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

U.S. History

Monday-10/29/18:

• Bell Work-1.) What is the main idea of the primary source? 2.) Using the information contained within the primary source please identify Wilson’s feelings towards the people of Germany? 3.) Using the primary source above please describe Wilson’s reason for wanting to go to war. Based on your personal beliefs can you defend Wilson’s reasoning or do you disagree with the approach he is trying to take? *Please thoroughly explain your reasoning  
• Attendance- While Class is Doing Bell Work
• Video-The Lost Battalion (Day 3)

• w/ Guided Video Questions

• Guided Tour-Chapter 12-Politics  of the Roaring Twenties
• 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
  • SWD applications of the important political/historical figures, events and evidentiary text pertaining to the political landscape existing in the 1920’s through compiling information on a guided tour worksheet
• 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
  • Students will write answers to guided questions that require examination of the additional supporting resources/information pertaining to the political landscape existing in the 1920’s by completing a Guided Tour activity

 

Supplemental Materials: Video Questions-The Lost Battalion and Guided Tour-Chapter 12-Politics  of the Roaring Twenties

Video Questions-The Lost Battalion

Lost Battalion-Video Questions-2017

 

Guided Tour-Chapter 12-Politics  of the Roaring Twenties

Chapter 12-Guided Tour

Chapter 12-Textbook-PDFs

 

Video-The Lost Battalion

 

_______________________________________________________________________________________

Government

Monday-10/29/18

• Bell Work-1.) What is the underlying theme of the timeline above? 2.)  What questions might you ask of the members of the Electoral College after examining the information presented in the timeline? 3.) What changes might you recommend to help alleviate some of the problems that emerge when the results of the Electoral College and the popular vote differ?
• Attendance-While Class is Doing Bell Work
• Video-A History of Voting Rights | The New York Times (3:19 min)
• SSR Article-Give Ex-Cons the Right to Vote

• w/ Annotating text activity with SSR-Meta-Cognitive Log-Template-Half-Sheet

• Presentation-Chapter 6-Section 2-Voter Qualification (Part 1)

• Universal Requirements-Citizenship, Residence and Age

• Daily Objective-

• Content Objective:
  • SWD evaluation of the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by evaluating a primary source and responding to inquiry-based log
  • 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 an article pertaining to the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by examining a primary source and responding to and meta-cognitive log
  • 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 Material: Presentation-Chapter 6-Section 2-Voter Qualification (Part 1)-Universal Requirements-Citizenship, Residence and Age, and SSR Article-Give Ex-Cons the Right to Vote w/ Annotating text activity with SSR-Meta-Cognitive Log-Template-Half-Sheet

Presentation-Chapter 6-Section 2-Voter Qualification (Part 1)-Universal Requirements-Citizenship, Residence and Age

Chapter 6-Section 2-Voter Qualifications-Power Point

 

SSR Article-Give Ex-Cons the Right to Vote w/ Annotating text activity with SSR-Meta-Cognitive Log-Template-Half-Sheet

Give Ex-Cons the Right to Vote-SSR Article

SSR-Meta-Cognitive Log-Template-Half-Sheet-US History

 

Video Clip-A History of Voting Rights | The New York Times (3:19 min)

 

Video Clip-Why Florida’s Ex-Felons Should Be Able to Vote | NYT – Opinion (3:58 min)