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

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

 

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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