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

U.S. History

Wednesday-10/02/19:

• Bell Work-1.) Describe what is happening in the political cartoon? 2.) Identify the artists reasoning for depicting Cuba as a weak individual in need of Uncle Sam’s protection? 3.) How would you feel as a Cuban citizen in the midst of fighting a war against Spain for independence if you were to see this cartoon?  
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 10-America Claims an Empire
  • Have a friend define portion of the Frayer model (10-15 min)
• Presentation-Chapter 10-Section 3-Aquiring New Lands
• Student Led Notes-Chapter 10-Section 2-The Spanish-American War and Chapter 10-Section 3-Aquiring New Lands
• 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
  • SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open-Door policy in China by interacting in a short presentation and creating a set of student centered guided notes
  • SWD comprehension of the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by compiling information in student led notes
• 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
  • Students will listen and discuss information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open-Door policy in China through listening to a short lecture and creating student centered guided notes
  • Students will listen and discuss information pertaining to the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by creating student centered guided notes

 

Supplemental Materials: Vocabulary Match-up Activity-Chapter 10-America Claims an Empire, Presentation-Chapter 10-Section 3-Aquiring New Lands and Student Led Notes-Chapter 10-Section 2-The Spanish-American War and Chapter 10-Section 3-Aquiring New Lands

• •  

 

Vocabulary Match-up Activity-Chapter 10-America Claims an Empire

 

Presentation-Chapter 10-Section 3-Aquiring New Lands

 

Student Led Notes-Chapter 10-Section 2-The Spanish-American War and Chapter 10-Section 3-Aquiring New Lands

 

Textbook PDF-Chapter 10-Section 2-The Spanish-American War and Chapter 10-Section 3-Aquiring New Lands

 

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Government

Wednesday-10/02/19:

• 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
• Presentation-Chapter 4-Section 1-Federalism: Powers Divided
• Notes-Chapter 4-Section 1-Federalism: Powers Divided
• Daily Objective-

• Content Objective:
  • SWD synthesis of the distinct way political powers are divided between the Federal Government and State Governments along with the roles concurrent powers play in establishing political policy 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 way political powers are divided between the Federal Government and State Governments along with the roles concurrent powers play in establishing political policy through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 4-Section 1-Federalism: Powers Divided and Notes-Chapter 4-Section 1-Federalism: Powers Divided

 

Presentation-Chapter 4-Section 1-Federalism: Powers Divided

 

Notes-Chapter 4-Section 1-Federalism: Powers Divided

 

Textbook PDF-Chapter 4-Federalsim

 

*Remember your chapter 4 vocab books are due tomorrow (October 3rd)

U.S. History

Tuesday-10/01/19:

• Bell Work-1.) Identify the underlying theme behind William Jennings Bryan argument against keeping the Philippines? 2.) Describe what William Jennings Bryan meant when he said “if government derive their just powers from the consent of the governed, it is impossible to secure title to people, either by force or by purchase”? 3.) Based on William Jennings Bryan’s comments how was the United States taking a contradictory approach to the Philippines as territorial holding?  
• Attendance- While Class is Doing Bell Work
• Video-Who Were the Rough Riders? | Explorer (2:20 min)
• Presentation-Chapter 10-Section 2-The Spanish-American War
• Activity-11 Main Pros and Cons of American Imperialism-SSR Article-2019

• Annotating the article, creating a tree map and writing their response to a focused question

• Daily Objective-

• Content Objective:
  • SWD comprehension of the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by interacting in a short presentation
  • SWD synthesis of the key arguments in favor and in opposition of the United States imperialistic strategies during the mid-nineteenth century by reading a primary source and answering a structured reflection question
• Language Objective:

• • • Students will listen and discuss information pertaining to the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by listening to a short-guided presentation and creating student centered guided notes
    • Students will read and record information pertaining to the key arguments in favor and in opposition of the United States imperialistic strategies during the mid-nineteenth century by reading/annotating an article and writing their thoughts on the idea of imperialism

 

Supplemental Materials: Presentation-Chapter 10-Section 2-The Spanish-American War and Activity-11 Main Pros and Cons of American Imperialism-SSR Article-2019

 

Presentation-Chapter 10-Section 2-The Spanish-American War

Activity-11 Main Pros and Cons of American Imperialism-SSR Article-2019

• Annotating the article, creating a tree map and writing their response to a focused question

 

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Government

Tuesday-10/01/19:

• 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
• Vocabulary Frayer Model Activity-Chapter 4-Federalism
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the types of powers specifically held by our national and local government and how they use concurrent powers to work together 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 types of powers specifically held by our national and local government and how they use concurrent powers to work together through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 4-Federalism