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

U.S. History

Friday-12/20/19:

• Bell Work-1.) Who are the key figures depicted within the political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) Knowing that during Hoover’s presidency the United States government did very little to combat the results of the 1929 stock market crash. With this in mind can you defend FDR’s decision to infuse massive amounts of money into social programs designed to help struggling Americans or do you agree with the artist programs are a massive failure wasting billions of tax payer dollars? *Thoroughly explain your position
• Attendance- While Class is Doing Bell Work
• Video Clip-Eleanor Roosevelt: Most Iconic First Lady – Fast Facts | History (4:27 min)
• Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold
• Activity-The Great Depression and New Deal-DBQ-2018 (Containing 13 Documents) 
• Daily Objective-

• Content Objective:
  • SWD analysis of the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs by interacting in a short presentation
  • SWD evaluation of primary sources and documents associated with the New Deal by examining twelve documents in a collaborative DBQ activity
• Language Objective:
  • Students will read and record information pertaining to the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs through listening to a short lecture
  • Students will read, discuss and record information pertaining to the New Deal by examining several primary sources in a partner-based document-based activity

 

Supplemental Materials: Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold and Activity-The Great Depression and New Deal-DBQ-2018 (Containing 13 Documents) 

 

 

Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold and Activity-The Great Depression

 

New Deal-DBQ-2018 (Containing 13 Documents) 

 

Study Guide Review-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

 

Vocabulary-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

 

Power Points-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Chapter 9-The Progressive Era

 

Chapter 10-America Claims an Empire

 

Chapter 11-The First World War

 

Chapter 12-Politics of the Roaring Twenties

 

Chapter 13-The Roaring Life of the 1920’s

 

Chapter 14-The Great Depression Begins

 

Chapter 15-The New Deal

 

Text Materials PPT- Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

 

Textbook PDF’s-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

 

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Government

Friday-12/20/19:

• Bell Work-1.) What is the name of the air plane depicted in the political cartoon? 2.) What is the main theme of the political cartoon? 3.) What judgement could you make about the artists affiliation based on the tone of the political cartoon? *Cite specific aspects of the cartoon that influenced your feelings about this artist
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 17-Foreign Policy and National Defense
• Activity-One year in office-How Donald Trump has shaped US foreign policy-SSR Article-High-2019

• w/Two Colum Meta-Log

• Daily Objective-

• Content Objective:
  • SWD synthesis of the United States position regarding foreign policy and national defense through interacting in a short presentation
  • SWD comprehension of the way in which Donald Trump has shaped U.S. foreign policy during the early years of his presidency by reading an article and describing their thoughts in a structured response activity
• Language Objective:
  • Students will listen, orally discuss and respond to the United States position regarding foreign policy and national defense by participating in classroom discussions while interacting during a short lecture
  • Students will read and record their thoughts pertaining to the way in which Donald Trump has shaped U.S. foreign policy during the early years of his presidency through the use of an online article and a metacognitive log

 

 

Supplemental Materials: Presentation-Chapter 17-Foreign Policy and National Defense and Activity-One year in office-How Donald Trump has shaped US foreign policy-SSR Article-High-2019 w/Two Colum Meta-Log

 

Presentation-Chapter 17-Foreign Policy and National Defense

 

Activity-One year in office-How Donald Trump has shaped US foreign policy-SSR Article-High-2019 w/Two Colum Meta-Log

U.S. History

Thursday-12/19/19:

• Bell Work-1.) From 1933 to 1938 how many New Deal programs were instituted by FDR in an attempt to halt the economic collapse that occurred during the Great Depression? 2.) Based on the chart above which three New Deal programs do you think would have the most positive outcome in terms of aiding American families? Why do you feel that way? 3.) After examining the New Deal programs listed in the chart above, design an additional program of your own that would address an issue FDR failed to account for that was facing many American during the Great Depression.
• Attendance- While Class is Doing Bell Work
• Video Clip-The New Deal: Crash Course US History #34 (14:56 min)
  • Reflection Question: Did the programs and policies of the New Deal expand the power of the United States government too much or were the programs so vital to the success of Americans recovery that it was justified?
• Primary Source Activity-FDR’s New Deal: The Domestic Program that Remade America
  • w/ Inquiry based notes
    • Allow 15 to 20 min to finish
• Daily Objective-

• Content Objective:
  • • SWD analysis of key terms associated with the unit covering the New Deal by manipulating of vocabulary terms in a collaborative activity
    • SWD analysis of the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs by interacting in a short presentation
• Language Objective:

• • • Students will read and orally match up important vocabulary terms pertaining to the unit covering the New Deal through the use of a vocabulary match-up activity
    • Students will read and record information pertaining to the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs through listening to a short lecture

 

Supplemental Material: Primary Source Activity-FDR’s New Deal: The Domestic Program that Remade America w/ Inquiry based notes

 

Video Clip-The New Deal: Crash Course US History #34 (14:56 min)

• • Reflection Question: Did the programs and policies of the New Deal expand the power of the United States government too much or were the programs so vital to the success of Americans recovery that it was justified?

 

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Government

Thursday-12/19/19:

• Bell Work-1.) Who are the two men in the political cartoon intended to represent? 2.) Imagine you were the moderator in charge of running the 2016 Vice Presidential Debate, what are two or three questions that you would ask the participants of the debate? 3.) Why did the artist choose to have the men in the political cartoon propped up on the specific things they are standing on?  
• Attendance-While Class is Doing Bell Work

• Presentation-Chapter 16-Financing Government

• Web Quest-Federal Bureaucracy (2017) (10-15 min to finish)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process of federal funding through taxation by interacting in a short presentation
  • SWD synthesis of the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by compiling information from several online sources to complete a structured web quest
• Language Objective:
  • Student will read and record information pertaining to of the process of federal funding through taxation by listening to a short lecture and completing a set of guided student notes
  • Students will listen, orally discuss and respond to the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by participating in classroom discussions following a short lecture by the teacher along with a set of student guided notes

 

Supplemental Materials: Presentation-Chapter 16-Financing Government and Web Quest-Federal Bureaucracy (2017) (10-15 min to finish)

 

Presentation-Chapter 16-Financing Government

 

Web Quest-Federal Bureaucracy (2017) (10-15 min to finish)

U.S. History

Wednesday-12/18/19:

• Bell Work-1.) From 1933 to 1938 how many New Deal programs were instituted by FDR in an attempt to halt the economic collapse that occurred during the Great Depression? 2.) Based on the chart above which three New Deal programs do you think would have the most positive outcome in terms of aiding American families? Why do you feel that way? 3.) After examining the New Deal programs listed in the chart above, design an additional program of your own that would address an issue FDR failed to account for that was facing many American during the Great Depression.  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 15-Section 1-A New Deal Fights the Depression
• Primary Source Activity-FDR’s New Deal: The Domestic Program that Remade America
  • w/ Inquiry based notes (Day 2)
• Daily Objective-

• Content Objective:
  • SWD analysis of the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs by interacting in a short presentation
  • SWD evaluation of FDR’s New Deal programs that began to combat the economic devastation of the Great Depression by evaluating a primary source and responding to inquiry-based notes
• Language Objective:
  • Students will read and record information pertaining to the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs through listening to a short lecture
  • Students will read and respond to an article pertaining to the FDR’s New Deal programs that began to combat the economic devastation of the Great Depression by examining a primary source and responding to and inquiry based notes

 

Supplemental Materials: Presentation-Chapter 15-Section 1-A New Deal Fights the Depression and Primary Source Activity-FDR’s New Deal: The Domestic Program that Remade America w/ Inquiry based notes (Day 2)

 

Presentation-Chapter 15-Section 1-A New Deal Fights the Depression

 

Primary Source Activity-FDR’s New Deal: The Domestic Program that Remade America w/ Inquiry based notes (Day 2)

 

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Government

Wednesday-18//19:

• Bell Work-1.) Based on the information contained in the primary source what is one action taken by President Dwight D. Eisenhower in response to the crisis in Little Rock, Arkansas? 2.) Based on the information in the primary source what can we infer might have been one of the main reasons President Dwight D. Eisenhower chose to take action during the Little Rock crisis knowing his stand against segregation could negatively affect his approval rating with many Americans? 3.) Imagine you were the President of the United States during the late 1950’s. How would you have handled this situation if you were President? *Be sure to thoroughly articulate your response  
• Attendance-While Class is Doing Bell Work
• Presentation- Federal Bureaucracy-Supplemental PPT-2019
• Web Quest-Federal Bureaucracy (2017)
• Daily Objective-

• Content Objective:

• • • SWD comprehension of the functions, roles and purposes of the federal bureaucratic system by interacting in a short presentation

• SWD synthesis of the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by compiling information from several online sources to complete a structured web quest

• Language Objective:
  • Students will listen, orally discuss and respond to the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by participating in classroom discussions following a short lecture by the teacher along with a set of student guided notes
  • Students will read, orally discuss and record information on the functions, roles and purposes of the federal bureaucratic system by working collaboratively on an online web quest

 

Supplemental Materials: Presentation- Federal Bureaucracy-Supplemental PPT-2019 and Web Quest-Federal Bureaucracy (2018)

 

Presentation- Federal Bureaucracy-Supplemental PPT-2019

 

Web Quest-Federal Bureaucracy (2018)

U.S. History

Monday-12/16/19:

• Bell Work-1.) Who is the man sitting in the chair and who is he referring to when he says “There’s a man to inspire faith and confidence in this crisis”? 2.) Based on your prior knowledge can you name another instance where the U.S. Government used media (radio, TV or social media) to inform the public of an important issue or event? 3.) What changes would you recommend to the artist in order to make this political cartoon more assessable to the general public?
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 4)
• Vocabulary Frayer Model Activity-Chapter 15-The New Deal
• Daily Objective-

• Content Objective:

• • • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions 
    • SWD analysis of key terms associated with the unit covering the New Deal programs introduced by FDR through defining and personalizing vocabulary terms in a vocabulary-based activity

• Language Objective:
  • • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions
    • Students will read and record important vocabulary terms pertaining to our unit covering the New Deal programs introduced by FDR through the use of a frayer model vocabulary activity

Supplemental Materials: Video Notes-Cinderella Man and Vocabulary Frayer Model Activity-Chapter 15-The New Deal

Video Notes-Cinderella Man

Vocabulary Frayer Model Activity-Chapter 15-The New Deal

 

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Government

Monday-12/16/19:

• Bell Work-1.) Identify three of the main differences between the House of Representatives and the Senate? 2.) What evidence can you find in the chart that will support the notion that on average members of the of the House have a better understanding of the individual needs of their constituents then members of the Senate do? 3.) Suppose you were an aspiring politician. Would you be more likely to make a run for the Senate or the House of Representatives based on the data contained in the chart above? * Please clearly state your answer and support it with data from the chart
• Attendance-While Class is Doing Bell Work
• Video-How Much Does It Cost To Run For President? (5:16 min)
• Presentation- Chapter 13-The Presidency (Streamlined Presentation)
• Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency
• Daily Objective-

• Content Objective:
  • SWD comprehension of the formal qualifications required for becoming the President along with examining the key duties associated with the job by interacting in a short presentation and completing a set of student led notes
• Language Objective:
  • Students will listen and orally discuss the formal qualifications required for becoming the President along with examining the key duties associated with the job through listening to a short lecture notes and completing a set of student guided notes

Supplemental Materials: Presentation- Chapter 13-The Presidency (Streamlined Presentation) and Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency

 

Presentation- Chapter 13-The Presidency (Streamlined Presentation)

Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency

U.S. History

Friday-12/13/19:

• Bell Work-1.) Based on the information contained in the document who can you identify is the group most likely to benefit from Dr. Townsend’s plan? 2.) In his proposal Dr. Townsend offered three conditions in which a person must meet in order to retire with a pension of $200 per month. If Congress came back and said you had to change one of the three factors (conditions) before they would vote on approving it which one would you choose to change and what would your justification be? 3.) Based on all of the information above do you feel that the third condition is fair in forcing Americans to spend their pensions almost as quickly as they receive it? *Provide strong reasoning for your position
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 3)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

 

Supplemental Materials: Video Notes-Cinderella Man

 

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Government

Friday-12/13/19:

• Bell Work-1.) Who do you think the doctor and the patient are meant to represent in this political cartoon? 2.) What are some of the problems that seem to exist with the individual mandate for profit multi-payer system that doesn’t seem to exist with the single payer health-care plan?3.) Are you a person who believes that a single payer health-care system (where the government pays the bill with our tax dollars)  is the best way to untangle the complicated mess that is our current health-care system or do you believe a multi-payer public option (where we pay for private insurance individually) is the right way to go? *Include your reasoning why
• Attendance-While Class is Doing Bell Work
• Activity-Current Events 12/13
• Vocabulary Frayer Activity-Chapter 13-The Presidency and Chapter 14-The Presidency in Action
• 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 analysis of key terms associated with the unit covering the roles and responsibilities held by the United States President by defining and personalizing vocabulary terms in a vocabulary-based activity

• 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 read and record important vocabulary terms pertaining to our unit covering the roles and responsibilities held by the United States President through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Activity-Chapter 13-The Presidency and Chapter 14-The Presidency in Action

U.S. History

Thursday-12/12/19:

• Bell Work-1.) Describe in your own words what is going on in the document above. 2.) Based on the document, what were some of the problems the stock market crash of 1929 had on banks? 3.) How would you have handled being one of the unlucky Americans who arrived at the bank to withdraw your money only to find out you are too late in the bank has collapsed? What would you do in the wake of this devastating news?  
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 2)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

 

Supplemental Materials: Cinderella Man-Video Questions

 

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Government

Thursday-12/12/19:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering Chapter 10, 11, and 12.

• 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 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
• Test- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
• Article- Democrats Unveil Two Articles of Impeachment Against Trump-SSR Article High-2019

• w/Meta-Cognitive Log

• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and concepts associated with our unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by demonstrating their knowledge thought the use of a unit exam
  • SWD analysis of the two articles of impeachment presented by the Democratic House member against President Trump by outlining an article and answering reflection questions
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law 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 fundamental ways in which Congress operates and the process required for a bill to become a law by completing a multiple choice and matching exam
  • Students will read, record and discuss the two articles of impeachment presented by the Democratic House member against President Trump by annotating an article and creating a meta-cognitive log

 

Supplemental Materials: SSR Article- Democrats Unveil Two Articles of Impeachment Against Trump-SSR Article High-2019 w/Meta-Cognitive Log

 

 

U.S. History

Wednesday-12/11/19:

• Bell Work-1.) Describe in your own words what Caroline Bird believes is “The Invisible Scar”? 2.) Identify two of the ways families described in the passage attempted to deal with the challenges they faced during the Great Depression? 3.) Reflect on the final paragraph which begins with the line “A teacher in a mountain…”. Imagine you were a teacher living during the Great Depression how would you have handled disciplining a child who was acting out due to hunger and frustration?
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 1)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

Supplemental Materials: Video-Cinderella Man

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Government

Wednesday-12/11/19:

• Bell Work-1.) What is the main theme of the political cartoon? 2.)  Considering the confusing nature of Nancy Pelosi and Jerry Nadler’s exchange what are some questions reporters could ask to help clarify their reasons for impeachment? 3.) What changes would you recommend that the artist make to their cartoon in order to make it easier for the general public to understand? 
• Attendance-While Class is Doing Bell Work
• Procedure-Test Answer Key Set Up-Chapter 10, 11 and 12
• Vocab Match-Up– Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
• Study Guide Review Time- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covering the fundamental ways in which Congress operates and the process required for a bill to become a law through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covering the fundamental ways in which Congress operates and the process required for a bill to become a law by completing a structured inquiry-based study guide

 

Supplemental Materials: Activity- Creating a Classroom Law-Part II: Presentations to each house with floor vote and Study Guide-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

 

Activity- Creating a Classroom Law-Part II: Presentations to each house with floor vote

Study Guide-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Vocabulary-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Power Points-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10-Congress

Chapter 11-The Power of Congress

Chapter 12-Congress in Action (How a Bill Becomes a Law)

Textbook PDF-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

U.S. History

Tuesday-12/10/19:

• Bell Work-1.) Describe what is happening in the political cartoon. 2.) What might the motive of the artist have been in depicting Herbert Hoover and the economic problems the U.S. faced in the 1930’s in this way? 3.) Examine the signs the donkey that represents the Democratic Party is holding. Considering that Herbert Hoover was a Republican, what message do you think the artist is trying to convey in the right hand portion of the political cartoon? 
• Attendance- While Class is Doing Bell Work
• Video-Hoover and the Great Depression (4:36 min)
• Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression
• SSR Activity-Hoover and the Great Depression (Digital History)-Annotated Reading

• Followed by Hoover and the Great Depression-Reading Reflection

• Daily Objective-

• Content Objective:
  • SWD analysis of President Hoovers initial response to the Great Depression and the ineffective measures he took in an attempt to combat our nation’s economic woes by interacting in a short presentation
  • SWD evaluation of the materials covered in Chapter 14 pertaining to the causes of the Great Depression through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and record information pertaining to President Hoovers initial response to the Great Depression and the ineffective measures he took in an attempt to combat our nation’s economic woes through listening to a short lecture
  • Students will read, discuss and record information pertaining to President Hoover’s attempts to combat the economic effects of the Great Depression by examining a primary source and completing guided inquiry-based questions

 

Supplemental Materials: Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression and SSR Activity-Hoover and the Great Depression (Digital History)-Annotated Reading (Followed by Hoover and the Great Depression-Reading Reflection)

 

Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression

 

SSR Activity-Hoover and the Great Depression (Digital History)-Annotated Reading (Followed by Hoover and the Great Depression-Reading Reflection)

 

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Government

Tuesday-12/10/19:

• Bell Work-1.) What is the name for a legislative system that provides for the greatest opportunity for enhanced oversight/control of the office of the President? 2.) Based on the information contained in Document B what can you distinguish might be a key advantage of a unicameral system over a bicameral system? *Explain why you feel this way 3.) Do you think it is a good thing or a bad thing that the United States decided to adopt a bicameral legislature over a unicameral legislature on the Federal level? *Please explain your rationale 
• Attendance-While Class is Doing Bell Work
• Activity- Creating a Classroom Law

• Part II: Presentations to each house with floor vote

• Study Guide-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which a bill is drafted and becomes a law by interacting in a collaboratively based classroom activity
  • SWD evaluation of the materials covering the fundamental ways in which Congress operates and the process required for a bill to become a law through summarizing key information in a structured study guide
• Language Objective:
  • Student will read and record information pertaining to the process of turning a bill into a law through working as a group to craft a piece of legislation that would positively impact the students of Fordson High School
  • Students will read, and write the key terms and important concepts covering the fundamental ways in which Congress operates and the process required for a bill to become a law by completing a structured inquiry-based study guide

 

Supplemental Materials: Activity- Creating a Classroom Law-Part II: Presentations to each house with floor vote and Study Guide-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

 

Activity- Creating a Classroom Law-Part II: Presentations to each house with floor vote

 

Study Guide-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

 

Vocabulary-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

 

Power Points-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10-Congress

 

Chapter 11-The Power of Congress

 

Chapter 12-Congress in Action (How a Bill Becomes a Law)

 

Textbook PDF-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

U.S. History

Monday-12/09/19:

• Bell Work-1.) Identify the key character who wrote this press release. 2.) What are some of the problems with President Hoover’s hope for how the American people would respond to the challenges of the Great Depression? 3.) Are you a person who agrees with President Hoover’s position that the best way to combat the economic turmoil of the Great Depression was through “individual generosity…, and mutual self-help” or should it be the government’s responsibility to take care of its own people in times of financial crisis? *Thoroughly explain your position
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 14-Section 2-Hardship and Suffering During the Depression
• Video-History Brief: The Dust Bowl (4:04 min)
• Reading Activity-Letter’s from a Dust Bowl Survivor

• w/ reflection questions

• Writing Prompt-Letter’s from a Dust Bowl Survivor
• Daily Objective-

• Content Objective:
  • SWD synthesis the how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression and the ways in which American families were forced to fight through these challenges by interacting in a short presentation
  • SWD synthesis of the agricultural and environmental effects the Dust Bowl had on the Midwest and Great Plains region of the United States by composing a letter from a historical perspective
• Language Objective:
  • Students will read and record information pertaining to how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression and the ways in which American families were forced to fight through these challenges through listening to a short lecture
  • Students will read and record a narrative pertaining to the agricultural and environmental effects the Dust Bowl had on the Midwest and Great Plains region of the United States by writing a letter to a loved one as if they were living through the Dust Bowl

 

Supplemental Materials: Presentation-Chapter 14-Section 2-Hardship and Suffering During the Depression, Reading Activity-Letter’s from a Dust Bowl Survivor w/ reflection questions and Writing Prompt-Letter’s from a Dust Bowl Survivor

 

Presentation-Chapter 14-Section 2-Hardship and Suffering During the Depression

 

Reading Activity-Letter’s from a Dust Bowl Survivor w/ reflection questions

 

Writing Prompt-Letter’s from a Dust Bowl Survivor

 

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Government

Monday-12/09/19:

• Bell Work-1.) Who do you think the characters in the political cartoon are meant to represent? 2.) What is the underlying theme (metaphorical meaning) of the political cartoon? 3.) In your opinion what would happen to our political system if the roles in this political cartoon were reversed?   
• Attendance-While Class is Doing Bell Work
• Presentation-How a Bill Becomes a Law-Streamlined Version-2017
• Video- ‘Regular Order’: Lawmaking The Old-Fashioned Way | Ron’s Office Hours | NPR (2:44 min)
• Activity-Creating a Classroom Law

• Part One: Drafting a Bill

• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which a bill is drafted and becomes a law by interacting in a collaboratively based classroom activity
• Language Objective:
  • Student will read and record information pertaining to the process of turning a bill into a law through working as a group to craft a piece of legislation that would positively impact the students of Fordson High School

 

Supplemental Materials: Presentation-How a Bill Becomes a Law-Streamlined Version-2017 and Activity-Creating a Classroom Law Part One: Drafting a Bill

 

Presentation-How a Bill Becomes a Law-Streamlined Version-2017

 

Activity-Creating a Classroom Law Part One: Drafting a Bill

 

 

U.S. History

Friday-12/06/19:

• Bell Work-1.) Who are the key characters in the political cartoon intended to represent? 2.) What is the underlying theme of the political cartoon? 3.) Based on the elements of the political cartoon what can you predict is the possible outcome of the publics over reliance on the expert’s speculation towards trends in the stock market once speculative credit has been withdrawn?  
• Attendance- While Class is Doing Bell Work
• Video- How does the stock market work? – Oliver Elfenbaum (4:29 min)
• Presentation-Chapter 14-Setion 1-A Nations Sick Economy
• Activity-Stock Market Investments
• Daily Objective-

• Content Objective:
  • SWD synthesis of how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression by interacting in a short presentation
  • SWD evaluation of the devastating effects of the stock market crash of 1929 by evaluating a list of stocks in which to purchase and building a stock portfolio
• Language Objective:
  • Student will read and record information pertaining to the how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression through listening to a short lecture
  • Students will read, record and orally debate the devastating effects of the stock market crash of 1929 through a scenario-based activity in which students are evaluating a list of stocks in which to purchase and building a stock portfolio

 

Supplemental Materials: Presentation-Chapter 14-Setion 1-A Nations Sick Economy and Activity-Stock Market Investments

 

Presentation-Chapter 14-Setion 1-A Nations Sick Economy

 

Activity-Stock Market Investments

 

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Government

Friday-12/06/19:

• Bell Work-1.) Describe what a typical representative of the 110th Congress would look like using six of the characteristics listed in the chart above? 2.) Based on the information contained in the chart which three groups might feel that Congress is not an adequate representation of the general public and their interests? Why might these groups feel this way? 3.) Are you a person that feels that it is important to elect someone of the same statistical profile (or ethnic background) as the majority of the people in their district in order to truly represent a population or is a representative with a strong service record the ideal choice regardless of their ethnic or statistical background? *Please explain your position
• Attendance-While Class is Doing Bell Work
• Video-How does impeachment work?-Alex Gendler (5:12 min)
  • Or How Do You Impeach a President? (3:49 min)
• Presentation-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers
• Vocabulary Frayer Activity-Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary
• Daily Objective-

• Content Objective:

• • • SWD comprehension of the non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by listening to the teacher complete a short presentation then participating in a classroom discussion 
    • SWD analysis of key terms associated with the unit covering of the process in which a bill becomes a law by defining and personalizing vocabulary terms in a vocabulary-based activity

• Language Objective:
  • • Students will read and respond to information pertaining to non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by participating in classroom discussions following a short lecture by the teacher.
    • Students will read and record important vocabulary terms pertaining to our unit covering of the process in which a bill becomes a law through the use of a frayer model vocabulary activity

 

Supplemental Materials: Presentation-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers and Vocabulary Frayer Activity-Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary

 

Presentation-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

 

Vocabulary Frayer Activity-Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary