Bell Work-1.) According to the primary source what are two reasons E.B. Sledge gives for why the U.S. Marines felt hatred towards Japanese soldiers? 2.) What might be some of the possible outcomes that could result from this mutual hatred? 3.) Do you think that it is a good thing or a bad thing for a soldier in active combat to have a strong sense of nationalism (an intense loyalty to their country or a specific cause)? Is it possible to be both? *Please justify your response with a strong argument
Attendance-While Class is Doing Bell Work
Vocabulary Frayer Model Activity-Chapter 17-The United States in WWII
Daily Objective-
Content Objective:
SWD analysis of key terms associated with our unit covering the military campaigns and political decisions both at home and in Europe that positioned the United States for victory in 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 military campaigns and political decisions both at home and in Europe that positioned the United States for victory in WWII through the use of a frayer model vocabulary activity
Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 17-The United States in WWII
Bell Work-1.) What is the main idea of this primary source excerpt? 2.) Based on the excerpt from The Federalist Papers Number 4, identify one argument used by John Jay to support ratifying the Constitution? 3.) In your opinion why do you believe it was so important to John Jay that the “national government is efficient and well administered…?
Attendance-While Class is Doing Bell Work
Pre-Test-Chapter 3-The Constitution
Presentation-Principles of the Constitution
Activity-The Constitution
Daily Objective-
SWBAT explain, define, and provide examples for the six basic principles of the Constitution by completing a group activity.
Bell Work-1.) Which historical figure is responsible for writing this document? 2.) Imagine you were a writer for the Detroit Free Press, what questions might you ask the author concerning Executive Order 9066? 3.) What do you think about the irony that as the United States fought a war against the villainous German Nazis who we condemned for their treatment of Jews in concentration camps while at home we sent innocent Japanese Americans to our own versions of concentration camps?
Attendance-While Class is Doing Bell Work
Video-Escape from Sobibor (118 total minutes) (Day 3)
w/ Video Reflation Questions
Daily Objective-
Content Objective:
SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
Language Objective:
Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions
Bell Work- 1.) Based on the primary source what position (how he feels) can we infer Patrick Henry took in regards to ratifying a new constitution? 2.) Based on the primary source what can you distinguish are Patrick Henry beliefs concerning the role of the Federal Government as laid out in the Constitution? 3.) What do you think about Henry’s statement “The principles of this system [the Constitution] are extremely, pernicious (having a harmful effect, especially in a gradual or subtle way), impolitic (failing to possess or display prudence; unwise), and dangerous…”. How could you change this statement to become more accessible to a wider audience?
Attendance-While Class is Doing Bell Work
Procedure-Notes Collection-Chapter 1 and 2
Vocabulary Frayer Model Activity-Chapter 3-The Constitution
Daily Objective-
Content Objective:
SWD analysis of key terms associated with the unit covering the challenges our founding fathers faced when drafting our Constitution 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 challenges our founding fathers faced when drafting our Constitution through the use of a frayer model vocabulary activity
Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 3-The Constitution
Bell Work- 1.) What is the main purpose of this primary source? 2.) What conclusions can you draw as to why the City Council of Hiroshima would issue this resolution? 3.) What is your opinion of the resolution made by the City Council of Hiroshima? Is it reasonable for them to request the retraction of Truman’s statement or are they simply coming across bitter in the wake of their defeat?
Attendance-While Class is Doing Bell Work
Video-Escape from Sobibor (118 total minutes) (Day 2)
w/ Video Reflation Questions
Daily Objective-
Content Objective:
SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
Language Objective:
Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions
Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 1 and 2.
You will be given about ten minutes to study prior to the test.
Attendance- While Class is Doing Bell Work
Test-Chapter 1-Principles of Government and Chapter 2-Origins of American Government
Daily Objective-
Content Objective:
SWD evaluation of key terms and concepts covered in our unit that focuses on the foundation and structure of the United States government 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 that focuses on the foundation and structure of the United States government by completing a multiple choice and matching exam
*Notes Collection Check List-Chapter 1 and 2 notes will be collected tomorrow (2/22)
Bell Work-1.) Explain in your own words the main idea of this political cartoon? 2.) What aspect of the cartoon can you identify as proof that the U.S. policy of island hoping gave them a strategic advantage in their quest to force Japanese surrender? 3.) Based on what you know, how would you explain the meaning of the caption “Depending on your viewpoint”?
Attendance-While Class is Doing Bell Work
Procedure-Chapter 16-Notes Collection
Video-Escape from Sobibor (118 total minutes) (Day 1)
w/ Video Reflation Questions
Daily Objective-
Content Objective:
SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
Language Objective:
Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions
Bell Work-1.) What can you distinguish according to the primary source is the relationship between the state and federal government? 2.) What is the underlying theme of the primary source? 3.) Why do you believe that the author made it a point in the preamble to list the six purposes of government in their attempt to call for the ratification of a new Constitution?
Attendance-While Class is Doing Bell Work
Procedure-Test Answer Key Set Up-Chapters 1 and 2
Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government
Daily Objective-
Content Objective:
SWD evaluation of the materials covered in our unit that focuses on the foundation and structure of the United States government through summarizing key information in a structured study guide
Language Objective:
Students will read, and write the key terms and important covered in our unit that focuses on the foundation and structure of the United States government by completing a structured inquiry-based study guide
Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government
Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information pertaining to our quiz covering Chapter 16.
You will be given about eight minutes to study and review vocabulary prior to the test beginning.
Attendance-While Class is Doing Bell Work
Test-Chapter 16-World War Looms
Daily Objective-
Content Objective:
SWD evaluation of key terms and concepts associated with our unit covering the foundational conflicts that set the stage for WWII 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 foundational conflicts that set the stage for WWII by completing a multiple choice and matching exam.
Bell Work-1.) Identify the different ways that power is divided between the three branches government? 2.) What are some of the problems that could emerge if one of the three branches of government continuously fails to meet their constitutional responsibilities? 3.) Is there a better solution when it comes to delegating power than creating a system where the three branches of our government hold the same amount of influence and power over the other two branches?
Attendance-While Class is Doing Bell Work
Presentation-Chapter 2-Section 5-Ratifying the Constitution
Notes-Chapter 2-Section 5-Ratifying the Constitution
Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government
Daily Objective-
Content Objective:
SWD synthesis of the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through interacting in a short presentation and creating a set of student-centered guided notes
SWD evaluation of the materials covered in our unit that focuses on the foundation and structure of the United States government through summarizing key information in a structured study guide
Language Objective:
Student will read and record information pertaining to the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through listening to a short lecture and creating student centered guided notes
Students will read, and write the key terms and important covered in our unit that focuses on the foundation and structure of the United States government by completing a structured inquiry-based study guide
Supplemental Materials: Presentation-Chapter 2-Section 5-Ratifying the Constitution, Notes-Chapter 2-Section 5-Ratifying the Constitution and Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government
Presentation-Chapter 2-Section 5-Ratifying the Constitution
Bell Work-1.) According to the graph which two states had the least amount of influence based on overall population? 2.) Based on the information contained in the graph, what are some potential issues that might arise due to the unequal population distribution among the states? 3.) Do you think that it is a good thing or a bad thing that the number of delegates in the House of Representatives is based on population and not equal representation? *Please explain why you feel this way
Attendance-While Class is Doing Bell Work
Video-Crash Course U.S. History-Episode 8-The Constitution, Articles and Federalism (13:04 min)
Reflection Question: Why was it so important for the growth of the United States that they move away from the Articles of Confederation to a new Constitution containing a strong federal government?
Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides)
Student Led Notes-Chapter 2-Section 3-The Critical Period and Chapter 2-Section 4-Creating the Constitution
Daily Objective-
Content Objective:
SWD synthesis of the fundamental weaknesses of the Articles of Confederation and the compromises required to establish the Declaration of Independence 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 fundamental weaknesses of the Articles of Confederation and the compromises required to establish the Declaration of Independence through listening to a short lecture and creating student centered guided notes
Supplemental Materials: Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides) and Student Led Notes-Chapter 2-Section 3-The Critical Period and Chapter 2-Section 4-Creating the Constitution
Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides)
Video-Crash Course U.S. History-Episode 8-The Constitution, Articles and Federalism (13:04 min)
Reflection Question: Why was it so important for the growth of the United States that they move away from the Articles of Confederation to a new Constitution containing a strong federal government?
Bell Work-1.) What is the main idea behind the political cartoon? 2.) What inference can you make about Germany’s military position based on the fact that they are being “put through the wringer”? 3.) Based on your prior knowledge and the elements contained within the political cartoon what could you predict might be the most likely outcome regarding which wringer Germany will make it through?
Attendance-While Class is Doing Bell Work
Vocab Match-Up Activity-Chapter 16-World War Looms
Test Form Set Up- Chapter 16-World War Looms
Study Guide Review Time-Chapter 16-World War Looms
Daily Objective-
Content Objective:
SWD analysis of key terms associated with our unit covering the shift in European leadership and the mounting conflicts that led to WWII through the manipulating of vocabulary terms in a collaborative activity
SWD evaluation of the materials covered in our unit that focuses on the events that facilitated Americas entry into WWII 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 shift in European leadership and the mounting conflicts that led to WWII by using a vocabulary match-up activity
Students will read, and write the key terms and important concepts covered in our unit which focuses on the events that facilitated Americas entry into WWII by completing a structured inquiry based study guide
Supplemental Materials: Presentation-Chapter-16-Section 4-America Moves Towards War and Study Guide-Chapter 16-World War Looms
Presentation-Chapter-16-Section 4-America Moves Towards War
Bell Work-1.) Which of the two speakers debating ratification do you believe would most likely be considered a “Federalist”? *Please justify your reasoning 2.) After reading the debate contained in the primary source list two to three questions that would help you understand the speaker’s position in this document? 3.) After reading the position of both speakers in the primary source document please discuss which of the two speakers you agree with most in regards to the potential of ratifying a new Constitution? *Give specific examples as to why you chose to align yourself with the speaker you did
Attendance-While Class is Doing Bell Work
Vocabulary Match-up Activity- Chapter 1-Principles of Government and Chapter 2-Origins of American Government
Video-What Were the Articles of Confederation? | America: Facts vs. Fiction (2:49 min)
or What Were the Articles of Confederation? | History (2:28 min)
Activity-Articles of Confederation Activity-Notes Sheet-2018
Daily Objective-
Content Objective:
SWD analysis of key terms associated with the unit covering the creation of the American political system by manipulating of vocabulary terms in a collaborative activity
SWD evaluation of the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
Language Objective:
Students will read and orally match up important vocabulary terms pertaining to our unit covering the creation of the American political system through the use of a vocabulary match-up activity
Student will read and record information pertaining to the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with the help of a partner
Supplemental Materials: Vocabulary Match-up Activity- Chapter 1-Principles of Government and Chapter 2-Origins of American Government and Activity-Articles of Confederation Activity-Notes Sheet-2018
Vocabulary Match-up Activity- Chapter 1-Principles of Government
Bell Work-1.) Who are the main figures being depicted in this political cartoon? 2.) What inference can you make on why the artist drew these two leaders “in bed” with one another? *Think about what the term “in bed” means politically 3.) Based on what you know, how would you explain the significance of the statement the man on the left is making regarding the document he is holding?
Attendance-While Class is Doing Bell Work
Presentation-Chapter-16-Section 4-America Moves Towards War
Video Clip-Pearl Harbor (2001)-Edited Disk One
120:20 min to 142:34 (However if time allows play until 2:01:00 min)
Study Guide-Chapter 16-World War Looms
Daily Objective-
Content Objective:
SWD analysis of the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor by interacting in a short presentation
SWD evaluation of the materials covered in our unit that focuses on the events that facilitated Americas entry into WWII through summarizing key information in a structured study guide
Language Objective:
Students will read, and write the key terms and important concepts covered in our unit which focuses on the events that facilitated Americas entry into WWII by completing a structured inquiry based study guide
Student will read and record information pertaining to the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor through interacting in a short presentation
Supplemental Materials: Presentation-Chapter-16-Section 4-America Moves Towards War and Study Guide-Chapter 16-World War Looms
Presentation-Chapter-16-Section 4-America Moves Towards War
Bell Work-1.) According to the primary source, who was named the first President of the United States on April 30th, 1789? 2.) Based on your prior knowledge and the information in the document above, discuss what you believe the framers motives were in creating the Bill of Rights? 3.) Based on the descriptions included in the primary source, would you have taken the position of the Federalists or the Anti-Federalists in regards to ratifying a new Constitution?
Attendance-While Class is Doing Bell Work
Video- America the Story of Us: Declaration of Independence | History (3:59 min)
Also available in America the Story of Us-Episode 2- Revolution (5:12 to 8:04 min)
Presentation-Chapter 2-Section 2-The Coming of Independence
Activity-Breaking Down the Declaration of Independence
Creating a set of guided notes that will break down the six main parts of the Declaration of Independence
Daily Objective-
Content Objective:
SWD analysis of the massive divide in ideology that led to the creation of the Declaration of Independence by interacting in a short presentation
SWD evaluation of the fundamental changes introduced in the Declaration of Independence by examining a primary source and secondary documents and creating personalized notes with in a collaborative activity
Language Objective:
Students will read and record information pertaining to the massive divide in ideology that led to the creation of the Declaration of Independence through listening to a short lecture
Student will read and record information pertaining to the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with the help of a partner
Supplemental Materials: Presentation-Chapter 2-Section 2-The Coming of Independence and Activity-Breaking Down the Declaration of Independence
Presentation-Chapter 2-Section 2-The Coming of Independence
Bell Work-1.) Based on the artistic style of the image who can we infer is the creator of the political cartoon? 2.) Why do you think the artist chose to use the imagery of an Ostrich Bonnet (essentially a hat) to help non-Germans relieve the headache Hitler’s actions have caused? 3.) What is your opinion of the effectiveness of the political cartoon? Do you think the artist’s intended message is easily understandable?
Attendance-While Class is Doing Bell Work
Video-A Holocaust Survivor Recalls The Day He Was Liberated (3:29 min)
Web Quest-Lasting Effects of the Holocaust-2018
Daily Objective-
Content Objective:
SWD synthesis of the horrific impact that Holocaust had on the lives of European Jews during WWII compiling information in a collaborative webquest then integrating and layering the information into a structured writing prompt
Language Objective:
Students will read, research and orally discuss information pertaining to the horrific impact that Holocaust had on the lives of European Jews during WWII by completing a partner based webquest then using the information gathered to construct a well formed essay response
Supplemental Materials: Web Quest-Lasting Effects of the Holocaust-2019
Bell Work-1.) Based on the primary source how does King George III view the colonist’s decision to rebel against his authority? 2.) Imagine that you were King George III and you learned that the American colonists were rebellion against your royal decrees how would you have handled putting down a rebellion in your most profitable colony? 3.) How would you have felt about this statement from King George III if you were an English colonist living in North America who had previously defended the monarch’s divine right to rule over his colonial possessions?
Attendance-While Class is Doing Bell Work
Presentation-Chapter 2-Section 1-Our Political Beginnings
Vocab Match Up-Chapter 1Principles of Government and Chapter 2-Origins of American Government
Guided Notes-Chapter 2-Section 1-Our Political Beginnings
Daily Objective-
Content Objective:
SWD analysis of the basic concepts of government and how influential English documents laid the foundation for the United States current system of government by interacting in a short presentation and creating a set of student-centered guided notes
SWD analysis of key terms associated with the unit covering the creation of the American political system by manipulating of vocabulary terms in a collaborative activity
Language Objective:
Student will read and record information pertaining to the basic concepts of government and how influential English documents laid the foundation for the United States current system of government through listening to a short lecture and creating student centered guided note
Students will read and orally match up important vocabulary terms pertaining to our unit covering the creation of the American political system through the use of a vocabulary match-up activity
Supplemental Materials: Presentation-Chapter 2-Section 1-Our Political Beginnings, Vocab Match Up-Chapter 1Principles of Government and Chapter 2-Origins of American Government and Guided Notes-Chapter 2-Section 1-Our Political Beginnings
Presentation-Chapter 2-Section 1-Our Political Beginnings
Bell Work-1.) Based on the information contained in the primary source what happened to the female prisoners housed at the Sobibor Concentration camp? 2.) Imagine that you were the prosecuting attorney assigned to Wilhem Bahr’s trial. What are some questions that you might ask him regarding his time and actions at Sobibor? 3.) Imagine you were a young German citizen drafted into military service and assigned to work at a concentration camp during WWII? How would you justify your actions if you were the one on trial?
Attendance-While Class is Doing Bell Work
Video- I Survived The Holocaust Twin Experiments (14:47 min)
Reflection Question: After watching the video of Eva Mozes Kor’s account of her Holocaust experience discuss why her decision to forgive Dr. Mengele instead of holding onto hate demonstrates true strength.
Web Quest-Lasting Effects of the Holocaust-2018
Daily Objective-
Content Objective:
SWD synthesis of the horrific impact that Holocaust had on the lives of European Jews during WWII compiling information in a collaborative webquest then integrating and layering the information into a structured writing prompt
Language Objective:
Students will read, research and orally discuss information pertaining to the horrific impact that Holocaust had on the lives of European Jews during WWII by completing a partner based webquest then using the information gathered to construct a well formed essay response
.
Supplemental Materials: Web Quest-Lasting Effects of the Holocaust-2019
Bell Work-1.) In your own words can you explain what Washington means when he says “Thirteen sovereignties pulling against each other, and all tugging at the federal head”? 2.) According to Washington, what might be some of the problems that could emerge if the nation if it stayed as a confederation? 3.) In your personal opinion is there a better solution to the issue of merging thirteen fiercely independent entities than Washington is suggesting or is his simplified approach sufficient enough for the historical time period he was living in?
Attendance-While Class is Doing Bell Work
Video-Taxes & Smuggling – Prelude to Revolution: Crash Course US History #6 (12:18 min)
Reflection Question: How did the implementation of new increased taxes on colonial goods lead to a bitter conflict between the English Crown and the American colonists?
Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map
Map Guiding Question: How can we differentiate the specific ideological principles (similarities and differences) contained in the Magna Carta and the U.S. Bill of Rights?
Frame Guiding Question: In which area(s) did the Magna Carta have the largest influence on the U.S. Bill of Rights?
Daily Objective-
Content Objective:
SWD analysis of the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began by watching a small film and answering a focused reflection question
Language Objective:
Students will read and record information pertaining to the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began through watching a short video and recording information designed to answer a structured reflection question
Supplemental Materials:Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map
Map Guiding Question: How can we differentiate the specific ideological principles (similarities and differences) contained in the Magna Carta and the U.S. Bill of Rights?
Frame Guiding Question: In which area(s) did the Magna Carta have the largest influence on the U.S. Bill of Rights?
Video-Taxes & Smuggling – Prelude to Revolution: Crash Course US History #6 (12:18 min)
Reflection Question: How did the implementation of new increased taxes on colonial goods lead to a bitter conflict between the English Crown and the American colonists?
