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

U.S. History

Wednesday-1/29/20:

• Bell Work-1.) Based on the text contained in the primary source what is Alexander Karp describing? 2.) What conclusions can you make about the methods used at Birkenau which the German’s referred to as Vernichtungslager (translating to the camp of extermination) compared to the infamous death camp Auschwitz? 3.) Based on historical context and your background knowledge can you elaborate on the reasons why the German’s decided to operate both death and work camps if their goal was to eliminate the Jewish threat they believed was holding back Germany from reaching it’s true glory?    
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 16-Section 1-Dictators Threaten World Peace
• Activity-Leaders of WWII Activity
  • Students will get their choice of creating trading cards or Instagram  
• Daily Objective-

• Content Objective:
  • SWD analysis of types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by interacting in a short presentation
  • SWD synthesis of the impact that the leaders of the Axis and Allied Powers had on the strategic fights during WWII by creating a series of leadership profiles
• Language Objective:
  • Students will read and record information pertaining to the types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through listening to a short lecture
  • Students will research, design and discuss the impact that the leaders of the Axis and Allied Powers had on the strategic fights during WWII through completing either a trading card or Instagram activity highlighting information on WWII leaders

Supplemental Materials: Presentation-Chapter 16-Section 1-Dictators Threaten World Peace and Activity-Leaders of WWII Activity

Presentation-Chapter 16-Section 1-Dictators Threaten World Peace

Activity-Leaders of WWII Activity

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5th Hour

Activity-Leaders of WWII Power Point Activity

U.S. History

Monday-1/27/20: *Expectation Presentation with Mr. Burch Hours 1-3 and 5

• Bell Work-1.) What is the main theme of this primary source? 2.) What effect can we infer the Kristallnacht Order would have had on the daily lives of Jewish residence living in Germany in 1938? 3.) Based on your prior knowledge and the information contained in the primary source select one of the three provisions of the Kristallnacht Order (a, b or c) and explain why the German government would feel justified in taking that particular action in their quest to unite the true German people against the oppression of others?
• Attendance-While Class is Doing Bell Work
• Presentation-Grade Level Building Expectations with Mr. Burch in the auditorium
• Daily Objective-

• Content Objective:
  • SWD knowledge of PBIS and its application in Fordson High School as well as its impact on their school success.
• Language Objective:
  • Students will read and listen to an explanation of the behavior expectations through a short administrative presentation.

U.S. History

Friday-1/24/20:

• Bell Work-1.) Based on the context of the primary source what can we infer the definition of the term “appeasement” means? 2.) What examples can you site to show Winston Churchill’s strategy for keeping peace and stopping the growth of the Nazi’s power in Europe? 3.) What is your opinion of Winston Churchill’s speech to Parliament? Do you agree with the general sentiment of Churchill’s message or do you feel he is wrong in this instance?  
• Attendance-While Class is Doing Bell Work
• Web Quest-The 10 Major Battles of WWII-2020

• 15 to 20 min to finish

• Vocabulary Frayer Model Activity-Chapter 16-World War Looms
• Daily Objective-

• Content Objective:
  • SWD synthesis of the strategic impact of the ten most significant battles fought during WWII by compiling information from several online sources to complete a structured web quest
  • SWD analysis of key terms associated with the unit covering the influential historical figures and various events that led to WWII through defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read, orally discuss and record information on the strategic impact of the ten most significant battles fought during WWII by working collaboratively on an online web quest
  • Students will read and record important vocabulary terms pertaining to our unit covering the influential historical figures and various events that led to WWII programs introduced by FDR through the use of a frayer model vocabulary activity

Supplemental Materials: Web Quest-The 10 Major Battles of WWII-2020, Vocabulary Frayer Model Activity-Chapter 16-World War Looms

Web Quest-The 10 Major Battles of WWII-2020

Vocabulary Frayer Model Activity-Chapter 16-World War Looms

U.S. History

Thursday-1/23/20:

• Bell Work-1.) Based on the context of the primary source what can we infer the definition of the term “appeasement” means? 2.) What examples can you site to show Winston Churchill’s strategy for keeping peace and stopping the growth of the Nazi’s power in Europe? 3.) What is your opinion of Winston Churchill’s speech to Parliament? Do you agree with the general sentiment of Churchill’s message or do you feel he is wrong in this instance?
• Attendance-While Class is Doing Bell Work
• Video-Explained In 5 Questions: World War II | Encyclopaedia Britannica (5:11 min)
• Web Quest-The 10 Major Battles of WWII-2020
• Daily Objective-

• Content Objective:
  • SWD synthesis of the strategic impact of the ten most significant battles fought during WWII by compiling information from several online sources to complete a structured web quest
• Language Objective:
  • Students will read, orally discuss and record information on the strategic impact of the ten most significant battles fought during WWII by working collaboratively on an online web quest

Supplemental Materials: Web Quest-The 10 Major Battles of WWII-2020

U.S. History

Wednesday-1/22/20: Half-Day-4th, 5th and 6th Hour

• Bell Work-1.) Based on the context of the primary source what can we infer the definition of the term “appeasement” means? 2.) What examples can you site to show Winston Churchill’s strategy for keeping peace and stopping the growth of the Nazi’s power in Europe? 3.) What is your opinion of Winston Churchill’s speech to Parliament? Do you agree with the general sentiment of Churchill’s message or do you feel he is wrong in this instance?
• Attendance-While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Procedures-PBIS Roll Out-Semester II
  • Be Responsible Section
• Activity-Getting to Know Me Information Sheet
• Daily Objective-

• Content Objective:
  • SWD knowledge of PBIS and its application in Fordson High School as well as its impact on their school success.
• Language Objective:
  • Students will read and listen to an explanation of the Behavior Matrix (expectations) then record information in a circle map based on their prior knowledge of PBIS. Students will discuss the circle map with their class.

U.S. History

Tuesday-1/21/20: Half-Day-1st, 2nd and 3rd Hour

• Bell Work-1.) According to the primary source which peace assuring document did Adolf Hitler find so offensive in its treatment of Germany? 2.) Based on the text above what action did Hitler take in defiance of the Treaty of Versailles? What argument does he use in an attempt to justify his actions? 3.) Do you agree or disagree with the reactions of the French government? What can we infer might be the reason this reaction led to war?
• Attendance-While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Procedures-PBIS Roll Out-Semester II
  • Be Responsible Section
• Daily Objective-

• Content Objective:
  • Student will demonstrate knowledge of PBIS and its application in Fordson High School as well as its impact on their school success.
• Language Objective:
  • Students will write a circle map based on their prior knowledge of PBIS. Students will discuss the circle map with their class.  Students will read and listen to an explanation of the Behavior Matrix (expectations).

U.S. History

Tuesday-1/14/20:

• Bell Work-1.) Identify the key characters in this political cartoon. 2.) Based on historical context and your prior knowledge what can we infer the baby symbolizes by looking at the cries of the child? 3.) How does the image of Hoover pushing the crying baby off to President Roosevelt reinforce the perception American citizens had of Hoover’s time in office?  
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 by completing a structured inquiry-based study guide

*See Final Exam Materials-Semester I Tab at the top of the iblog page for all final exam resources

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Government

Tuesday-1/14/20:

• Bell Work-1.) What is the main idea behind the purpose of the chart? 2.) Based on the information contained in the charts which are the three states that seemed to be the most successful in integrating their white and African-American students? 3.) In your opinion why might some of the states listed on the chart be unwilling to fully integrate their schools? *Be sure to reflect on the social climate in the South as you formulate your answer  
• Attendance-While Class is Doing Bell Work
• Study Guide Review Time- Chapters 1-7 and Chapters 9-21
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 1-7, 9-21 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-21 by completing a structured inquiry-based study guide in preparation for their final exam

*See Final Exam Materials-Semester I Tab at the top of the iblog page for all final exam resources

U.S. History

Monday-1/13/20:

• Bell Work-1.) Describe in your own words at least one way the Great Depression affected young people? 2.) What conclusions can you draw from the primary source to describe how companies viewed the need for young men in the work force during the Great Depression? 3.) What in your opinion could be done to maximize the opportunities for young men to enter the work force through President Roosevelt’s New Deal programs?   
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 9, 10, 11, 12, 13, 14 and Chapter 15 by completing a structured inquiry-based study guide

*See Final Exam Materials-Semester I Tab at the top of the iblog page for all final exam resources

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Government

Monday-1/13/20:

• Bell Work- 1.) In your own words please explain why the man in the political cartoon is being detained by government officials? 2.) Imagine that you are working for the Department of Homeland Security and this gentleman’s case comes across your desk. What are a few of the questions you might ask the man as you attempt to determine the extent to which he may have violated the provisions of the Patriot Act? 3.) Do you think it is a good thing or a bad thing that the U.S. government under the Patriot Act was given broad authority to track down and prosecute suspected terrorists with far fewer restrictions regarding how they conduct their investigations that prior to the act being passed? 
• Attendance-While Class is Doing Bell Work
• Presentation- American Citizenship-Roles, Responsibilities and Duties Supplemental PPT
• Activity-American Civil Rights-DBQ
• Daily Objective-

• Content Objective:
  • SWD comprehension of the racial constructs that divided the United States and the key individuals and protests that challenged the status quo leading to the birth of the Civil Rights movement by listening to a short presentation
  • SWD evaluation of the influential people and events that kicked off the Civil Rights movement during the1960’s by evaluating primary source documents then responding to structured questions in a DBQ packet
• Language Objective:

• • • Students will listen and orally discuss the racial constructs that divided the United States and the key individuals and protests that challenged the status quo leading to the birth of the Civil Rights movement by participating in a short presentation.
    • Students will read, discuss and record information pertaining to the influential people and events that kicked off the Civil Rights movement during the1960’s by breaking down a primary source DBQ packet and responding to structured reflection questions

Supplemental Materials: Presentation- American Citizenship-Roles, Responsibilities and Duties Supplemental PPT and Activity-American Civil Rights-DBQ

Presentation- American Citizenship-Roles, Responsibilities and Duties Supplemental PPT

 Activity-American Civil Rights-DBQ

*See Final Exam Materials-Semester I Tab at the top of the iblog page for all final exam resources

U.S. History

Friday-1/10/20:

• Bell Work-1.) Which of FDR’s New Deal programs can we identify Robert Miller participated in based on the information contained within the primary source? 2.) What conclusions can you make regarding the impact that this program had on Robert Miller’s growth from the time that he “enrolled as a boy” and the time of this letter that he is writing as “a man”? *Please give at least one quality example 3.) Imagine that you were a young man trying to decide whether you were going to join the New Deal Program described above. What type of choice might you have made after reading Robert Miller’s letter? 
• Attendance- While Class is Doing Bell Work
• Video-The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945 (44 min)

• w/ Guided Video Notes

• Daily Objective-

• Content Objective:
  • SWD knowledge of how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through watching a video and discussing the impact with a classmate

Supplemental Materials: Video Notes -The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945 (44 min)

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Government

Friday-1/10/20:

• Bell Work-1.) What fundamental Constitutional concept is being challenged in Schenck v. United States (1919)? 2.) Why do you think that someone’s freedom to shout “fire” in a crowded theatre would not be protected under the First Amendment? 3.) What is your opinion of Justice Holmes’ position that this situation (described in his statement) constitutes a “clear and present danger” to the American people?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 20-Civil Liberties-Protecting Individual Rights
• Guided Notes-Chapter 20-Sections 1-Due Process of Law, Chapter 20-Section 2-Freedom and Security of the Person, and Chapter 20-Section 3-Rights of the Accused
• Study Guide Review Time-Chapters 1-7 and Chapters 9-21
• Daily Objective-

• Content Objective:

• • • SWD comprehension of how the government must observe and uphold the concept of due process of law, and how they must act fairly and in accordance with established rules to protect the individual freedoms and liberties of American citizens by participating in a short presentation and completing a set of student led notes
    • SWD evaluation of the materials covered in Chapters 1-7, 9-21 through summarizing key information in a structured study guide in preparation for their final exam

• Language Objective:

• • • Students will read and record how the government must observe and uphold the concept of due process of law, and how they must act fairly and in accordance with established rules to protect the individual freedoms and liberties of American citizens through listening to a short lecture notes and completing a set of student guided notes
    • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-21 by completing a structured inquiry-based study guide in preparation for their final exam

Supplemental Materials: Presentation-Chapter 20-Civil Liberties-Protecting Individual Rights and Guided Notes-Chapter 20-Sections 1-Due Process of Law, Chapter 20-Section 2-Freedom and Security of the Person, and Chapter 20-Section 3-Rights of the Accused

Presentation-Chapter 20-Civil Liberties-Protecting Individual Rights

Guided Notes-Chapter 20-Sections 1-Due Process of Law, Chapter 20-Section 2-Freedom and Security of the Person, and Chapter 20-Section 3-Rights of the Accused

Textbook PDF-Chapter 20-Civil Liberties-Protecting Individual Rights

*Assignment list to be collected

U.S. History

Thursday-1/09/20:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering Chapter 14 and Chapter 15.

• Feel free to grab a vocab bag and practice the vocabulary match up activity.

• Attendance- While Class is Doing Bell Work
• Vocab Match-Up Review– Chapter 14-The Great Depression Begins and Chapter 15-The New Deal
• Test-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Great Depression and the New Deal by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and concepts associated with our unit covering the Great Depression and the New Deal by demonstrating their knowledge thought the use of a unit exam
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Great Depression and the New Deal through the use of a vocabulary match-up activity
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering the Great Depression and the New Deal by completing a multiple choice and matching exam

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Government

Thursday-1/09/20:

• Bell Work-1.) What is the main theme/purpose of the primary source? 2.) Based on the information contained in the primary source what position can we infer the Constitution takes regarding the institution of slavery? 3.) Based on the primary source, how would you explain to someone the reason why in the Constitution (prior to the 13th Amendment that outlawed slavery) viewed slaves are property and not as people? 
• Attendance-While Class is Doing Bell Work
• Presentation- Chapter 19-Civil Liberties-First Amendment Freedoms-Supplemental PPT
• Video-Law and Order-Season 11-Episode 19-Whiplash (44 min)

• w/ Guided Video Questions
• (Alternate episode Law and Order-Season 1-Episode 1-Prescription for Death (47 min) w/ Guided Video Questions)

• Daily Objective-

• Content Objective:

• • • SWD comprehension of the freedoms and civil protections granted under the First Amendment of United States Constitution  by interacting in a short presentation

• SWD knowledge of the way in which the police and District Attorney’s office gather and present evidence in a criminal case by watching a television episode and responding to structured reflection questions

• Language Objective:
  • Students will listen, orally discuss and respond to the the freedoms and civil protections granted under the First Amendment of United States Constitution by participating in classroom discussions following a short lecture by the teacher
  • Students will listen, and record information pertaining to the way in which the police and District Attorney’s office gather and present evidence in a criminal case by watching an episode of Law and Order and responding to structured video reflection questions

Supplemental Materials: Chapter 19-Civil Liberties-First Amendment Freedoms-Supplemental PPT