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

U.S. History

Friday-1/10/20:

• Bell Work-1.) Which of FDR’s New Deal programs can we identify Robert Miller participated in based on the information contained within the primary source? 2.) What conclusions can you make regarding the impact that this program had on Robert Miller’s growth from the time that he “enrolled as a boy” and the time of this letter that he is writing as “a man”? *Please give at least one quality example 3.) Imagine that you were a young man trying to decide whether you were going to join the New Deal Program described above. What type of choice might you have made after reading Robert Miller’s letter? 
• Attendance- While Class is Doing Bell Work
• Video-The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945 (44 min)

• w/ Guided Video Notes

• Daily Objective-

• Content Objective:
  • SWD knowledge of how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through watching a video and discussing the impact with a classmate

Supplemental Materials: Video Notes -The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945 (44 min)

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Government

Friday-1/10/20:

• Bell Work-1.) What fundamental Constitutional concept is being challenged in Schenck v. United States (1919)? 2.) Why do you think that someone’s freedom to shout “fire” in a crowded theatre would not be protected under the First Amendment? 3.) What is your opinion of Justice Holmes’ position that this situation (described in his statement) constitutes a “clear and present danger” to the American people?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 20-Civil Liberties-Protecting Individual Rights
• Guided Notes-Chapter 20-Sections 1-Due Process of Law, Chapter 20-Section 2-Freedom and Security of the Person, and Chapter 20-Section 3-Rights of the Accused
• Study Guide Review Time-Chapters 1-7 and Chapters 9-21
• Daily Objective-

• Content Objective:

• • • SWD comprehension of how the government must observe and uphold the concept of due process of law, and how they must act fairly and in accordance with established rules to protect the individual freedoms and liberties of American citizens by participating in a short presentation and completing a set of student led notes
    • 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 record how the government must observe and uphold the concept of due process of law, and how they must act fairly and in accordance with established rules to protect the individual freedoms and liberties of American citizens through listening to a short lecture notes and completing a set of student guided notes
    • 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

Supplemental Materials: Presentation-Chapter 20-Civil Liberties-Protecting Individual Rights and Guided Notes-Chapter 20-Sections 1-Due Process of Law, Chapter 20-Section 2-Freedom and Security of the Person, and Chapter 20-Section 3-Rights of the Accused

Presentation-Chapter 20-Civil Liberties-Protecting Individual Rights

Guided Notes-Chapter 20-Sections 1-Due Process of Law, Chapter 20-Section 2-Freedom and Security of the Person, and Chapter 20-Section 3-Rights of the Accused

Textbook PDF-Chapter 20-Civil Liberties-Protecting Individual Rights

 

*Assignment list to be collected

U.S. History

Thursday-1/09/20:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering Chapter 14 and Chapter 15.

• Feel free to grab a vocab bag and practice the vocabulary match up activity.

• Attendance- While Class is Doing Bell Work
• Vocab Match-Up Review– Chapter 14-The Great Depression Begins and Chapter 15-The New Deal
• Test-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Great Depression and the New Deal by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and concepts associated with our unit covering the Great Depression and the New Deal 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 Great Depression and the New Deal 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 Great Depression and the New Deal by completing a multiple choice and matching exam

 

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Government

Thursday-1/09/20:

• Bell Work-1.) What is the main theme/purpose of the primary source? 2.) Based on the information contained in the primary source what position can we infer the Constitution takes regarding the institution of slavery? 3.) Based on the primary source, how would you explain to someone the reason why in the Constitution (prior to the 13th Amendment that outlawed slavery) viewed slaves are property and not as people? 
• Attendance-While Class is Doing Bell Work
• Presentation- Chapter 19-Civil Liberties-First Amendment Freedoms-Supplemental PPT
• Video-Law and Order-Season 11-Episode 19-Whiplash (44 min)

• w/ Guided Video Questions
• (Alternate episode Law and Order-Season 1-Episode 1-Prescription for Death (47 min) w/ Guided Video Questions)

• Daily Objective-

• Content Objective:

• • • SWD comprehension of the freedoms and civil protections granted under the First Amendment of United States Constitution  by interacting in a short presentation

• SWD knowledge of the way in which the police and District Attorney’s office gather and present evidence in a criminal case by watching a television episode and responding to structured reflection questions

• Language Objective:
  • Students will listen, orally discuss and respond to the the freedoms and civil protections granted under the First Amendment of United States Constitution by participating in classroom discussions following a short lecture by the teacher
  • Students will listen, and record information pertaining to the way in which the police and District Attorney’s office gather and present evidence in a criminal case by watching an episode of Law and Order and responding to structured video reflection questions

 

Supplemental Materials: Chapter 19-Civil Liberties-First Amendment Freedoms-Supplemental PPT

U.S. History

Wednesday-1/08/20:

• Bell Work-1.) Who can we identify as the speaker of the primary source? 2.) Why do you think that the speaker chose to cite “the ancient days of the Spanish Inquisition or Czarist Russia” as examples when making her argument against the legality of the Palmer Raids? 3.) Imagine that you were in the same position as the speaker a U.S. citizen facing deportation from the United States due to your Anarchist beliefs. Would you make the choice to publicly deny your true beliefs in order to stay in America or would you stand your ground and risk being deported for your beliefs? *Please justify your answer
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up Review– Chapter 14-The Great Depression Begins and Chapter 15-The New Deal
• Procedure-Test Answer Key Set Up- Chapter 15-The New Deal
• Study Guide Review Time- Chapter 15-The New Deal
• Content Objective:

• • SWD analysis of key terms associated with the unit covering the Great Depression and the New Deal by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covered in our unit covering the Great Depression and the New Deal 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 Great Depression and the New Deal through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covered in our unit covering the Great Depression and the New Deal by completing a structured inquiry-based study guide

Supplemental Materials: Vocab Match-Up Review- Chapter 14-The Great Depression Begins and Chapter 15-The New Deal, Procedure-Test Answer Key Set Up- Chapter 15-The New Deal, and Study Guide Review Time- Chapter 15-The New Deal

Vocab Match-Up Review- Chapter 14-The Great Depression Begins and Chapter 15-The New Deal

Study Guide- Chapter 14 and 15

Study Guide Materials- Chapter 14 and 15

Study Guide Review Materials- Chapter 14 and 15

Power Points- Chapter 14 and 15

 

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Government

Wednesday-1/08/20:

• Bell Work-1.) Who are the two figures located to the right of President Trump intended to represent? 2.) What message (main idea) is the artist trying to communicate with the captions written on the map located behind President Trump? 3.) What is your opinion of the authors position in the political cartoon that President Trump is misinformed and ignorant regarding Foreign Policy?
• Attendance-While Class is Doing Bell Work
• Video-Law and Order-Episode 1-Prescription for Death (47 min)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the way in which the police and District Attorney’s office gather and present evidence in a criminal case by watching a television episode and responding to structured reflection questions
• Language Objective:
  • Students will listen, and record information pertaining to the way in which the police and District Attorney’s office gather and present evidence in a criminal case by watching an episode of Law and Order and responding to structured video reflection questions

Supplemental Materials: Video Notes-Law and Order-Episode 1-Prescription for Death (47 min) w/ Guided Video Questions

U.S. History

Tuesday-1/07/20:

• Bell Work-1.) What can we identify is Raymond Fosdick’s view on how European nations like France see the League of Nations? 2.) What do you believe Fosdick means when he says, “The League stands for … the protection of backward peoples”? Who specifically might he be referring to?3.) After reading this excerpt would you be inclined to defend Fosdick’s position on the League of Nations or do you have a different opinion as to the effectiveness of the organization? Why do you feel that way? * Please elaborate on your feelings
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 15-Section 5-The Impact of the New Deal
• Outline Notes-Chapter 15-Section 4-Culture in the 1930’s and Chapter 15-Section 5-The Impact of the New Deal
• Study Guide-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal
• Daily Objective-

• Content Objective:
  • SWD analysis of the impact FDR’s New Deal programs on the social and economic conditions of the United States as the 1930’s came to a close by interacting in a short presentation and creating a set of student-centered guided notes
  • SWD evaluation of the materials covered in our unit covering the Great Depression and the New Deal through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, orally discuss and record the impact of the Great Depression and FDR’s New Deal programs on the social and economic conditions of the United States as the 1930’s came to a close through listening to a short lecture and creating student centered guided notes
  • Students will read, and write the key terms and important concepts covered in our unit covering the New Deal by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-Chapter 15-Section 5-The Impact of the New Deal, Outline Notes-Chapter 15-Section 4-Culture in the 1930’s and Chapter 15-Section 5-The Impact of the New Deal, and Study Guide-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal

Presentation-Chapter 15-Section 5-The Impact of the New Deal

Outline Notes-Chapter 15-Section 4-Culture in the 1930’s and Chapter 15-Section 5-The Impact of the New Deal

Textbook PDF’s-Chapter 15-Section 4-Culture in the 1930’s and Chapter 15-Section 5-The Impact of the New Deal

Study Guide-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal

Test Materials-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal

Vocabulary-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal

 

Textbook PDF’s-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal

Test Materials-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal

Final Exam Study Guide-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

Tuesday-1/07/20:

• Bell Work-1.) According to the graphic shown above who served as the 32nd President of the United States? 2.) Based on the graphic above what conclusions can you make regarding the impact of FDR’s New Deal programs beginning in 1933? 3.) Imagine that you were FDR preparing to speak in front of Congress regarding the financial crisis facing the United States. How might you justify the use of deficit spending as a solution to combat the Great Depression?  
• Attendance-While Class is Doing Bell Work
• DBQ-American Jury System-2019

• 15 to 25 minutes to finish

• Student Led Notes-Chapter 18 Section 1-The National Judiciary, Chapter 18-Section 2-Inferior Courts, Chapter 18-Section 3-The Supreme Court and Chapter 18-Section 4-The Special Courts
• Daily Objective-

• Content Objective:
  • SWD evaluation of the inner workings of the United States judicial system by interpreting the meaning of several primary source documents in a collaborative activity
  • SWD comprehension of the role that the Federal Court plays in upholding law and order in the United States by completing a set of student led notes
• Language Objective:

• • • Students will read, discuss and record information pertaining to the inner workings of the United States judicial system by identifying key pieces of information contained in a DBQ packet with the help of a partner
    • Students will read and record the role that the Federal Court plays in upholding law and order in the United States through listening to a short lecture notes and completing a set of student guided notes

Supplemental Materials:  DBQ-American Jury System-2019 and Student Led Notes-Chapter 18 Section 1-The National Judiciary, Chapter 18-Section 2-Inferior Courts, Chapter 18-Section 3-The Supreme Court and Chapter 18-Section 4-The Special Courts

DBQ-American Jury System-2019

Student Led Notes-Chapter 18 Section 1-The National Judiciary, Chapter 18-Section 2-Inferior Courts, Chapter 18-Section 3-The Supreme Court and Chapter 18-Section 4-The Special Courts

Textbook PDF-Chapter 18 Section 1-The National Judiciary, Chapter 18-Section 2-Inferior Courts, Chapter 18-Section 3-The Supreme Court and Chapter 18-Section 4-The Special Courts

 

Final Exam Study Guide-Chapters 1-7 and Chapters 9-21

 

Vocabulary-Chapters 1-7 and Chapters 9-14

 

Power Points-Chapters 1-7 and Chapters 9-21

Chapter 1-Priniciples of Government

 

Chapter 2-Origins of American Government

 

Chapter 3-The Constitution

 

Chapter 4-Federalism

 

Chapter 5-Political Parties

 

Chapter 6-Voter and Voter Behavior

 

Chapter 7-The Electoral Process

 

Chapter 9-Interest Groups

 

Chapter 10-Congress

 

Chapter 11-Powers of Congress

 

Chapter 12-Congress in Action

 

Chapter 13-The Presidency

 

Chapter 14-The Presidency in Action

 

Chapter 15-Government at Work-The Bureaucracy

 

Chapter 16-Financing Government

 

Chapter 17-Foreign Policy and National Defense

 

Chapter 18-The Federal Court System

 

Chapter 19-Civil Liberties-First Amendment Freedoms

 

Chapter 20-Civil Liberties-Protecting Individual Rights

 

Chapter 21-Civil Rights Equal Justice Under the Law

 

Test Material Power Points-Chapters 1-7 and Chapters 9-14

U.S. History

Monday-1/06/20:

• Bell Work-1.) What is the underlying theme behind this excerpt from Elizabeth Cady Stanton’s speech? 2.) Imagine that you were a reporter working for the Cleveland Plain Dealer in 1868, and you scored an interview with Elizabeth Cady Stanton. What are two or three questions you might ask in order to understand her position regarding “The Destructive Male”? 3.) What can you predict based on the tone of this document and your prior knowledge might be the reaction of male voters after hearing this speech?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s
• Activity-The Great Depression and New Deal-DBQ-2018 (Containing 13 Documents) 
• Student Led Notes- Chapter 15-Section 1-A New Deal Fights the Depression, Chapter 15-Section 2-The Second New Deal Takes Hold, Chapter 15-Section and 3-The New Deal Affects Many Groups
  • Supplemental Note Packet-2019
• Daily Objective-

• Content Objective:
  • SWD evaluation of primary sources and documents associated with the New Deal by examining twelve documents in a collaborative DBQ activity
  • SWD analysis of the effects New Deal programs had on the lives of minorities and the cultural impact of the 1930’s on everyday Americans by interacting in a short presentation and creating a set of student-centered guided notes
• Language Objective:
  • Students will read, discuss and record information pertaining to the New Deal by examining several primary sources in a partner-based document-based activity
  • Students will read, record and orally compare information pertaining to the effects New Deal programs had on the lives of minorities and the cultural impact of the 1930’s on everyday Americans through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s, Activity-The Great Depression and New Deal-DBQ-2018 (Containing 13 Documents), Student Led Notes- Chapter 15-Section 1-A New Deal Fights the Depression, Chapter 15-Section 2-The Second New Deal Takes Hold, Chapter 15-Section and 3-The New Deal Affects Many Groups (Supplemental Note Packet)

Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s

Activity-The Great Depression and New Deal-DBQ-2018 (Containing 13 Documents)

Student Led Notes- Chapter 15-Section 1-A New Deal Fights the Depression, Chapter 15-Section 2-The Second New Deal Takes Hold, Chapter 15-Section and 3-The New Deal Affects Many Groups (Supplemental Note Packet)

Textbook PDF’s- Chapter 15-Section 1-A New Deal Fights the Depression, Chapter 15-Section 2-The Second New Deal Takes Hold, Chapter 15-Section and 3-The New Deal Affects Many Groups (Supplemental Note Packet)

 

Final Exam Study Guide-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

Monday-1/06/20:

• Bell Work-1.) What is the purpose of the primary source shown above? 2.) Why do you think that the primary source includes the lines “I hereby declare, by oath, that I absolutely and entirely renounce and abjure all allegiances and fidelity to any foreign prince, potentate, state or sovereignty, of whom or which I have heretofore been a subject or citizen;”? 3.) Can you elaborate on the main reason that the author of the primary source decided to include the line “…I take this obligation freely, without any mental reservation or purpose of evasion;”?  
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 18-Federal Courts
• DBQ-American Jury System-2019
• Daily Objective-

• Content Objective:
  • SWD synthesis of the role that the Federal Court plays in upholding law and order in the United States through interacting in a short presentation
  • SWD evaluation of the inner workings of the United States judicial system by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will listen, orally discuss and respond to the role that the Federal Court plays in upholding law and order in the United States by participating in classroom discussions while interacting during a short lecture

• • • Students will read, discuss and record information pertaining to the inner workings of the United States judicial system by identifying key pieces of information contained in a DBQ packet with the help of a partner

 

 

Supplemental Materials: Presentation-Chapter 18-Federal Courts and DBQ-American Jury System-2019

 

Presentation-Chapter 18-Federal Courts

 

DBQ-American Jury System-2019

 

Final Exam Study Guide-Chapters 1-7 and Chapters 9-21

 

Vocabulary-Chapters 1-7 and Chapters 9-14

 

Power Points-Chapters 1-7 and Chapters 9-21

Chapter 1-Priniciples of Government

 

Chapter 2-Origins of American Government

 

Chapter 3-The Constitution

 

Chapter 4-Federalism

 

Chapter 5-Political Parties

 

Chapter 6-Voter and Voter Behavior

 

Chapter 7-The Electoral Process

 

Chapter 9-Interest Groups

 

Chapter 10-Congress

 

Chapter 11-Powers of Congress

 

Chapter 12-Congress in Action

 

Chapter 13-The Presidency

 

Chapter 14-The Presidency in Action

 

Chapter 15-Government at Work-The Bureaucracy

 

Chapter 16-Financing Government

 

Chapter 17-Foreign Policy and National Defense

 

Chapter 18-The Federal Court System

 

Chapter 19-Civil Liberties-First Amendment Freedoms

 

Chapter 20-Civil Liberties-Protecting Individual Rights

 

Chapter 21-Civil Rights Equal Justice Under the Law