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

U.S. History

Monday-11/04/19:

• Bell Work-1.) Based on the excerpt above please describe what is happening in 1917 that seems to be frightening many Americans. 2.) Based on the excerpt what can we identify as some of the potential motives behind the anti-Communist hysteria led Attorney General A. Mitchell Palmer in 1919? 3.) Imagine you were a member of the U.S. government living sometime in between 1917 and 1920. How would you have handled the “Red Scare”? *Would you have given into the fear or would you work to stop the spread of mass hysteria? Please explain why or why not
• Attendance- While Class is Doing Bell Work
• Procedure-NCSS Social Studies Survey

• Set aside 10 min

• Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties  
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the major political changes that occurred in America during the 1920’s by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering the major political changes that occurred in America during the 1920’s through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties  

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Government

Monday-11/04/19:

• Bell Work-1.) Identify the key characters in the political cartoon. 2.) What is the underlying theme of the political cartoon? 3.) What do you think about the artist’s choice to depict the man with the starting pistol as the embodiment of the “GOP”? Why might he have chosen them instead of the Democratic Party? 
• Attendance-While Class is Doing Bell Work
• Video Clip-The US Midterms explained | World (3:47 min)
• Activity-Should the Electoral College Be Abolished-DBQ (Day 2)
• Vocabulary Frayer Model Activity-Chapter 7-The Election Process  
• Daily Objective-

• Content Objective:
  • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
  • SWD analysis of key terms associated with the unit covering the federal election cycle in the United States by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read, and respond to a document-based packet packed with arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College
  • Students will read and record important vocabulary terms pertaining to our unit covering the federal election cycle in the United States through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 7-The Election Process  

 

 

U.S. History

Friday-11/01/19:

• Bell Work-1.) What is the main idea of the political cartoon? 2.) Can you explain how other nations might have felt when it was announced that the United States was not going to join the League of Nations? What effect do you think this played in setting the stage for WWII? 3.) Based on this unit and your prior knowledge do you feel that it was a wise or a poor decision by Congress to prevent the United States from gaining membership into the League of Nations? *Please thoughtfully explain the position you took  
• Attendance- While Class is Doing Bell Work
• Video-The Lost Battalion (Day 3)

• 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: Video-The Lost Battalion-Guided Video Questions

 

https://www.youtube.com/watch?v=mS09qNCFNqs&t=1339s

 

______________________________________________________________________________

Government

Friday-11/01/19:

• Bell Work-1.) Based on the information above what can we distinguish is the largest shift amongst voters when comparing the popular vote from the 1980 and 1992 elections? 2.) Despite a candidates ability to receive a share of the popular vote what is the realistic outcome for third-party or independent candidate based on the presence of the Electoral College? 3.) Based on this data is there a better solution to fairly electing a president other than relying solely on the results of the Electoral College?  
• Attendance-While Class is Doing Bell Work
• Video Clip-How the U.S. Supreme Court Decided the Presidential Election of 2000 | History (5:29 min)
• Presentation-The Electoral College-2016
• Activity-Should the Electoral College Be Abolished-DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
• Language Objective:
  • Students will read, and respond to a document-based packet containing the arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College

 

Supplemental Materials: Presentation-The Electoral College-2016

 

 

U.S. History

Thursday-10/31/19:

• Bell Work-1.) Based on the information contained within the primary source create a definition in your own words for the Sedition Act. 2.) What freedoms are suspended by the Sedition Act and what are some of the problems that might happen as a result of this act being passed? 3.) How would you have handled the passage of this act if you were an American citizen living in 1918? Would you have taken a similar approach to Eugene Debs or would you bite your tongue in fear of getting arrested?  
• 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: Video-The Lost Battalion-Guided Video Questions

 

https://www.youtube.com/watch?v=mS09qNCFNqs

 

______________________________________________________________________________

Government

Thursday-10/31/19:

• Bell Work-1.) Based on the map interpret why a correlation exists between location and negative attitudes toward women’s suffrage? 2.) Based on historical data identify the motives behind the decision of certain states to grant women suffrage prior to it becoming a federal law? 3.) Imagine you’re part of the majority of citizens living in the black states (non-suffrage states) how would you feel about the passage of the 19th Amendment?
• Attendance-While Class is Doing Bell Work
• Video-On National Voter Registration Day We Look at America’s Voting Problem (2:01 min)
• Presentation-Chapter 6-Section 4-Voter Behavior
• Notes-Chapter 6-Section 3-Suffrage and Civil Rights
• Notes-Chapter 6-Section 4-Voter Behavior
• Daily Objective-

• Content Objective:
  • SWD analysis of the creation of Congressional legislation designed to support civil liberties and strengthen voting rights by outlining important information in guided notes
  • SWD analysis of the factors that influence voting behavior and contribute to varying levels of voter turnout by outlining important information in guided notes
• Language Objective:
  • Students will read and record information pertaining to the creation of Congressional legislation designed to support civil liberties and strengthen voting rights by reading through text and completing a set of student led guided notes.
  • Students will read and record information pertaining to the factors that influence voting behavior and contribute to varying levels of voter turnout by reading through text and completing a set of student led guided notes.

 

Supplemental Materials: Presentation-Chapter 6-Section 4-Voter Behavior, Notes-Chapter 6-Section 3-Suffrage and Civil Rights and Notes-Chapter 6-Section 4-Voter Behavior

 

Presentation-Chapter 6-Section 4-Voter Behavior

 

Notes-Chapter 6-Section 3-Suffrage and Civil Rights and Notes-Chapter 6-Section 4-Voter Behavior

 

Textbook PDF-Chapter 6-Voter and Voter Behavior

 

 

 

U.S. History

Wednesday-10/30/19:

• Bell Work-1.) Based on your prior knowledge what ship is the United States supposed to represent in this political cartoon? 2.) What might the motives of the artist have been in drawing the major issues that emerged after WWI as icebergs? 3.) Based on the fact that the U.S. withdrawal from European affairs following WWI led to an unstable region in which Germany was able to rebuild itself. Would there have been a better solution for the U.S. then simply trying to avoid Europe’s problems or in your mind did they make the right call for the time?  
• Attendance- While Class is Doing Bell Work
• Activity-Chapter 12- Politics of the Roaring Twenties and Chapter 13- The Roaring Life of the 1920’s-Pre-test
• Video-The Lost Battalion (Day 1)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD synthesis of the key terms, important political/historical figures and concepts associated with our unit covering the social and political changes that occurred during the 1920’s in America through compiling and integrating their knowledge on a pre-test
  • 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 read and respond through writing the key terms, important political/historical figures and concepts associated with our unit covering the social and political changes that occurred during the 1920’s in America by completing a multiple choice and matching pre-test
  • 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: Video-The Lost Battalion-Guided Video Questions

 

https://www.youtube.com/watch?v=mS09qNCFNqs

 

______________________________________________________________________________

Government

Wednesday-10/30/19:

• Bell Work-1.) Identify the two states with the highest number of electoral votes? What can we infer is the primary reason why they have received so many votes? 2.) Based on the knowledge that a candidate must receive at least 270 electoral votes in order to be named president please identify the minimum number of states a candidate must win in order to reach the 270 vote threshold. 3.) Based on the information contained in the map create a short argument to support either the need to keep the Electoral College or the necessity to abolish the Electoral College?  
• Attendance-While Class is Doing Bell Work
• Video-A History of Voting Rights | The New York Times (3:19 min)
• Presentation-Chapter 6-Section 3-Suffrage and Civil Rights
• Activity-Examining a Michigan Voter Registration Form
• Activity-Registering for a Classroom Election

• Use Voter Registration Activity-PDF-2018 to print page 8

• Daily Objective-

• Content Objective:

• • • SWD analysis of the factors that influence voting behavior and contribute to varying levels of voter turnout by participating in a short presentation

• Language Objective:
  • SWD analysis of the requirements and responsibilities associated with voter qualification by examining a voter registration form and completing student led notes on voter qualifications.

 

Supplemental Materials: Presentation-Chapter 6-Section 3-Suffrage and Civil Rights and Activity-Examining a Michigan Voter Registration Form

 

Supplemental Materials: Presentation-Chapter 6-Section 3-Suffrage

 

Civil Rights and Activity-Examining a Michigan Voter Registration Form

 

*Don’t forget to review the chapter 6 section 3 power point above for tomorrow

 

U.S. History

Tuesday-10/29/19:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 11 Sections 1 through 4. You can also grab one of the baggies to begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Test-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering America’s involvement and influence during The First World War 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 America’s involvement and influence during The First World War by completing a multiple choice and matching exam

 

*Chapter 11 Section 1-4 Notes are due tomorrow

 

Additional Copies of Notes : Chapter 11 Sections 1-4:

 

PDF Copies of Chapter 11 Sections 1-4

 

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Government

Tuesday-10/29/19:

• Bell Work-1.) What is the main purpose behind the United Sates decision to enact the Fifteenth Amendment? 2.) Despite the noble goal of the Fifteenth Amendment what is one major problem that it fails to address? 3.) How would you feel as an African-American woman following the passage of the Fifteenth Amendment? How might you express your concerns? *Keep in mind women did not receive full suffrage rights until the passage of the Nineteenth Amendment
• Attendance-While Class is Doing Bell Work
• Activity- Louisiana Literacy Test-1964

• Give the students 10 min to work in pairs attempting the literacy tests

• Video Clip-Murder in Mississippi (Played following the slide of Literacy Tests)

• Literacy Test Scene (15:18 to 20:36 min)
• or We took a Louisiana literacy test and failed spectacularly (3:19 min) 

• 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)
  • Annotating text activity with follow up inquiry questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the racist policies that prevented people of color from voting in the South by evaluating a series of questions in a collaborative activity
  • SWD analysis of key terms associated with the unit covering the process of voting and the behavior of voters by manipulating of vocabulary terms in a collaborative activity
  • 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
• Language Objective:
  • Students will read, discuss and record information pertaining to racist policies that prevented people of color from voting in the South through working in pairs to take the Louisiana literacy test given in 1964
  • Students will read and orally match up important vocabulary terms pertaining to the process of voting and the behavior of voters through the use of a vocabulary match-up activity
  • 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

 

Supplemental Materials: Activity- Louisiana Literacy Test-1964 and 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)

 

Activity- Louisiana Literacy Test-1964

 

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)

• Annotating text activity with follow up inquiry questions

 

 

U.S. History

Monday-10/28/19:

• 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
• Procedure-Test Answer Key Set Up–Chapter 11-The First World War
• Test Materials Review-Chapter 11-The First World War
• Study Guide Review Time-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD synthesis of Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe by interacting in a short presentation
  • SWD evaluation of the materials covered in our unit pertaining to America’s involvement and influence during The First World War 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 pertaining to America’s involvement and influence during The First World War by completing a structured inquiry-based study guide
  • Student will read and record information pertaining to Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe through listening to a short lecture

Supplemental Materials: Study Guide-Chapter 11-The First World War

 

Study Guide-Chapter 11-The First World War

Vocabulary-Chapter 11-The First World War

Power Points-Chapter 11-The First World War

Textbook PDF’s-Chapter 11-The First World War

Test Materials-Chapter 11-The First World War

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Government

Monday-10/28/19:

• 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-Why Florida’s Ex-Felons Should Be Able to Vote | NYT – Opinion (3:58 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 Materials: Presentation-Chapter 6-Section 2-Voter Qualification (Part 1)-Universal Requirements-Citizenship, Residence and Age and SSR Article-Give Ex-convicts the Vote-High with Meta-log

SSR Article-Give Ex-convicts the Vote-High with Meta-log

U.S. History

Friday-10/25/19:

• 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
• Vocabulary Match-up Activity-Chapter 11-The First World War
• Presentation-Chapter 11-Section 4-Wilson Fights for Peace
• Student Led Notes-Chapter 11-Section 4-Wilson Fights for Peace
• Study Guide-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering America’s involvement and influence during The First World War by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the closing events of WWI and President Wilson’s bold plan for a new post war world by interacting in a short presentation and creating a set of student-centered guided notes
  • SWD evaluation of the materials covered in our unit pertaining to The First World War 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 America’s involvement and influence during The First World War through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the closing events of WWI and President Wilson’s bold plan for a new post war world by 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 pertaining to The First World War by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-Chapter 11-Section 4-Wilson Fights for Peace and Student Led Notes-Chapter 11-Section 4-Wilson Fights for Peace and Study Guide-Chapter 11-The First World War

Presentation-Chapter 11-Section 4-Wilson Fights for Peace

Student Led Notes-Chapter 11-Section 4-Wilson Fights for Peace

Textbook PDF-Chapter 11-Section 4-Wilson Fights for Peace

 

Study Guide-Chapter 11-The First World War

Vocabulary-Chapter 11-The First World War

Power Points-Chapter 11-The First World War

Textbook PDF’s-Chapter 11-The First World War

 

 

Test Materials-Chapter 11-The First World War

 

______________________________________________________________________________

Government

Friday-10/25/19:

• 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-Current Events-10/26
• Activity-Women’s Suffrage DBQ
• Daily Objective-

• Content Objective:

• • • SWD evaluation of influential events occurring locally, nationally and internationally by finding articles in newspapers or online then interpreting the information and stating an opinion about the impact of the article in a current events activity
    • SWD evaluation of the struggle for full suffrage among women by interpreting the meaning of several primary source documents in a collaborative activity

• Language Objective:

• • • Students will research, read and record information pertaining to the influential events occurring locally, nationally and internationally by finding articles in newspapers or online by annotating the article and discussing the event with several classmates in a collaborative activity
    • Students will read, discuss and record information pertaining to the struggle for full suffrage among women by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: Activity-Women’s Suffrage DBQ

U.S. History

Thursday-10/24/19:

• Bell Work-1.) Identify the main theme of this political cartoon? 2.) What can we infer was the reason behind the artist’s decision to depict the five major powers as dogs in the political cartoon? 3.) What do you think is the significance of the artist decision to depict the United States as an American Bull Terrier which is a larger breed of dog compared to his decision to draw Great Britain, Germany and France as dogs of similar stature?  
• Attendance- While Class is Doing Bell Work
• Activity-Weapons of WWI-Web Quest

• w/Writing Prompt

• Daily Objective-

• Content Objective:
  • SWD synthesis of Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe 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 Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Activity-Weapons of WWI-Web Quest

 

Web Links-Weapons of WWI-Web Quest

Section One: The Machine Gun
http://www.firstworldwar.com/weaponry/machineguns.htm

 

Section Two: The Airplane
http://www.acepilots.com/wwi/main.html

Section Three: Poison Gas
http://www.historylearningsite.co.uk/world-war-one/the-western-front-in-world-war-one/poison-gas-and-world-war-one/

 

Section Four: The Tank
http://www.firstworldwar.com/weaponry/tanks.htm

Section Five: The U-Boat

http://en.wikipedia.org/wiki/U-boat

 

 

 

______________________________________________________________________________

Government

Thursday-10/24/19:

• Bell Work-1.) What are the key characteristics that the primary source/charts are trying to identify? 2.) What can we distinguish are some recent trends among “self-described” Independents, Democrats and Republicans? 3.) Describe based on the data and your prior knowledge why there has been such a large shift in political ideologies among liberals, moderates and conservatives since 2004?
• Attendance-While Class is Doing Bell Work
• Video-A History of Voting Rights | The New York Times (3:19 min)
• Presentation-Chapter 6-Section 1-The Right to Vote
• Notes-Chapter 6-Section 1-The Right to Vote
• Daily Objective-

• Content Objective:
  • SWD analysis of the process in which suffrage was extended to American women and the struggles of other minorities who are living in this country by listening to a short presentation and outlining important information in guided notes
• Language Objective:
  • Students will read and record information pertaining to process in which suffrage was extended to American women and the struggles of other minorities who are living in this country and the qualifications a voter must meet today by participating in a short lecture and completing a set of student led guided notes.

Supplemental Materials: Presentation-Chapter 6-Section 1-The Right to Vote and Notes-Chapter 6-Section 1-The Right to Vote

Presentation-Chapter 6-Section 1-The Right to Vote

Notes-Chapter 6-Section 1-The Right to Vote

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

 

U.S. History

Wednesday-10/23/19:

• Bell Work-1.) Who is the main subject of the political cartoon? 2.) What can you infer Debs means by his statement “Anyhow there are worse places than a front porch”? 3.) Explain how the reason for Debs imprisonment for violating the Sedition Act by encouraging citizens to resist the military draft during WWI contradicted the very reason the United States entered the conflict according to President Wilson? (Think about what Wilson said to Congress while asking for a declaration of war)  
• Attendance- While Class is Doing Bell Work
• Activity-Weapons of WWI-Web Quest

• w/Writing Prompt

• Daily Objective-

• Content Objective:
  • SWD synthesis of the impact that newly developed weapons had on combat during World War I by compiling information in a collaborative webquest then integrating and layering the information into a structured writing prompt
• Language Objective:
  • Students will read, research and orally discuss information pertaining to the impact that newly developed weapons had on combat during World War I by completing a partner-based web quest then using the information gathered to construct a well-formed essay response

Supplemental Materials: Activity-Weapons of WWI-Web Quest

 

Web Links-Weapons of WWI-Web Quest

Section One: The Machine Gun
http://www.firstworldwar.com/weaponry/machineguns.htm

 

Section Two: The Airplane
http://www.acepilots.com/wwi/main.html

Section Three: Poison Gas
http://www.historylearningsite.co.uk/world-war-one/the-western-front-in-world-war-one/poison-gas-and-world-war-one/

 

Section Four: The Tank
http://www.firstworldwar.com/weaponry/tanks.htm

Section Five: The U-Boat

http://en.wikipedia.org/wiki/U-boat

 

______________________________________________________________________________

Government

Wednesday-10/23/19:

• Bell Work-1.) Can you name the demographic during the 2008 Presidential election that nearly gave President Obama 100% of their vote? 2.) Locate the data for the 1996 Presidential election. Please identify three particular groups whose votes were divided pretty evenly (nearly 50/50) among the candidates. 3.) Imagine you are a political candidate running against President Obama during the 2012 election. How effective would data like this be in shaping your campaign strategy of appealing to voters of all demographics?  
• Attendance-While Class is Doing Bell Work
• Video-Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?

• Vocabulary Frayer Model Activity-Chapter 6-Voters and Voter Behavior
• Daily Objective-

• Content Objective:
  • SWD analysis of the process in which suffrage was extended to American women and the struggles of other minorities who are living in this country by watching a short video and responding to a writing prompt
  • SWD analysis of key terms associated with the unit covering the voting process by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read and record information pertaining to process in which suffrage was extended to American women and the struggles of other minorities who are living in this country and the qualifications a voter must meet today by watching an episode of Crash Course U.S. History and responding to a guided reflection question
  • Students will read and record important vocabulary terms pertaining to our unit covering the voting process through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 6-Voters and Voter Behavior

 

Video-Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?

 

 

U.S. History

Tuesday-10/22/19:

• Bell Work-1.) Identify the historical document that inspired this political cartoon? 2.) Based on your prior knowledge who does the giant hand carving up the United States represent? 3.) After examining the political cartoon please explain the significance of the caption on California that reads “For Japan?”. What is the intended message the artist is trying to convey? 
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 11-The First World War 
• Presentation-Chapter 11-Section 3-The War at Home
• Guided Notes-Chapter 11-Section 3-The War at Home
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering America’s involvement and influence during The First World War by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the attacks on American civil liberties that changed the social landscape of the United States during WWI by interacting in a short presentation and creating a set of student-centered guided notes
• Language Objective:
  • Students will watch, listen and record information pertaining to events that led United States into the deadly conflict known as WWI by watching a film and recording poignant video facts that can be used to create discussions about the root causes of WWI
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering America’s involvement and influence during The First World War through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the attacks on American civil liberties that changed the social landscape of the United States during WWI through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 11-Section 3-The War at Home and Guided Notes-Chapter 11-Section 3-The War at Home

 

Presentation-Chapter 11-Section 3-The War at Home

 

Guided Notes-Chapter 11-Section 3-The War at Home

 

Textbook PDF-Chapter 11-Section 3-The War at Home

 

______________________________________________________________________________

Government

Tuesday-10/22/19:

• Bell Work-1.) In your own words what do you think President Obama means by the statement “there are those who are preparing to divide us, the spin masters and negative ad peddlers who embrace the politics of anything goes”? 2.) What are some of the questions you might ask President Obama about how he views the make-up of the United States following his speech at the DNC?3.) Reflecting on the focus of his first campaign in 2008 “the promise of hope and change” how effective do you think shifting his position to one of patriotism and unity might be gaining new voters in his favor?
• Attendance-While Class is Doing Bell Work
• Video- From white supremacy to Barack Obama: The history of the Democratic Party (6:04 min)
• Quiz-Chapter 5-Political Parties (20 Questions)

• Activity-2020Democratic Candidates Defend Gabbard Over ‘Russian Asset’ Accusation-SSR Article-High-2019

• w/Meta-Log

• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering political parties by demonstrating their knowledge thought the use of a unit quiz
  • SWD comprehension of the way in which several members of the Democratic party have some to the defense of Tulsi Gabbard following Hillary Clinton’s attempt to label her as a Russian asset by reading an article and describing their thoughts in a structured response activity
• Language Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering political parties by demonstrating their knowledge thought the use of a unit quiz
  • Students will read and record their thoughts pertaining to several members of the Democratic party have some to the defense of Tulsi Gabbard following Hillary Clinton’s attempt to label her as a Russian asset through the use of an online article and a metacognitive log

 

Supplemental Materials: Activity-2020 Democratic Candidates Defend Gabbard Over ‘Russian Asset’ Accusation-SSR Article-High-2019 w/Meta-Log