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

Monday-10/07/19:

• 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 way the artist depicted the look of Spain in this political cartoon? 
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 10-America Claims and Empire
• Procedure-Test Answer Key Set Up Chapter 10-America Claims an Empire
• Study Guide Review Time- Chapter 10-America Claims and Empire
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covered in our unit pertaining to American Imperialism by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covered in our unit pertaining to American Imperialism 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 covered in our unit pertaining to American Imperialism through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important covered in our unit pertaining to American Imperialism by completing a structured inquiry-based study guide

Supplemental Materials:  Study Guide Resources-Chapter 10-America Claims an Empire

Study Guide-Chapter 10-America Claims an Empire

 

Vocabulary-Chapter 10-America Claims an Empire

 

Power Points-Chapter 10-America Claims an Empire

 

Textbook PDF-America Claims an Empire

 

Text Materials-Chapter 10-America Claims an Empire

 

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Government

Monday-10/07/19:

• Bell Work-1.) Based on the context of James Madison’s writing in the primary source what is the meaning of the word “faction”? 2.) What can you distinguish is the main “check” Madison feels exist over various factions on society? 3.) How effective do you feel Madison ‘s contributions to the Federalists Papers are in conveying the dangers of factions?  
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 4-Section 3-Interstate Relations
• Student Led Notes-Chapter 4-Section 3-Interstate Relations
• Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism
• Daily Objective-

• Content Objective:
  • SWD synthesis of the constitutional provisions that define interstate relations by interacting in a short presentation and creating a set of student centered guided notes
  • SWD evaluation of the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together through summarizing key information in a structured study guide
• Language Objective:
  • Student will read and record information pertaining to the constitutional provisions that define interstate relations through listening to a short lecture and creating student centered guided notes
  • Students will read, and write the key terms and important concepts pertaining to our Constitution plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-Chapter 4-Section 3-Interstate Relations, Student Led Notes-Chapter 4-Section 3-Interstate Relations and Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

 

Presentation-Chapter 4-Section 3-Interstate Relations

 

Student Led Notes-Chapter 4-Section 3-Interstate Relations

 

Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

 

Vocabulary- Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

 

Power Point-Chapter 3-The Constitution and Chapter 4-Federalism

 

Textbook PDFs-Chapter 3-The Constitution and Chapter 4-Federalism

 

Test Materials-Chapter 3-The Constitution and Chapter 4-Federalism

 

U.S. History

Friday-10/04/19: End of Marking Period One

• Bell Work-1.) Based on your prior knowledge and the information contained in the political cartoon please identify who the tailor is meant to symbolize? 2.) Identify the central theme(s) of the political cartoon? 3.) What can we infer is the significance behind the words written on Uncle Sam’s pants and rolls of fabric located behind the tailor?
• Attendance- While Class is Doing Bell Work
• Video-Animaniacs-The Panamá Cana (1:47 min)
• Presentation-Chapter 10-Section 4-America as a World Power
• Student Notes-Chapter 10-Section 4-America as a World Power
• Study Guide-Chapter 10-America Claims an Empire
• Daily Objective-

• Content Objective:
  • SWD synthesis of how Theodore Roosevelt’s position on foreign policy and Woodrow Wilson’s idea of missionary diplomacy promoted Americas position of power in the southern hemisphere 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 American Imperialism through summarizing key information in a structured study guide
• Language Objective:
  • Student will read and record information pertaining to how Theodore Roosevelt’s position on foreign policy and Woodrow Wilson’s idea of missionary diplomacy promoted Americas position of power in the southern hemisphere 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 American Imperialism by completing a structured inquiry-based study guide

 

Supplemental Materials: Presentation-Chapter 10-Section 4-America as a World Power, Student Notes-Chapter 10-Section 4-America as a World Power and Study Guide-Chapter 10-America Claims an Empire

 

Presentation-Chapter 10-Section 4-America as a World Power

 

Student Notes-Chapter 10-Section 4-America as a World Power

 

Study Guide-Chapter 10-America Claims an Empire

 

Vocabulary-Chapter 10-America Claims an Empire

 

Power Points-Chapter 10-America Claims an Empire

 

Textbook PDF-America Claims an Empire

 

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Government

Friday-10/04/19:

• Bell Work-1.) Based on the primary source what position (how he feels) can we infer Patrick Henry took in regard to ratifying a new constitution? 2.) Based on the primary source what can you distinguish are Patrick Henry beliefs concerning the role of the Federal Government as laid out in the Constitution? 3.) What do you think about Henry’s statement “The principles of this system [the Constitution] are extremely, pernicious (having a harmful effect, especially in a gradual or subtle way), impolitic (failing to possess or display prudence; unwise), and dangerous…”. How could you change this statement to become more accessible to a wider audience?  
• Attendance-While Class is Doing Bell Work
• Video Clip-Tour the States-Official Music Video (4:08 min)
• Presentation-Chapter 4-Section 2-The National Government and the 50 States
• Notes-Chapter 4-Section 2-The National Government and the 50 States
• Daily Objective-

• Content Objective:
  • SWD synthesis of the distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs 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 distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 4-Section 2-The National Government and the 50 States and Notes-Chapter 4-Section 2-The National Government and the 50 States

Presentation-Chapter 4-Section 2-The National Government and the 50 States

 

Notes-Chapter 4-Section 2-The National Government and the 50 States

 

 

U.S. History

Wednesday-10/02/19:

• Bell Work-1.) Describe what is happening in the political cartoon? 2.) Identify the artists reasoning for depicting Cuba as a weak individual in need of Uncle Sam’s protection? 3.) How would you feel as a Cuban citizen in the midst of fighting a war against Spain for independence if you were to see this cartoon?  
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 10-America Claims an Empire
  • Have a friend define portion of the Frayer model (10-15 min)
• Presentation-Chapter 10-Section 3-Aquiring New Lands
• Student Led Notes-Chapter 10-Section 2-The Spanish-American War and Chapter 10-Section 3-Aquiring New Lands
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the basic principles of government by defining and personalizing vocabulary terms in a vocabulary-based activity
  • SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open-Door policy in China by interacting in a short presentation and creating a set of student centered guided notes
  • SWD comprehension of the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by compiling information in student led notes
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering the basic principles of government through the use of a frayer model vocabulary activity
  • Students will listen and discuss information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open-Door policy in China through listening to a short lecture and creating student centered guided notes
  • Students will listen and discuss information pertaining to the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by creating student centered guided notes

 

Supplemental Materials: Vocabulary Match-up Activity-Chapter 10-America Claims an Empire, Presentation-Chapter 10-Section 3-Aquiring New Lands and Student Led Notes-Chapter 10-Section 2-The Spanish-American War and Chapter 10-Section 3-Aquiring New Lands

• •  

 

Vocabulary Match-up Activity-Chapter 10-America Claims an Empire

 

Presentation-Chapter 10-Section 3-Aquiring New Lands

 

Student Led Notes-Chapter 10-Section 2-The Spanish-American War and Chapter 10-Section 3-Aquiring New Lands

 

Textbook PDF-Chapter 10-Section 2-The Spanish-American War and Chapter 10-Section 3-Aquiring New Lands

 

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Government

Wednesday-10/02/19:

• Bell Work-1.) What can you distinguish according to the primary source is the relationship between the state and federal government? 2.) What is the underlying theme of the primary source? 3.) Why do you believe that the author made it a point in the preamble to list the six purposes of government in their attempt to call for the ratification of a new Constitution?  
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 4-Section 1-Federalism: Powers Divided
• Notes-Chapter 4-Section 1-Federalism: Powers Divided
• Daily Objective-

• Content Objective:
  • SWD synthesis of the distinct way political powers are divided between the Federal Government and State Governments along with the roles concurrent powers play in establishing political policy 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 distinct way political powers are divided between the Federal Government and State Governments along with the roles concurrent powers play in establishing political policy through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 4-Section 1-Federalism: Powers Divided and Notes-Chapter 4-Section 1-Federalism: Powers Divided

 

Presentation-Chapter 4-Section 1-Federalism: Powers Divided

 

Notes-Chapter 4-Section 1-Federalism: Powers Divided

 

Textbook PDF-Chapter 4-Federalsim

 

*Remember your chapter 4 vocab books are due tomorrow (October 3rd)

U.S. History

Tuesday-10/01/19:

• Bell Work-1.) Identify the underlying theme behind William Jennings Bryan argument against keeping the Philippines? 2.) Describe what William Jennings Bryan meant when he said “if government derive their just powers from the consent of the governed, it is impossible to secure title to people, either by force or by purchase”? 3.) Based on William Jennings Bryan’s comments how was the United States taking a contradictory approach to the Philippines as territorial holding?  
• Attendance- While Class is Doing Bell Work
• Video-Who Were the Rough Riders? | Explorer (2:20 min)
• Presentation-Chapter 10-Section 2-The Spanish-American War
• Activity-11 Main Pros and Cons of American Imperialism-SSR Article-2019

• Annotating the article, creating a tree map and writing their response to a focused question

• Daily Objective-

• Content Objective:
  • SWD comprehension of the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by interacting in a short presentation
  • SWD synthesis of the key arguments in favor and in opposition of the United States imperialistic strategies during the mid-nineteenth century by reading a primary source and answering a structured reflection question
• Language Objective:

• • • Students will listen and discuss information pertaining to the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by listening to a short-guided presentation and creating student centered guided notes
    • Students will read and record information pertaining to the key arguments in favor and in opposition of the United States imperialistic strategies during the mid-nineteenth century by reading/annotating an article and writing their thoughts on the idea of imperialism

 

Supplemental Materials: Presentation-Chapter 10-Section 2-The Spanish-American War and Activity-11 Main Pros and Cons of American Imperialism-SSR Article-2019

 

Presentation-Chapter 10-Section 2-The Spanish-American War

Activity-11 Main Pros and Cons of American Imperialism-SSR Article-2019

• Annotating the article, creating a tree map and writing their response to a focused question

 

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Government

Tuesday-10/01/19:

• Bell Work-1.) Identify the different ways that power is divided between the three branches government? 2.) What are some of the problems that could emerge if one of the three branches of government continuously fails to meet their constitutional responsibilities? 3.) Is there a better solution when it comes to delegating power than creating a system where the three branches of our government hold the same amount of influence and power over the other two branches?  
• Attendance-While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 4-Federalism
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the types of powers specifically held by our national and local government and how they use concurrent powers to work together through 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 types of powers specifically held by our national and local government and how they use concurrent powers to work together through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 4-Federalism

 

 

U.S. History

 Monday-9/30/19:

• Bell Work-1.) Identify the main theme of the political cartoon? 2.) Why do you think the artist chose to illustrate Uncle Sam’s growth from a child to an adult with an accompanying timeline? 3.) Explain why the final image of Uncle Sam is drawn as a portly man holding a ship? How does this image of Uncle Sam correlate to the final image of the hands of friendship being extended to the U.S. by European nations?
• Attendance- While Class is Doing Bell Work
• Activity-American Imperialism-DBQ-2017

• 10 to 15 min to finish activity

• Presentation-Chapter 10-Section 1-Imperialism and America
• Student Led Notes-Chapter 10-Section 1-Imperialism
• Daily Objective-

• Content Objective:
  • SWD evaluation of the process and effect of U.S. expansionism during the early twentieth century by interpreting the meaning of several primary source documents in a collaborative activity
  • SWD comprehension of the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by clarifying the purpose of a section lecture by interacting in a short presentation and compiling information in student led notes
• Language Objective:
  • Students will read, discuss and record information pertaining to the process and effect of U.S. expansionism during the early twentieth century by identifying key pieces of information contained in a DBQ packet with the help of a partner
  • Students will listen and discuss information pertaining to the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by participating in a short presentation and creating student centered guided notes

 

Supplemental Materials: Activity-American Imperialism-DBQ-2017, Presentation-Chapter 10-Section 1-Imperialism and America and Student Led Notes-Chapter 10-Section 1-Imperialism

Activity-American Imperialism-DBQ-2017

 

Presentation-Chapter 10-Section 1-Imperialism and America

 

Student Led Notes-Chapter 10-Section 1-Imperialism

 

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Government

Monday-9/30/19:

• Bell Work-1.) Based on your prior knowledge and the information contained in the primary source would the author most likely be considered a federalist or an anti-federalist? 2.) What can we infer based on the primary source might be the reason this newspaper editor chose to support ratifying the Constitution? 3.) How effective do you think the argument made by the author for ratification is? Is there anything that could be added that would help gain additional support for ratification or is his argument sufficient? 
• Attendance-While Class is Doing Bell Work
• Video-Schoolhouse Rock: America – I’m Just a Bill Music Video (3:21 min)
• Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments)
• Activity-Change by Other Means (Methods of Change)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which laws are in traduced and changes can be made to legislative policy without having to formally amend the Constitution of the United States 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 process in which laws are in traduced and changes can be made to legislative policy without having to formally amend the Constitution of the United States through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments) and Activity-Change by Other Means (Methods of Change)

Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments)

 

Activity-Change by Other Means (Methods of Change)

 

 

U.S. History

Friday-9/27/19:

• Bell Work-1.) Identify the two important figures in this political cartoon? 2.) Identify the underlying theme of the cartoon? 3.) How do you feel about the idea conveyed in the cartoon that the U.S. does not respect the sovereignty of weaker countries around the world and that they exist only as an appetizer for our colonial aspirations?  
• Attendance- While Class is Doing Bell Work
• Activity-American Imperialism-DBQ-2017
• Daily Objective-

• Content Objective:
  • SWD evaluation of the process and effect of U.S. expansionism during the early twentieth century by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the process and effect of U.S. expansionism during the early twentieth century by identifying key pieces of information contained in a DBQ packet with the help of a partner

 

Supplemental Materials: Activity-American Imperialism-DBQ-2017

*Reminder vocab books are due Monday 9/30

 

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Government

Friday-9/27/19:

• Bell Work-1.) Identify the major issue being addressed in this excerpt from the Kentucky Resolutions? 2.) According to the text who would ultimately hold authority over any issue not expressly delegated or prohibited to the federal government by the Constitution? 3.) What do you think the author of the Kentucky Resolutions meant by the statement “That thus was manifested their determination to retain to themselves the right of judging how far the licentiousness of speech and of the press may be abridged without lessening their useful freedom”?
• Attendance-While Class is Doing Bell Work
• Video Clip-Where U.S. Politics Came From: Crash Course US History #9 (13:56 min)
  • Reflection Question: How did the ideas of the Federalists and the Republicans lead to some of the key principles of our current system of government?
• Activity-Current Events 9/26
• 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
  • 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

 

Video Clip-Where U.S. Politics Came From: Crash Course US History #9 (13:56 min)

 

• • Reflection Question: How did the ideas of the Federalists and the Republicans lead to some of the key principles of our current system of government?

 

U.S. History

Thursday-9/26/19:

• Bell Work-1.) Identify the statement that supports Senator Beveridge’s belief that America is the greatest nation in the world. 2.) According to the text why are Puerto Rico, the Philippines and Cuba so lucky that American’s stepped in to help with their affairs? 3.) Do you think Senator Beveridge is contradicting himself in his call for freeing Cuba from a restrictive government by saying “Think of the hundreds of thousands of Americans who will build a soap-and-water, common-school civilization of energy and industry in Cuba, when a government of law replaces the double reign of anarchy and tyranny”?
• Attendance- While Class is Doing Bell Work
• Video-Iron Jawed Angels (2 hours 3 total minutes)
  • Iron Jawed Angels-Active Viewing Video Questions-2019-Last 10 to 20 min
• Pre-test-Chapter 10-America Claims an Empire
• Vocabulary Frayer Model Activity- Chapter 10-America Claims an Empire
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle American women faced as they fought for full suffrage through the use of film and structured reflection questions
  • SWD synthesis of the key terms, important political/historical figures and concepts associated with our unit covering the rise of American Imperialism in the early 1900’s through compiling and integrating their knowledge on a pre-test
  • SWD analysis of key terms associated with the unit covering America’s imperial ambitions in the early 1900’s by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will watch, listen and record information focused on the struggle American women faced as they fought for full suffrage through viewing the film Iron Jawed Angels and answering guided questions that will facilitate classroom discussions
  • Students will read and respond through writing the key terms, important political/historical figures and concepts associated with our unit covering the rise of American Imperialism in the early 1900’s by completing a multiple choice and matching pre-test
  • Students will read and record important vocabulary terms pertaining to our unit covering America’s imperial ambitions in the early 1900’s through the use of a frayer model vocabulary activity

Supplemental Materials: Iron Jawed Angels-Active Viewing Video Questions, and Vocabulary Frayer Model Activity- Chapter 10-America Claims an Empire

Iron Jawed Angels-Active Viewing Video Questions

Vocabulary Frayer Model Activity- Chapter 10-America Claims an Empire

 

Textbook PDF-Chapter 10-America Claims an Empire

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Government

Thursday-9/26/19:

• Bell Work- 1.) In your own words, how would you describe what is happening in the political cartoon? 2.) Why do you think the artist chose to use a tree in a storm to illustrate the difference between a flexible and rigid constitution? 3.) What can you predict the outcome of a national crisis might be if the United States would have adopted a more rigid Constitution with little room for change?
• Attendance-While Class is Doing Bell Work
• Video-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)

• While watching students will record the first ten amendments and additional notes for Chapter 3 Section 2 (pg. 3-4)

• Daily Objective-

• Content Objective:
  • SWD synthesis of the factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties by using guided video notes and class discussions
• Language Objective:
  • Students will listen and record factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties through responding to a video designed to cause further inquiry and classroom discussion

Supplemental Materials: Student Led Notes-Chapter 3 Section 2 (pg. 3-4)

Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)

U.S. History

Wednesday-9/25/19: Late Start

• Bell Work-1.) Identify the main figure featured in this political cartoon? 2.) Discuss the historical significance of the political cartoon’s title “The Big Stick in the Caribbean Sea”? 3.) How effective are political cartoons like this in raising support for controversial actions taken by our government?  
• Attendance- While Class is Doing Bell Work
• Video-Iron Jawed Angels (2 hours 3 total minutes)
  • Iron Jawed Angels-Active Viewing Video Questions-2019-Day 3
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle American women faced as they fought for full suffrage through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggle American women faced as they fought for full suffrage through viewing the film Iron Jawed Angels and answering guided questions that will facilitate classroom discussions

 

Supplemental Material: Iron Jawed Angels-Active Viewing Video Questions-2019

 

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Government

Wednesday-9/25/19:

• Bell Work- 1.) What is the primary focus of the political cartoon? 2.) Why do you believe the debate over which type of arms are protected under the second amendment has been so prevalent over the last quarter century? 3.) In your opinion should there be a ban/restriction on certain types of weapons or is the “right to bear arms” a freedom that should remain unrestricted? *Be sure to explain your reason why
• Attendance-While Class is Doing Bell Work
• Video-Amending America: How Do We Amend? (3:42 min)
• Presentation-Formal Amendments-Chapter 3-Section 2
• Notes-Formal Amendments-Chapter 3-Section 2 (pg. 1 and 2)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which amendments are formally added to the Constitution 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 process in which amendments are formally added to the Constitution through listening to a short lecture and creating student centered guided notes

 

Supplemental Material: Presentation-Formal Amendments-Chapter 3-Section 2 and Notes-Formal Amendments-Chapter 3-Section 2 (pg. 1 and 2)

Presentation-Formal Amendments-Chapter 3-Section 2

 

Notes-Formal Amendments-Chapter 3-Section 2 (pg. 1 and 2)

 

Video Link-Amending America: How Do We Amend? (3:42 min)

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

 

U.S. History

Tuesday-9/24/19:

• Bell Work-1.) Based on the political cartoon what can we infer is the reason the United States and the other nations are interested in China? 2.) What would most likely happen between the other countries if Uncle Sam was not standing in the way? 3.) Do you think it was a good thing or a bad thing that the United States became so heavily involved in expansionism during the late Nineteenth Century?  
• Attendance- While Class is Doing Bell Work
• Video-Iron Jawed Angels (2 hours 3 total minutes)
  • Iron Jawed Angels-Active Viewing Video Questions-2019-Day 2
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle American women faced as they fought for full suffrage through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggle American women faced as they fought for full suffrage through viewing the film Iron Jawed Angels and answering guided questions that will facilitate classroom discussions

 

Supplemental Materials: Iron Jawed Angels-Active Viewing Video Questions-2019

 

______________________________________________________________________________\

Government

Tuesday-9/24/19:

• Bell Work-1.) Identify the different ways that power is divided between the three branches government? 2.) What are some of the problems that could emerge if one of the three branches of government continuously fails to meet their constitutional responsibilities? 3.) Is there a better solution when it comes to delegating power than creating a system where the three branches of our government hold the same amount of influence and power over the other two branches? 
• Attendance-While Class is Doing Bell Work
• Video-FLVS Civics: Foundations – Checks and Balances (4:58 min)
• Presentation-Chapter 3-Section 1-Basic Principle
• Student Led Notes-Chapter 3-Section 1-Basic Principle
• Daily Objective-

• Content Objective:
  • SWD analysis of the federalist concept of checks and balances by manipulating the three branches of government in a collaborative activity
  • SWD synthesis of the six basic concepts the United States Constitution was built around by interacting in a short presentation and creating a set of student-centered guided notes
• Language Objective:

• • • Students will read and orally match up the federalist concept of checks and balances by manipulating the three branches of government through the use of a vocabulary match-up activity
    • Student will read and record information pertaining to the six basic concepts the United States Constitution was built around through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 3-Section 1-Basic Principle and Student Led Notes-Chapter 3-Section 1-Basic Principle

 

Presentation-Chapter 3-Section 1-Basic Principle

Student Led Notes-Chapter 3-Section 1-Basic Principle

Textbook PDF-Chapter 3-The Constitution

 

Video Link-FLVS Civics: Foundations – Checks and Balances (4:58 min)

U.S. History

Monday-9/23/19:

• Bell Work-1.) What justification does Senator Beveridge make for America’s position of control over the Philippines? 2.) Identify based on the text what Senator Beveridge feels the mission of the United States is? 3.) Imagine you are President William McKinley and you just finished reading this message from Senator Beveridge. Would you be in favor Senator Beveridge’s belief that it is our constitutional duty to hold and protect our territorial holdings or should the United States release our control over the Philippines and allow them to experience the same freedom we hold so dear?  
• Attendance- While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 9-The Progressive Era
• Video-Iron Jawed Angels (2 hours 3 total minutes)
  • Iron Jawed Angels-Active Viewing Video Questions-2019-Day 1
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle American women faced as they fought for full suffrage through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggle American women faced as they fought for full suffrage through viewing the film Iron Jawed Angels and answering guided questions that will facilitate classroom discussions

Supplemental Materials: Iron Jawed Angels-Active Viewing Video Questions-2019-Day 1

 

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Government

Monday-9/23/19:

• Bell Work-1.) Based on your prior knowledge and the information contained in the primary source would the author most likely be considered a federalist or an anti-federalist? 2.) What can we infer based on the primary source might be the reason this newspaper editor chose to support ratifying the Constitution? 3.) How effective do you think the argument made by the author for ratification is? Is there anything that could be added that would help gain additional support for ratification or is his argument sufficient?
• Attendance-While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 1 and 2
• Pre-test-Chapter 3-The Constitution and Chapter 4-Federalism
• Vocabulary Frayer Model Activity-Chapter 3-The Constitution
• Daily Objective-

• Content Objective:
  • SWD synthesis of the key terms, important political/historical figures and concepts associated with our unit covering the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together through compiling and integrating their knowledge on a pre-test
  • SWD analysis of key terms associated with the unit covering the challenges our founding fathers faced when drafting our Constitution 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 our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together by completing a multiple choice and matching pre-test
  • Students will read and record important vocabulary terms pertaining to our unit covering the challenges our founding fathers faced when drafting our Constitution through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 3-The Constitution