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

U.S. History

Friday-3/06/20:

• Bell Work-1.) Based on the information contained in the chart above please name the five nations who lost the largest number of soldiers during WWII? 2.) How would information like this be useful if you were an international organization like the United Nations trying to decide where to send financial aid for rebuilding following WWII? 3.) Based on the information contained in the chart what do you think might have happened to the United States had they joined the war prior to the bombing of Pearl Harbor in 1941?  
• Attendance-While Class is Doing Bell Work
• Video- Hiroshima: Dropping The Bomb-Hiroshima-BBC (4:12 min)
• Writing Activity-Should we have dropped the atomic bomb? (Day 1)

• Primary Source Notes (Part I) and Argumentative Writing Piece (Part II)

• Daily Objective-

• Content Objective:
  • SWD evaluation of the justifiable reason and criticisms behind the decision to drop the Atomic Bomb by explaining why they feel it was the right or wrong decision to drop the bomb in an argumentative essay guided by a set of Cornell notes
• Language Objective:
  • Students will read and state their opinion on the justifiable reason in addition to the criticisms behind the decision to drop the Atomic Bomb by creating a set of structured Cornell notes and using that to help them write an argumentative essay defending one of the two positions

Supplemental Materials: Writing Activity-Should we have dropped the atomic bomb? (Day 1) and Primary Source Notes (Part I) and Argumentative Writing Piece (Part II)

*Remember you are only responsible for completing sections one through three on the primary source activity

U.S. History

Thursday-3/05/20:

• Bell Work-1.) Who do you think the intended audience of these WWII propaganda posters are? 2.) What might have been some of the motives given by the U.S. government for creating these posters? 3.) Imagine you were a woman of color hoping to better yourself during WWII. Describe how you might feel if you saw these posters that seemed only to appeal to white women? 
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 17-Section 3-War in the Pacific
• Video-The Doolitte Raid on Tokyo (1942): The US Strikes Back | Battle 360 | History (6:19 min)
• Notes-Chapter 17-Section 3-War in the Pacific
• Daily Objective-

• Content Objective:
  • SWD analysis of the ethical and strategical issues surrounding the use of the atomic bomb as a method of forcing Japan to surrender by interacting in a short presentation and creating a set of student-centered guided notes
• Language Objective:
  • Students will listen, read and record the ethical and strategical issues surrounding the use of the atomic bomb as a method of forcing Japan to surrender through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 17-Section 3-War in the Pacific and Notes-Chapter 17-Section 3-War in the Pacific

Presentation-Chapter 17-Section 3-War in the Pacific

Notes-Chapter 17-Section 3-War in the Pacific

Textbook PDF-Chapter 17-Section 3-War in the Pacific

U.S. History

Wednesday-3/04/20:

• Bell Work-1.) Which ethnic group are the key figures being depicted in this political cartoon intended to represent? 2.) By looking at the title of the political cartoon and subject matter contained within it what can we infer the author Dr. Seuss believes might be the possible outcome following the people receiving the TNT (dynamite)? 3.) What do you think the author of the political cartoon is attempting to convey about Japanese Americans living on the West Coast following the bombing of Pearl Harbor?

• Be sure to include two ways that this cartoon shows racial prejudice towards Japanese Americans.

• Attendance-While Class is Doing Bell Work
• Video-48 Of My Comrades Are Buried There // D-Day 75 WWII Normandy Battlefield Return (6:58 min)
• Activity- D-Day: The Invasion of Normandy-Primary Source Document Expert Folder Activity
• Daily Objective-

• Content Objective:
  • SWD evaluation of the tremendous undertaking that the United States engaged in during Operation Overlord better known as D-Day through evaluating and interpreting primary source documents in an exploratory research activity
• Language Objective:
  • Students will read, record and orally discuss information pertaining to the personal possession and effects of the tremendous undertaking that the United States engaged in during Operation Overlord better known as D-Day by completing a set of guided inquiry-based questions based off documents contained within an expert folder

Supplemental Materials: Activity-D-Day: The Invasion of Normandy-Primary Source Document Expert Folder Activity

U.S. History

Tuesday-3/03/20:

• Bell Work-1.) Based on the elements contained in the political cartoon what issue is Henry Stimson and “John Q. Public” asking the President to resolve? 2.) Based on what we’ve learned regarding political propaganda what purpose might the signs being held by Henry Stimson and “John Q. Public” have in guiding Truman’s interaction with the media? 3.) What is your opinion of the way in which this cartoon is using political propaganda to shape the American peoples view of the U.S.’s decision to drop the atomic bombs? Is it a smart use of the media or something that could be considered morally reprehensible?
• Attendance-While Class is Doing Bell Work
• Video-WWII Vets Told US What D-Day Was Really Like-Vice News (7:26 min)
• Activity- D-Day: The Invasion of Normandy-Primary Source Document Expert Folder Activity
• Daily Objective-

• Content Objective:
  • SWD evaluation of the tremendous undertaking that the United States engaged in during Operation Overlord better known as D-Day through evaluating and interpreting primary source documents in an exploratory research activity
• Language Objective:
  • Students will read, record and orally discuss information pertaining to the personal possession and effects of the tremendous undertaking that the United States engaged in during Operation Overlord better known as D-Day by completing a set of guided inquiry-based questions based off documents contained within an expert folder

Supplemental Materials: Activity- D-Day: The Invasion of Normandy-Primary Source Document Expert Folder Activity

U.S. History

Monday-3/02/20:

• Bell Work-1.) According to the primary source what are two reasons E.B. Sledge gives for why the U.S. Marines felt hatred towards Japanese soldiers? 2.) What might be some of the possible outcomes that could result from this mutual hatred? 3.) Do you think that it is a good thing or a bad thing for a soldier in active combat to have a strong sense of nationalism (an intense loyalty to their country or a specific cause)? Is it possible to be both? *Please justify your response with a strong argument   
• Presentation-Chapter 17-Section 2-The War for Europe and North Africa  
• Article-Tuskegee Airmen-SSR Article-High-2020

• w/Meta-cognitive Log

• Notes- Chapter 17-Section 2-The War for Europe and North Africa  
• Daily Objective-

• Content Objective:
  • SWD analysis of the key battles in the Allied liberation of Europe by interacting in a short presentation and creating a set of student-centered guided notes
  • SWD analysis of the triumphant achievements of the Tuskegee Airmen during WWII by outlining an article and answering reflection questions
• Language Objective:
  • Students will listen, read and record information pertaining to the key battles in the Allied liberation of Europe through listening to a short lecture and creating student centered guided notes
  • Students will read, record and discuss the triumphant achievements of the Tuskegee Airmen during WWII by annotating an article and creating a meta-cognitive log

Supplemental Materials: Presentation-Chapter 17-Section 2-The War for Europe and North Africa and Notes- Chapter 17-Section 2-The War for Europe and North Africa

Presentation-Chapter 17-Section 2-The War for Europe and North Africa

Notes- Chapter 17-Section 2-The War for Europe and North Africa

Textbook PDF– Chapter 17-Section 2-The War for Europe and North Africa

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