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

U.S. History

Monday-10/28/19:

• Bell Work-1.) What is the main idea of the primary source? 2.) Using the information contained within the primary source please identify Wilson’s feelings towards the people of Germany? 3.) Using the primary source above please describe Wilson’s reason for wanting to go to war. Based on your personal beliefs can you defend Wilson’s reasoning or do you disagree with the approach he is trying to take? *Please thoroughly explain your reasoning  
• Attendance- While Class is Doing Bell Work
• Procedure-Test Answer Key Set Up–Chapter 11-The First World War
• Test Materials Review-Chapter 11-The First World War
• Study Guide Review Time-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD synthesis of Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe by interacting in a short presentation
  • SWD evaluation of the materials covered in our unit pertaining to America’s involvement and influence during The First World War 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 pertaining to America’s involvement and influence during The First World War by completing a structured inquiry-based study guide
  • Student will read and record information pertaining to Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe through listening to a short lecture

Supplemental Materials: Study Guide-Chapter 11-The First World War

 

Study Guide-Chapter 11-The First World War

Vocabulary-Chapter 11-The First World War

Power Points-Chapter 11-The First World War

Textbook PDF’s-Chapter 11-The First World War

Test Materials-Chapter 11-The First World War

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Government

Monday-10/28/19:

• Bell Work-1.) What is the underlying theme of the timeline above? 2.)  What questions might you ask of the members of the Electoral College after examining the information presented in the timeline? 3.) What changes might you recommend to help alleviate some of the problems that emerge when the results of the Electoral College and the popular vote differ?  
• Attendance-While Class is Doing Bell Work
• Video-Why Florida’s Ex-Felons Should Be Able to Vote | NYT – Opinion (3:58 min)
• SSR Article-Give Ex-Cons the Right to Vote

• w/ Annotating text activity with SSR-Meta-Cognitive Log-Template-Half-Sheet

• Presentation-Chapter 6-Section 2-Voter Qualification (Part 1)

• Universal Requirements-Citizenship, Residence and Age

• Daily Objective-

• Content Objective:
  • SWD evaluation of the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by evaluating a primary source and responding to inquiry-based log
  • SWD analysis of how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed by interacting in a short presentation
• Language Objective:
  • Students will read and respond to an article pertaining to the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by examining a primary source and responding to and meta-cognitive log
  • Students will read and record information pertaining to how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed through listening to a short lecture

• • • • •  

Supplemental Materials: Presentation-Chapter 6-Section 2-Voter Qualification (Part 1)-Universal Requirements-Citizenship, Residence and Age and SSR Article-Give Ex-convicts the Vote-High with Meta-log

SSR Article-Give Ex-convicts the Vote-High with Meta-log