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

U.S. History

Tuesday-12/03/19:

• Bell Work-1.) Based off your prior knowledge and the context of the radio address can you name the national crisis that prompted Herbert Hoover to make this speech? 2.) What does President Hoover believe is the result of a “lack of caution in nosiness”? 3.) Based on the radio address above, why does Hoover ultimately feel it is not the government’s responsibility to solve the financial problems facing Americans during the Great Depression? In your opinion is he correct? *Be sure to explain why you agree or disagree
• Attendance- While Class is Doing Bell Work
• Video- How does the stock market work? – Oliver Elfenbaum (4:29 min)
• Article-The Stock Market Crash of 1929 by Jesse Colombo (July 17th, 2012) with SSR Meta-Log

• Student Led Notes-Chapter 14-The Great Depression Begins-Big Picture Notes-Combination of notes pertaining to the major topics addressed in Chapter 14-Section 1-A Nations Sick Economy, Chapter 14-Section 2-Hardship and Suffering During the Depression and Chapter 14 Section 3-Hoover Struggles with the Depression

• Daily Objective-

• Content Objective:

• • • SWD evaluation of the devastating effects of the 1929 stock market crash by evaluating a primary source and responding to inquiry-based log
    • SWD synthesis of how the economic hardships experienced in America during the 1920’s and President Hoovers inability to pass effective legislative solutions to these problems led to the Great Depression by creating a set of guided notes

• Language Objective:
  • • Students will read and respond to an article pertaining to the devastating effects of the 1929 stock market crash by examining a primary source and responding to and meta-cognitive log
    • Student will read and record information pertaining to the how the economic hardships experienced in America during the 1920’s and President Hoovers inability to pass effective legislative solutions to these problems led to the Great Depression through listing key information in student led inquiry outlines

 

Video Clip-How does the stock market work?-Oliver Elfenbaum (4:29 min)

 

Article-The Stock Market Crash of 1929 by Jesse Colombo (July 17th, 2012) with SSR Meta-Log

Student Led Notes-Chapter 14-Section 1-A Nations Sick Economy, Chapter 14-Section 2-Hardship and Suffering During the Depression and Chapter 14 Section 3-Hoover Struggles with the Depression

Textbook PDF-Chapter 14-Section 1-A Nations Sick Economy, Chapter 14-Section 2-Hardship and Suffering During the Depression and Chapter 14 Section 3-Hoover Struggles with the Depression

 

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Government

Tuesday-12/03/19: Sub Day-Graham’s EEG at U of M

• Bell Work-1.) According to this passage, what can you identify is Benjamin Franklin’s view on Bicameralism? 2.) What are some of the motives behind the reasons many states adopted unicameralism? 3.) Judge the value of Benjamin Franklin’s comment that a bicameral legislature is akin to “putting one horse before a cart and another behind it, both pulling opposite directions.” What was he trying to imply about the effectiveness of a bicameral legislature?  
• Attendance-While Class is Doing Bell Work

• Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce

• Vocabulary Frayer Activity-Chapter 11-Power of Congress
• Daily Objective-

• Content Objective:
  • SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways 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 the roles and the functions of Congress by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways 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 the roles and the functions of Congress through the use of a frayer model vocabulary activity

 

Supplemental Materials: Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce, and Vocabulary Frayer Activity-Chapter 11-Power of Congress

 

Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce

 

Vocabulary Frayer Activity-Chapter 11-Power of Congress