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

U.S. History

Thursday-10/17/19:

• Bell Work-1.) What is the main idea of the political cartoon? 2.) Identify the significance of the sign that the soldier representing “Germany” is walking away from? 3.) What do you think about the artist’s decision to draw the gun so large? What type of metaphor might this represent?  
• Attendance- While Class is Doing Bell Work

• Presentation-Chapter 11-Section 1-World War I Begins

• From An Assassination Leads to War to The Fighting Starts

• Activity-WWI Poster Assignment
• Daily Objective-

• Content Objective:
  • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by interacting in a short presentation
  • SWD evaluation of the meanings and symbolisms associated with propaganda posters during the early years of the First World War by interpreting and breaking down the elements in several WWI era political cartoons
• Language Objective:
  • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power through listening to a short lecture
  • Student will read, write and orally discuss the meanings and symbolisms associated with propaganda posters during the early years of the First World War by discussing how the artists purpose helps supports the elements in several political cartoons from the WWI era

 

Supplemental Materials: Presentation-Chapter 11-Section 1-World War I Begins (From An Assassination Leads to War to The Fighting Starts) and Activity-WWI Poster Assignment

 

Presentation-Chapter 11-Section 1-World War I Begins (From An Assassination Leads to War to The Fighting Starts)

 

Activity-WWI Poster Assignment

 

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Government

Thursday-10/17/19:

• Bell Work-1.) What is the main idea (theme) of the political cartoon? 2.) What might the motive of the artist have been in drawing the national debt as a giant Godzilla type monster? 3.) Understanding that this particular cartoon highlighted one of the major issues of the 2012 election (see the caption in the lower right-hand corner) what changes could we make to this cartoon that would make it relevant concerning the 2020 election? 
• Attendance-While Class is Doing Bell Work
• Video Clip-Yes / No: Democrats and Republicans (3:45 min)
• Activity-Where I Side-Political Parties Activity
• Daily Objective-

• Content Objective:
  • SWD evaluation of where as a future registered voter their views and beliefs fall on the political spectrum including identifying which of the remaining 2016 Presidential candidates they would be most likely to vote for by evaluating and interpreting data in an interactive activity
• Language Objective:
  • Students will research, read and record information pertaining to where as a future registered voter their views and beliefs fall on the political spectrum which includes identifying the 2016 Presidential candidate they would be most likely have voted for through completing an online survey then evaluating and interpreting the data in a guided worksheet

 

Supplemental Materials: Activity-Where I Side-Political Parties Activity

https://www.isidewith.com/

 

Video Clip-Yes / No: Democrats and Republicans (3:45 min)

 

U.S. History

Wednesday-10/16/19: Late Start/Parent Teacher Conferences 3:30 to 6:30 pm

• Bell Work-1.) Identity the key information this chart is trying to examine? 2.) What might Germany’s motive have been for increasing the funding in 1914 that was delegated for its army and scaling back on its naval forces? 3.)  If you were a member of the British government how might you use this information to adjust your military strategy heading into 1915?
• Attendance- While Class is Doing Bell Work
• Video-WW1: The Zimmermann Telegram (4:15 min)
• Power Point-The Zimmermann Note
• Activity-Decoding the Zimmermann Note
• Daily Objective-

• Content Objective:
  • SWD evaluation of the innovative code breaking system that allowed the U.S. to decrypt the Zimmermann note by interpreting a decoded piece of text in a collaborative activity
• Language Objective:
  • Students will read, orally discuss and record information pertaining to the innovative code breaking system that allowed the U.S. to decrypt the Zimmermann note through decoding an encrypted version of the Zimmermann note and working thought the process with a partner

 

Supplemental Material: Power Point-The Zimmermann Note and Activity-Decoding the Zimmermann Note

 

Power Point-The Zimmermann Note

 

Activity-Decoding the Zimmermann Note

 

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Government

Wednesday-10/16/19:

• Bell Work-1.) Based on the table please identify one issue that seems to be particularly divisive for members of the main street Republican Party, Democratic Party and the Libertarian Party. *Remember this means within the issue there is a massively uneven stance between members of that group 2.) Imagine you are a political consultant working for a democratic candidate who was giving a speech in Colorado in front of a group of solid Liberals. Which issue would you identify for your client to focus on in order to gain additional support for his campaign? 3.) Imagine you are a political candidate trying to gauge public opinion a particular idea. Explain in your own words why a table like this might be effective in choosing which political issues to address in certain areas of the country? 
• Attendance-While Class is Doing Bell Work
• Video-Liberals And Conservatives Fight Labels And Stereotypes (9:54 min)
• Presentation-Chapter 5-Section 1-Political Parties and What They Do
• Notes-Chapter 5-Section 1-Political Parties and What They Do
• Daily Objective-

• Content Objective:
  • SWD analysis of the purpose and functions of a two-party political system 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 purpose and functions of a two-party political system through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Notes-Chapter 5-Section 1-Political Parties and What They Do

Notes-Chapter 5-Section 1-Political Parties and What They Do

 

Video-Liberals And Conservatives Fight Labels And Stereotypes (9:54 min)

 

U.S. History 

Tuesday-10/15/19:  

• Bell Work-1.) Can you name the major powers that are shown in the map? 2.) From the information given in the map can you determine what most likely would have been Germany’s tactical plan in their attempt to capture Europe? 3.) What do you think might have been the Triple Alliances biggest disadvantage in terms of military strategy and execution?
• Attendance- While Class is Doing Bell Work
• Video-The Century, America’s Time-Episode 2-Shell Shock-1914-1918 (44:24 min)

• w/ video questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of America’s struggle to remain an isolationist nation as European nations begin to form alliances by a looming economic depression through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to America’s struggle to remain an isolationist nation as European nations begin to form alliances through watching a video and discussing the impact with a classmate

Supplemental Materials: Video Questions-The Century, America’s Time-Episode 2-Shell Shock-1914-1918

• Video-The Century, America’s Time-Episode 2-Shell Shock-1914-1918 (44:24 min)

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Government 

Tuesday-10/15/19:

• Bell Work-1.) Based on the information contained within the excerpt above what can we infer is the main idea contained within the primary source? 2.) After analyzing the primary source and looking specifically at the quote that reads “By 1859, sectionalism had taken a tremendous toll on national political parties and the American political culture”, explain in your own words what the term “sectionalism” most likely means? 3.) Do you believe it is a good thing to provide voters with a viable third party candidate or due to voting being an incredibly complicated process is having only a strong Democrat and Republican candidate a better option? *Please thoroughly explain your answer
• Attendance-While Class is Doing Bell Work
• Video-What do Democrats believe? (3:12 min)
• Video-What do Republicans believe? (3:20 min)
• Vocabulary Frayer Model Activity-Chapter 5-Political Parties
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the roles and functions political parties play 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 roles and functions political parties play through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 5-Political Parties

https://www.youtube.com/watch?v=aVF5Ehyedqs

https://www.youtube.com/watch?v=NEqTJYwTpU8

U.S. History

Monday-10/14/19: Parent Teacher Conferences 3:30 to 6:30 pm

• Bell Work-1.) After reading the primary source excerpt what type of questions might you have for Colonel Dragulin Dimtrevic regarding his insistence that Serbia’s only course of action is to go to war with Austria? 2.) Imagine you were the head of the Serbian government, how would you have dealt with the Austrian’s increased hostilities? 3.) Judge the value of Colonel Dimtrevic’s statement “Our whole race must stand together to halt the onslaught of these aliens from the north”. How can the idea of nationalism unite an entire country under a common cause?   
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 11-Section 1-World War I Begins

• From America Mobilizes to An Assassination Leads to War

• Thinking Map-Causes of WWI-Bubble Map (Chapter 11 section 1 pg. 372-374)

• Map Guiding Question: What were the four main factors that led to the rise of the alliance system and the beginning of the First World War?
• Frame Guiding Question: Which of the four main factors in the map above do you believe had the largest impact on the conflict between European nations that led to WWI? *Please justify your position

• Student Led Notes-Chapter 11-Section 1-World War I Begins 

• From America Mobilizes to An Assassination Leads to War

• Daily Objective-

• Content Objective:
  • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI by interacting in a text based activity and collaboratively responding to guided reflection questions
  • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI through completing a talk to the text activity and working with a partner to answer structured reflection questions
  • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 11-Section 1-World War I Begins (From America Mobilizes to An Assassination Leads to War), Thinking Map-Causes of WWI-Bubble Map (Chapter 11 section 1 pg. 372-374) and Student Led Notes-Chapter 11-Section 1-World War I Begins 

Presentation-Chapter 11-Section 1-World War I Begins (From America Mobilizes to An Assassination Leads to War)

 

Thinking Map-Causes of WWI-Bubble Map (Chapter 11 section 1 pg. 372-374)

 

Student Led Notes-Chapter 11-Section 1-World War I Begins 

 

Textbook PDF-Chapter 11-Section 1-World War I Begins 

 

______________________________________________________________________________

Government

Monday-10/14/19:Parent Teacher Conferences 3:30 to 6:30 pm

• Bell Work-1.) Based on your prior knowledge of political symbolism and reasonable deduction who can we infer the man and the elephant represent? 2.) What is the underlying theme of the political cartoon? 3.) When reflecting on the major theme of the political cartoon and the events of the last election why do you think so many Americans are frustrated with the way politicians speak about the issues? 
• Attendance-While Class is Doing Bell Work
• Video-John Adams-Episode 2-Independence (HBO)-Day 2 (92 min total minutes)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions
• Language Objective:
  • Students will listen, and record information pertaining to the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

 

Supplemental Material: Video Questions-John Adams-Episode 2-Independence (HBO)

 

 

U.S. History

Friday-10/11/19: Half-Day-4^th through 6^th Hour; Afternoon P.D.

• Bell Work-None
• Attendance-None
• Daily Objective-

• Content Objective:
  • None
• Language Objective:
  • None

 

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Friday-10/11/19: Half-Day-4^th through 6^th Hour; Afternoon P.D.

• Bell Work-1.) Can you name the court case from which the primary source sites the judge’s dissenting opinion? 2.) What is the underlying theme of the primary source? 3.) What do you think of the following passage of the judges dissenting statement “A democracy cannot function effectively when its constituent members believe laws are being bought and sold?  
• Attendance-While Class is Doing Bell Work
• Activity-Current Events 9/26
• Video-John Adams-Episode 2-Independence (HBO)-Day 2 (92 min total minutes)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:

• • • SWD evaluation of influential events occurring locally, nationally and internationally by finding articles in newspapers or online then interpreting the information and stating an opinion about the impact of the article in a current events activity
    • SWD knowledge of the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

• Language Objective:

• • • Students will research, read and record information pertaining to the influential events occurring locally, nationally and internationally by finding articles in newspapers or online by annotating the article and discussing the event with several classmates in a collaborative activity
    • Students will listen, and record information pertaining to the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

 

Supplemental Materials: Video-John Adams-Episode 2-Independence (HBO)-Guided Video Questions

 

 

U.S. History

Thursday-10/10/19:

• Bell Work- 1.) Can you name another historical instance where the deaths of American civilians acted as the catalyst that pushed the United States into war? 2.) Based on historical context what can we infer was the motive behind the notice from the Imperial German Embassy? 3.) Imagine you were an American citizen living in 1915 who read about the Sinking of the Lusitania in the NY Times, how might your views on America’s involvement in WWI change?
• Attendance- While Class is Doing Bell Work
• T2T Activity-Long Term Causes of WWI

• w/Reflection Questions

• Vocabulary Frayer Model Activity-Chapter 11-The First World War 
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI  by interacting in a text based activity and collaboratively responding to guided reflection questions
    • SWD analysis of key terms associated with the unit covering the conflicts that led to the Great War by defining and personalizing vocabulary terms in a vocabulary-based activity

• • Language Objective:
    • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI through completing a talk to the text activity and working with a partner to answer structured reflection questions
    • Students will read and record important vocabulary terms pertaining to our unit conflicts that led to the Great War through the use of a frayer model vocabulary activity

 

Supplemental Materials: T2T Activity-Long Term Causes of WWI w/Reflection Questions and Vocabulary Frayer Model Activity-Chapter 11-The First World War 

T2T Activity-Long Term Causes of WWI w/Reflection Questions

 

Vocabulary Frayer Model Activity-Chapter 11-The First World War 

 

______________________________________________________________________________

Government

Thursday-10/10/19:

• Bell Work-1.) Who is the key character in the political cartoon supposed to represent? 2.) What questions would you ask of the artist who drew this political cartoon?3.) What changes would you recommend to the artist in an attempt to make this cartoon more accessible to the general public?  
• Attendance-While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 3 and 4
• Pre-test-Chapter 5-Political Parties
• Video-John Adams-Episode 2-Independence (HBO)-Day 1 (92 min total minutes)

• First 40 minutes w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD synthesis of the key terms, important political/historical figures and concepts associated with our unit covering political parties through compiling and integrating their knowledge on a pre-test
  • SWD evaluation of influential events occurring locally, nationally and internationally by finding articles in newspapers or online then interpreting the information and stating an opinion about the impact of the article in a current events activity

• •  

• Language Objective:
  • Students will read and respond through writing the key terms, important political/historical figures and concepts associated with our unit covering political parties by completing a multiple choice and matching pre-test
  • Students will listen, and record information pertaining to the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

 

Supplemental Materials: Video-John Adams-Episode 2-Independence (HBO)- Guided Video Questions

 

 

U.S. History

Wednesday-10/09/19:

*1^st and 2^nd Hour

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering our unit on American Imperialism. You can also grab a vocabulary bag and begin the vocabulary match up activity.
• Attendance-While Class is Doing Bell Work
• Test-Chapter 10-America Claims and Empire
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit pertaining to the rise of American Imperialism in the early 1900’s 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 rise of American Imperialism in the early 1900’s by completing a multiple choice and matching exam

 

*3^rd Hour

• 1.) What is the main theme of the primary source? 2.) Reflect back on what we learned about the age of American imperialism/expansionism, why is Wilson’s statement that we fight “for the right of those who submit to authority to have a voice in their own Governments” particularly ironic? 3.)  Imagine you were a United States Congressman listening to President Wilson’s speech. Based on this excerpt you cast your vote in favor of passing a declaration of war against Germany or would you stick to an isolationist principle and vote against a declaration of war? *Please provide the reasons behind your decision 
• Attendance- While Class is Doing Bell Work
• Pre-test-Chapter 11-The First World War
• Vocabulary Frayer Model Activity-Chapter 11-The First World War 
• Daily Objective-

• Content Objective:
  
  • SWD analysis of key terms associated with the unit covering the conflicts that led to the Great War 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 conflicts that led to the Great War through the use of a frayer model vocabulary activity

 

Supplemental Materials-Vocabulary Frayer Model Activity-Chapter 11-The First World War 

 

______________________________________________________________________________

Government

Wednesday-10/09/19:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 3 and 4.

• You will be given about seven to ten minutes to study prior to the test.

• Attendance-While Class is Doing Bell Work
• Test-Chapter 3-The Constitution and Chapter 4-Federalism
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together 4 by demonstrating their knowledge thought the use of a unit quiz
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together by completing a multiple choice and matching quiz

 

 

U.S. History

Tuesday-10/08/19:

*1^st and 2^nd Hour

• Bell Work-1.) Based on the data contained in the chart which three countries saw the largest increase in arms spending from 1870 to 1914? 2.) How would this information be useful to historians who were examining the causes of WWI?  3.) Based on the chart what do you think would happen if a country like Great Britain drastically reduced the amount of money they were spending on arms? *Do you think that would cause other countries to make the same choice since they no longer feel threatened by Great Britain
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 11-The First World War 
• Study Guide Time-Chapter 10-America Claims an Empire
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in our unit pertaining to American Imperialism through summarizing key information in a structured study guide
  • SWD analysis of key terms associated with the unit covering the conflicts that led to the Great War by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covered in our unit pertaining to American Imperialism through the use of a vocabulary match-up activity
  • Students will read and record important vocabulary terms pertaining to our unit conflicts that led to the Great War through the use of a frayer model vocabulary activity

 

*3^rd Hour

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering our unit on American Imperialism. You can also grab a vocabulary bag and begin the vocabulary match up activity.
• Attendance-While Class is Doing Bell Work
• Test-Chapter 10-America Claims and Empire
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit pertaining to the rise of American Imperialism in the early 1900’s 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 rise of American Imperialism in the early 1900’s by completing a multiple choice and matching exam

Supplemental Materials:  Study Guide Resources-Chapter 10-America Claims an Empire and Vocabulary Frayer Model Activity-Chapter 11-The First World War 

Study Guide-Chapter 10-America Claims an Empire

 

Vocabulary-Chapter 10-America Claims an Empire

 

Power Points-Chapter 10-America Claims an Empire

 

Textbook PDF-America Claims an Empire

 

Text Materials-Chapter 10-America Claims an Empire

 

 

Vocabulary Frayer Model Activity-Chapter 11-The First World War 

 

______________________________________________________________________________

Government

Tuesday-10/08/19:

• Bell Work- 1.) What does Thomas Jefferson believe is “the basis of our government”? 2.) What is one of the main problems Jefferson sees in regards to freedom of the press? 3.) What does Jefferson predict would happen if people become inattentive to public affairs?  
• Attendance-While Class is Doing Bell Work
• Procedure-Set Up Answer Key-Chapter 3 and 4 Test
• Activity-Test Materials Review-Chapter 3 and 4
• Study Guide Review Time-Chapter 3-The Constitution and Chapter 4-Federalism American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts pertaining to our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together by completing a structured inquiry-based study guide

 

Supplemental Materials: Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

 

Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

 

Vocabulary- Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

 

Power Point-Chapter 3-The Constitution and Chapter 4-Federalism

 

Textbook PDFs-Chapter 3-The Constitution and Chapter 4-Federalism

 

Test Materials-Chapter 3-The Constitution and Chapter 4-Federalism

 

Monday-10/07/19:

• Bell Work-1.) Identify the key characters in the political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) What do you think about the way the artist depicted the look of Spain in this political cartoon? 
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 10-America Claims and Empire
• Procedure-Test Answer Key Set Up Chapter 10-America Claims an Empire
• Study Guide Review Time- Chapter 10-America Claims and Empire
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covered in our unit pertaining to American Imperialism by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covered in our unit pertaining to American Imperialism through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covered in our unit pertaining to American Imperialism through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important covered in our unit pertaining to American Imperialism by completing a structured inquiry-based study guide

Supplemental Materials:  Study Guide Resources-Chapter 10-America Claims an Empire

Study Guide-Chapter 10-America Claims an Empire

 

Vocabulary-Chapter 10-America Claims an Empire

 

Power Points-Chapter 10-America Claims an Empire

 

Textbook PDF-America Claims an Empire

 

Text Materials-Chapter 10-America Claims an Empire

 

______________________________________________________________________________

Government

Monday-10/07/19:

• Bell Work-1.) Based on the context of James Madison’s writing in the primary source what is the meaning of the word “faction”? 2.) What can you distinguish is the main “check” Madison feels exist over various factions on society? 3.) How effective do you feel Madison ‘s contributions to the Federalists Papers are in conveying the dangers of factions?  
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 4-Section 3-Interstate Relations
• Student Led Notes-Chapter 4-Section 3-Interstate Relations
• Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism
• Daily Objective-

• Content Objective:
  • SWD synthesis of the constitutional provisions that define interstate relations by interacting in a short presentation and creating a set of student centered guided notes
  • SWD evaluation of the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together through summarizing key information in a structured study guide
• Language Objective:
  • Student will read and record information pertaining to the constitutional provisions that define interstate relations through listening to a short lecture and creating student centered guided notes
  • Students will read, and write the key terms and important concepts pertaining to our Constitution plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-Chapter 4-Section 3-Interstate Relations, Student Led Notes-Chapter 4-Section 3-Interstate Relations and Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

 

Presentation-Chapter 4-Section 3-Interstate Relations

 

Student Led Notes-Chapter 4-Section 3-Interstate Relations

 

Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

 

Vocabulary- Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

 

Power Point-Chapter 3-The Constitution and Chapter 4-Federalism

 

Textbook PDFs-Chapter 3-The Constitution and Chapter 4-Federalism

 

Test Materials-Chapter 3-The Constitution and Chapter 4-Federalism

 

U.S. History

Friday-10/04/19: End of Marking Period One

• Bell Work-1.) Based on your prior knowledge and the information contained in the political cartoon please identify who the tailor is meant to symbolize? 2.) Identify the central theme(s) of the political cartoon? 3.) What can we infer is the significance behind the words written on Uncle Sam’s pants and rolls of fabric located behind the tailor?
• Attendance- While Class is Doing Bell Work
• Video-Animaniacs-The Panamá Cana (1:47 min)
• Presentation-Chapter 10-Section 4-America as a World Power
• Student Notes-Chapter 10-Section 4-America as a World Power
• Study Guide-Chapter 10-America Claims an Empire
• Daily Objective-

• Content Objective:
  • SWD synthesis of how Theodore Roosevelt’s position on foreign policy and Woodrow Wilson’s idea of missionary diplomacy promoted Americas position of power in the southern hemisphere by interacting in a short presentation and creating a set of student-centered guided notes
  • SWD evaluation of the materials covered in our unit pertaining to American Imperialism through summarizing key information in a structured study guide
• Language Objective:
  • Student will read and record information pertaining to how Theodore Roosevelt’s position on foreign policy and Woodrow Wilson’s idea of missionary diplomacy promoted Americas position of power in the southern hemisphere through listening to a short lecture and creating student centered guided notes
  • Students will read, and write the key terms and important concepts covered in our unit pertaining to American Imperialism by completing a structured inquiry-based study guide

 

Supplemental Materials: Presentation-Chapter 10-Section 4-America as a World Power, Student Notes-Chapter 10-Section 4-America as a World Power and Study Guide-Chapter 10-America Claims an Empire

 

Presentation-Chapter 10-Section 4-America as a World Power

 

Student Notes-Chapter 10-Section 4-America as a World Power

 

Study Guide-Chapter 10-America Claims an Empire

 

Vocabulary-Chapter 10-America Claims an Empire

 

Power Points-Chapter 10-America Claims an Empire

 

Textbook PDF-America Claims an Empire

 

______________________________________________________________________________

Government

Friday-10/04/19:

• Bell Work-1.) Based on the primary source what position (how he feels) can we infer Patrick Henry took in regard 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
• Video Clip-Tour the States-Official Music Video (4:08 min)
• Presentation-Chapter 4-Section 2-The National Government and the 50 States
• Notes-Chapter 4-Section 2-The National Government and the 50 States
• Daily Objective-

• Content Objective:
  • SWD synthesis of the distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 4-Section 2-The National Government and the 50 States and Notes-Chapter 4-Section 2-The National Government and the 50 States

Presentation-Chapter 4-Section 2-The National Government and the 50 States

 

Notes-Chapter 4-Section 2-The National Government and the 50 States