted to win support from the Afghan people?  
• Attendance-While Class is Doing Bell Work
• Test Form Set up-Chapter 13-The President and Chapter 14-The Presidency in Action
• Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covering the roles and responsibilities of the office of the President of the United States through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covering the roles and responsibilities of the office of the President of the United States by completing a structured inquiry-based study guide

Supplemental Materials: Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13 and 14-Learning Target-Study Guide

Chapter 13 and 14-Test Materials

Vocabulary-Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13 and 14-Test Vocabulary

Power Points-Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

U.S. History

Wednesday-12/19/18:

• Bell Work-1.) Examine the political cartoon above. Based on your background knowledge please identify who the umpire, baseball player and baseball bats are intended to represent. 2.) Imagine you were a reporter for the New York Times. What questions would you ask the Supreme Court in an interview concerning their feelings towards the New Deal? 3.) What inference could you make as to what President Roosevelt was going to attempt to do regarding the Supreme Court based on his quote from the political cartoon which reads “Listen-I don’t like your ‘DECISIONS’, from now on you’re going to have to work with someone who can see things ‘MY WAY’!”?
• Attendance-While Class is Doing Bell Work
• Video Clip-Eleanor Roosevelt: Most Iconic First Lady – Fast Facts | History (4:27 min)
• Primary Source Activity-FDR’s New Deal: The Domestic Program that Remade America
• Study Guide-Chapter 15-The New Deal
• Daily Objective-

• Content Objective:
  • SWD knowledge of the key New Deal programs introduced during FDR’s first term in office by manipulating the titles, classifications and purposes of New Deal Legislation in a collaborative activity
  • SWD analysis of the key New Deal programs introduced during FDR’s first term in office by creating a set of student-centered guided notes
• Language Objective:
  • Students will read, orally discuss and match the key New Deal programs introduced during FDR’s first term in office by manipulating the titles, classifications and purposes of New Deal Legislation in a collaborative match up activity
  • Students will read and record information pertaining to the key New Deal programs introduced during FDR’s first term in office through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Primary Source Activity-FDR’s New Deal: The Domestic Program that Remade America and Study Guide-Chapter 15-The New Deal

Primary Source Activity-FDR’s New Deal: The Domestic Program that Remade America

FDRs New Deal-Multi-Level-Supplemental Activity

FDRs New Deal-The Domestic Program that Remade America-SSR Activity-2018

Study Guide-Chapter 15-The New Deal

Chapter 15-Learning Target-Study Guide-2018

Chapter 15-Test Materials

Chapter PPT’s- 15-The New Deal

Chapter 15-The New Deal-2018

Textbook PDF’s-Chapter 15-The New Deal

The Americans-Chapter 15-Section 1

The Americans-Chapter 15-Section 2

The Americans-Chapter 15-Section 3

The Americans-Chapter 15-Section 4

The Americans-Chapter 15-Section 5

Video Clip-Eleanor Roosevelt: Most Iconic First Lady – Fast Facts | History (4:27 min)

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Government

Wednesday-12/19/18:

• Bell Work-1.) Who are the key figures depicted in the political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) What changes would you recommend if this cartoons subject were reversed and it focused on “Left-wing Thinking on Presidents Assessing School Students”?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides)
• Notes-Chapter 14-Section 1-Growth of Presidential Powers, Chapter 14-Section 2-Presidential Powers, Chapter 14-Section 3-Domestic and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers
• Daily Objective-

• Content Objective:
  • SWD comprehension of how the line of presidential succession works and the growing responsibilities that accompany the office of the Vice President by interacting in a short presentation and completing guided notes
• Language Objective:
  • Students will listen, orally discuss and respond to how the role of the president has changed over the last two hundred and fifty years and the growing responsibilities that accompany the office of the president by participating in classroom discussions following a short lecture by the teacher along with a set of student guided notes

Supplemental Materials: Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides) and Notes-Chapter 14-Section 1-Growth of Presidential Powers, Chapter 14-Section 2-Presidential Powers, Chapter 14-Section 3-Domestic and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers

Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides)

Chapter 14-The Presidency in Action-Streamlined Version

Notes-Chapter 14-Section 1-Growth of Presidential Powers, Chapter 14-Section 2-Presidential Powers, Chapter 14-Section 3-Domestic and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers

Chapter 14-Section 1-4-Guided Notes-2018

U.S. History

Tuesday-12/18/18:

• Bell Work-1.) Who are the main characters (Hint we’re not looking for specific people) depicted in this primary source? Why is their relationship strained? 2.) During what period in American history does this excerpt from the Grapes of Wrath take place? What facts or ideas can you use to support your answer? 3.) According to the primary source what was the situation that marked the turning point for many farmers in which they were finally willing to leave the land that most had lived on their entire lives? 
• Attendance-While Class is Doing Bell Work
• Vocab Match-Up Review-Chapter 15-The New Deal
• Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s
• Outline Notes-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the New Deal by manipulating of vocabulary terms in a collaborative activity
  • SWD analysis of the effects New Deal programs had on the lives of minorities and the cultural impact of the 1930’s on everyday Americans 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 effects New Deal programs had on the lives of minorities and the cultural impact of the 1930’s on everyday Americans through listening to a short lecture and creating student centered guided notes
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the New Deal through the use of a vocabulary match-up activity

Supplemental Materials:Vocab Match-Up Review-Chapter 15-The New Deal, Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s and Outline Notes-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s

Vocab Match-Up Review-Chapter 15-The New Deal

Chapter 15-Vocab Match up Review Game

Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s

Chapter 15-Section 3-The New Deal Affects Many Groups and Section 14-Culture in the 1930’s-2018

Outline Notes-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s

Notes-Outline-Chapter 15-Section 3

Notes-Outline-Chapter 15-Section 4

Textbook PDF’s-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s

The Americans-Chapter 15-Section 3

The Americans-Chapter 15-Section 4

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Government

Tuesday-12/18/18:

• Bell Work-1.) Based on the information contained in the primary source list five powers expressly granted to the president in the Constitution? 2.) After identifying the powers expressly granted to the president in the Constitution make a T-Chart or a Tree Map that distinguishes whether those powers deal with foreign or domestic policies. 3.) In Section III, the president is empowered to “take care that the laws be faithfully executed”. How is this similar to the concepts contained in the Necessary and Proper Clause contained in Article I Section VIII of the Constitution?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 13-Section 5-The Presidential Election
• Vocabulary Frayer Activity-Chapter 14-The Presidency in Action
• Daily Objective-

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

Supplemental Materials: Presentation-Chapter 13-Section 5-The Presidential Election and Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

Presentation-Chapter 13-Section 5-The Presidential Election

Chapter 13-Section 3 through 5 Presentation-2018

Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

Chapter 14-Frayer Model-Gov

Chapter 14-Vocabulary

U.S. History

Monday-12/17/18

• Bell Work-1.) What is the main theme of the political cartoon? 2.) Show your understanding of the economic impact of the Great Depression. Based on the elements contained in the image what is the earliest year that this political cartoon could have been drawn? 3.) Imagine you were living during the Great Depression and you only had time to stand in one line, the line for bread where you were guaranteed to receive food or the line for the bank where your money may already be long gone before you get there. Which line would you stand in and what would your justification be for that choice?  
• Attendance-While Class is Doing Bell Work
• Video Clip-The New Deal: Crash Course US History #34 (14:56 min)
  • Reflection Question: Did the programs and policies of the New Deal expand the power of the United States government too much or were the programs so vital to the success of Americans recovery that it was justified?
• Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold
• Daily Objective-

• Content Objective:
  • SWD analysis of the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read and record information pertaining to the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold and Video reflection questions-The New Deal: Crash Course US History #34 (14:56 min)

Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold

Chapter 15-Section 2-The Second New Deal Takes Hold-2018

Video reflection questions-The New Deal: Crash Course US History #34 (14:56 min)

Video Clip-The New Deal: Crash Course US History #34 (14:56 min)

• Reflection Question: Did the programs and policies of the New Deal expand the power of the United States government too much or were the programs so vital to the success of Americans recovery that it was justified?

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Government

Monday-12/17/18

• Bell Work-1.) After examining the political cartoon can you name some of the issues that the “next President” (which turned out to be Donald Trump) faced as he began his first term. 2.) Imagine you were the editor of the Washington Post and this political cartoon was going to be published in your newspaper. What questions would you ask the artist about the cartoons theme prior to publication? 3.) What might happen if the incoming President (Donald Trump) chose to ignore the problems created by President Obama? Are they things that can actually be ignored or would ignoring them cause bigger problems?
• Attendance-While Class is Doing Bell Work
• Video-What’s the Difference Between A Caucus And A Primary? (4:18 min)
• Presentation-Chapter 13-Section 3-Presidential Selection: The Framers Plan and Chapter 13-Section 4-Presidential Nominations
• Notes- Chapter 13-Section 3-Presidential Selection: The Framers Plan and Notes-Chapter 13-Section 4-Presidential Nominations
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process of nominating and selecting a President by interacting in a short presentation and completing a set of student led notes
• Language Objective:
  • Student will read and record information pertaining to of the process of nominating and selecting a President through listening to a short lecture and completing a set of guided student notes

Supplemental Materials: Presentation-Chapter 13-Section 3-Presidential Selection: The Framers Plan and Chapter 13-Section 4-Presidential Nominations and Notes- Chapter 13-Section 3-Presidential Selection: The Framers Plan and Notes-Chapter 13-Section 4-Presidential Nominations

Presentation-Chapter 13-Section 3-Presidential Selection: The Framers Plan and Chapter 13-Section 4-Presidential Nominations

Chapter 13-Section 3 through 5 Presentation-2018

Notes- Chapter 13-Section 3-Presidential Selection: The Framers Plan and Notes-Chapter 13-Section 4-Presidential Nominations

Chapter 13-Section 1-4-Guided Notes-2018

Video Clip-What’s the Difference Between A Caucus And A Primary? (4:18 min)

U.S. History

Friday-12/14/18:

• Bell Work-1.) Who are the key figures depicted within the political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) Knowing that during Hoover’s presidency the United States government did very little to combat the results of the 1929 stock market crash. With this in mind can you defend FDR’s decision to infuse massive amounts of money into social programs designed to help struggling Americans or do you agree with the artist programs are a massive failure wasting billions of tax payer dollars? *Thoroughly explain your position
• Attendance- While Class is Doing Bell Work
• Video-Mini BIO-Franklin D. Roosevelt (4:56 min)
• Presentation-Chapter 15-Section 1-A New Deal Fights the Depression
• Outline Notes-Chapter 15-Section 1-A New Deal Fights the Depression and Section 2-The New Deal Takes Hold
• Daily Objective-

• Content Objective:
  • SWD application of the accomplishments of FDR during his first hundred days in office by organizing information in a thinking map
  • SWD analysis of the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs by interacting in a short presentation and creating a set of student-centered guided notes
• Language Objective:
  • Students will record information on the early programs introduced during FDR’s first hundred days in office by creating a bubble map
  • Students will read and record information pertaining to the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 15-Section 1-A New Deal Fights the Depression and Outline Notes-Chapter 15-Section 1-A New Deal Fights the Depression and Section 2-The New Deal Takes Hold

Presentation-Chapter 15-Section 1-A New Deal Fights the Depression

Chapter 15-Section 1-A New Deal Fights the Depression-2018

Outline Notes-Chapter 15-Section 1-A New Deal Fights the Depression and Section 2-The New Deal Takes Hold

Notes-Outline-Chapter 15-Section 1 and 2

Textbook PDF-Chapter 15-Section 1-A New Deal Fights the Depression and Section 2-The New Deal Takes Hold

The Americans-Chapter 15-Section 1

The Americans-Chapter 15-Section 2

Video-Mini BIO-Franklin D. Roosevelt (4:56 min)

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Government

Friday-12/14/18:

• Bell Work-1.) What is the name of the air plane depicted in the political cartoon? 2.) What is the main theme of the political cartoon? 3.) What judgement could you make about the artists affiliation based on the tone of the political cartoon?  *Cite specific aspects of the cartoon that influenced your feelings about this artist
• Attendance-While Class is Doing Bell Work
• Video-What Does The Vice President Actually Do?(3:21 min)
• Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency
• Article-This is What the US Vice President Actually Does-and How the Job Has Changed
• By Jon Levine

• with Meta-log

• Daily Objective-

• Content Objective:
  • SWD comprehension of the formal qualifications required for becoming the President along with examining the key duties associated with the job by interacting in a short presentation
  • SWD analysis of the significant role of the Vice President by outlining an article and answering reflection questions
• Language Objective: .
  • Students will listen and orally discuss the formal qualifications required for becoming the President along with examining the key duties associated with the job through listening to a short lecture
  • Students will read, record and discuss the significant role of the Vice President by creating a double entry journal and answering guided reflection questions

Supplemental Material: Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency and Article-This is What the US Vice President Actually Does-and How the Job Has Changed by Jon Levine with Meta-log

Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency

Chapter 13-Section 2-Presidential Succession and the Vice Presidency.ppt

Article-This is What the US Vice President Actually Does-and How the Job Has Changed by Jon Levine with Meta-log

This is What the US Vice President Actually Does-and How the Job Has Changed-SSR Article-High-2018

SSR-Meta-Cognitive Log-Template-Half-Sheet-Government

U.S. History

Thursday-12/13/18:

• Bell Work-1.) From 1933 to 1938 how many New Deal programs were instituted by FDR in an attempt to halt the economic collapse that occurred during the Great Depression? 2.) Based on the chart above which three New Deal programs do you think would have the most positive outcome in terms of aiding American families? Why do you feel that way? 3.) After examining the New Deal programs listed in the chart above, design an additional program of your own that would address an issue FDR failed to account for that was facing many American during the Great Depression.
• Attendance- While Class is Doing Bell Work
• Video-Mini BIO-Franklin D. Roosevelt (4:56 min)
• Activity-New Deal DBQ (Containing 13 Documents)
• Vocabulary Frayer Model Activity-Chapter 15-The New Deal
• Daily Objective-

• Content Objective:
  • SWD evaluation of primary sources and documents associated with the New Deal by examining twelve documents in a collaborative DBQ activity
  • SWD analysis of key terms associated with the unit covering the New Deal programs introduced by FDR through defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the New Deal by examining several primary sources in a partner-based document based activity
  • Students will read and record important vocabulary terms pertaining to our unit covering the New Deal programs introduced by FDR through the use of a frayer model vocabulary activity

Supplemental Materials: Activity-New Deal DBQ (Containing 13 Documents) and Vocabulary Frayer Model Activity-Chapter 15-The New Deal

Activity-New Deal DBQ (Containing 13 Documents)

The Great Depression and the New Deal-DBQ-2018

Vocabulary Frayer Model Activity-Chapter 15-The New Deal

Chapter 15-Frayer Model-US

Chapter 15-Vocabulary Terms and Definitions

Chapter 15-Vocab Match up Review Game

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Government

Thursday-12/13/18:

• Bell Work-1.) Who are the two men in the political cartoon intended to represent? 2.) Imagine you were the moderator in charge of running the 2016 Vice Presidential Debate, what are two or three questions that you would ask the participants of the debate? 3.) Why did the artist choose to have the men in the political cartoon propped up on the specific things they are standing on?
• Attendance-While Class is Doing Bell Work
• Video-Who Can Run For President? (3:13 min)
• Video-How Much Does It Cost To Run For President? (5:16 min)
• Presentation-Chapter 13-Section 1-The President’s Job Description
• Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency
• Daily Objective-

• Content Objective:
  • SWD comprehension of the formal qualifications required for becoming the President along with examining the key duties associated with the job by interacting in a short presentation and completing a set of student led notes
• Language Objective:
  • Students will listen and orally discuss the formal qualifications required for becoming the President along with examining the key duties associated with the job through listening to a short lecture notes and completing a set of student guided notes

Supplemental Materials: Presentation-Chapter 13-Section 1-The President’s Job Description and Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency

Presentation-Chapter 13-Section 1-The President’s Job Description and

Chapter 13-Section 1-The President’s Job Description

Chapter 13-Section 2-Presidential Succession and the Vice Presidency.ppt

Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency

Chapter 13-Section 1-4-Guided Notes-2018

Who Can Run For President? (3:13 min)

How Much Does It Cost To Run For President? (5:16 min)

U.S. History

Wednesday-12/12/18: Late Start

• Bell Work-1.) In your own words write a brief description of what is going on in the political cartoon shown above. 2.) Examine the political cartoon above. What can we infer was the artist’s motive in labeling the medicine bottles with the names of several New Deal policies put in place by FDR? 3.) Based on your knowledge of the problems that plagued many American’s during the 1930’s devise a plan for how you would deal with the effects of the Great Depression if you were President.
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 4)
• Activity-The Great Depression and New Deal-DBQ-2018
  • Post on the iblog and have students answer on loose leaf paper
• Daily Objective-

• Content Objective:

• • • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
    • SWD evaluation of primary sources and documents associated with the New Deal by examining twelve documents in a collaborative DBQ activity

• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions
  • Students will read, discuss and record information pertaining to the New Deal by examining several primary sources in a partner-based document-based activity

Supplemental Materials: Activity-The Great Depression and New Deal-DBQ-2018

The Great Depression and the New Deal-DBQ-2018

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Government

Wednesday-12/12/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our exam covering Chapters 10, 11 and 12.

• In 5 minutes we will begin the vocabulary match up activity.

• Attendance-While Class is Doing Bell Work
• Vocab Match-Up-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
• Test- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
• Vocabulary Frayer Activity-Chapter 13-The Presidency
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and concepts associated with our unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by demonstrating their knowledge thought the use of a unit exam
  • SWD analysis of key terms associated with the unit covering the roles and responsibilities held by the United States President by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law through the use of a vocabulary match-up activity
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our the unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by completing a multiple choice and matching exam
  • Students will read and record important vocabulary terms pertaining to our unit covering the roles and responsibilities held by the United States President through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Activity-Chapter 13-The Presidency

Chapter 13-Frayer Model-Gov

Chapter-13-Vocabulary

Chapter 13-Vocab Match up Review Game

U.S. History

Tuesday-12/11/18:

• Bell Work-1.) Identify the two main problems FDR felt were facing Americans in 1933? 2.) What is the underlying theme of the primary source? 3.) According to the primary source what did FDR say the government should do to solve the problems caused by the Great Depression? Do you agree with him or if not what changes to his plan would you make in order to help Americans struggling through the Great Depression?
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 3)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

__________________________________________________________________________________

Government

Tuesday-12/11/18:

• Bell Work-1.) Based on the context of the political cartoon what can we infer is the artist’s position on Donald J. Trump’s 2016 Presidential campaign? What facts or ideas show the artists bias? 2.) What is the underlying theme of this political cartoon? 3.) What is your opinion of this political cartoon? Do you feel it accurately depicts Donald J. Trump’s political campaign or do you feel it feeds into a view that ignores his positive qualities in an attempt to craft a negative public image of him?  
• Attendance-While Class is Doing Bell Work
• Procedure-Test Answer Key Set Up-Chapter 10, 11 and 12
• Vocab Match-Up– Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
• Study Guide Review Time- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covering the fundamental ways in which Congress operates and the process required for a bill to become a law through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covering the fundamental ways in which Congress operates and the process required for a bill to become a law by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-How a Bill Becomes a Law-Streamlined Version-2017 and Study Guide Review Time- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Presentation-How a Bill Becomes a Law-Streamlined Version-2017 

How a Bill Becomes A Law-Streamlined Version-2018

How a Bill Becomes a Law-Graphic

How a Bill Becomes a Law-Article-2017

Study Guide Review Time- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10 11 and 12-Learning Target-Study Guide-2018

Vocabulary-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10-Congress

Chapter 10-Vocabulary Terms

Chapter 10-Vocabulary Terms and Definitions

Chapter 10-Vocab Match up Review Game

Chapter 11-The Power of Congress

Chapter 11-Vocabulary Terms

Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary

Test Vocabulary (The Ten terms that will be on the test)-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10 11 and 12-Vocab Match up Review Game

Power Points-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10-Congress

Chapter 10-Section 1-The National Legislature

Chapter 10-Sections 2 and 3-The House of Representatives

Chapter 10-Section 4-The Members of Congress-2018

Chapter 11-The Power of Congress

Chapter 11-Section 1-Expressed Powers Money Commerce

Chapter 11-Section 2-The Other Expressed Powers

Chapter 11-Section 3 and 4 Streamlined

Chapter 12-Congress in Action (How a Bill Becomes a Law)

How a Bill Becomes A Law-Streamlined Version-2018

U.S. History

Monday-12/10/18:

• Bell Work-1.) Who is the man sitting in the chair and who is he referring to when he says “There’s a man to inspire faith and confidence in this crisis”? 2.) Based on your prior knowledge can you name another instance where the U.S. Government used media (radio, TV or social media) to inform the public of an important issue or event? 3.) What changes would you recommend to the artist in order to make this political cartoon more assessable to the general public?  
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 2)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

Supplemental Materials: Video-Cinderella Man-Guided Inquiry Questions

Cinderella Man-Video Discussion Questions

__________________________________________________________________________________

Government

Monday-12/10/18

• Bell Work-1.) Identify three of the main differences between the House of Representatives and the Senate? 2.) What evidence can you find in the chart that will support the notion that on average members of the of the House have a better understanding of the individual needs of their constituents then members of the Senate do? 3.) Suppose you were an aspiring politician. Would you be more likely to make a run for the Senate or the House of Representatives based on the data contained in the chart above? * Please clearly state your answer and support it with data from the chart
• Attendance-While Class is Doing Bell Work
• Presentation-How a Bill Becomes a Law-Streamlined Version-2017
• Video-What’s A Filibuster? | Ron’s Office Hours | NPR (2:35 min)

• Study Guide Review Time- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which a bill becomes a law by interacting in a short presentation and completing a flow chart designed to clarify the legislative process
  • SWD evaluation of the materials covering the fundamental ways in which Congress operates and the process required for a bill to become a law through summarizing key information in a structured study guide
• Language Objective:
  • Student will read and record information pertaining to the process of turning a bill into a law through listening to a short lecture and completing a structured flow chart designed to clarify the legislative process
  • Students will read, and write the key terms and important concepts covering the fundamental ways in which Congress operates and the process required for a bill to become a law by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-How a Bill Becomes a Law-Streamlined Version-2017 and Study Guide Review Time- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Presentation-How a Bill Becomes a Law-Streamlined Version-2017 

How a Bill Becomes A Law-Streamlined Version-2018

How a Bill Becomes a Law-Graphic

How a Bill Becomes a Law-Article-2017

Study Guide Review Time- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10 11 and 12-Learning Target-Study Guide-2018

Vocabulary-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10-Congress

Chapter 10-Vocabulary Terms

Chapter 10-Vocabulary Terms and Definitions

Chapter 10-Vocab Match up Review Game

Chapter 11-The Power of Congress

Chapter 11-Vocabulary Terms

Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary

Test Vocabulary (The Ten terms that will be on the test)-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10 11 and 12-Vocab Match up Review Game

Power Points-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10-Congress

Chapter 10-Section 1-The National Legislature

Chapter 10-Sections 2 and 3-The House of Representatives

Chapter 10-Section 4-The Members of Congress-2018

Chapter 11-The Power of Congress

Chapter 11-Section 1-Expressed Powers Money Commerce

Chapter 11-Section 2-The Other Expressed Powers

Chapter 11-Section 3 and 4 Streamlined

Chapter 12-Congress in Action (How a Bill Becomes a Law)

How a Bill Becomes A Law-Streamlined Version-2018

Video Clip-What’s A Filibuster? | Ron’s Office Hours | NPR (2:35 min)