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

U.S. History

Wednesday-1/08/20:

• Bell Work-1.) Who can we identify as the speaker of the primary source? 2.) Why do you think that the speaker chose to cite “the ancient days of the Spanish Inquisition or Czarist Russia” as examples when making her argument against the legality of the Palmer Raids? 3.) Imagine that you were in the same position as the speaker a U.S. citizen facing deportation from the United States due to your Anarchist beliefs. Would you make the choice to publicly deny your true beliefs in order to stay in America or would you stand your ground and risk being deported for your beliefs? *Please justify your answer
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up Review– Chapter 14-The Great Depression Begins and Chapter 15-The New Deal
• Procedure-Test Answer Key Set Up- Chapter 15-The New Deal
• Study Guide Review Time- Chapter 15-The New Deal
• 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 the materials covered in our unit covering the Great Depression and the New Deal 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 covering the Great Depression and the New Deal through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covered in our unit covering the Great Depression and the New Deal by completing a structured inquiry-based study guide

Supplemental Materials: Vocab Match-Up Review- Chapter 14-The Great Depression Begins and Chapter 15-The New Deal, Procedure-Test Answer Key Set Up- Chapter 15-The New Deal, and Study Guide Review Time- Chapter 15-The New Deal

Vocab Match-Up Review- Chapter 14-The Great Depression Begins and Chapter 15-The New Deal

Study Guide- Chapter 14 and 15

Study Guide Materials- Chapter 14 and 15

Study Guide Review Materials- Chapter 14 and 15

Power Points- Chapter 14 and 15

 

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Government

Wednesday-1/08/20:

• Bell Work-1.) Who are the two figures located to the right of President Trump intended to represent? 2.) What message (main idea) is the artist trying to communicate with the captions written on the map located behind President Trump? 3.) What is your opinion of the authors position in the political cartoon that President Trump is misinformed and ignorant regarding Foreign Policy?
• Attendance-While Class is Doing Bell Work
• Video-Law and Order-Episode 1-Prescription for Death (47 min)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • 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, 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: Video Notes-Law and Order-Episode 1-Prescription for Death (47 min) w/ Guided Video Questions

U.S. History

Tuesday-1/07/20:

• Bell Work-1.) What can we identify is Raymond Fosdick’s view on how European nations like France see the League of Nations? 2.) What do you believe Fosdick means when he says, “The League stands for … the protection of backward peoples”? Who specifically might he be referring to?3.) After reading this excerpt would you be inclined to defend Fosdick’s position on the League of Nations or do you have a different opinion as to the effectiveness of the organization? Why do you feel that way? * Please elaborate on your feelings
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 15-Section 5-The Impact of the New Deal
• Outline Notes-Chapter 15-Section 4-Culture in the 1930’s and Chapter 15-Section 5-The Impact of the New Deal
• Study Guide-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal
• Daily Objective-

• Content Objective:
  • SWD analysis of the impact FDR’s New Deal programs on the social and economic conditions of the United States as the 1930’s came to a close by interacting in a short presentation and creating a set of student-centered guided notes
  • SWD evaluation of the materials covered in our unit covering the Great Depression and the New Deal through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, orally discuss and record the impact of the Great Depression and FDR’s New Deal programs on the social and economic conditions of the United States as the 1930’s came to a close 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 covering the New Deal by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-Chapter 15-Section 5-The Impact of the New Deal, Outline Notes-Chapter 15-Section 4-Culture in the 1930’s and Chapter 15-Section 5-The Impact of the New Deal, and Study Guide-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal

Presentation-Chapter 15-Section 5-The Impact of the New Deal

Outline Notes-Chapter 15-Section 4-Culture in the 1930’s and Chapter 15-Section 5-The Impact of the New Deal

Textbook PDF’s-Chapter 15-Section 4-Culture in the 1930’s and Chapter 15-Section 5-The Impact of the New Deal

Study Guide-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal

Test Materials-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal

Vocabulary-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal

 

Textbook PDF’s-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal

Test Materials-Chapter 14-The Great Depression Begins and Chapter 15-The New Deal

Final Exam Study Guide-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Vocabulary-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Power Points-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Chapter 9-The Progressive Era

Chapter 10-America Claims an Empire

 

Chapter 11-The First World War

 

Chapter 12-Politics of the Roaring Twenties

 

Chapter 13-The Roaring Life of the 1920’s

 

Chapter 14-The Great Depression Begins

 

Chapter 15-The New Deal

 

Text Materials PPT- Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

 

Textbook PDF’s-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

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Government

Tuesday-1/07/20:

• Bell Work-1.) According to the graphic shown above who served as the 32nd President of the United States? 2.) Based on the graphic above what conclusions can you make regarding the impact of FDR’s New Deal programs beginning in 1933? 3.) Imagine that you were FDR preparing to speak in front of Congress regarding the financial crisis facing the United States. How might you justify the use of deficit spending as a solution to combat the Great Depression?  
• Attendance-While Class is Doing Bell Work
• DBQ-American Jury System-2019

• 15 to 25 minutes to finish

• Student Led Notes-Chapter 18 Section 1-The National Judiciary, Chapter 18-Section 2-Inferior Courts, Chapter 18-Section 3-The Supreme Court and Chapter 18-Section 4-The Special Courts
• Daily Objective-

• Content Objective:
  • SWD evaluation of the inner workings of the United States judicial system by interpreting the meaning of several primary source documents in a collaborative activity
  • SWD comprehension of the role that the Federal Court plays in upholding law and order in the United States by completing a set of student led notes
• Language Objective:

• • • Students will read, discuss and record information pertaining to the inner workings of the United States judicial system by identifying key pieces of information contained in a DBQ packet with the help of a partner
    • Students will read and record the role that the Federal Court plays in upholding law and order in the United States through listening to a short lecture notes and completing a set of student guided notes

Supplemental Materials:  DBQ-American Jury System-2019 and Student Led Notes-Chapter 18 Section 1-The National Judiciary, Chapter 18-Section 2-Inferior Courts, Chapter 18-Section 3-The Supreme Court and Chapter 18-Section 4-The Special Courts

DBQ-American Jury System-2019

Student Led Notes-Chapter 18 Section 1-The National Judiciary, Chapter 18-Section 2-Inferior Courts, Chapter 18-Section 3-The Supreme Court and Chapter 18-Section 4-The Special Courts

Textbook PDF-Chapter 18 Section 1-The National Judiciary, Chapter 18-Section 2-Inferior Courts, Chapter 18-Section 3-The Supreme Court and Chapter 18-Section 4-The Special Courts

 

Final Exam Study Guide-Chapters 1-7 and Chapters 9-21

 

Vocabulary-Chapters 1-7 and Chapters 9-14

 

Power Points-Chapters 1-7 and Chapters 9-21

Chapter 1-Priniciples of Government

 

Chapter 2-Origins of American Government

 

Chapter 3-The Constitution

 

Chapter 4-Federalism

 

Chapter 5-Political Parties

 

Chapter 6-Voter and Voter Behavior

 

Chapter 7-The Electoral Process

 

Chapter 9-Interest Groups

 

Chapter 10-Congress

 

Chapter 11-Powers of Congress

 

Chapter 12-Congress in Action

 

Chapter 13-The Presidency

 

Chapter 14-The Presidency in Action

 

Chapter 15-Government at Work-The Bureaucracy

 

Chapter 16-Financing Government

 

Chapter 17-Foreign Policy and National Defense

 

Chapter 18-The Federal Court System

 

Chapter 19-Civil Liberties-First Amendment Freedoms

 

Chapter 20-Civil Liberties-Protecting Individual Rights

 

Chapter 21-Civil Rights Equal Justice Under the Law

 

Test Material Power Points-Chapters 1-7 and Chapters 9-14

U.S. History

Monday-1/06/20:

• Bell Work-1.) What is the underlying theme behind this excerpt from Elizabeth Cady Stanton’s speech? 2.) Imagine that you were a reporter working for the Cleveland Plain Dealer in 1868, and you scored an interview with Elizabeth Cady Stanton. What are two or three questions you might ask in order to understand her position regarding “The Destructive Male”? 3.) What can you predict based on the tone of this document and your prior knowledge might be the reaction of male voters after hearing this speech?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s
• Activity-The Great Depression and New Deal-DBQ-2018 (Containing 13 Documents) 
• Student Led Notes- Chapter 15-Section 1-A New Deal Fights the Depression, Chapter 15-Section 2-The Second New Deal Takes Hold, Chapter 15-Section and 3-The New Deal Affects Many Groups
  • Supplemental Note Packet-2019
• Daily Objective-

• Content Objective:
  • SWD evaluation of primary sources and documents associated with the New Deal by examining twelve documents in a collaborative DBQ activity
  • SWD analysis of the effects New Deal programs had on the lives of minorities and the cultural impact of the 1930’s on everyday Americans by interacting in a short presentation and creating a set of student-centered guided notes
• Language Objective:
  • Students will read, discuss and record information pertaining to the New Deal by examining several primary sources in a partner-based document-based activity
  • Students will read, record and orally compare information pertaining to the effects New Deal programs had on the lives of minorities and the cultural impact of the 1930’s on everyday Americans through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s, Activity-The Great Depression and New Deal-DBQ-2018 (Containing 13 Documents), Student Led Notes- Chapter 15-Section 1-A New Deal Fights the Depression, Chapter 15-Section 2-The Second New Deal Takes Hold, Chapter 15-Section and 3-The New Deal Affects Many Groups (Supplemental Note Packet)

Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s

Activity-The Great Depression and New Deal-DBQ-2018 (Containing 13 Documents)

Student Led Notes- Chapter 15-Section 1-A New Deal Fights the Depression, Chapter 15-Section 2-The Second New Deal Takes Hold, Chapter 15-Section and 3-The New Deal Affects Many Groups (Supplemental Note Packet)

Textbook PDF’s- Chapter 15-Section 1-A New Deal Fights the Depression, Chapter 15-Section 2-The Second New Deal Takes Hold, Chapter 15-Section and 3-The New Deal Affects Many Groups (Supplemental Note Packet)

 

Final Exam Study Guide-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

 

Vocabulary-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

 

Power Points-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Chapter 9-The Progressive Era

 

Chapter 10-America Claims an Empire

 

Chapter 11-The First World War

 

Chapter 12-Politics of the Roaring Twenties

 

Chapter 13-The Roaring Life of the 1920’s

 

Chapter 14-The Great Depression Begins

 

Chapter 15-The New Deal

 

Text Materials PPT- Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

 

Textbook PDF’s-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

 

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Government

Monday-1/06/20:

• Bell Work-1.) What is the purpose of the primary source shown above? 2.) Why do you think that the primary source includes the lines “I hereby declare, by oath, that I absolutely and entirely renounce and abjure all allegiances and fidelity to any foreign prince, potentate, state or sovereignty, of whom or which I have heretofore been a subject or citizen;”? 3.) Can you elaborate on the main reason that the author of the primary source decided to include the line “…I take this obligation freely, without any mental reservation or purpose of evasion;”?  
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 18-Federal Courts
• DBQ-American Jury System-2019
• Daily Objective-

• Content Objective:
  • SWD synthesis of the role that the Federal Court plays in upholding law and order in the United States through interacting in a short presentation
  • SWD evaluation of the inner workings of the United States judicial system by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will listen, orally discuss and respond to the role that the Federal Court plays in upholding law and order in the United States by participating in classroom discussions while interacting during a short lecture

• • • Students will read, discuss and record information pertaining to the inner workings of the United States judicial system by identifying key pieces of information contained in a DBQ packet with the help of a partner

 

 

Supplemental Materials: Presentation-Chapter 18-Federal Courts and DBQ-American Jury System-2019

 

Presentation-Chapter 18-Federal Courts

 

DBQ-American Jury System-2019

 

Final Exam Study Guide-Chapters 1-7 and Chapters 9-21

 

Vocabulary-Chapters 1-7 and Chapters 9-14

 

Power Points-Chapters 1-7 and Chapters 9-21

Chapter 1-Priniciples of Government

 

Chapter 2-Origins of American Government

 

Chapter 3-The Constitution

 

Chapter 4-Federalism

 

Chapter 5-Political Parties

 

Chapter 6-Voter and Voter Behavior

 

Chapter 7-The Electoral Process

 

Chapter 9-Interest Groups

 

Chapter 10-Congress

 

Chapter 11-Powers of Congress

 

Chapter 12-Congress in Action

 

Chapter 13-The Presidency

 

Chapter 14-The Presidency in Action

 

Chapter 15-Government at Work-The Bureaucracy

 

Chapter 16-Financing Government

 

Chapter 17-Foreign Policy and National Defense

 

Chapter 18-The Federal Court System

 

Chapter 19-Civil Liberties-First Amendment Freedoms

 

Chapter 20-Civil Liberties-Protecting Individual Rights

 

Chapter 21-Civil Rights Equal Justice Under the Law

U.S. History

Friday-12/20/19:

• Bell Work-1.) Who are the key figures depicted within the political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) Knowing that during Hoover’s presidency the United States government did very little to combat the results of the 1929 stock market crash. With this in mind can you defend FDR’s decision to infuse massive amounts of money into social programs designed to help struggling Americans or do you agree with the artist programs are a massive failure wasting billions of tax payer dollars? *Thoroughly explain your position
• Attendance- While Class is Doing Bell Work
• Video Clip-Eleanor Roosevelt: Most Iconic First Lady – Fast Facts | History (4:27 min)
• Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold
• Activity-The Great Depression and New Deal-DBQ-2018 (Containing 13 Documents) 
• Daily Objective-

• Content Objective:
  • SWD analysis of the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs by interacting in a short presentation
  • SWD evaluation of primary sources and documents associated with the New Deal by examining twelve documents in a collaborative DBQ activity
• Language Objective:
  • Students will read and record information pertaining to the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs through listening to a short lecture
  • Students will read, discuss and record information pertaining to the New Deal by examining several primary sources in a partner-based document-based activity

 

Supplemental Materials: Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold and Activity-The Great Depression and New Deal-DBQ-2018 (Containing 13 Documents) 

 

 

Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold and Activity-The Great Depression

 

New Deal-DBQ-2018 (Containing 13 Documents) 

 

Study Guide Review-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

 

Vocabulary-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

 

Power Points-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

Chapter 9-The Progressive Era

 

Chapter 10-America Claims an Empire

 

Chapter 11-The First World War

 

Chapter 12-Politics of the Roaring Twenties

 

Chapter 13-The Roaring Life of the 1920’s

 

Chapter 14-The Great Depression Begins

 

Chapter 15-The New Deal

 

Text Materials PPT- Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

 

Textbook PDF’s-Chapters 9, 10, 11, 12, 13, 14 and Chapter 15

 

______________________________________________________________________________

Government

Friday-12/20/19:

• Bell Work-1.) What is the name of the air plane depicted in the political cartoon? 2.) What is the main theme of the political cartoon? 3.) What judgement could you make about the artists affiliation based on the tone of the political cartoon? *Cite specific aspects of the cartoon that influenced your feelings about this artist
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 17-Foreign Policy and National Defense
• Activity-One year in office-How Donald Trump has shaped US foreign policy-SSR Article-High-2019

• w/Two Colum Meta-Log

• Daily Objective-

• Content Objective:
  • SWD synthesis of the United States position regarding foreign policy and national defense through interacting in a short presentation
  • SWD comprehension of the way in which Donald Trump has shaped U.S. foreign policy during the early years of his presidency by reading an article and describing their thoughts in a structured response activity
• Language Objective:
  • Students will listen, orally discuss and respond to the United States position regarding foreign policy and national defense by participating in classroom discussions while interacting during a short lecture
  • Students will read and record their thoughts pertaining to the way in which Donald Trump has shaped U.S. foreign policy during the early years of his presidency through the use of an online article and a metacognitive log

 

 

Supplemental Materials: Presentation-Chapter 17-Foreign Policy and National Defense and Activity-One year in office-How Donald Trump has shaped US foreign policy-SSR Article-High-2019 w/Two Colum Meta-Log

 

Presentation-Chapter 17-Foreign Policy and National Defense

 

Activity-One year in office-How Donald Trump has shaped US foreign policy-SSR Article-High-2019 w/Two Colum Meta-Log

U.S. History

Thursday-12/19/19:

• Bell Work-1.) From 1933 to 1938 how many New Deal programs were instituted by FDR in an attempt to halt the economic collapse that occurred during the Great Depression? 2.) Based on the chart above which three New Deal programs do you think would have the most positive outcome in terms of aiding American families? Why do you feel that way? 3.) After examining the New Deal programs listed in the chart above, design an additional program of your own that would address an issue FDR failed to account for that was facing many American during the Great Depression.
• Attendance- While Class is Doing Bell Work
• Video Clip-The New Deal: Crash Course US History #34 (14:56 min)
  • Reflection Question: Did the programs and policies of the New Deal expand the power of the United States government too much or were the programs so vital to the success of Americans recovery that it was justified?
• Primary Source Activity-FDR’s New Deal: The Domestic Program that Remade America
  • w/ Inquiry based notes
    • Allow 15 to 20 min to finish
• Daily Objective-

• Content Objective:
  • • SWD analysis of key terms associated with the unit covering the New Deal by manipulating of vocabulary terms in a collaborative activity
    • SWD analysis of the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs by interacting in a short presentation
• Language Objective:

• • • Students will read and orally match up important vocabulary terms pertaining to the unit covering the New Deal through the use of a vocabulary match-up activity
    • Students will read and record information pertaining to the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs through listening to a short lecture

 

Supplemental Material: Primary Source Activity-FDR’s New Deal: The Domestic Program that Remade America w/ Inquiry based notes

 

Video Clip-The New Deal: Crash Course US History #34 (14:56 min)

• • Reflection Question: Did the programs and policies of the New Deal expand the power of the United States government too much or were the programs so vital to the success of Americans recovery that it was justified?

 

______________________________________________________________________________

Government

Thursday-12/19/19:

• Bell Work-1.) Who are the two men in the political cartoon intended to represent? 2.) Imagine you were the moderator in charge of running the 2016 Vice Presidential Debate, what are two or three questions that you would ask the participants of the debate? 3.) Why did the artist choose to have the men in the political cartoon propped up on the specific things they are standing on?  
• Attendance-While Class is Doing Bell Work

• Presentation-Chapter 16-Financing Government

• Web Quest-Federal Bureaucracy (2017) (10-15 min to finish)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process of federal funding through taxation by interacting in a short presentation
  • SWD synthesis of the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by compiling information from several online sources to complete a structured web quest
• Language Objective:
  • Student will read and record information pertaining to of the process of federal funding through taxation by listening to a short lecture and completing a set of guided student notes
  • Students will listen, orally discuss and respond to the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by participating in classroom discussions following a short lecture by the teacher along with a set of student guided notes

 

Supplemental Materials: Presentation-Chapter 16-Financing Government and Web Quest-Federal Bureaucracy (2017) (10-15 min to finish)

 

Presentation-Chapter 16-Financing Government

 

Web Quest-Federal Bureaucracy (2017) (10-15 min to finish)

U.S. History

Wednesday-12/18/19:

• Bell Work-1.) From 1933 to 1938 how many New Deal programs were instituted by FDR in an attempt to halt the economic collapse that occurred during the Great Depression? 2.) Based on the chart above which three New Deal programs do you think would have the most positive outcome in terms of aiding American families? Why do you feel that way? 3.) After examining the New Deal programs listed in the chart above, design an additional program of your own that would address an issue FDR failed to account for that was facing many American during the Great Depression.  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 15-Section 1-A New Deal Fights the Depression
• Primary Source Activity-FDR’s New Deal: The Domestic Program that Remade America
  • w/ Inquiry based notes (Day 2)
• Daily Objective-

• Content Objective:
  • SWD analysis of the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs by interacting in a short presentation
  • SWD evaluation of FDR’s New Deal programs that began to combat the economic devastation of the Great Depression by evaluating a primary source and responding to inquiry-based notes
• Language Objective:
  • Students will read and record information pertaining to the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs through listening to a short lecture
  • Students will read and respond to an article pertaining to the FDR’s New Deal programs that began to combat the economic devastation of the Great Depression by examining a primary source and responding to and inquiry based notes

 

Supplemental Materials: Presentation-Chapter 15-Section 1-A New Deal Fights the Depression and Primary Source Activity-FDR’s New Deal: The Domestic Program that Remade America w/ Inquiry based notes (Day 2)

 

Presentation-Chapter 15-Section 1-A New Deal Fights the Depression

 

Primary Source Activity-FDR’s New Deal: The Domestic Program that Remade America w/ Inquiry based notes (Day 2)

 

______________________________________________________________________________

Government

Wednesday-18//19:

• Bell Work-1.) Based on the information contained in the primary source what is one action taken by President Dwight D. Eisenhower in response to the crisis in Little Rock, Arkansas? 2.) Based on the information in the primary source what can we infer might have been one of the main reasons President Dwight D. Eisenhower chose to take action during the Little Rock crisis knowing his stand against segregation could negatively affect his approval rating with many Americans? 3.) Imagine you were the President of the United States during the late 1950’s. How would you have handled this situation if you were President? *Be sure to thoroughly articulate your response  
• Attendance-While Class is Doing Bell Work
• Presentation- Federal Bureaucracy-Supplemental PPT-2019
• Web Quest-Federal Bureaucracy (2017)
• Daily Objective-

• Content Objective:

• • • SWD comprehension of the functions, roles and purposes of the federal bureaucratic system by interacting in a short presentation

• SWD synthesis of the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by compiling information from several online sources to complete a structured web quest

• Language Objective:
  • Students will listen, orally discuss and respond to the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by participating in classroom discussions following a short lecture by the teacher along with a set of student guided notes
  • Students will read, orally discuss and record information on the functions, roles and purposes of the federal bureaucratic system by working collaboratively on an online web quest

 

Supplemental Materials: Presentation- Federal Bureaucracy-Supplemental PPT-2019 and Web Quest-Federal Bureaucracy (2018)

 

Presentation- Federal Bureaucracy-Supplemental PPT-2019

 

Web Quest-Federal Bureaucracy (2018)

U.S. History

Monday-12/16/19:

• Bell Work-1.) Who is the man sitting in the chair and who is he referring to when he says “There’s a man to inspire faith and confidence in this crisis”? 2.) Based on your prior knowledge can you name another instance where the U.S. Government used media (radio, TV or social media) to inform the public of an important issue or event? 3.) What changes would you recommend to the artist in order to make this political cartoon more assessable to the general public?
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 4)
• Vocabulary Frayer Model Activity-Chapter 15-The New Deal
• Daily Objective-

• Content Objective:

• • • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions 
    • SWD analysis of key terms associated with the unit covering the New Deal programs introduced by FDR through defining and personalizing vocabulary terms in a vocabulary-based activity

• Language Objective:
  • • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions
    • Students will read and record important vocabulary terms pertaining to our unit covering the New Deal programs introduced by FDR through the use of a frayer model vocabulary activity

Supplemental Materials: Video Notes-Cinderella Man and Vocabulary Frayer Model Activity-Chapter 15-The New Deal

Video Notes-Cinderella Man

Vocabulary Frayer Model Activity-Chapter 15-The New Deal

 

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Government

Monday-12/16/19:

• Bell Work-1.) Identify three of the main differences between the House of Representatives and the Senate? 2.) What evidence can you find in the chart that will support the notion that on average members of the of the House have a better understanding of the individual needs of their constituents then members of the Senate do? 3.) Suppose you were an aspiring politician. Would you be more likely to make a run for the Senate or the House of Representatives based on the data contained in the chart above? * Please clearly state your answer and support it with data from the chart
• Attendance-While Class is Doing Bell Work
• Video-How Much Does It Cost To Run For President? (5:16 min)
• Presentation- Chapter 13-The Presidency (Streamlined Presentation)
• Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency
• Daily Objective-

• Content Objective:
  • SWD comprehension of the formal qualifications required for becoming the President along with examining the key duties associated with the job by interacting in a short presentation and completing a set of student led notes
• Language Objective:
  • Students will listen and orally discuss the formal qualifications required for becoming the President along with examining the key duties associated with the job through listening to a short lecture notes and completing a set of student guided notes

Supplemental Materials: Presentation- Chapter 13-The Presidency (Streamlined Presentation) and Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency

 

Presentation- Chapter 13-The Presidency (Streamlined Presentation)

Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency

U.S. History

Friday-12/13/19:

• Bell Work-1.) Based on the information contained in the document who can you identify is the group most likely to benefit from Dr. Townsend’s plan? 2.) In his proposal Dr. Townsend offered three conditions in which a person must meet in order to retire with a pension of $200 per month. If Congress came back and said you had to change one of the three factors (conditions) before they would vote on approving it which one would you choose to change and what would your justification be? 3.) Based on all of the information above do you feel that the third condition is fair in forcing Americans to spend their pensions almost as quickly as they receive it? *Provide strong reasoning for your position
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 3)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

 

Supplemental Materials: Video Notes-Cinderella Man

 

______________________________________________________________________________

Government

Friday-12/13/19:

• Bell Work-1.) Who do you think the doctor and the patient are meant to represent in this political cartoon? 2.) What are some of the problems that seem to exist with the individual mandate for profit multi-payer system that doesn’t seem to exist with the single payer health-care plan?3.) Are you a person who believes that a single payer health-care system (where the government pays the bill with our tax dollars)  is the best way to untangle the complicated mess that is our current health-care system or do you believe a multi-payer public option (where we pay for private insurance individually) is the right way to go? *Include your reasoning why
• Attendance-While Class is Doing Bell Work
• Activity-Current Events 12/13
• Vocabulary Frayer Activity-Chapter 13-The Presidency and Chapter 14-The Presidency in Action
• 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 analysis of key terms associated with the unit covering the roles and responsibilities held by the United States President by defining and personalizing vocabulary terms in a vocabulary-based 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 and record important vocabulary terms pertaining to our unit covering the roles and responsibilities held by the United States President through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Activity-Chapter 13-The Presidency and Chapter 14-The Presidency in Action

U.S. History

Thursday-12/12/19:

• Bell Work-1.) Describe in your own words what is going on in the document above. 2.) Based on the document, what were some of the problems the stock market crash of 1929 had on banks? 3.) How would you have handled being one of the unlucky Americans who arrived at the bank to withdraw your money only to find out you are too late in the bank has collapsed? What would you do in the wake of this devastating news?  
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 2)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

 

Supplemental Materials: Cinderella Man-Video Questions

 

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Government

Thursday-12/12/19:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering Chapter 10, 11, and 12.

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

• Attendance-While Class is Doing Bell Work
• Vocab Match-Up-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
• Test- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
• Article- Democrats Unveil Two Articles of Impeachment Against Trump-SSR Article High-2019

• w/Meta-Cognitive Log

• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and concepts associated with our unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by demonstrating their knowledge thought the use of a unit exam
  • SWD analysis of the two articles of impeachment presented by the Democratic House member against President Trump by outlining an article and answering reflection questions
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law 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 fundamental ways in which Congress operates and the process required for a bill to become a law by completing a multiple choice and matching exam
  • Students will read, record and discuss the two articles of impeachment presented by the Democratic House member against President Trump by annotating an article and creating a meta-cognitive log

 

Supplemental Materials: SSR Article- Democrats Unveil Two Articles of Impeachment Against Trump-SSR Article High-2019 w/Meta-Cognitive Log

 

 

U.S. History

Wednesday-12/11/19:

• Bell Work-1.) Describe in your own words what Caroline Bird believes is “The Invisible Scar”? 2.) Identify two of the ways families described in the passage attempted to deal with the challenges they faced during the Great Depression? 3.) Reflect on the final paragraph which begins with the line “A teacher in a mountain…”. Imagine you were a teacher living during the Great Depression how would you have handled disciplining a child who was acting out due to hunger and frustration?
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 1)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

Supplemental Materials: Video-Cinderella Man

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Government

Wednesday-12/11/19:

• Bell Work-1.) What is the main theme of the political cartoon? 2.)  Considering the confusing nature of Nancy Pelosi and Jerry Nadler’s exchange what are some questions reporters could ask to help clarify their reasons for impeachment? 3.) What changes would you recommend that the artist make to their cartoon in order to make it easier for the general public to understand? 
• Attendance-While Class is Doing Bell Work
• Procedure-Test Answer Key Set Up-Chapter 10, 11 and 12
• Vocab Match-Up– Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
• Study Guide Review Time- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covering the fundamental ways in which Congress operates and the process required for a bill to become a law 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 fundamental ways in which Congress operates and the process required for a bill to become a law through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covering the fundamental ways in which Congress operates and the process required for a bill to become a law by completing a structured inquiry-based study guide

 

Supplemental Materials: Activity- Creating a Classroom Law-Part II: Presentations to each house with floor vote and Study Guide-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

 

Activity- Creating a Classroom Law-Part II: Presentations to each house with floor vote

Study Guide-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Vocabulary-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Power Points-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

Chapter 10-Congress

Chapter 11-The Power of Congress

Chapter 12-Congress in Action (How a Bill Becomes a Law)

Textbook PDF-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)