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

U.S. History

Friday-11/03/17:

• Bell Work-1.) Identify the underlying theme of the political cartoon? 2.) Based on your prior knowledge which major proposal created by Woodrow Wilson is the inspiration for the political cartoon? 3.) Based on architectural concepts identify why is the United States position as the “Keystone” so important in metaphorical terms?  
• Attendance- While Class is Doing Bell Work
• Video-The Lost Battalion (Day 2)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
• Language Objective:
  • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

 

Supplemental Materials: The Lost Battalion-Video Questions

Lost Batallion-Video Questions

 

Video Link-The Lost Battalion (Day 1)

1st Hour started at the 26:39 min mark paused at the1:06:02 min mark

2nd Hour started at the 24:12 paused at the  1:04:45 min mark

 

 

______________________________________________________________________________________

Government

Friday-11/03/17:

• Bell Work-1.) Which political figure is addressing Congress in this primary source? 2.) What are some of the problems that might arise that could potentially hinder the Voting Rights Act of 1965? 3.) What might be one or two changes/additions that you would add or recommend to this address in hopes of strengthening its chances of being passed by Congress?  
• Attendance- While Class is Doing Bell Work
• Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)
• Video Clip-Murder in Mississippi

• Literacy Test Scene (15:18 to 20:36 min)

• Presentation-Chapter 6-Section 2-Voter Qualification (Part 2)

• Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote

• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle of women and people of color to achieve suffrage by evaluating a primary source and responding to inquiry based questions
  • SWD analysis of how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed by interacting in a short presentation
• Language Objective:
  • Students will read and respond to a letter addressing the struggle of women and people of color to achieve suffrage by examining a primary source and responding to inquiry and opinion based questions
  • Students will read and record information pertaining to how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed through listening to a short lecture

 

Supplemental Materials: Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24) and Presentation-Chapter 6-Section 2-Voter Qualification (Part 2-Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote)

 

Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)

The Fifteenth and Nineteenth Amendment-The Split Over Suffrage

 

Presentation-Chapter 6-Section 2-Voter Qualification (Part 2-Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote)

Chapter 6-Section 2-Voter Qualifications-Power Point