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

Tuesday-5/05/15:

• Bell Work-1.Why might the process of crop rotation be important for increasing the output of agricultural goods? (Section 1) 2. Which group of people made up the lower middle class? (Section 2) 3. What is a corporation? (Section 3)
• Video-The Men Who Built America-Episode 3-A Rivalry is Born (45min)

• w/guided video inquiry questions

• Daily Objective-

• Content Objective:
  • SWD synthesis of the innovative tactics, drive and lasting impacts of some of America’s earliest industrial titans through the use of guided video facts and class discussions.
• Language Objective:
  • Students will listen and record the innovative tactics, drive and lasting impacts of some of America’s earliest industrial titans by responding to a video designed to cause further inquiry and classroom discussion as a closing activity for our unit covering the Industrial Revolution

Monday-5/04/15:

• Bell Work-1. What early industries mechanized in the United States? 2. Why did Belgium lead Europe in Industrializing? 3. How did the Industrial Revolution shift the balance of power in the world?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 25-Section 3 and 4
• Thinking Map-Create two different thinking maps from Chapter 25             Section 1-3
• Student Led Notes-Chapter 25-Section 3-Industrialization Spreads
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering Chapter 25 Sections 3 and 4 through the manipulating of vocabulary terms in a collaborative activity
  • SWD creation of the effects of industrialization in America and the rise of global economic inequality in European colonial holdings through compiling information in student led guided notes
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 25 Sections 3 and 4 by using a vocabulary match-up activity
  • Students will read and record and orally share information on the effects of industrialization in America and the rise of global economic inequality in European colonial holdings by creating student centered guided notes

Supplemental Material: Vocabulary Match-up Activity-Chapter 25-Section 3 and 4 and Student Led Notes-Chapter 25-Section 3-Industrialization Spreads

Vocabulary Match-up Activity-Chapter 25-Section 3 and 4

Chapter 25-Section 3 and 4-Vocab Match up Terms

Chapter 25-Section 3 and 4-Vocabulary Match-up

Student Led Notes-Chapter 25-Section 3-Industrialization Spreads

Chapter 25-Section 3-Guided Notes

Friday-5/01/15:

• Bell Work– 1. What were three of the major things England lacked as a result of rapid industrialization? 2. Which groups made up the upper middle class? 3. According to the timeline on the top of page 724-725 what would adult over-seers do to keep the drowsy children awake?
• Attendance- While Class is Doing Bell Work
• Video-The Men Who Built America-Episode 2-A Oil Strike  (45min)

• w/guided video inquiry questions

• Daily Objective-

• Content Objective:
  • SWD synthesis of the innovative tactics, drive and lasting impacts of some of America’s earliest industrial titans through the use of guided video facts and class discussions.
• Language Objective:
  • Students will listen and record the innovative tactics, drive and lasting impacts of some of America’s earliest industrial titans by responding to a video designed to cause further inquiry and classroom discussion as a closing activity for our unit covering the Industrial Revolution

Thursday-4/30/15:

• Bell Work-Please answer the following prompt in a complete paragraph:

• In order to provide for a family often parents/guardians work long hours or sacrifice their personal desires for the good of those they love. Tell me about someone you know/look up to and describe what they do to care for you or your family. (Make sure to give quality examples)
  • Sentence Stem Ex: I really look up to my ____ because they…….

• Attendance- While Class is Doing Bell Work
• SSR-Life in the Boom: Oil Riches Call…and Family Life Waits (November 12^th,, 2013)
• SSR Meta-Cognitive Log-Reflection Log
• Student Led Notes-Chapter 25 Section 2-Industrilization {Case Study: Manchester}
• Daily Objective-

• Content Objective:
  • SWD evaluation of the oil boom in North Dakota and the economic comparisons to the early period of industrial revolution in America through stating their opinion on a SSR article in SSR reflection log
  • SWD creation of the positive and negative effects of industrialization of the city of Manchester (in England) through compiling information in student led guided notes
• Language Objective:
  • Students will read and record information regarding the oil boom in North Dakota and the economic comparisons to the early period of industrial revolution in America by responding to an SSR article through a SSR Meta-log
  • Students will read and record and orally share information on positive and negative effects of industrialization of the city of Manchester (in England) by creating student centered guided notes

Supplemental Materials: SSR-Life in the Boom: Oil Riches Call…and Family Life Waits (November 12^th,, 2013), SSR Meta-Cognitive Log-Reflection Log and Student Led Notes-Chapter 25 Section 2-Industrilization {Case Study: Manchester}

SSR-Life in the Boom: Oil Riches Call…and Family Life Waits (November 12^th,, 2013)

Life in the Boom-Oil Riches Call-SSR-Article-High

SSR Meta-Cognitive Log-Reflection Log

SSR-Meta-Cognitive Log-Template

Student Led Notes-Chapter 25 Section 2-Industrilization {Case Study: Manchester}

Chapter 25-Section 2-Guided Notes-High

Wednesday-4/29/15:

• Bell Work-1. Why did people flock to cities and towns during the Industrial Revolution?  2. What social class expanded as a result of industrialization? 3. What were some of the negative effects of the rapid growth of Manchester?
• Attendance- While Class is Doing Bell Work
• Video-The Men Who Built America-Episode 1-A New War Begins (45min)

• w/guided video inquiry questions

• Daily Objective-

• Content Objective:
  • SWD synthesis of the innovative tactics, drive and lasting impacts of some of America’s earliest industrial titans through the use of guided video facts and class discussions.
• Language Objective:
  • Students will listen and record the innovative tactics, drive and lasting impacts of some of America’s earliest industrial titans by responding to a video designed to cause further inquiry and classroom discussion as a closing activity for our unit covering the Industrial Revolution

Video Link: The Men Who Built America-Preview

https://www.youtube.com/watch?v=7WNgcFjGFc8&list=PLo9XqSyMxkErgS_TgB4LDrRFk10MsscAi

Tuesday-4/28/15:

• Bell Work-1. What were the four factors that contributed to Britain’s Industrialization? 2. How did the rising population benefit the Industrial Revolution? 3. What American invention aided in the textile industry?
• Attendance- While Class is Doing Bell Work

• Vocabulary Match-up Activity- Chapter 25-The Industrial Revolution Section 1 and 2

• Student Led Notes-Chapter 25 Section 1-The Beginnings of Industrialization
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering Chapter 25 Sections 1 and 2 through the manipulating of vocabulary terms in a collaborative activity
  • SWD creation of how the factors of production and a rapidly growing population led to the industrialization of Great Britain and early stages of the American Industrial Revolution through compiling information in student led guided notes
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 25 Sections 1 and 2 by using a vocabulary match-up activity
  • Students will read and record and orally share information on how the factors of production and a rapidly growing population led to the industrialization of Great Britain and early stages of the American Industrial Revolution by creating student centered guided notes

Supplemental Materials: Vocabulary Match-up Activity- Chapter 25-The Industrial Revolution Section 1 and 2, Student Led Notes-Chapter 25 Section 1-The Beginnings of Industrialization

Vocabulary Match-up Activity- Chapter 25-The Industrial Revolution Section 1 and 2

Chapter 25-Section 3 and 4-Vocab Match up Terms

Chapter 25-Section 3 and 4-Vocabulary Match-up

Student Led Notes-Chapter 25 Section 1-The Beginnings of Industrialization

Chapter 25-Section 1-Guided Notes-High

Monday-4/27/15:

• Bell Work-Turn to page 714 and answer the three “Geography Questions” located under the previewing main ideas section
• Attendance- While Class is Doing Bell Work
• Argumentative Writing Process-Factory building collapse in Bangladesh kills 149 (2014)

• Finish writing micro-arguments

• Guided Tour-Chapter 25-The Industrial Revolution

• Daily Objective-

• Content Objective:
  • SWD synthesis of the argumentative writing process by examining an article and producing a comprehensive list of important vocabulary words that will aid in creating a claim, researching data, and developing reasoning in a micro-argument
  • SWD applications of the important political/historical figures, events and evidentiary text located in Chapter 25 through compiling information on a guided tour worksheet
• Language Objective:
  • Students will read, and record information that supports the argumentative writing process by examining an article and producing a comprehensive list of important vocabulary words that will aid in creating a claim through the use of need to know and nice to know words, establishing a claim, researching data, and developing reasoning in a micro-argument
  • Students will write answers to guided questions that require examination of the additional supporting resources/information located within Chapter 25 by completing a Guided Tour activity

Supplemental Materials: Article-Factory building collapse in Bangladesh kills 149 (2014), Micro-Argument Template, Micro-Argument Example, Guided Tour-Chapter 25-The Industrial Revolution

Article-Factory building collapse in Bangladesh kills 149 (2014)

Bangladesh Factory Collapse-Argumenative Essay Article

Micro-Argument Template

Micro-Argument Chart-Template

Micro-Argument Example

Micro-Argument Chart-Bangladesh Example

Guided Tour-Chapter 25-The Industrial Revolution

Chapter 25-Guided Tour

Thursday-4/23/15:

• Bell Work-None  
• Attendance- While Class is Doing Bell Work
• Argumentative Writing Process-Factory building collapse in Bangladesh kills 149 (2014)

• Complete nice to know/need to know lists, begin identifying claim, reading and data

• Daily Objective-

• Content Objective:
  • SWD synthesis of the argumentative writing process by examining an article and producing a comprehensive list of important vocabulary words that will aid in creating a claim, researching data, and developing reasoning in a micro-argument
• Language Objective:
  • Students will read, and record information that supports the argumentative writing process by examining an article and producing a comprehensive list of important vocabulary words that will aid in creating a claim through the use of need to know and nice to know words, establishing a claim, researching data, and developing reasoning in a micro-argument

Wednesday-4/22/15:

• Bell Work-1. What are the key traits of a totalitarian state?  2. What are some ways totalitarian rulers keep their power 3. How did the Soviet economy change under Stalin?
• Attendance-While Class is Doing Bell Work
• Student Led Notes-Chapter 30-Section 2-Totalitarianism
• Video-Fedorov Discusses Defecting to the U.S. (4:25 min)
• Argumentative Writing Process-Factory building collapse in Bangladesh kills 149 (2014)

• Hover for unfamiliar words and create nice to know/need to know lists

• Daily Objective-

• Content Objective:
  • SWD creation of the role of a totalitarian government and the daily lives of Russian citizens under the rule of Stalin through compiling information in student led guided notes
  • SWD synthesis of the argumentative writing process by examining an article and producing a comprehensive list of important vocabulary words that will aid in creating a claim
• Language Objective:
  • Students will read and record and orally share information on the role of a totalitarian government and the daily lives of Russian citizens under the rule of Stalin by creating student centered guided notes
  • Students will read, and record information that supports the argumentative writing process by examining an article and producing a comprehensive list of important vocabulary words that will aid in creating a claim through the use of need to know and nice to know words.

Supplemental Material: Student Led Notes-Chapter 30-Section 2-Totalitarianism and Argumentative Writing Process-Factory building collapse in Bangladesh kills 149 (2014)

Student Led Notes-Chapter 30-Section 2-Totalitarianism

Chapter 30-Section 2-Guided Notes

Argumentative Writing Process-Factory building collapse in Bangladesh kills 149 (2014)

Bangladesh Factory Collapse-Argumenative Essay Article

Video Link: Fedorov Discusses Defecting to the U.S. (4:25 min)

Tuesday-4/21/15: M-Step Testing *Hours 4-6 Only

• Bell Work-1.What was the key element of romanticism? 2. What characteristics did photography have that made it the art of the industrial age? 3. What was the goal of impressionist painters?
• Attendance- While Class is Doing Bell Work
• Video-America the Story of U.S. Episode 10: WWII (45 min)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the social, political and economic effects of WWI on the United States due to it focus on industrialization by using guided video facts and class discussions.
• Language Objective:
  • Students will listen and record the social, political and economic effects of WWI on the United States due to it focus on industrialization through responding to a video designed to cause further inquiry and classroom discussion as a closing activity for our unit covering the revolutions

Monday-4/20/15:

• Bell Work-1. How did WWI help bring about the Russian Revolution? 2. What groups made up the Red Army and the White Army? 3. Why did the Bolsheviks rename their party the Communist Party?  
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 30-Revolutions and Nationalism
• Student Led Notes-Chapter 30-Section 1-Revolutions in Russia
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering Chapter 30 Sections 1 and 2 by manipulating vocabulary terms in a collaborative activity
  • SWD creation of the divisive effects of the Russian civil war along with the rapid rise of Vladimir Lenin and Joseph Stalin by compiling information in student led guided notes
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 30 Sections 1 and 2 through the use of a vocabulary match-up activity
  • Students will read and record and orally share information on the divisive effects of the Russian civil war along with the rapid rise of Vladimir Lenin and Joseph Stalin through the creation of student centered guided notes

Supplemental Materials: Vocabulary Match-up Activity-Chapter 30-Revolutions and Nationalism, Student Led Notes-Chapter 30-Section 1-Revolutions in Russia

Vocabulary Match-up Activity-Chapter 30-Revolutions and Nationalism

Chapter 30-Vocab Match up Terms

Chapter 30-Vocabulary Match-up

Student Led Notes-Chapter 30-Section 1-Revolutions in Russia

Chapter 30-Section 1-Guided Notes-High