Archive for March 4th 2019

U.S History

Bellwork-

  1. Based on the information contained in the chart above please name the five nations who lost the largest number of soldiers during WWII?
  2. How would information like this be useful if you were an international organization like the United Nations trying to decide where to send financial aid for rebuilding following WWII?
  3. Based on the information contained in the chart what do you think might have happened to the United States had they joined the war prior to the bombing of Pearl Harbor in 1941?

Instruction-

  • Finish Atomic Bomb Activity
  • Crash Course #36-The U.S. Homefront
    • How did the events of WWII lead to new or expanded freedoms for Americans living on the Homefront
  • Exit Ticket: Was the United States justified in sending Japanese-Americans to interment camps?

Documents-

Atomic Bomb Debate-Pros and Cons

Government:

Bellwork-

  1. What is happening in this political cartoon?
  2. What can you infer the motivation is for states to accept federal benefits, but not federal authority?
  3. Do you believe states have a right to only want to accept federal benefits? Or, should states be more cooperative with the federal government by accepting aid and benefits from the government?

Instruction-

  • Lecture: Chapter Four, Section One: Federalism
  • Guided Notes on Chapter Four, Section One: Federalism
  • Started Powers Worksheet

Documents-

Chapter 4-Federalism-2018

Expressed and Implied Powers Activity-1

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

U.S History

Bellwork-

  1. Based on the information contained in the chart above please name the five nations who lost the largest number of soldiers during WWII?
  2. How would information like this be useful if you were an international organization like the United Nations trying to decide where to send financial aid for rebuilding following WWII?
  3. Based on the information contained in the chart what do you think might have happened to the United States had they joined the war prior to the bombing of Pearl Harbor in 1941?

Instruction-

  • 10-minute Atomic Bomb video
  • Starting Atomic Bomb Activity

Document-

Atomic Bomb Debate-Pros and Cons

Government:

Bellwork-

  1. Identify the major issue being addressed in this excerpt from the Kentucky Resolutions?
  2. According to the text who would ultimately hold authority over any issue not expressly delegated or prohibited to the federal government by the Constitution?
  3. What do you think the author of the Kentucky Resolutions meant by the statement “That thus was manifested their determination to retain to themselves the right of judging how far the licentiousness of speech and of the press may be abridged without lessening their useful freedom”?

Instruction-

  • Chapter Four Vocabulary Books

Documents-

Chapter Four Vocabulary Book Example

Chapter 4-Vocabulary

U.S History

Bellwork-

  1. Who do you think the intended audience of these WWII propaganda posters are?
  2. What might have been some of the motives given by the U.S. government for creating these posters?
  3. Imagine you were a woman of color hoping to better yourself during WWII. Describe how you might feel if you saw these posters that seemed only to appeal to white women?

Instruction-

  • Lecture on Chapter Seventeen, Section Three: U.S. Involvement in the Pacific Theater
  • Have students finish the guided reading and notes for Chapter Seventeen
  • Exit Ticket: How do you think the war would have ended if the United States had not dropped the Atomic Bomb on Japan?

Documents-

Notes-Outline-Chapter 17-Section 1-4

Chapter 17-Section 3-The War in the Pacific

Government:

Bellwork-

  1. In your own words, how would you describe what is happening in the political cartoon?
  2. Why do you think the artist chose to use a tree in a storm to illustrate the difference between a flexible and rigid constitution?
  3. What can you predict the outcome of a national crisis might be if the United States would have adopted a more rigid Constitution with little room for change?

Instruction-

  • Finish Chapter Three Guided Notes
  • Checks & Balances Activity
  • Exit Ticket: Pick an amendment that you think is most important and explain why

Documents-

A System of Checks and Balances-Matching Activity

Chapter 3-Guided Notes

U.S History

Bellwork-

  1. Which ethnic group are the key figures being depicted in this political cartoon intended to represent?
  2. By looking at the title of the political cartoon and subject matter contained within it what can we infer the author Dr. Seuss believes might be the possible outcome following the people receiving the TNT (dynamite)?
  3. What do you think the author of the political cartoon is attempting to convey about Japanese-Americans living on the West Coast following the bombing of Pearl Harbor? Be sure to include two ways that this cartoon shows racial prejudice towards Japanese-Americans.

Instruction-

  • Lecture on Chapter Seventeen, Section Two: U.S. Involvement in the European and North African Theater
  • Have students complete guided reading and notes for Chapter Seventeen, Sections 2 & 3

Documents-

Chapter 17-Section 2-The War for Europe and North Africa

Notes-Outline-Chapter 17-Section 1-4

Government:

Bellwork-

  1. What is the primary focus of the political cartoon?
  2. Why do you believe the debate over which type of arms are protected under the second amendment has been so prevalent over the last quarter century?
  3. In your opinion should there be a ban/restriction on certain types of weapons or is the “right to bear arms” a freedom that should remain unrestricted? *Be sure to explain your reason why

Instruction-

Chapter 3-Guided Notes

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

U.S History

Bellwork-

  1. Based on the elements contained in the political cartoon what issue is Henry Stimson and “John Q. Public” asking the President to resolve?
  2. Based on what we’ve learned regarding political propaganda what purpose might the signs being held by Henry Stimson and “John Q. Public” have in guiding Truman’s interaction with the media?
  3. What is your opinion of the way in which this cartoon is using political propaganda to shape the American peoples view of the U.S.’s decision to drop the atomic bombs? Is it a smart use of the media or something that could be considered morally reprehensible?

Instruction-

  • Lecture on Chapter Seventeen, Section One: The U.S. Preparation for War
  • Have students complete a thinking map on how the United States had to prepare for World War II
  • Exit Ticket: How did government regulations impact civilians in the United States?

Document-

Chapter 17-Section 1-Mobilizing for Defense-2018

Thinking Map

Government:

Bellwork-

  1. What is the philosophical issue the country is struggling with in the first paragraph of this excerpt?
  2. Based on the excerpt from The Antifederalist Papers, identify one argument used by Antifederalists to oppose ratifying the Constitution?
  3. Based on the excerpt from yesterday’s bell work supporting the idea of ratification and the excerpt from today opposing it, what choice would you have made if you were to cast your vote regarding the need for a new Constitution? *Please explain what led you to your decision

Instruction-

  • Students got back into their groups to finish the Six Basic Principles of the Constitution Chart
  • Lecture on Chapter Three, Section Two: Formal Amendments
  • Students complete the Create Your Own Amendment Worksheet
  • Exit Ticket: Which amendment do you believe is the most important and why?

Chapter 3-Section 2-Formal Amendments-2018

Create Your Own Amendment & Six Principles of Constitution Sheet