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

U.S. History

Tuesday-1/29/19:

• Bell Work-1.) In your own words what would you describe is happening in this political cartoon? 2.) What inference can you make as to the artists intended symbolism of Adolf Hitler as a dentist? *Keeping in mind his plans for Europe and think about what a dentist does besides clean teeth and check for cavities 3.) What can you predict might be the outcome if Hitler were to successfully empty his waiting room of all the potential appointments? *You’ll need to think metaphorically
• Attendance-While Class is Doing Bell Work
• Thinking Map-Fascism During WWII-Big Thinking Map-Collaborative Tree Map (Chapter 16 Section 1) (20 total minutes)
  • Group driven thinking map
• Student Led Notes-Chapter 16-Section 2-War in Europe
• Daily Objective-

• Content Objective:
  • SWD analysis of types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by creating a thinking map
  • SWD analysis of the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by interacting in a short presentation and completing structured student led outlines
• Language Objective:
  • Student will read and record information pertaining to the types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through working to collaboratively create a tree map
  • Students will read and record information on the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by participating in a short classroom discussion and creating student directed outline notes

 

Supplemental Materials: Student Led Notes-Chapter 16-Section 2-War in Europe

Notes-Outline-Chapter 16-Section 2

The Americans-Chapter 16-Section 2

 

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Government

Tuesday-1/29/19:

• Bell Work-1.) Based on the information contained in the primary source what happened to property that a woman owned after she became married? 2) According to this document, what were some of the problems women faced due to the fact that they were viewed unequal to men in colonial times? 3.) According to the document, what happened to women in cases of divorce? How would you have handled this situation if you were a woman living in Colonial America?
• What do you believe might have been the impact on American citizens?  
• Attendance-While Class is Doing Bell Work
• Video Clip- FLVS Civics: Going Global – Forms of Government (3:53 min)
• Presentation-Chapter 1-Section 2-Forms of Government (6 Slides)
• Student Led Notes-Chapter 1-Section 1-The Government and the State
• 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 1-The Government and the State

Presentation-Chapter 1-Section 2-Forms of Government (6 Slides)

Chapter 1-Section 2-Forms Government-2018

 

Student Led Notes-Chapter 1-Section 1-The Government and the State

Chapter 1-Section 1-3-Guided Notes-2018

 

Video Clip- FLVS Civics: Going Global – Forms of Government (3:53 min)

https://www.youtube.com/watch?v=vdh9xo47OWM

 

U.S. History

Friday-1/25/19:

• Bell Work-1.) Who are the influential figures depicted in this political cartoon? 2.) What might the motive of Argentina be for jumping onto the Allies ship as its pulling away from the dock? What indication does that give for the shifting opinion of many European nations during the early days of WWII? 3.) Based on your background knowledge how would you explain the intended purpose of the artist in creating the political cartoon?  
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 16-Section 1-Dictators Threaten World Peace
• Thinking Map-The Rise of Nationalism 1922-1941-Bubble Map (Chapter 16 Section 1)
• Daily Objective-

• Content Objective:
  • SWD analysis of types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by interacting in a short presentation
• Language Objective:
  • Student will read and record information pertaining to the types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through listening to a short lecture

 

Supplemental Materials: Presentation-Chapter 16-Section 1-Dictators Threaten World Peace and Thinking Map-The Rise of Nationalism 1922-1941-Bubble Map (Chapter 16 Section 1)

Presentation-Chapter 16-Section 1-Dictators Threaten World Peace

Chapter 16-Section 1-Dictators Threaten World Peice-2019

 

Thinking Map-The Rise of Nationalism 1922-1941-Bubble Map (Chapter 16 Section 1)

Fascism During WWII-Chapter 16-Section 1-Collaborative Thinking Map

 

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Government

Friday-1/25/19:

• Bell Work-1.) Hypothesize the reason for limiting these particular freedoms listed on the political cartoon? 2.) Based upon the evidence, explain your choice as to which of these freedoms the government is most justified in limiting? 3.) What criteria would you use to assess what type of freedoms should be limited in the future?
• Attendance-While Class is Doing Bell Work
• Presentation- Chapter 1-Section 1-Government and the State (12 Slides)
• Article-The 10 Best Things Government Has Done for Us
• By Rex Nutting

• with Meta-log

• 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
  • SWD analysis of a subjective view presenting ten important things our government has done to improve the lives of the American people by outlining an article and answering reflection questions
• 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
  • Students will read, record and discuss a subjective view presenting ten important things our government has done to improve the lives of the American people by completing an inquiry based meta-log

 

Supplemental Materials: Presentation- Chapter 1-Section 1-Government and the State (12 Slides), Article-The 10 Best Things Government Has Done for Us By Rex Nutting/ with Meta-log and 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

 

Article-The 10 Best Things Government Has Done for Us By Rex Nutting/ with Meta-log 

The 10 Best Things Government Has Done For Us-SSR Article-2019

The 10 Best Things Government Has Done For US-SSR-Meta-Cognitive Log-Template

 

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

Chapter 1-Section 1-3-Guided Notes-2018

 

U.S. History

Thursday-1/24/19:

• Bell Work-1.) Based on the context of the primary source what can we infer the definition of the term “appeasement” means? 2.) What examples can you site to show Winston Churchill’s strategy for keeping peace and stopping the growth of the Nazi’s power in Europe? 3.) What is your opinion of Winston Churchill’s speech to Parliament? Do you agree with the general sentiment of Churchill’s message or do you feel he is wrong in this instance? 
• Attendance-While Class is Doing Bell Work
• Video-World War II Part 1: Crash Course US History #35 (13:26 min)
  • Reflection Question: How did the United States transition from isolationism to total war set the stage for the Allies victory during WWII?
• Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace
• Daily Objective-

• Content Objective:
  • SWD analysis of types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by creating a set of student-centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through creating student centered guided notes

 

Supplemental Materials: Video-World War II Part 1: Crash Course US History #35 (13:26 min) with reflection question and Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace

Video-World War II Part 1: Crash Course US History #35 (13:26 min)

• Reflection Question: How did the United States transition from isolationism to total war set the stage for the Allies victory during WWII?

 

Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace

Notes-Outline-Chapter 16-Section 1

The Americans-Chapter 16-Section 1

 

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Government

Thursday-1/24/19: 3^rd Hour

• Bell Work-1.) What was the major system of government that developed in England in 1066? 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)? 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed?
• Attendance-While Class is Doing Bell Work
• Video-America The Story of US-Episode 2-Revolution (44 min)

• w/ Guided Video Notes

• Daily Objective-

• Content Objective:
  • SWD knowledge of how America broke free from Great Britain’s oppressive grip while analyzing the challenges associated with establishing a newly sovereign nation through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining how America broke free from Great Britain’s oppressive grip while analyzing the challenges associated with establishing a newly sovereign nation and discussing the impact with a classmate

 

 Supplemental Materials: Video Notes-America The Story of US-Episode 2-Revolution (44 min)

America the Story of US-Episode Two-Revolution-Video Notes

 

https://www.youtube.com/watch?v=t9F6sanwpe0

 

 ——————————————————————————————————————————————-

 Government

Thursday-1/24/19: 4^th Hour

• Bell Work-1.) What was the major system of government that developed in England in 1066? 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)? 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed?
• 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

Syllabus-Classroom Rules and Procedures

US Government-Syllabus-2018

 

Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Chapter 1-Frayer Model Set Up

Chapter 1-Vocab Match up Review Game

Chapter 1-Vocabulary Terms and Definitions

 

U.S. History

Tuesday-1/22/19: Half-Day-1^st, 2^nd and 3^rd Hour

• Bell Work-1.) According to the primary source which peace assuring document did Adolf Hitler find so offensive in its treatment of Germany? 2.) Based on the text above what action did Hitler take in defiance of the Treaty of Versailles? What argument does he use in an attempt to justify his actions? 3.) Do you agree or disagree with the reactions of the French government? What can we infer might be the reason this reaction led to war?
• Attendance-While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Vocabulary Frayer Model Activity-Chapter 16-World War Looms
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the influential historical figures and various events that led to WWII through 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 influential historical figures and various events that led to WWII programs introduced by FDR through the use of a frayer model vocabulary activity

 

Supplemental Materials: Syllabus-Classroom Rules and Procedures and Vocabulary Frayer Model Activity-Chapter 16-World War Looms

Syllabus-Classroom Rules and Procedures 

US History-Semester Two-Syllabus-2018-Colter

 

Vocabulary Frayer Model Activity-Chapter 16-World War Looms

Chapter 16-Frayer Model Set Up

Chapter 16-Vocab Match up Review Game

Chapter 16-Vocabulary Terms and Definitions

 

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Government

Tuesday-1/22/19: Half-Day-1^st, 2^nd and 3^rd Hour

• 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

Syllabus-Classroom Rules and Procedures

US Government-Syllabus-2018

 

Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Chapter 1-Frayer Model Set Up

Chapter 1-Vocab Match up Review Game

Chapter 1-Vocabulary Terms and Definitions

 

U.S. History

Tuesday-1/15/19:

• Bell Work-1.) Identify the key characters in this political cartoon. 2.) Based on historical context and your prior knowledge what can we infer the baby symbolizes by looking at the cries of the child? 3.) How does the image of Hoover pushing the crying baby off to President Roosevelt reinforce the perception American citizens had of Hoover’s time in office?
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 by completing a structured inquiry-based study guide

 

Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Final Exam-Study Guide-2018

 

Terms and Definitions

Chapter 9-Vocabulary Terms and Definitions

Chapter 10-Vocabulary Terms and Definitions

Chapter 11-Vocabulary Terms and Definitions

Chapter 12-Vocabulary Terms and Definitions

Chapter 13-Vocabulary List

Chapter 14-Vocabulary Terms and Definitions

Chapter 15-Vocabulary Terms and Definitions

 

Vocab Match Up Review Game

Chapter 9-Vocab Match up Review Game

Chapter 10-Vocab Match up Review Game

Chapter 11-Vocab Match up Review Game

Chapter 12-Vocab Match up Review Game

Chapter 12-Vocab Match up Review Game

Chapter 13-Vocab Match up Review Game

Chapter 14-Vocab Match up Review Game

Chapter 15-Vocab Match up Review Game

 

Final Exam Power Points-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Chapter 9-Section 1 and 2-PPT-2018

Chapter 9-Section 3-PPT-2018

Chapter 9-Section 4 and 5-PPT-2018

 

Chapter 10-Section 1-Power Point

Chapter 10-Section 2-PPT

Chapter 10-Section 3-PPT

Chapter 10-Section 4-PPT

 

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

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

Chapter 11-Section 2-PPT-2018

Chapter 11-Section 3-PPT-2018

Chapter 11-Section 4-PPT-2018

 

Chapter 12-Section 1-Americans Struggles with Post War Issues

Chapter 12-Section 2- The Harding Presidency

Chapter 12-Section 3- The Businesses of America

 

Chapter 13-Section 1-Changing Ways of Life

Chapter 13-Section 2-The Twenties Woman

Chapter 13-Section 3- Education and Popular Culture

Chapter 13-Section 4-The Harlem Renaissance

 

Chapter 14-Section 1-The Nations Sick Economy

Chapter 14-Section 2-Hardship and Suffering During the Great Depression

Chapter 14-Secton 3-Hoover Struggles with the Depression

 

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

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

Chapter 15-Section 3-The New Deal Affects Many Groups-2018

Chapter 15-Section 4-Culture in the 1930’s-2018

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

 

Textbook PDF’s-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Chapter 9-Textbook-PDFs

Chapter 10-Textbook-PDFs

Chapter 11-Textbook-PDFs

Chapter 12-Textbook-PDFs

Chapter 13-Textbook-PDFs

Chapter 14-Textbook-PDFs

Chapter 15-Textbook-PDFs

 

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Government

Tuesday-1/15/18:

• Bell Work- 1.) What are the titles given to the two statics highlighted in the map’s key? 2.) Imagine that the Voting Act of 1965 had been voted down by Congress. How might the percentage of African Americans registered to vote in 1965 have been different than what is depicted on the map? 3.) In your opinion which of the two pieces of Civil Rights legislation highlighted on the map had the greatest impact in opening up the ability to vote for any American regardless of color or race? *Please justify your response 
• Attendance-While Class is Doing Bell Work
• Study Guide Review Time-Chapters 1-7, 9-11, 13 and 14
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 1-7, 9-21 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-21 by completing a structured inquiry-based study guide in preparation for their final exam

 

Supplemental Materials: Study Guide Review Time-Chapters 1-7, 9-21

 

Study Guide Review Time-Chapters 1-7, 9-21

Final Exam-Study Guide-Half Sheet-2019-Chapters 1-21

 

Vocabulary-Chapters 1-7, 9-21

Chapter 1-Vocabulary Terms and Definitions

Chapter 2-Vocabulary Terms and Definitions

Chapter 3-Vocabulary Terms and Definitions

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter-13-Vocabulary

Chapter 14-Vocabulary

 

Outlines-Chapters 1-7, 9-21

Chapter 1 Outline

Chapter 2-Outline

Chapter 3-Outline

Chapter 4-Outline

Chapter 5-Outline

Chapter 6-Outline

Chapter 9-Outline

Chapter 10-Outline

Chapter 11-Outline

Chapter 13-Outline

Chapter 14-Outline

Chapter 15-Outline

Chapter 16-Outline

Chapter 17-Outline

Chapter 18-Outline

Chapter 19-Outline-Part 1

Chapter 19-Outline-Part 2

Chapter 20-Outline

Defining Citizenship and Civic Responsibility-SSR Article

 

Power Points-Chapters 1-7, 9-21

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

Chapter 1-Section 2-Forms Government-2018

Chapter 1-Section 3-Basic Concepts of Democracy-2018

Forms of Government-2016

Chapter 2-Origins of Government-Condensed-2017

Chapter 3-Section 1-Basic Principles-2018

Chapter 3-Section 2-Formal Amendments-2018

Informal Amendments-2015

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

Chapter 4-Federalism-2018

American Political Parties

Chapter 6-Section 1-The Right to Vote

Chapter 6-Section 2-Voter Qualifications-2018

Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Section 4-Voter Behavior

Chapter 7-The Electoral Process-2018

Electoral College-2018

Interest Groups and Lobbying-2018

Chapter 10-Section 1-The National Legislature

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

Chapter 11-The Powers of Congress-2018

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Federal Bureaucracy-Supplemental PPT-2019

Chapter 16-Financing Government-2018

Foriegn Policy and National Defense

Chapter 18-Federal Court Systems-Streamlined Version-2019

American Citizenship-Supplemental PPT-2018

 

U.S. History

Monday-1/14/19:

• Bell Work-1.) Describe in your own words at least one way the Great Depression affected young people? 2.) What conclusions can you draw from the primary source to describe how companies viewed the need for young men in the work force during the Great Depression? 3.) What in your opinion could be done to maximize the opportunities for young men to enter the work force through President Roosevelt’s New Deal programs?
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 by completing a structured inquiry-based study guide

 

Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Final Exam-Study Guide-2018

 

Terms and Definitions

Chapter 9-Vocabulary Terms and Definitions

Chapter 10-Vocabulary Terms and Definitions

Chapter 11-Vocabulary Terms and Definitions

Chapter 12-Vocabulary Terms and Definitions

Chapter 13-Vocabulary List

Chapter 14-Vocabulary Terms and Definitions

Chapter 15-Vocabulary Terms and Definitions

 

Vocab Match Up Review Game

Chapter 9-Vocab Match up Review Game

Chapter 10-Vocab Match up Review Game

Chapter 11-Vocab Match up Review Game

Chapter 12-Vocab Match up Review Game

Chapter 12-Vocab Match up Review Game

Chapter 13-Vocab Match up Review Game

Chapter 14-Vocab Match up Review Game

Chapter 15-Vocab Match up Review Game

 

Final Exam Power Points-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Chapter 9-Section 1 and 2-PPT-2018

Chapter 9-Section 3-PPT-2018

Chapter 9-Section 4 and 5-PPT-2018

 

Chapter 10-Section 1-Power Point

Chapter 10-Section 2-PPT

Chapter 10-Section 3-PPT

Chapter 10-Section 4-PPT

 

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

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

Chapter 11-Section 2-PPT-2018

Chapter 11-Section 3-PPT-2018

Chapter 11-Section 4-PPT-2018

 

Chapter 12-Section 1-Americans Struggles with Post War Issues

Chapter 12-Section 2- The Harding Presidency

Chapter 12-Section 3- The Businesses of America

 

Chapter 13-Section 1-Changing Ways of Life

Chapter 13-Section 2-The Twenties Woman

Chapter 13-Section 3- Education and Popular Culture

Chapter 13-Section 4-The Harlem Renaissance

 

Chapter 14-Section 1-The Nations Sick Economy

Chapter 14-Section 2-Hardship and Suffering During the Great Depression

Chapter 14-Secton 3-Hoover Struggles with the Depression

 

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

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

Chapter 15-Section 3-The New Deal Affects Many Groups-2018

Chapter 15-Section 4-Culture in the 1930’s-2018

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

 

Textbook PDF’s-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Chapter 9-Textbook-PDFs

Chapter 10-Textbook-PDFs

Chapter 11-Textbook-PDFs

Chapter 12-Textbook-PDFs

Chapter 13-Textbook-PDFs

Chapter 14-Textbook-PDFs

Chapter 15-Textbook-PDFs

 

________________________________________________________________________________

Government

•  Monday-1/14/18-
  • Bell Work-1.) Based on the context of the political cartoon and the unit we’ve covered in class, where (meaning which region) would this scene most likely take place? 2.) What is the main theme of the political cartoon? 3.) Think in terms of historical context. How might a white Southerner who is illiterate justify subjecting an African-American man or woman to literacy tests?
  • Attendance-While Class is Doing Bell Work
  • Presentation-American Citizenship-Roles, Responsibilities and Duties
  • Video-The 1960s in America: Crash Course US History #40 (15:14 min)
    • Reflection Question: How did the push for Civil Rights lead to new social and political opportunities for African-American’s in the United States?
  • Daily Objective-
  • Content Objective:
  • • • SWD comprehension of the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by interacting in a short presentation
      • SWD analysis of the social and political changes that dramatically impacted the lives of minorities in the United States by watching a film and responding to an inquiry question
      • SWD evaluation of the materials covered in Chapters 1-7, 9-21 through summarizing key information in a structured study guide in preparation for their final exam
  • Language Objective:
    • Students will listen, orally discuss and respond to the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by participating in classroom discussions following a short lecture by the teacher
    • Students will watch and respond to the social and political changes that dramatically impacted the lives of minorities in the United States by watching a video covering the fight for civil rights in the 1960’s and completing a video response question
  • • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-21 by completing a structured inquiry-based study guide in preparation for their final exam

 

Supplemental Materials: American Citizenship-Roles, Responsibilities and Duties, Study Guide Review Time-Chapters 1-7, 9-21

Presentation-American Citizenship-Roles, Responsibilities and Duties

American Citizenship-Supplemental PPT-2018

 

DBQ-American Jury System-2019

Jury Systems-DBQ Starter

American Jury System-DBQ-2019

 

Study Guide Review Time-Chapters 1-7, 9-21

Final Exam-Study Guide-Half Sheet-2019-Chapters 1-21

 

Vocabulary-Chapters 1-7, 9-21

Chapter 1-Vocabulary Terms and Definitions

Chapter 2-Vocabulary Terms and Definitions

Chapter 3-Vocabulary Terms and Definitions

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter-13-Vocabulary

Chapter 14-Vocabulary

 

Outlines-Chapters 1-7, 9-21

Chapter 1 Outline

Chapter 2-Outline

Chapter 3-Outline

Chapter 4-Outline

Chapter 5-Outline

Chapter 6-Outline

Chapter 9-Outline

Chapter 10-Outline

Chapter 11-Outline

Chapter 13-Outline

Chapter 14-Outline

Chapter 15-Outline

Chapter 16-Outline

Chapter 17-Outline

Chapter 18-Outline

Chapter 19-Outline-Part 1

Chapter 19-Outline-Part 2

Chapter 20-Outline

Defining Citizenship and Civic Responsibility-SSR Article

 

Power Points-Chapters 1-7, 9-21

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

Chapter 1-Section 2-Forms Government-2018

Chapter 1-Section 3-Basic Concepts of Democracy-2018

Forms of Government-2016

Chapter 2-Origins of Government-Condensed-2017

Chapter 3-Section 1-Basic Principles-2018

Chapter 3-Section 2-Formal Amendments-2018

Informal Amendments-2015

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

Chapter 4-Federalism-2018

American Political Parties

Chapter 6-Section 1-The Right to Vote

Chapter 6-Section 2-Voter Qualifications-2018

Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Section 4-Voter Behavior

Chapter 7-The Electoral Process-2018

Electoral College-2018

Interest Groups and Lobbying-2018

Chapter 10-Section 1-The National Legislature

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

Chapter 11-The Powers of Congress-2018

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Federal Bureaucracy-Supplemental PPT-2019

Chapter 16-Financing Government-2018

Foriegn Policy and National Defense

Chapter 18-Federal Court Systems-Streamlined Version-2019

American Citizenship-Supplemental PPT-2018

 

• Video Clip-The 1960s in America: Crash Course US History #40 (15:14 min)
  • Reflection Question: How did the push for Civil Rights lead to new social and political opportunities for African-American’s in the United States?

 

U.S. History

Friday-1/11/18:

• Bell Work-1.) Which of FDR’s New Deal programs can we identify Robert Miller participated in based on the information contained within the primary source? 2.) What conclusions can you make regarding the impact that this program had on Robert Miller’s growth from the time that he “enrolled as a boy” and the time of this letter that he is writing as “a man”? *Please give at least one quality example 3.) Imagine that you were a young man trying to decide whether you were going to join the New Deal Program described above. What type of choice might you have made after reading Robert Miller’s letter?
• Attendance- While Class is Doing Bell Work
• Match Up Activity-The New Deal-Alphabet Soup
• Outline Notes-The New Deal-Alphabet Soup
• Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
• 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
  • Students will read, and write the key terms and important concepts covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 by completing a structured inquiry-based study guide
• 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 write the key terms and important concepts covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 by completing a structured inquiry-based study guide

 

Supplemental Materials: Outline Notes-The New Deal-Alphabet Soup and Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Outline Notes-The New Deal-Alphabet Soup

The New Deal-Alphabet Soup-Match-up Activity

The New Deal-Alphabet Soup-Activity

 

Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Terms and Definitions

Chapter 9-Vocabulary Terms and Definitions

Chapter 10-Vocabulary Terms and Definitions

Chapter 11-Vocabulary Terms and Definitions

Chapter 12-Vocabulary Terms and Definitions

Chapter 13-Vocabulary List

Chapter 14-Vocabulary Terms and Definitions

Chapter 15-Vocabulary Terms and Definitions

 

Vocab Match Up Review Game

Chapter 9-Vocab Match up Review Game

Chapter 10-Vocab Match up Review Game

Chapter 11-Vocab Match up Review Game

Chapter 12-Vocab Match up Review Game

Chapter 12-Vocab Match up Review Game

Chapter 13-Vocab Match up Review Game

Chapter 14-Vocab Match up Review Game

Chapter 15-Vocab Match up Review Game

 

Final Exam Power Points-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Chapter 9-Section 1 and 2-PPT-2018

Chapter 9-Section 3-PPT-2018

Chapter 9-Section 4 and 5-PPT-2018

 

Chapter 10-Section 1-Power Point

Chapter 10-Section 2-PPT

Chapter 10-Section 3-PPT

Chapter 10-Section 4-PPT

 

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

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

Chapter 11-Section 2-PPT-2018

Chapter 11-Section 3-PPT-2018

Chapter 11-Section 4-PPT-2018

 

Chapter 12-Section 1-Americans Struggles with Post War Issues

Chapter 12-Section 2- The Harding Presidency

Chapter 12-Section 3- The Businesses of America

 

Chapter 13-Section 1-Changing Ways of Life

Chapter 13-Section 2-The Twenties Woman

Chapter 13-Section 3- Education and Popular Culture

Chapter 13-Section 4-The Harlem Renaissance

 

Chapter 14-Section 1-The Nations Sick Economy

Chapter 14-Section 2-Hardship and Suffering During the Great Depression

Chapter 14-Secton 3-Hoover Struggles with the Depression

 

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

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

Chapter 15-Section 3-The New Deal Affects Many Groups-2018

Chapter 15-Section 4-Culture in the 1930’s-2018

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

 

Textbook PDF’s-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Chapter 9-Textbook-PDFs

Chapter 10-Textbook-PDFs

Chapter 11-Textbook-PDFs

Chapter 12-Textbook-PDFs

Chapter 13-Textbook-PDFs

Chapter 14-Textbook-PDFs

Chapter 15-Textbook-PDFs

 

___________________________________________________________________________________

Government

Friday-1/11/18: CH 18

• Bell Work-1.) What fundamental Constitutional concept is being challenged in Schenck v. United States (1919)? 2.) Why do you think that someone’s freedom to shout “fire” in a crowded theatre would not be protected under the First Amendment? 3.) What is your opinion of Justice Holmes’ position that this situation (described in his statement) constitutes a “clear and present danger” to the American people?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 18-Federal Courts
• DBQ-American Jury System-2019
• Study Guide Review Time-Chapters 1-7, 9-21
• Daily Objective-

• Content Objective:
  • SWD synthesis of the role that the Federal Court plays in upholding law and order in the United States through interacting in a short presentation
  • SWD evaluation of the inner workings of the United States judicial system by interpreting the meaning of several primary source documents in a collaborative activity
  • SWD evaluation of the materials covered in Chapters 1-7, 9-21 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will listen, orally discuss and respond to the role that the Federal Court plays in upholding law and order in the United States by participating in classroom discussions while interacting during a short lecture

• • • Students will read, discuss and record information pertaining to the inner workings of the United States judicial system by identifying key pieces of information contained in a DBQ packet with the help of a partner
    • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-21 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Materials: Presentation-Chapter 18-Federal Courts, DBQ-American Jury System-2019 and Study Guide Review Time-Chapters 1-7, 9-21

Presentation-Chapter 18-Federal Courts

Chapter 18-Federal Court Systems-Streamlined Version-2019

 

DBQ-American Jury System-2019

Jury Systems-DBQ Starter

American Jury System-DBQ-2019

 

Study Guide Review Time-Chapters 1-7, 9-21

Final Exam-Study Guide-Half Sheet-2019-Chapters 1-21

 

Vocabulary-Chapters 1-7, 9-21

Chapter 1-Vocabulary Terms and Definitions

Chapter 2-Vocabulary Terms and Definitions

Chapter 3-Vocabulary Terms and Definitions

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter-13-Vocabulary

Chapter 14-Vocabulary

 

Outlines-Chapters 1-7, 9-21

Chapter 1 Outline

Chapter 2-Outline

Chapter 3-Outline

Chapter 4-Outline

Chapter 5-Outline

Chapter 6-Outline

Chapter 9-Outline

Chapter 10-Outline

Chapter 11-Outline

Chapter 13-Outline

Chapter 14-Outline

Chapter 15-Outline

Chapter 16-Outline

Chapter 17-Outline

Chapter 18-Outline

Chapter 19-Outline-Part 1

Chapter 19-Outline-Part 2

Chapter 20-Outline

Defining Citizenship and Civic Responsibility-SSR Article

 

Power Points-Chapters 1-7, 9-21

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

Chapter 1-Section 2-Forms Government-2018

Chapter 1-Section 3-Basic Concepts of Democracy-2018

Forms of Government-2016

Chapter 2-Origins of Government-Condensed-2017

Chapter 3-Section 1-Basic Principles-2018

Chapter 3-Section 2-Formal Amendments-2018

Informal Amendments-2015

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

Chapter 4-Federalism-2018

American Political Parties

Chapter 6-Section 1-The Right to Vote

Chapter 6-Section 2-Voter Qualifications-2018

Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Section 4-Voter Behavior

Chapter 7-The Electoral Process-2018

Electoral College-2018

Interest Groups and Lobbying-2018

Chapter 10-Section 1-The National Legislature

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

Chapter 11-The Powers of Congress-2018

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Federal Bureaucracy-Supplemental PPT-2019

Chapter 16-Financing Government-2018

Foriegn Policy and National Defense

Chapter 18-Federal Court Systems-Streamlined Version-2019

American Citizenship-Supplemental PPT-2018

 

 

U.S. History

Thursday-1/10/18:

• Bell Work-1.) How would you explain in your own words what is going on in this political cartoon? 2.) How is the concept of rail-splitting related to the idea of breaking the cycle of economic failure during the Great Depression? 3.) Based on what you know, how would you explain why President Hoover was so ineffective in terms of leading America out of the Great Depression?
• Attendance- While Class is Doing Bell Work
• Video-Progressive Presidents: Crash Course US History #29 (15:06 min)

• Reflection Question: Which of the three Presidents discussed in the video in your opinion had the largest impact on American politics in terms of progressive reforms?

• SSR Activity-Hoover and the Great Depression (Digital History)-Annotated Reading

• Followed by Hoover and the Great Depression-Reading Reflection

• Daily Objective-

• Content Objective:
  • SWD evaluation of President Hoover’s attempts to combat the economic effects of the Great Depression by examining a primary source document and responding to guided inquiry questions
• Language Objective:
  • Students will read, discuss and record information pertaining to President Hoover’s attempts to combat the economic effects of the Great Depression by examining a primary source and completing guided inquiry-based questions

 

Supplemental Materials: SSR Activity-Hoover and the Great Depression (Digital History)-Annotated Reading and Followed by Hoover and the Great Depression-Reading Reflection

Hoover and the Great Depression

Herbert Hoover and the Great Depression-Reading Reflection

Herbert Hoover-Writing Starter

 

Final Exam Vocabulary-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Terms and Definitions

Chapter 9-Vocabulary Terms and Definitions

Chapter 10-Vocabulary Terms and Definitions

Chapter 11-Vocabulary Terms and Definitions

Chapter 12-Vocabulary Terms and Definitions

Chapter 13-Vocabulary List

Chapter 14-Vocabulary Terms and Definitions

Chapter 15-Vocabulary Terms and Definitions

 

Vocab Match Up Review Game

Chapter 9-Vocab Match up Review Game

Chapter 10-Vocab Match up Review Game

Chapter 11-Vocab Match up Review Game

Chapter 12-Vocab Match up Review Game

Chapter 12-Vocab Match up Review Game

Chapter 13-Vocab Match up Review Game

Chapter 14-Vocab Match up Review Game

Chapter 15-Vocab Match up Review Game

 

Final Exam Power Points-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Chapter 9-Section 1 and 2-PPT-2018

Chapter 9-Section 3-PPT-2018

Chapter 9-Section 4 and 5-PPT-2018

 

Chapter 10-Section 1-Power Point

Chapter 10-Section 2-PPT

Chapter 10-Section 3-PPT

Chapter 10-Section 4-PPT

 

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

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

Chapter 11-Section 2-PPT-2018

Chapter 11-Section 3-PPT-2018

Chapter 11-Section 4-PPT-2018

 

Chapter 12-Section 1-Americans Struggles with Post War Issues

Chapter 12-Section 2- The Harding Presidency

Chapter 12-Section 3- The Businesses of America

 

Chapter 13-Section 1-Changing Ways of Life

Chapter 13-Section 2-The Twenties Woman

Chapter 13-Section 3- Education and Popular Culture

Chapter 13-Section 4-The Harlem Renaissance

 

Chapter 14-Section 1-The Nations Sick Economy

Chapter 14-Section 2-Hardship and Suffering During the Great Depression

Chapter 14-Secton 3-Hoover Struggles with the Depression

 

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

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

Chapter 15-Section 3-The New Deal Affects Many Groups-2018

Chapter 15-Section 4-Culture in the 1930’s-2018

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

 

Textbook PDF’s-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Chapter 9-Textbook-PDFs

Chapter 10-Textbook-PDFs

Chapter 11-Textbook-PDFs

Chapter 12-Textbook-PDFs

Chapter 13-Textbook-PDFs

Chapter 14-Textbook-PDFs

Chapter 15-Textbook-PDFs

 

Video Clip-Progressive Presidents: Crash Course US History #29 (15:06 min)

• Reflection Question: Which of the three Presidents discussed in the video in your opinion had the largest impact on American politics in terms of progressive reforms?

Progressive Presidents-Video Reflection

 

 

___________________________________________________________________________________

Government

Thursday-1/10/18:

• Bell Work-) What is the main theme/purpose of the primary source? 2.) Based on the information contained in the primary source what position can we infer the Constitution takes regarding the institution of slavery? 3.) Based on the primary source, how would you explain to someone the reason why in the Constitution (prior to the 13th Amendment that outlawed slavery) viewed slaves are property and not as people?
• Attendance-While Class is Doing Bell Work
• Video-The West Wing-Episode 4 (Season 1)-“Five Votes Down” (Last 10 min)
• w/ video reflection questions
• Presentation-Chapter 17-Foreign Policy and National Defense
• Study Guide-Final Exam Study Guide-Chapters 1-7, 9-21
• Daily Objective-
  • Content Objective:
    • SWD knowledge of the Executive Branch’s use of the informal legislative powers by identifying the pro-firearms arguments made in a video thought he use of guided discussion notes
    • SWD synthesis of the United States position regarding foreign policy and national defense through interacting in a short presentation
    • SWD evaluation of the materials covered in Chapters 1-7, 9-21 through summarizing key information in a structured study guide in preparation for their final exam
  • Language Objective:
    • Students will watch, listen and record information focused on the Executive Branch’s use of the informal legislative powers through viewing the film an episode of the West Wing and answering guided questions that will facilitate classroom discussions
    • Students will listen, orally discuss and respond to the United States position regarding foreign policy and national defense by participating in classroom discussions while interacting during a short lecture
    • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-21 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Resources:  Study Guide-Chapters 1-7, 9-21

Final Exam-Study Guide-Half Sheet-2019-Chapters 1-21

 

U.S. History

Wednesday-1/09/18:

• Bell Work-1.) Who can we identify as the speaker of the primary source? 2.) Why do you think that the speaker chose to cite “the ancient days of the Spanish Inquisition or Czarist Russia” as examples when making her argument against the legality of the Palmer Raids?  3.) Imagine that you were in the same position as the speaker a U.S. citizen facing deportation from the United States due to your Anarchist beliefs. Would you make the choice to publicly deny your true beliefs in order to stay in America or would you stand your ground and risk being deported for your beliefs? *Please justify your answer  
• Attendance- While Class is Doing Bell Work
• Activity-Progressive Era-Supplemental Activity-Web Quest-2019 (25 min)
• Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
• Daily Objective-

• Content Objective:
  • SWD synthesis of the key events that marked the major changes in the U.S. during the Progressive Era by compiling information from several online sources to complete a structured web quest
  • Students will read, and write the key terms and important concepts covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 by completing a structured inquiry based study guide
• Language Objective:
  • Students will read, orally discuss and record information on key events that marked the major changes in the U.S. during the Progressive Era by working collaboratively on an online web quest
  • Students will read, and write the key terms and important concepts covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 by completing a structured inquiry based study guide

 

Supplemental Materials: Activity-Progressive Era-Supplemental Activity-Web Quest-2019 (25 min) and Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Supplemental Materials: Activity-Progressive Era-Supplemental Activity-Web Quest-2019

Progressive Era-Supplemental Activity-Web Quest-2019

 

Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Final Exam-Study Guide-2018

 

Final Exam Vocabulary-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Terms and Definitions

Chapter 9-Vocabulary Terms and Definitions

Chapter 10-Vocabulary Terms and Definitions

Chapter 11-Vocabulary Terms and Definitions

Chapter 12-Vocabulary Terms and Definitions

Chapter 13-Vocabulary List

Chapter 14-Vocabulary Terms and Definitions

Chapter 15-Vocabulary Terms and Definitions

 

Vocab Match Up Review Game

Chapter 9-Vocab Match up Review Game

Chapter 10-Vocab Match up Review Game

Chapter 11-Vocab Match up Review Game

Chapter 12-Vocab Match up Review Game

Chapter 12-Vocab Match up Review Game

Chapter 13-Vocab Match up Review Game

Chapter 14-Vocab Match up Review Game

Chapter 15-Vocab Match up Review Game

 

Final Exam Power Points-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Chapter 9-Section 1 and 2-PPT-2018

Chapter 9-Section 3-PPT-2018

Chapter 9-Section 4 and 5-PPT-2018

 

Chapter 10-Section 1-Power Point

Chapter 10-Section 2-PPT

Chapter 10-Section 3-PPT

Chapter 10-Section 4-PPT

 

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

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

Chapter 11-Section 2-PPT-2018

Chapter 11-Section 3-PPT-2018

Chapter 11-Section 4-PPT-2018

 

Chapter 12-Section 1-Americans Struggles with Post War Issues

Chapter 12-Section 2- The Harding Presidency

Chapter 12-Section 3- The Businesses of America

 

Chapter 13-Section 1-Changing Ways of Life

Chapter 13-Section 2-The Twenties Woman

Chapter 13-Section 3- Education and Popular Culture

Chapter 13-Section 4-The Harlem Renaissance

 

Chapter 14-Section 1-The Nations Sick Economy

Chapter 14-Section 2-Hardship and Suffering During the Great Depression

Chapter 14-Secton 3-Hoover Struggles with the Depression

 

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

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

Chapter 15-Section 3-The New Deal Affects Many Groups-2018

Chapter 15-Section 4-Culture in the 1930’s-2018

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

 

Textbook PDF’s-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Chapter 9-Textbook-PDFs

Chapter 10-Textbook-PDFs

Chapter 11-Textbook-PDFs

Chapter 12-Textbook-PDFs

Chapter 13-Textbook-PDFs

Chapter 14-Textbook-PDFs

Chapter 15-Textbook-PDFs

 

______________________________________________________________________________________________________________________________________

Government

Wednesday-1/09/18:

• Bell Work-1.) Who are the two figures located to the right of President Trump intended to represent? 2.) What message (main idea) is the artist trying to communicate with the captions written on the map located behind President Trump? 3.) What is your opinion of the authors position in the political cartoon that President Trump is misinformed and ignorant regarding Foreign Policy?
• Attendance-While Class is Doing Bell Work
• Video-The West Wing-Episode 4 (Season 1)-“Five Votes Down”

• w/ video reflection questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the Executive Branch’s use of the informal legislative powers by identifying the pro-firearms arguments made in a video thought he use of guided discussion notes
• Language Objective: Students will watch, listen and record information focused on the
  • Executive Branch’s use of the informal legislative powers through viewing the film an episode of the West Wing and answering guided questions that will facilitate classroom discussions

 

U.S. History

Tuesday-1/08/18:

• Bell Work-1.) What can we identify is Raymond Fosdick’s view on how European nations like France see the League of Nations? 2.) What do you believe Fosdick means when he says, “The League stands for … the protection of backward peoples”? Who specifically might he be referring to? 3.) After reading this excerpt would you be inclined to defend Fosdick’s position on the League of Nations or do you have a different opinion as to the effectiveness of the organization? Why do you feel that way? * Please elaborate on your feelings 
• Attendance- While Class is Doing Bell Work
• Video-America The Story of US-Episode 9-Bust (44 min) –Last 10 min

• w/ Guided Video Notes

• Activity-Progressive Era-Supplemental Activity-Web Quest-2019
• Daily Objective-

• Content Objective:
  • SWD knowledge of how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through recording information presented in a video and completing a class discussion
  • SWD synthesis of the key events that marked the major changes in the U.S. during the Progressive Era by compiling information from several online sources to complete a structured web quest
• Language Objective:
  • Students will watch and record information pertaining to how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through watching a video and discussing the impact with a classmate
  • Students will read, orally discuss and record information on key events that marked the major changes in the U.S. during the Progressive Era by working collaboratively on an online web quest

 

Supplemental Materials: Video-America The Story of US-Episode 9-Bust (44 min) –Guided Video Notes and Activity-Progressive Era-Supplemental Activity-Web Quest-2019

Video-America The Story of US-Episode 9-Bust (44 min) –Guided Video Notes

https://www.youtube.com/watch?v=y0ZoN_r_GuQ

America the Story of US-Episode 9-Bust-Video Questions

 

Activity-Progressive Era-Supplemental Activity-Web Quest-2019

Progressive Era-Supplemental Activity-Web Quest-2019

 

______________________________________________________________________________________________________________________________________

Government