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

U.S. History

Tuesday-11/26/19:

• Bell Work-1.) Who is the author and who is the group of people the poem is focused on? 2.) After reading the primary source what questions might you ask of the author regarding his decision to write this particular poem? 3.) What changes would you recommend to the author in order to help more people emotionally connect with the poem?  
• Attendance- While Class is Doing Bell Work
• Video-Langston Hughes & the Harlem Renaissance: Crash Course Literature 215 (11:31 min)

• Reflection Question: How did the work of Langston Hughes reflect the cultural awakening experienced by African American’s during the Harlem Renaissance?

• DBQ-Harlem Renaissance-DBQ-2018
• Daily Objective-

• Content Objective:
  • SWD evaluation of the cultural, literary, artistic and musical movement that defined the African American community in New York during the Harlem Renaissance by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the cultural, literary, artistic and musical movement that defined the African American community in New York during the Harlem Renaissance by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: DBQ-Harlem Renaissance-DBQ-2018

 

Video-Langston Hughes & the Harlem Renaissance: Crash Course Literature 215 (11:31 min)

• Reflection Question: How did the work of Langston Hughes reflect the cultural awakening experienced by African American’s during the Harlem Renaissance?

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Government

Tuesday-11/26/19:

• Bell Work-1.) In your own words describe what Jefferson is implying are the benefits for the removal of Native Americans from “white settlements”? 2.) What questions might you ask a member of Congress following this address by Tomas Jefferson? 3.) Imagine you were a Congressperson who disagreed with Jefferson’s approach to Indian removal. What would you recommend to your fellow Congressmen as a better alternative to Jefferson’s plan? 
• Attendance-While Class is Doing Bell Work
• Video-What Is the Legislative Branch of the U.S. Government? | History (4:27 min)
• Presentation-Chapter 10 Section 2 and 3–The House of Representatives and the Senate 
• Activity-Michigan Gerrymandering Activity-2018
• Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018

• w/Meta Log

• Daily Objective-

• Content Objective:
  • SWD synthesis of the qualifications and major roles of the men and women serving in Congress by interacting in a short presentation
  • SWD analysis on the political issues caused by Gerrymandering and district reapportionment by outlining an article and answering reflection questions
• Language Objective:
  • Student will read and record information pertaining to the qualifications and major roles of the men and women serving in Congress through listening to a short lecture
  • Students will read, record and discuss the political issues caused by Gerrymandering and district reapportionment by creating a double entry journal and answering guided reflection questions

Supplemental Materials: Presentation-Chapter 10 Section 2 and 3-The House of Representatives and the Senate, Activity-Michigan Gerrymandering Activity-2018, Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018 w/Meta Log

Presentation-Chapter 10 Section 2 and 3-The House of Representatives and the Senate

Activity-Michigan Gerrymandering Activity-2018

Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018 w/Meta Log

U.S. History

Monday-11/25/19:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering Chapter 12 and 13
  • Feel free to grab a vocab bag and practice the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Test-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Daily Objective-
•  
• Content Objective:
  • • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of key terms and concepts associated with our unit covering the Roaring Twenties by demonstrating their knowledge thought the use of a unit exam
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
    • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering the Roaring Twenties by completing a multiple choice and matching exam

 

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Government

Monday-11/25/19:

• Bell Work-1.) What is the main idea behind the political cartoon? 2.) What is the relationship the author is trying to make between corporate election spending and NASCAR sponsorship? 3.) In your opinion, would it be better for transparency sake if every U.S. Congress person were forced to disclose the corporations or private groups who donate to their campaign or should we simply trust the system and believe that our representatives are truly voting in the best interests of the people? 
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 10-Section 1-The National Legislature
• Notes-Chapter 10-Section 1-The National Legislature
• Daily Objective-

• Content Objective:
  • SWD synthesis of the bicameral structure of Congress and some of the issues with how power is distributed by interacting in a short presentation and completing a set of student led notes
• Language Objective:
  • Student will read and record information pertaining to the bicameral structure of Congress and some of the issues with how power is distributed through listening to a short lecture and completing a set of guided student notes

 

Supplemental Materials: Presentation-Chapter 10-Section 1-The National Legislature, Notes-Chapter 10-Section 1-The National Legislature, and Textbook PDF-Chapter 10-Section 1-The National Legislature

 

Presentation-Chapter 10-Section 1-The National Legislature

 

Notes-Chapter 10-Section 1-The National Legislature

 

Textbook PDF-Chapter 10-Section 1-The National Legislature

Friday-11/22/19:

• Bell Work- 1.) Identify the symbolism of the following elements: a. The cuff on the man’s shirt sleeve b. The caption on the handle of the knife c. The general theme of the captions on the devil fish 2.) Based on historical context what can we identify as some of the motives behind the U.S. Government’s decision to introduce the policy of prohibition? 3.) Examine the commentary at the bottom of the political cartoon. Why does Victor Hugo say that “The tendencies of the Devil Fish (alcohol) cannot be destroyed unless the HEAD, the source of their substantial power, is destroyed?”
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Procedure-Test Answer Key Set Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s
• Study Guide Review Time-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covering the Roaring Twenties 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 covering the Roaring Twenties through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covering the Roaring Twenties by completing a structured inquiry-based study guide

Supplemental Materials: Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min), Presentation-Chapter 13-Section 4-The Harlem Renaissance and Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)

Presentation-Chapter 13-Section 4-The Harlem Renaissance

Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Power Points-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12-Politics of the Roaring Twenties

Chapter 13-The Roaring Life of the 1920’s 

Test Materials PPT-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Textbook PDFs-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12-Politics of the Roaring Twenties

Chapter 13-The Roaring Life of the 1920’s

 

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Government

Friday-11/22/19:

• Bell Work-1.) Based on this primary source can you explain why Sherman Alexie is so frustrated with the actions of interest groups? 2.) What is the author trying to convey with his choice to use the analogy of antiwar protestor being concerned about their dietary identities? 3.) What changes would you recommend to the author that might make this passage more accessible to a wider audience?  
• Attendance-While Class is Doing Bell Work
• Activity-Special Interest Groups-Brochure Closing Activity (20 min)

• Students will gather information from four other students about their interest group

• Vocabulary Frayer Model Activity-Chapter 10-Congress
• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to requite new members through grass roots tactics by creating a takeaway element an interest group can use to recruit new members
  • SWD analysis of key terms associated with the unit covering the roles and the functions of Congress by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group
  • Students will read and record important vocabulary terms pertaining to our unit covering the roles and the functions of Congress through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 10-Congress and Activity-Special Interest Groups-Brochure Closing Activity (20 min)

 

Activity-Special Interest Groups-Brochure Closing Activity (20 min)

U.S. History

Thursday-11/21/19:

• Bell Work-1.) Who is speaking in this primary source excerpt? 2.) Based on the primary source can you distinguish why the speaker feels that jazz is “an inherent expression of Negro life”? 3.) Judge the value of the statement “But, to my mind, it is the duty of the younger Negro artist … to change thought he force of his art that old whispering ‘I want to be white’, hidden in the aspirations of his people, to ‘Why should I want to be white? I am Negro-and beautiful”. Why is a view like this a positive approach to the challenges of racial discrimination?  
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)
• Presentation-Chapter 13-Section 4-The Harlem Renaissance
• Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis the how the Great Migration and the Harlem Renaissance worked to promote African American culture and create new opportunities for authors and musicians by participating in a short presentation and creating a set of guided notes
  • SWD evaluation of the materials covering the Roaring Twenties 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 covering the Roaring Twenties through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the Great Migration and the Harlem Renaissance worked to promote African American culture and create new opportunities for authors and musicians through listening to a short lecture and a student led outline
  • Students will read, and write the key terms and important concepts covering the Roaring Twenties by completing a structured inquiry-based study guide

Supplemental Materials: Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min), Presentation-Chapter 13-Section 4-The Harlem Renaissance and Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)

Presentation-Chapter 13-Section 4-The Harlem Renaissance

Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Power Points-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12-Politics of the Roaring Twenties

Chapter 13-The Roaring Life of the 1920’s 

Test Materials PPT-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Textbook PDFs-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12-Politics of the Roaring Twenties

Chapter 13-The Roaring Life of the 1920’s

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Government

Thursday-11/21/19:

• Bell Work-1.) Describe what is happening in the political cartoon? 2.) Based on the content of the political cartoon what is the artist to say is the role of lobbyists within our political system? (Try to stay away from just saying they’re bribing congress, think deeper) 3.) Suppose you could create new legislation that would force lobbyists to disclose every dollar they “donated” to the public. At what dollar amount, would you make them start disclosing their donations and do you think that this will help or hinder Congress’ ability to pass new laws?  
• Attendance-While Class is Doing Bell Work
• Video-The Secret Strategy of Congressional Seniority | Ron’s Office Hours | NPR (3:48 min)
• Video-Last Week Tonight with John Oliver: Congressional Fundraising (HBO) (21:24 min)

• Reflection Question: How does the pressure to consistently fundraise effect the amount of time a Congressperson actually spends working on creating new legislation?

• Activity-Special Interest Groups-Brochure Activity (Day 4)
• Daily Objective-

• Content Objective:
  • SWD evaluation of influential events occurring locally, nationally and internationally by watching a short video then stating an opinion through a writing prompt regarding the impact of the topic SWD synthesis of the ways in which interest groups work to recruit new members through grass roots tactics by creating a takeaway element an interest group can use to recruit new members
• Language Objective:

• • • Students will watch and record information pertaining to the influential topic occurring locally, nationally and internationally by watching a short video then stating an opinion through a writing prompt regarding the impact of the topic

• Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group

 

Activity-Special Interest Groups-Brochure Activity

 

 

Brochure Examples: *Past student examples

U.S. History

Wednesday-11/20/19:

• Bell Work-1.) Is the following statement true or false? The main reason many workers in labor intensive industries began to strike around 1919 was due to low wages, long hours and virtually no support against business owners from the Federal Government. *Explain why you made your decision. 2.) What is the underlying theme of the political cartoon? 3.) What might be a possible solution to this impasse (a situation in which no progress is possible, especially because of disagreement; a deadlock) between laborers and business owners?  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 13-Section 3-Education and Popular Culture
• Video Clip- Walt Disney Animation Studios’ Steamboat Willie (7:22 min)
• Video Clip-Why Babe Ruth Was the Ultimate Symbol of the Roaring ’20s (3:44 min)
• Notes-Chapter 13-Section 3-Education and Popular Culture and Chapter 13-Section 4-The Harlem Renaissance
• Daily Objective-

• Content Objectives:
  • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis the how the how new educational opportunities and the emergence of pop culture impacted Americans during the 1920’s by creating a set of guided notes
  • SWD synthesis the how the Great Migration and the Harlem Renaissance worked to promote African American culture and create new opportunities for authors and musicians by creating a set of guided notes
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to how new educational opportunities and the emergence of pop culture impacted Americans during the 1920’s through listening to a short lecture and a student led outline
  • Student will read and record information pertaining to the Great Migration and the Harlem Renaissance worked to promote African American culture and create new opportunities for authors and musicians through a student led outline

Supplemental Materials: Presentation-Chapter 13-Section 3-Education and Popular Culture, Notes-Chapter 13-Section 3-Education and Popular Culture and Chapter 13-Section 4-The Harlem Renaissance

Presentation-Chapter 13-Section 3-Education and Popular Culture

Notes-Chapter 13-Section 3-Education and Popular Culture and Chapter 13-Section 4-The Harlem Renaissance

Textbook PDF’s-Chapter 13-Section 3-Education and Popular Culture and Chapter 13-Section 4-The Harlem Renaissance

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Government

Wednesday-11/20/19:

• Bell Work-1.) How would you explain in your own words is the biggest advantage to the political involvement of interest groups? 2.) What is the major problem with the fact that interest groups seem to have a “one track mind” when it comes to prominent issues? 3.) Based on the chart above do you feel that interest groups are a positive addition to the political process or one of the major problems that contribute to political corruption? *Thoroughly explain your reasoning  
• Attendance-While Class is Doing Bell Work
• Video-What are Super PACs? (2:59 min)
• Activity-Special Interest Groups-Brochure Activity (Day 3)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to recruit new members through grass roots tactics by creating a takeaway element an interest group can use to recruit new members
• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group

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Government

Tuesday-11/19/19:

• Bell Work-1.) Based on the information from our unit covering the election process please provide a definition for the term “Super PAC” in your own words. 2.) What is the underlying theme of the political cartoon? 3.) If you were given the power to construct a model for campaign finance reform that would take power away from the anonymous donors running these Super PACS and create a system where political donations were fairly regulated what would be the primary focus of your reform initiative?
• Attendance-While Class is Doing Bell Work
• Video Clip-Thank You for Smoking (3/5) Movie CLIP-Ice Cream Politics (2005) HD (2:29 min)
• Activity-Special Interest Groups-Brochure Activity (Day 2)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to recruit new members through grass roots tactics by creating a takeaway element an interest group can use to recruit new members
• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group

Supplemental Materials: Presentation-Interest Groups (2018)-Lobbying and Lobbyists-Part 2 and Activity-Special Interest Groups-Brochure Activity

Presentation-Interest Groups (2018)-Lobbying and Lobbyists

 

Activity-Special Interest Groups-Brochure Activity

 

Brochure Examples: *Past student examples

U.S. History

Tuesday-11/19/19:

• Bell Work-1.) Based on your prior knowledge and the content of the excerpt, please identify the main issue being debated during the court case above. 2.) What questions would you ask of Mr. Bryan if you were Mr. Darrow, that might further his position that a literal interpretation of biblical ideas are hard to factually prove? 3.) Imagine your beliefs were being attacked in an attempt to win a court case how would you have handled this particular line of questioning if you were in Mr. Bryan’s position?
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)
• Presentation-Chapter 13-Section 2-The Twenties Woman
• Guided Notes-Chapter 13-Section 1-Changing Ways of Life and Chapter 13-Section 2-The Twenties Woman
• Daily Objective-

• SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activit
• SWD synthesis the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes completing a set of student led notes

• •  

• SWD synthesis the changing roles of women in the 1920’s by interacting in a short presentation and creating a set of student-centered guided notes

• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the changing roles of women in the 1920’s through listening to a short lecture and creating student centered guided notes
  • Student will read and record information pertaining to the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes through completing a set of student led notes

 

Supplemental Materials: Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min), Presentation-Chapter 13-Section 2-The Twenties Woman and Guided Notes-Chapter 13-Section 1-Changing Ways of Life and Chapter 13-Section 2-The Twenties Woman

 

Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)

 

Presentation-Chapter 13-Section 2-The Twenties Woman and Guided

 

Notes-Chapter 13-Section 1-Changing Ways of Life and Chapter 13-Section 2-The Twenties Woman

 

Textbook PDF-Chapter 13-Section 1-Changing Ways of Life and Chapter 13-Section 2-The Twenties Woman

 

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Government

Tuesday-11/19/19:

• Bell Work-1.) Based on the information from our unit covering the election process please provide a definition for the term “Super PAC” in your own words. 2.) What is the underlying theme of the political cartoon? 3.) If you were given the power to construct a model for campaign finance reform that would take power away from the anonymous donors running these Super PACS and create a system where political donations were fairly regulated what would be the primary focus of your reform initiative?
• Attendance-While Class is Doing Bell Work
• Video Clip-Thank You for Smoking (3/5) Movie CLIP-Ice Cream Politics (2005) HD (2:29 min)
• Activity-Special Interest Groups-Brochure Activity (Day 2)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to recruit new members through grass roots tactics by creating a takeaway element an interest group can use to recruit new members
• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group

 

Supplemental Materials: Presentation-Interest Groups (2018)-Lobbying and Lobbyists-Part 2 and Activity-Special Interest Groups-Brochure Activity

Presentation-Interest Groups (2018)-Lobbying and Lobbyists

Activity-Special Interest Groups-Brochure Activity (Day 1)

Brochure Examples: *Past student examples

U.S. History

Monday-11/18/19:

• Bell Work-1.) Based on your prior knowledge can you name the event depicted in this political cartoon? 2.) What can we infer might most likely be the criminal’s motives in referring to the police officer as “Our Ally”? 3.) When the Boston police officers began striking in 1919 many people were upset that the police were not doing their job to protect citizens from crime. In your opinion were the police justified in prioritizing their own personal interests over their responsibility to protect the citizens of Boston?
• Attendance- While Class is Doing Bell Work
• Activity-The Era of Prohibition-DBQ-2018
• Daily Objective-

• Content Objective:
  • SWD evaluation of the effect of prohibition on the United States and how the failures of the Prohibition Bureau and the Volstead Act led to its eventual repeal by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the effect of prohibition on the United States and how the failures of the Prohibition Bureau and the Volstead Act led to its eventual repeal by identifying key pieces of information contained in a DBQ packet with the help of a partner

 

Supplemental Materials: Activity-The Era of Prohibition-DBQ-2018

 

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Government

Monday-11/18/19:

• Bell Work-1.) What is the meaning of the buttons the gentlemen are wearing that reads “1%”? 2.) What point is the political cartoon attempting to convey about the issues with campaign contributions? 3.) What do you think was the artist intended purpose when he chose to draw the man representing the Supreme Court sitting by the edge of the stage watching the wealthy gentlemen throw money at the politician?
• Attendance-While Class is Doing Bell Work
• Video- When Does Lobbying Become Bribery? (2:57 min)
  • EQ: When does the process of legal political lobbying cross over into bribery?
• Presentation-Interest Groups (2018)
  • Lobbying and Lobbyists-Part 2
• Activity-Special Interest Groups-Brochure Activity (Day 1)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to recruit new members through grass roots tactics by creating a takeaway element an interest group can use to recruit new members
  • SWD comprehension of the roles of lobbyists and the goals of political interest groups by interpreting information presented by the teacher and participating in a classroom discussion
• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group
  • Students will listen and orally discuss the roles of lobbyists and the goals of political interest groups by watching two short videos and participating in classroom discussions following a short lecture by the teacher

 

Supplemental Materials: Presentation-Interest Groups (2018)-Lobbying and Lobbyists-Part 2 and Activity-Special Interest Groups-Brochure Activity (Day 1)

 

Presentation-Interest Groups (2018)-Lobbying and Lobbyists-Part 2

 

Activity-Special Interest Groups-Brochure Activity (Day 1)

 

Brochure Examples: *Past student examples

U.S. History

Friday-11/15/19:

• Bell Work-1.) Who can you identify the main figure in the political cartoon? 2.) What questions might you ask Paul Robeson if you had the opportunity to interview him after reading the information on the graphic? 3.) In your opinion why was it so culturally significant in the 1920’s to have positive African American figures like Paul Robeson in the public spotlight?  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 13-Section 1-Changing Ways of Life
• Video- Roots of Prohibition the Time is Now (13:20 min)
  • Reflection Question: Was the U.S. government justified in instituting the concept of prohibition?
    • Please provide one or two pieces of evidence to help support your answer

• Daily Objectives-
• Content Objective:
  • SWD synthesis the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes by interacting in a short presentation and completing a set of student led notes
• Language Objective:
  • Student will read and record information pertaining to the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes through listening to a short lecture and completing a set of student led notes

 

Supplemental Materials: Presentation-Chapter 13-Section 1-Changing Ways of Life

Presentation-Chapter 13-Section 1-Changing Ways of Life

• Video Link- Roots of Prohibition the Time is Now (13:20 min)

• Reflection Question: Was the U.S. government justified in instituting the concept of prohibition?
  • • Please provide one or two pieces of evidence to help support your answer

 

______________________________________________________________________________

Government

Friday-11/15/19:

• Bell Work-1.) What is the main difference between those who have less than a High School diploma and those with at least a High School diploma according to the data included in the document above? 2.) How might this information be useful if you were a political candidate running for office who is about to begin campaigning for President? 3.) What would happen to the chances of the Democratic candidate winning an election if he/she were to gain the votes of those with less than a High School education or at least a High School education along with voters age thirty to forty-four? Would that give him/her enough votes to win the election?   
• Attendance-While Class is Doing Bell Work
• Activity-Chapter 9-Interest Groups-Pre-test
• Presentation-Interest Groups (2018)
  • Interest Group-Part 1
• Frayer Model Vocabulary-Chapter 9-Interest Groups
• Daily Objective-

• Content Objective:
  • SWD synthesis of the key terms, important political/historical figures and concepts associated with our unit covering the role interest groups play in our legislative system through compiling and integrating their knowledge on a pre-test
  • SWD comprehension of the roles of lobbyists and the goals of political interest groups by interpreting information presented by the teacher and participating in a classroom discussion
  • SWD analysis of key terms associated with the unit covering the roles of interest groups in politics by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read and respond through writing the key terms, important political/historical figures and concepts associated with our unit covering the role interest groups play in our legislative system by completing a multiple choice and matching pre-test
  • Students will listen and orally discuss the roles of lobbyists and the goals of political interest groups by watching two short videos and participating in classroom discussions following a short lecture by the teacher
  • Students will read and record important vocabulary terms pertaining to our unit covering the roles of interest groups in politics through the use of a frayer model vocabulary activity

 

Supplemental Materials: Presentation-Interest Groups (2018)-Interest Group-Part 1 and Frayer Model Vocabulary-Chapter 9-Interest Groups

 

Presentation-Interest Groups (2018)-Interest Group-Part 1

 

Frayer Model Vocabulary-Chapter 9-Interest Groups

 

 

U.S. History

 Thursday-11/14/19:

• Bell Work-1.) Based on the primary source what affect did Lindberg’s success have on the American public? 2.) Based on the information in the primary source excerpt what conclusion can you draw as to why Charles Lindbergh (a pilot) became such a big celebrity during the 1920’s? 3.) Suppose you could achieve a never before achieved feat like Charles Lindbergh’s solo flight across the Atlantic what would you like to achieve and why?  
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 13-The Roaring Life of the 1920’s
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 13 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 Chapter 13 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 13-The Roaring Life of the 1920’s

 

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Government

Thursday-11/14/19:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering Chapter 6 and 7.

• You can also grab one of the baggies to begin the vocabulary match up activity.

• Attendance- While Class is Doing Bell Work
• Test-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the role of voters and how the election process in America is organized by demonstrating their knowledge thought the use of a unit test
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering role of voters and how the election process in America is organized by completing a multiple choice and matching test

*Chapter 6 and 7 Notes Check List (30 total pts) Due 11/15

Chapter 6: Voter and Voter Behavior

Notes:

• Chapter 6 Section 1 Notes
• Chapter 6 Section 3 Notes
• Chapter 6 Section 4 Notes

Chapter 7: The Electoral Process

Notes:

• Chapter 7 Section 1 Notes
• Chapter 7 Section 2 Notes
• Chapter 7 Section 3 Notes

*We’ll also collect chapter 5 frayer model and chapter 5 section 1 notes

U.S. History

 Wednesday-11/13/19:

• Bell Work-1.) Based on your prior knowledge which group is Colleen Moore talking about in this excerpt? 2.) Why do you think that Colleen Moore found it so easy to identify with the group she is referencing in this excerpt? Do you think many young ladies feel this way today? 3.) Judge the value of Colleen Moore’s statement where she says “I don’t know if I realized as soon as I began seeing them that they represented the wave of the future…”. Why do you think she referred to these women as the “wave of the future” instead of comparing them to the progressive women who fought for women’s equality in the past?  
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties  
• Presentation-Chapter 12- Section 3-The Business of America
• Activity-Should We Stop Installment Buying-Reading Passage-2019

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

• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the major political changes that occurred in America during the 1920’s by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the growth in American business and travel in the 1920’s by interacting in a short presentation
  • SWD synthesis of the key arguments in favor and in opposition to the idea of purchasing consumer goods using an installment based system by reading a primary source and answering a structured reflection question
• Language Objective:

• • • Students will read and orally match up important vocabulary terms pertaining to our unit covering the major political changes that occurred in America during the 1920’s through the use of a vocabulary match-up activity
    • Students will read and record information pertaining the growth in American business and travel in the 1920’s through listening to a short lecture and completing a set of student led notes
    • Students will read and record information pertaining to the key arguments in favor and in opposition to the idea of purchasing consumer goods using an installment based system by reading/annotating an article and writing their thoughts on the idea of consumerism

 

Supplemental Materials: Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties, Presentation and Notes-Chapter 12- Section 3-The Business of America and Activity-Should We Stop Installment Buying-Reading Passage-2019

 

Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties

 

Presentation-Chapter 12- Section 3-The Business of America

 

Notes-Chapter 12- Section 3-The Business of America

 

Textbook PDF-Chapter 12-Section 3-The Business of America

 

Activity-Should We Stop Installment Buying-Reading Passage-2019

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

 

______________________________________________________________________________

Government

Wednesday-11/13/19:

• Bell Work-1.) What is the main idea contained in the excerpt from John W. Dean in his council towards President Nixon? 2.) Imagine you are President Nixon and you just finished listening to John W. Dean’s comments about compulsory voting. What are two to three questions that you might ask him in regards to his comments? 3.) What do you think about Dean’s comments that requiring citizens to vote is “…less restrictive than requiring us, for example, to attend school; … to pay taxes; or to serve in the military when drafted”? Is he making a logical argument or is he just grasping at straws in his attempt to win Nixon towards his point of view?
• Attendance- While Class is Doing Bell Work
• Procedure-Set Up Answer Key-Chapter 6 and 7 Test
• Test Materials-Chapter 6 and 7-Test Review
• Activity-Classroom Voting Activity
• Study Guide Review Time-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  
• Daily Objective-

• Content Objective:
  • SWD analysis of the requirements and responsibilities associated with voter qualification by examining a voter registration form and completing student led notes on voter qualifications.
  • SWD remembering of the political process of voting by selecting classroom representatives and policy positions in a classroom election activity
  • SWD evaluation of the materials covering the role of voters and how the election process in America is organized by demonstrating their knowledge through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and record the requirements and responsibilities associated with voter qualification through the use of a voter registration activity and student driven guided notes.
  • Students will read and record their selections for classroom representatives and policy positions in a classroom election activity
  • Students will read, and write the key terms and important concepts covering the role of voters and how the election process in America is organized by demonstrating their knowledge by completing a structured inquiry-based study guide

 

Supplemental Materials: Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  and Test Materials-Chapter 6 and 7-Test Review

 

Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process 

 

Power Points-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process 

 

Chapter 6-Voters and Voter Behavior PPT

 

Chapter 7-The Election Process-PPT

 

Textbook PDF’s-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process

 

Test Materials-Chapter 6 and 7-Test Review