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

U.S. History

Friday-2/28/20:

• Bell Work-1.) Which historical figure is responsible for writing this document? 2.) Imagine you were a writer for the Detroit Free Press, what questions might you ask the author concerning Executive Order 9066? 3.) What do you think about the irony that as the United States fought a war against the villainous German Nazis who we condemned for their treatment of Jews in concentration camps while at home we sent innocent Japanese Americans to our own versions of concentration camps?
• Attendance-While Class is Doing Bell Work
• Video-America the Story of US-Episode 10-WWII (44 min)

• w/ Video notes

• Daily Objective-

• Content Objective:
  • SWD knowledge of how the events of WWII fundamentally changed the life’s of citizens on the home front while simultaneously ushering in a new era of American political dominance following the bombing of Japan and the surrender of Germany through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to how the events of WWII fundamentally changed the life’s of citizens on the home front while simultaneously ushering in a new era of American political dominance following the bombing of Japan and the surrender of Germany through watching a video and discussing the impact with a classmate

U.S. History

Tuesday-2/25/20:

• Bell Work-1.) What reason does President Truman give to support his decision to use the atomic bomb on Hiroshima and Nagasaki? 2.) According to President Truman, who was actually responsible for the use of the atomic bomb? Why can we infer he might have made a statement like this? 3.) Do you agree with his actions or would you have taken a different approach in an attempt to force Japan in to surrendering? *Thoroughly explain your thoughts
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 17-Section 1-Mobalizing for Defense
• Notes-Chapter 17-Section 1-Mobalizing for Defense  
• Daily Objective-

• Content Objective:
  • SWD analysis of the way in which wartime mobilization of industry, labor, science and the media helped expand the armed forced in the United States by interacting in a short presentation and creating a set of student-centered guided notes
• Language Objective:
  • Students will listen, read and record the way in which wartime mobilization of industry, labor, science and the media helped expand the armed forced in the United States through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 17-Section 1-Mobalizing for Defense and Notes-Chapter 17-Section 1-Mobalizing for Defense

 

Presentation-Chapter 17-Section 1-Mobalizing for Defense 

 

Notes-Chapter 17-Section 1-Mobalizing for Defense

 

Textbook PDF-Chapter 17-Section 1-Mobalizing for Defense

 

 

U.S. History

Monday-2/24/20:

• Bell Work-1.) How would you explain what is going on in the photograph based on your background knowledge and the imagery in the photo? 2.) Reflect on this picture taken in California following the bombings of Pearl Harbor. How might the U.S. government justify placing armed guards at these bus stops? 3.) Imagine you a Japanese American living along the West Coast ordered to report to a bus stop tomorrow morning at 9:30 am. Would you make the choice to comply with the request that you report or would you try and drive inland in an attempt to escape the concentration camps? *Explain your decision and why you would make it  
• Attendance-While Class is Doing Bell Work
• Procedure-Chapter 16-Notes Collection
• Pre-test-Chapter 17-The United States in WWII
• Vocabulary Frayer Model Activity-Chapter 17-The United States in WWII
• Daily Objective-

• Content Objective:
  • SWD synthesis of the key terms, important political/historical figures and concepts associated with our unit covering the military campaigns and political decisions both at home and in Europe that positioned the United States for victory in WWII through compiling and integrating their knowledge on a pre-test
  • SWD analysis of key terms associated with our unit covering the military campaigns and political decisions both at home and in Europe that positioned the United States for victory in WWII through 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 the military campaigns and political decisions both at home and in Europe that positioned the United States for victory in WWII by completing a multiple choice and matching pre-test
  • Students will read and record important vocabulary terms pertaining to our unit covering the military campaigns and political decisions both at home and in Europe that positioned the United States for victory in WWII through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 17-The United States in WWII

U.S. History

Friday-2/14/20:

• Bell Work- Please take out your notes/study guide and with your elbow partner review all of the information for our test covering Chapter 16.

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

• Attendance-While Class is Doing Bell Work

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information pertaining to our quiz covering Chapter 16.

• You will be given about eight minutes to study and review vocabulary prior to the test beginning.

• Attendance-While Class is Doing Bell Work
• Test-Chapter 16-World War Looms
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the foundational conflicts that set the stage for WWII by demonstrating their knowledge thought the use of a unit exam.
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering the foundational conflicts that set the stage for WWII by completing a multiple choice and matching exam.

The following notes and activities will be collected after break

*The 10 Major Battles of WWII (Already graded and handed back to you)

*Every Day Objects of the Holocaust Activity (Already graded and handed back to you)

*Notes for chapter 16 sections 1-4

These notes and activities will be turned in and graded on a 30 point scale

U.S. History

Thursday-2/13/20:

• Bell Work-1.) In your own words describe why Winston Churchill is so frustrated with Great Britain’s actions regarding the Nazi regime? 2.) Why do you think Great Britain still followed the policy of appeasement knowing that Hitler would not stop until his quest to conquer Europe was complete? 3.) Do you agree with Winston Churchill’s sentiment regarding Prime minster Chamberlin’s handling of the Nazi regime or do you feel Chamberlin’s decision was warranted since at the time Hitler’s march had not directly reached English soil?  
• Attendance-While Class is Doing Bell Work
• Vocab Match-Up Activity-Chapter 16-World War Looms
• Test Form Set Up- Chapter 16-World War Looms
• Study Guide Review Time-Chapter 16-World War Looms
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering the shift in European leadership and the mounting conflicts that led to WWII through the manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covered in our unit that focuses on the events that facilitated Americas entry into WWII 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 shift in European leadership and the mounting conflicts that led to WWII by using a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covered in our unit which focuses on the events that facilitated Americas entry into WWII by completing a structured inquiry based study guide

 

Supplemental Materials: Study Guide-Chapter 16-World War Looms

 

Study Guide-Chapter 16-World War Looms

Vocabulary-Chapter 16-World War Looms

Power Points-Chapter 16-World War Looms

Textbook PDFs-Chapter 16-World War Looms

Section Notes-Chapter 16-World War Looms

U.S. History

Wednesday-2/12/20:

• Bell Work-1.) What is the main idea behind the political cartoon? 2.) What inference can you make about Germany’s military position based on the fact that they are being “put through the wringer”? 3.) Based on your prior knowledge and the elements contained within the political cartoon what could you predict might be the most likely outcome regarding which wringer Germany will make it through?  
• Attendance-While Class is Doing Bell Work
• Video Clip-Pearl Harbor (2001)-Edited Disk One 

• 120:20 min to 142:34 (However if time allows play until 2:01:00 min)

• Study Guide-Chapter 16-World War Looms
• Daily Objective-

• Content Objective:
  • SWD analysis of the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor by interacting in a short presentation
  • SWD evaluation of the materials covered in our unit that focuses on the events that facilitated Americas entry into WWII through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in our unit which focuses on the events that facilitated Americas entry into WWII by completing a structured inquiry based study guide

• • • Student will read and record information pertaining to the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor through interacting in a short presentation

 

Supplemental Materials: Study Guide-Chapter 16-World War Looms

 

Study Guide-Chapter 16-World War Looms

 

Vocabulary-Chapter 16-World War Looms

 

Power Points-Chapter 16-World War Looms

 

Textbook PDFs-Chapter 16-World War Looms

 

Section Notes-Chapter 16-World War Looms

 

 

U.S. History

Tuesday-2/11/20:

• Bell Work-1.) In your own words explain how these two excerpts differ from one another even though their subject matter is the same? 2.) Select one of the two excerpts contained above and answer the following question. If you were to sit down with one of the two authors what questions might you ask in an attempt to understand the position they took regarding Hitler’s invasion of the Rhineland? 3.) Based on the subject matter would it be better if the authors took a neutral stance regarding Hitler’s invasion of the Rhineland or is important to hear differing perspectives in an attempt to understand the views of others? *Please explain your reasoning  
• Attendance-While Class is Doing Bell Work
• Video-WWII In HD: America Enters World War II | History (4:23 min)
• Presentation-Chapter-16-Section 4-America Moves Towards War
• Outline Notes-Chapter 16-Section 4-America Moves Towards War
• Daily Objective-

• Content Objective:
  • SWD analysis of the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor by interacting in a short presentation and creating a set of student-centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor through participating in a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter-16-Section 4-America Moves Towards War and Outline Notes-Chapter 16-Section 4-America Moves Towards War

 

Presentation-Chapter-16-Section 4-America Moves Towards War

 

Outline Notes-Chapter 16-Section 4-America Moves Towards War

 

Textbook PDF-Chapter 16-Section 4-America Moves Towards War

 

Video Link-WWII In HD: America Enters World War II | History (4:23 min)

 

U.S. History

Monday-2/10/20:

• Bell Work-1.) Who are the main figures being depicted in this political cartoon? 2.) What inference can you make on why the artist drew these two leaders “in bed” with one another? *Think about what the term “in bed” means politically 3.) Based on what you know, how would you explain the significance of the statement the man on the left is making regarding the document he is holding? 
• Attendance-While Class is Doing Bell Work
• Video-Escape from Sobibor (118 total minutes) (Day 3)
  • w/ Video Reflation Questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions

Supplemental Materials: Video Notes -1^st and 2^nd Hour-Escape from Sobibor (118 total minutes) (Day 1),  3^rd Hour-The Boy in the Stripped Pajamas (94 min) (Day 1) and  5^th Hour-The Book Thief (131 min) (Day 1)

1^st and 2^nd Hour-Escape from Sobibor (118 total minutes)

3^rd Hour-The Boy in the Stripped Pajamas (94 min) (Day 1)

5^th Hour-The Book Thief (131 min) (Day 1)

 

Video Links: Escape from Sobibor (118 total minutes)

 

3rd Hour-The Holocaust Web Quest

*You can type in the URL’s for each site or click the hyperlinks within the document to reach each web page quickly

 

U.S. History

Friday-2/07/20:

• Bell Work-1.) Based on the artistic style of the image who can we infer is the creator of the political cartoon? 2.) Why do you think the artist chose to use the imagery of an Ostrich Bonnet (essentially a hat) to help non-Germans relieve the headache Hitler’s actions have caused? 3.) What is your opinion of the effectiveness of the political cartoon? Do you think the artist’s intended message is easily understandable?  
• Attendance-While Class is Doing Bell Work
• Video-Escape from Sobibor (118 total minutes) (Day 2)
  • w/ Video Reflation Questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions

 

Supplemental Materials: Video Notes -1^st and 2^nd Hour-Escape from Sobibor (118 total minutes) (Day 1),  3^rd Hour-The Boy in the Stripped Pajamas (94 min) (Day 1) and  5^th Hour-The Book Thief (131 min) (Day 1)

 

1^st and 2^nd Hour-Escape from Sobibor (118 total minutes)

 

3^rd Hour-The Boy in the Stripped Pajamas (94 min) (Day 1)

 

5^th Hour-The Book Thief (131 min) (Day 1)

 

Video Links: Escape from Sobibor (118 total minutes)

U.S. History

Thursday-2/06/20:

• Bell Work-1.) Based on the information contained in the primary source what happened to the female prisoners housed at the Sobibor Concentration camp? 2.) Imagine that you were the prosecuting attorney assigned to Wilhem Bahr’s trial. What are some questions that you might ask him regarding his time and actions at Sobibor? 3.) Imagine you were a young German citizen drafted into military service and assigned to work at a concentration camp during WWII? How would you justify your actions if you were the one on trial? 
• Attendance-While Class is Doing Bell Work
• Video-1^st and 2^nd Hour-Escape from Sobibor (118 total minutes) (Day 1),  3^rd Hour-The Boy in the Stripped Pajamas (94 min) (Day 1) and  5^th Hour-The Book Thief (131 min) (Day 1)
  • w/ Video Reflation Questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing one of the three films Escape from Sobibor, The Boy in the Stripped Pajamas or The Book Thief and answering guided questions that will facilitate classroom discussions

 

Supplemental Materials: Video Notes -1^st and 2^nd Hour-Escape from Sobibor (118 total minutes) (Day 1),  3^rd Hour-The Boy in the Stripped Pajamas (94 min) (Day 1) and  5^th Hour-The Book Thief (131 min) (Day 1)

 

1^st and 2^nd Hour-Escape from Sobibor (118 total minutes)

 

3^rd Hour-The Boy in the Stripped Pajamas (94 min) (Day 1)

 

5^th Hour-The Book Thief (131 min) (Day 1)

 

Video Links: Escape from Sobibor (118 total minutes)