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

U.S. History

Friday-1/31/20:

• Bell Work-1.) Based on the text above what are the “broken negotiations” being referred to in the primary source and which nations are involved in the conflict? 2.) What would happen if the Commanders in the Pacific had failed to prepare for the coming attacks? What evidence do they supply to support their warning? 3.) Imagine you were one of the military commanders stationed in the pacific during 1941. How would you have handled this message and what would have been your first action in response to it?
• Attendance-While Class is Doing Bell Work
• Video-Battle of Britain Statistics | Allied and Axis Losses (2:33 min)
• Presentation-Chapter 16-Section 2-War in Europe
• Student Led Notes-Chapter 16-Section 2-War in Europe
• Daily Objective-

• Content Objective:
  • SWD analysis of the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by interacting in a short presentation and completing structured student led outlines
• Language Objective:
  • Students will read and record information on the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by participating in a short classroom discussion and creating student directed outline notes

Supplemental Materials: Presentation-Chapter 16-Section 2-War in Europe and Student Led Notes-Chapter 16-Section 2-War in Europe

Presentation-Chapter 16-Section 2-War in Europe

Student Led Notes-Chapter 16-Section 2-War in Europe

Textbook PDF: Chapter 16-Section 2-War in Europe

Video Link-Battle of Britain Statistics | Allied and Axis Losses (2:33 min)

U.S. History

Thursday-1/30/20:

• Bell Work-1.) Based on your background knowledge who can we infer was the artist responsible for this political cartoon? 2.) What is the main theme of this political cartoon? 3.) In your opinion if the United States had not turned a blind eye to the movements of Hitler in an attempt to remain in isolation and joined the fight in Europe earlier do you believe the end of the war would have come earlier or would the non-aggression pact that Germany and Russia still had in effect have made the prospects for Allied victory even more difficult?
• Attendance-While Class is Doing Bell Work
• Activity-Leaders of WWII Activity (Day 2)
  • Students will get their choice of creating trading cards, Instagram or Power Point activity
• Daily Objective-

• Content Objective:
  • SWD synthesis of the impact that the leaders of the Axis and Allied Powers had on the strategic fights during WWII by creating a series of leadership profiles
• Language Objective:
  • Students will research, design and discuss the impact that the leaders of the Axis and Allied Powers had on the strategic fights during WWII through completing either a trading card, Instagram or Power Point activity highlighting information on WWII leaders

1st-3rd Hour

Supplemental Materials: Activity-Leaders of WWII Activity (Day 2)

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5th Hour

Supplemental Materials: Activity-Leaders of WWII Activity (Day 2)

U.S. History

Wednesday-1/29/20:

• Bell Work-1.) Based on the text contained in the primary source what is Alexander Karp describing? 2.) What conclusions can you make about the methods used at Birkenau which the German’s referred to as Vernichtungslager (translating to the camp of extermination) compared to the infamous death camp Auschwitz? 3.) Based on historical context and your background knowledge can you elaborate on the reasons why the German’s decided to operate both death and work camps if their goal was to eliminate the Jewish threat they believed was holding back Germany from reaching it’s true glory?    
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 16-Section 1-Dictators Threaten World Peace
• Activity-Leaders of WWII Activity
  • Students will get their choice of creating trading cards or Instagram  
• Daily Objective-

• Content Objective:
  • SWD analysis of types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by interacting in a short presentation
  • SWD synthesis of the impact that the leaders of the Axis and Allied Powers had on the strategic fights during WWII by creating a series of leadership profiles
• Language Objective:
  • Students will read and record information pertaining to the types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through listening to a short lecture
  • Students will research, design and discuss the impact that the leaders of the Axis and Allied Powers had on the strategic fights during WWII through completing either a trading card or Instagram activity highlighting information on WWII leaders

Supplemental Materials: Presentation-Chapter 16-Section 1-Dictators Threaten World Peace and Activity-Leaders of WWII Activity

Presentation-Chapter 16-Section 1-Dictators Threaten World Peace

Activity-Leaders of WWII Activity

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5th Hour

Activity-Leaders of WWII Power Point Activity

U.S. History

Monday-1/27/20: *Expectation Presentation with Mr. Burch Hours 1-3 and 5

• Bell Work-1.) What is the main theme of this primary source? 2.) What effect can we infer the Kristallnacht Order would have had on the daily lives of Jewish residence living in Germany in 1938? 3.) Based on your prior knowledge and the information contained in the primary source select one of the three provisions of the Kristallnacht Order (a, b or c) and explain why the German government would feel justified in taking that particular action in their quest to unite the true German people against the oppression of others?
• Attendance-While Class is Doing Bell Work
• Presentation-Grade Level Building Expectations with Mr. Burch in the auditorium
• Daily Objective-

• Content Objective:
  • SWD knowledge of PBIS and its application in Fordson High School as well as its impact on their school success.
• Language Objective:
  • Students will read and listen to an explanation of the behavior expectations through a short administrative presentation.

U.S. History

Friday-1/24/20:

• Bell Work-1.) Based on the context of the primary source what can we infer the definition of the term “appeasement” means? 2.) What examples can you site to show Winston Churchill’s strategy for keeping peace and stopping the growth of the Nazi’s power in Europe? 3.) What is your opinion of Winston Churchill’s speech to Parliament? Do you agree with the general sentiment of Churchill’s message or do you feel he is wrong in this instance?  
• Attendance-While Class is Doing Bell Work
• Web Quest-The 10 Major Battles of WWII-2020

• 15 to 20 min to finish

• Vocabulary Frayer Model Activity-Chapter 16-World War Looms
• Daily Objective-

• Content Objective:
  • SWD synthesis of the strategic impact of the ten most significant battles fought during WWII by compiling information from several online sources to complete a structured web quest
  • SWD analysis of key terms associated with the unit covering the influential historical figures and various events that led to WWII through defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read, orally discuss and record information on the strategic impact of the ten most significant battles fought during WWII by working collaboratively on an online web quest
  • Students will read and record important vocabulary terms pertaining to our unit covering the influential historical figures and various events that led to WWII programs introduced by FDR through the use of a frayer model vocabulary activity

Supplemental Materials: Web Quest-The 10 Major Battles of WWII-2020, Vocabulary Frayer Model Activity-Chapter 16-World War Looms

Web Quest-The 10 Major Battles of WWII-2020

Vocabulary Frayer Model Activity-Chapter 16-World War Looms

U.S. History

Thursday-1/23/20:

• Bell Work-1.) Based on the context of the primary source what can we infer the definition of the term “appeasement” means? 2.) What examples can you site to show Winston Churchill’s strategy for keeping peace and stopping the growth of the Nazi’s power in Europe? 3.) What is your opinion of Winston Churchill’s speech to Parliament? Do you agree with the general sentiment of Churchill’s message or do you feel he is wrong in this instance?
• Attendance-While Class is Doing Bell Work
• Video-Explained In 5 Questions: World War II | Encyclopaedia Britannica (5:11 min)
• Web Quest-The 10 Major Battles of WWII-2020
• Daily Objective-

• Content Objective:
  • SWD synthesis of the strategic impact of the ten most significant battles fought during WWII by compiling information from several online sources to complete a structured web quest
• Language Objective:
  • Students will read, orally discuss and record information on the strategic impact of the ten most significant battles fought during WWII by working collaboratively on an online web quest

Supplemental Materials: Web Quest-The 10 Major Battles of WWII-2020

U.S. History

Wednesday-1/22/20: Half-Day-4th, 5th and 6th Hour

• Bell Work-1.) Based on the context of the primary source what can we infer the definition of the term “appeasement” means? 2.) What examples can you site to show Winston Churchill’s strategy for keeping peace and stopping the growth of the Nazi’s power in Europe? 3.) What is your opinion of Winston Churchill’s speech to Parliament? Do you agree with the general sentiment of Churchill’s message or do you feel he is wrong in this instance?
• Attendance-While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Procedures-PBIS Roll Out-Semester II
  • Be Responsible Section
• Activity-Getting to Know Me Information Sheet
• Daily Objective-

• Content Objective:
  • SWD knowledge of PBIS and its application in Fordson High School as well as its impact on their school success.
• Language Objective:
  • Students will read and listen to an explanation of the Behavior Matrix (expectations) then record information in a circle map based on their prior knowledge of PBIS. Students will discuss the circle map with their class.

U.S. History

Tuesday-1/21/20: Half-Day-1st, 2nd and 3rd Hour

• Bell Work-1.) According to the primary source which peace assuring document did Adolf Hitler find so offensive in its treatment of Germany? 2.) Based on the text above what action did Hitler take in defiance of the Treaty of Versailles? What argument does he use in an attempt to justify his actions? 3.) Do you agree or disagree with the reactions of the French government? What can we infer might be the reason this reaction led to war?
• Attendance-While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Procedures-PBIS Roll Out-Semester II
  • Be Responsible Section
• Daily Objective-

• Content Objective:
  • Student will demonstrate knowledge of PBIS and its application in Fordson High School as well as its impact on their school success.
• Language Objective:
  • Students will write a circle map based on their prior knowledge of PBIS. Students will discuss the circle map with their class.  Students will read and listen to an explanation of the Behavior Matrix (expectations).

U.S. History

Tuesday-1/14/20:

• Bell Work-1.) Identify the key characters in this political cartoon. 2.) Based on historical context and your prior knowledge what can we infer the baby symbolizes by looking at the cries of the child? 3.) How does the image of Hoover pushing the crying baby off to President Roosevelt reinforce the perception American citizens had of Hoover’s time in office?  
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 by completing a structured inquiry-based study guide

*See Final Exam Materials-Semester I Tab at the top of the iblog page for all final exam resources

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Government

Tuesday-1/14/20:

• Bell Work-1.) What is the main idea behind the purpose of the chart? 2.) Based on the information contained in the charts which are the three states that seemed to be the most successful in integrating their white and African-American students? 3.) In your opinion why might some of the states listed on the chart be unwilling to fully integrate their schools? *Be sure to reflect on the social climate in the South as you formulate your answer  
• Attendance-While Class is Doing Bell Work
• Study Guide Review Time- Chapters 1-7 and Chapters 9-21
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 1-7, 9-21 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-21 by completing a structured inquiry-based study guide in preparation for their final exam

*See Final Exam Materials-Semester I Tab at the top of the iblog page for all final exam resources

U.S. History

Monday-1/13/20:

• Bell Work-1.) Describe in your own words at least one way the Great Depression affected young people? 2.) What conclusions can you draw from the primary source to describe how companies viewed the need for young men in the work force during the Great Depression? 3.) What in your opinion could be done to maximize the opportunities for young men to enter the work force through President Roosevelt’s New Deal programs?   
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 by completing a structured inquiry-based study guide

*See Final Exam Materials-Semester I Tab at the top of the iblog page for all final exam resources

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Government

Monday-1/13/20:

• Bell Work- 1.) In your own words please explain why the man in the political cartoon is being detained by government officials? 2.) Imagine that you are working for the Department of Homeland Security and this gentleman’s case comes across your desk. What are a few of the questions you might ask the man as you attempt to determine the extent to which he may have violated the provisions of the Patriot Act? 3.) Do you think it is a good thing or a bad thing that the U.S. government under the Patriot Act was given broad authority to track down and prosecute suspected terrorists with far fewer restrictions regarding how they conduct their investigations that prior to the act being passed? 
• Attendance-While Class is Doing Bell Work
• Presentation- American Citizenship-Roles, Responsibilities and Duties Supplemental PPT
• Activity-American Civil Rights-DBQ
• Daily Objective-

• Content Objective:
  • SWD comprehension of the racial constructs that divided the United States and the key individuals and protests that challenged the status quo leading to the birth of the Civil Rights movement by listening to a short presentation
  • SWD evaluation of the influential people and events that kicked off the Civil Rights movement during the1960’s by evaluating primary source documents then responding to structured questions in a DBQ packet
• Language Objective:

• • • Students will listen and orally discuss the racial constructs that divided the United States and the key individuals and protests that challenged the status quo leading to the birth of the Civil Rights movement by participating in a short presentation.
    • Students will read, discuss and record information pertaining to the influential people and events that kicked off the Civil Rights movement during the1960’s by breaking down a primary source DBQ packet and responding to structured reflection questions

Supplemental Materials: Presentation- American Citizenship-Roles, Responsibilities and Duties Supplemental PPT and Activity-American Civil Rights-DBQ

Presentation- American Citizenship-Roles, Responsibilities and Duties Supplemental PPT

 Activity-American Civil Rights-DBQ

*See Final Exam Materials-Semester I Tab at the top of the iblog page for all final exam resources