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

U.S. History

Tuesday-12/10/19:

• Bell Work-1.) Describe what is happening in the political cartoon. 2.) What might the motive of the artist have been in depicting Herbert Hoover and the economic problems the U.S. faced in the 1930’s in this way? 3.) Examine the signs the donkey that represents the Democratic Party is holding. Considering that Herbert Hoover was a Republican, what message do you think the artist is trying to convey in the right hand portion of the political cartoon? 
• Attendance- While Class is Doing Bell Work
• Video-Hoover and the Great Depression (4:36 min)
• Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression
• SSR Activity-Hoover and the Great Depression (Digital History)-Annotated Reading

• Followed by Hoover and the Great Depression-Reading Reflection

• Daily Objective-

• Content Objective:
  • SWD analysis of President Hoovers initial response to the Great Depression and the ineffective measures he took in an attempt to combat our nation’s economic woes by interacting in a short presentation
  • SWD evaluation of the materials covered in Chapter 14 pertaining to the causes of the Great Depression through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and record information pertaining to President Hoovers initial response to the Great Depression and the ineffective measures he took in an attempt to combat our nation’s economic woes through listening to a short lecture
  • Students will read, discuss and record information pertaining to President Hoover’s attempts to combat the economic effects of the Great Depression by examining a primary source and completing guided inquiry-based questions

 

Supplemental Materials: Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression and SSR Activity-Hoover and the Great Depression (Digital History)-Annotated Reading (Followed by Hoover and the Great Depression-Reading Reflection)

 

Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression

 

SSR Activity-Hoover and the Great Depression (Digital History)-Annotated Reading (Followed by Hoover and the Great Depression-Reading Reflection)

 

______________________________________________________________________________

Government

Tuesday-12/10/19:

• Bell Work-1.) What is the name for a legislative system that provides for the greatest opportunity for enhanced oversight/control of the office of the President? 2.) Based on the information contained in Document B what can you distinguish might be a key advantage of a unicameral system over a bicameral system? *Explain why you feel this way 3.) Do you think it is a good thing or a bad thing that the United States decided to adopt a bicameral legislature over a unicameral legislature on the Federal level? *Please explain your rationale 
• Attendance-While Class is Doing Bell Work
• 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)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which a bill is drafted and becomes a law by interacting in a collaboratively based classroom 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:
  • Student will read and record information pertaining to the process of turning a bill into a law through working as a group to craft a piece of legislation that would positively impact the students of Fordson High School
  • 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)

U.S. History

Monday-12/09/19:

• Bell Work-1.) Identify the key character who wrote this press release. 2.) What are some of the problems with President Hoover’s hope for how the American people would respond to the challenges of the Great Depression? 3.) Are you a person who agrees with President Hoover’s position that the best way to combat the economic turmoil of the Great Depression was through “individual generosity…, and mutual self-help” or should it be the government’s responsibility to take care of its own people in times of financial crisis? *Thoroughly explain your position
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 14-Section 2-Hardship and Suffering During the Depression
• Video-History Brief: The Dust Bowl (4:04 min)
• Reading Activity-Letter’s from a Dust Bowl Survivor

• w/ reflection questions

• Writing Prompt-Letter’s from a Dust Bowl Survivor
• Daily Objective-

• Content Objective:
  • SWD synthesis the how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression and the ways in which American families were forced to fight through these challenges by interacting in a short presentation
  • SWD synthesis of the agricultural and environmental effects the Dust Bowl had on the Midwest and Great Plains region of the United States by composing a letter from a historical perspective
• Language Objective:
  • Students will read and record information pertaining to how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression and the ways in which American families were forced to fight through these challenges through listening to a short lecture
  • Students will read and record a narrative pertaining to the agricultural and environmental effects the Dust Bowl had on the Midwest and Great Plains region of the United States by writing a letter to a loved one as if they were living through the Dust Bowl

 

Supplemental Materials: Presentation-Chapter 14-Section 2-Hardship and Suffering During the Depression, Reading Activity-Letter’s from a Dust Bowl Survivor w/ reflection questions and Writing Prompt-Letter’s from a Dust Bowl Survivor

 

Presentation-Chapter 14-Section 2-Hardship and Suffering During the Depression

 

Reading Activity-Letter’s from a Dust Bowl Survivor w/ reflection questions

 

Writing Prompt-Letter’s from a Dust Bowl Survivor

 

______________________________________________________________________________

Government

Monday-12/09/19:

• Bell Work-1.) Who do you think the characters in the political cartoon are meant to represent? 2.) What is the underlying theme (metaphorical meaning) of the political cartoon? 3.) In your opinion what would happen to our political system if the roles in this political cartoon were reversed?   
• Attendance-While Class is Doing Bell Work
• Presentation-How a Bill Becomes a Law-Streamlined Version-2017
• Video- ‘Regular Order’: Lawmaking The Old-Fashioned Way | Ron’s Office Hours | NPR (2:44 min)
• Activity-Creating a Classroom Law

• Part One: Drafting a Bill

• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which a bill is drafted and becomes a law by interacting in a collaboratively based classroom activity
• Language Objective:
  • Student will read and record information pertaining to the process of turning a bill into a law through working as a group to craft a piece of legislation that would positively impact the students of Fordson High School

 

Supplemental Materials: Presentation-How a Bill Becomes a Law-Streamlined Version-2017 and Activity-Creating a Classroom Law Part One: Drafting a Bill

 

Presentation-How a Bill Becomes a Law-Streamlined Version-2017

 

Activity-Creating a Classroom Law Part One: Drafting a Bill

 

 

U.S. History

Friday-12/06/19:

• Bell Work-1.) Who are the key characters in the political cartoon intended to represent? 2.) What is the underlying theme of the political cartoon? 3.) Based on the elements of the political cartoon what can you predict is the possible outcome of the publics over reliance on the expert’s speculation towards trends in the stock market once speculative credit has been withdrawn?  
• Attendance- While Class is Doing Bell Work
• Video- How does the stock market work? – Oliver Elfenbaum (4:29 min)
• Presentation-Chapter 14-Setion 1-A Nations Sick Economy
• Activity-Stock Market Investments
• Daily Objective-

• Content Objective:
  • SWD synthesis of how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression by interacting in a short presentation
  • SWD evaluation of the devastating effects of the stock market crash of 1929 by evaluating a list of stocks in which to purchase and building a stock portfolio
• Language Objective:
  • Student will read and record information pertaining to the how the collapse of the stock market in 1929 led to the economic hardships experienced during the Great Depression through listening to a short lecture
  • Students will read, record and orally debate the devastating effects of the stock market crash of 1929 through a scenario-based activity in which students are evaluating a list of stocks in which to purchase and building a stock portfolio

 

Supplemental Materials: Presentation-Chapter 14-Setion 1-A Nations Sick Economy and Activity-Stock Market Investments

 

Presentation-Chapter 14-Setion 1-A Nations Sick Economy

 

Activity-Stock Market Investments

 

______________________________________________________________________________

Government

Friday-12/06/19:

• Bell Work-1.) Describe what a typical representative of the 110th Congress would look like using six of the characteristics listed in the chart above? 2.) Based on the information contained in the chart which three groups might feel that Congress is not an adequate representation of the general public and their interests? Why might these groups feel this way? 3.) Are you a person that feels that it is important to elect someone of the same statistical profile (or ethnic background) as the majority of the people in their district in order to truly represent a population or is a representative with a strong service record the ideal choice regardless of their ethnic or statistical background? *Please explain your position
• Attendance-While Class is Doing Bell Work
• Video-How does impeachment work?-Alex Gendler (5:12 min)
  • Or How Do You Impeach a President? (3:49 min)
• Presentation-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers
• Vocabulary Frayer Activity-Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary
• Daily Objective-

• Content Objective:

• • • SWD comprehension of the non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by listening to the teacher complete a short presentation then participating in a classroom discussion 
    • SWD analysis of key terms associated with the unit covering of the process in which a bill becomes a law by defining and personalizing vocabulary terms in a vocabulary-based activity

• Language Objective:
  • • Students will read and respond to information pertaining to non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by participating in classroom discussions following a short lecture by the teacher.
    • Students will read and record important vocabulary terms pertaining to our unit covering of the process in which a bill becomes a law through the use of a frayer model vocabulary activity

 

Supplemental Materials: Presentation-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers and Vocabulary Frayer Activity-Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary

 

Presentation-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

 

Vocabulary Frayer Activity-Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary

 

 

U.S. History

Thursday-12/05/19:

• Bell Work-1.) What is the main theme of the letter being written to Mr. Gifford? 2.) According to the letter, why do you think so many unemployed American’s felt embittered towards President Hoover and his administration? 3.) What is your opinion of the fact that President Hoover despite being a millionaire is still drawing a $75,000 a year salary from the government while many other American’s are being denied their bonus for military service? Should he have to give up his salary or has his position as President secured his salary?  
• Attendance- While Class is Doing Bell Work
• Video-America The Story of US-Episode 9-Bust (44 min)
  • w/ Guided Video Notes *Finish last few minutes of the video

• Student Led Notes-Chapter 14-The Great Depression Begins-Big Picture Notes (Combination of notes pertaining to the major topics addressed in Chapter 14-Section 1-A Nations Sick Economy, Chapter 14-Section 2-Hardship and Suffering During the Depression and Chapter 14 Section 3-Hoover Struggles with the Depression)

• 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
  • SWD synthesis of how the economic hardships experienced in America during the 1920’s and President Hoovers inability to pass effective legislative solutions to these problems led to the Great Depression by creating a set of guided notes
• 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
  • Student will read and record information pertaining to the how the economic hardships experienced in America during the 1920’s and President Hoovers inability to pass effective legislative solutions to these problems led to the Great Depression through listing key information in student led inquiry outlines

 

Supplemental Materials: Student Led Notes-Chapter 14-The Great Depression Begins-Big Picture Notes

 

Textbook PDF’s-Chapter 14-The Great Depression

 

______________________________________________________________________________
Government

Thursday-12/05/19:

• Bell Work-1.) Based on the information from the primary source above do federal systems like the one in the United States always have to contain bicameral state legislatures? 2.) What are some of the problems associated with bicameralism, according to this passage? 3.) Do you think it is a good thing or a bad thing that the United States has almost exclusively adopted a bicameral system in regard to our legislatures? *Please thoroughly explain your position 
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce
• Presentation-Chapter 11-Section 2-The Other Expressed Powers
• Primary Source- McCulloch v. Maryland-What Are the Limits on the Implied Powers of Congress?  
  • With Reflection Questions

• Also available: What Are the Limits on the Implied Powers of Congress? (McCulloch v. Maryland, 1819) (pg. 310)
  • w/Thinking Critically Questions #1-2 on pg. 311

• Daily Objective-

• Content Objective:
  • SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by listening to the teacher complete a short presentation then participating in a classroom discussion
  • SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers and the specific roles Congress plays in determining their functions by listening to the teacher complete a short presentation then participating in a classroom discussion
  • SWD analysis on the *** by outlining an article and answering reflection questions
• Language Objective:
  • Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by participating in classroom discussions following a short lecture by the teacher
  • Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers and the specific roles Congress plays in determining their functions by participating in classroom discussions following a short lecture by the teacher
  • Students will read, record and discuss the *** by creating a double entry journal and answering guided reflection questions

 

Supplemental Materials: Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce, Presentation-Chapter 11-Section 2-The Other Expressed Powers and Primary Source- McCulloch v. Maryland-What Are the Limits on the Implied Powers of Congress?

 

Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce, Presentation-Chapter 11-Section 2-The Other Expressed Powers

 

Primary Source- McCulloch v. Maryland-What Are the Limits on the Implied Powers of Congress?

U.S. History

Tuesday-12/03/19:

• Bell Work-1.) Based off your prior knowledge and the context of the radio address can you name the national crisis that prompted Herbert Hoover to make this speech? 2.) What does President Hoover believe is the result of a “lack of caution in nosiness”? 3.) Based on the radio address above, why does Hoover ultimately feel it is not the government’s responsibility to solve the financial problems facing Americans during the Great Depression? In your opinion is he correct? *Be sure to explain why you agree or disagree
• Attendance- While Class is Doing Bell Work
• Video- How does the stock market work? – Oliver Elfenbaum (4:29 min)
• Article-The Stock Market Crash of 1929 by Jesse Colombo (July 17th, 2012) with SSR Meta-Log

• Student Led Notes-Chapter 14-The Great Depression Begins-Big Picture Notes-Combination of notes pertaining to the major topics addressed in Chapter 14-Section 1-A Nations Sick Economy, Chapter 14-Section 2-Hardship and Suffering During the Depression and Chapter 14 Section 3-Hoover Struggles with the Depression

• Daily Objective-

• Content Objective:

• • • SWD evaluation of the devastating effects of the 1929 stock market crash by evaluating a primary source and responding to inquiry-based log
    • SWD synthesis of how the economic hardships experienced in America during the 1920’s and President Hoovers inability to pass effective legislative solutions to these problems led to the Great Depression by creating a set of guided notes

• Language Objective:
  • • Students will read and respond to an article pertaining to the devastating effects of the 1929 stock market crash by examining a primary source and responding to and meta-cognitive log
    • Student will read and record information pertaining to the how the economic hardships experienced in America during the 1920’s and President Hoovers inability to pass effective legislative solutions to these problems led to the Great Depression through listing key information in student led inquiry outlines

 

Video Clip-How does the stock market work?-Oliver Elfenbaum (4:29 min)

 

Article-The Stock Market Crash of 1929 by Jesse Colombo (July 17th, 2012) with SSR Meta-Log

Student Led Notes-Chapter 14-Section 1-A Nations Sick Economy, Chapter 14-Section 2-Hardship and Suffering During the Depression and Chapter 14 Section 3-Hoover Struggles with the Depression

Textbook PDF-Chapter 14-Section 1-A Nations Sick Economy, Chapter 14-Section 2-Hardship and Suffering During the Depression and Chapter 14 Section 3-Hoover Struggles with the Depression

 

______________________________________________________________________________

Government

Tuesday-12/03/19: Sub Day-Graham’s EEG at U of M

• Bell Work-1.) According to this passage, what can you identify is Benjamin Franklin’s view on Bicameralism? 2.) What are some of the motives behind the reasons many states adopted unicameralism? 3.) Judge the value of Benjamin Franklin’s comment that a bicameral legislature is akin to “putting one horse before a cart and another behind it, both pulling opposite directions.” What was he trying to imply about the effectiveness of a bicameral legislature?  
• Attendance-While Class is Doing Bell Work

• Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce

• Vocabulary Frayer Activity-Chapter 11-Power of Congress
• Daily Objective-

• Content Objective:
  • SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by listening to the teacher complete a short presentation then participating in a classroom discussion
  • SWD analysis of key terms associated with the unit covering the roles and the functions of Congress by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by participating in classroom discussions following a short lecture by the teacher
  • Students will read and record important vocabulary terms pertaining to our unit covering the roles and the functions of Congress through the use of a frayer model vocabulary activity

 

Supplemental Materials: Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce, and Vocabulary Frayer Activity-Chapter 11-Power of Congress

 

Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce

 

Vocabulary Frayer Activity-Chapter 11-Power of Congress

 

 

U.S. History

Monday-12/02/19:

• Bell Work-1.) Who is the speaker in this passage and what was his profession? 2.) Reflect on the last sentence of the primary source referencing the process of buying on speculation. “There was rampant (widespread) speculation, and if you wanted to take part all you had to do was put up 10 percent of the money and the broker would cover the rest …”. What potential problems can we infer might exist when it comes to buying stock on speculation? 3.) Do you think the ability to buy stock on speculation was a good thing or a bad thing when it comes to leveling the playing field between wealthy and middle-class Americans? *Please explain your thoughts
• Attendance- While Class is Doing Bell Work
• DBQ-Harlem Renaissance-DBQ-2018

• 20-25 min to finish activity

• Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins   
• Daily Objective-

• Content Objective:
  
  • SWD evaluation of the cultural, literary, artistic and musical movement that defined the African American community in New York during the Harlem Renaissance by interpreting the meaning of several primary source documents in a collaborative activity
  • SWD analysis of key terms associated with the unit covering the start of the Great Depression by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  
  • Students will read, discuss and record information pertaining to the cultural, literary, artistic and musical movement that defined the African American community in New York during the Harlem Renaissance by identifying key pieces of information contained in a DBQ packet with the help of a partner
  • Students will read and record important vocabulary terms pertaining to our unit covering the start of the Great Depression through the use of a frayer model vocabulary activity

 

Supplemental Materials: DBQ-Harlem Renaissance-DBQ-2018, and Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins 

 

DBQ-Harlem Renaissance-DBQ-2018

 

Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins 

 

______________________________________________________________________________

Government

Monday-12/02/19:

• Bell Work-1.) What is the main idea of the political cartoon? 2.) What is the biggest problem with the position that Congress takes towards the President in this cartoon? 3.) Imagine you were President Obama and you overheard the Congressmen making these comments how might you have handled the situation?  
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 10-Section 4-Members of Congress
• Article-Democrats Got Alexandria Ocasio-Cortez Elected-SSR Article High-2019

• w/Two Colum Meta-Cognitive Log

• Notes- Chapter 10 Section 2-The House of Representatives, Chapter 10-Section 3-The Senate and Chapter 10-Section 4-Members of Congress
• Daily Objective-

• Content Objective:
  • SWD synthesis of the qualifications and major roles of the men and women serving in Congress by interacting in a short presentation and completing a set of student led notes
  • SWD analysis of the impact of Justice Democrats like Alexandria Ocasio-Cortez being elected to Congress during the 2018 mid-term election by outlining an article and answering reflection questions
• Language Objective:
  • Student will read and record information pertaining to the qualifications and major roles of the men and women serving in Congress through listening to a short lecture and completing a set of guided student notes
  • Students will read, record and discuss the impact of Justice Democrats like Alexandria Ocasio-Cortez being elected to Congress during the 2018 mid-term by creating a double entry journal and answering guided reflection questions

 

Supplemental Materials: Presentation-Chapter 10-Section 4-Members of Congress, Article-Democrats Got Alexandria Ocasio-Cortez Elected-SSR Article High-2019 w/Two Colum Meta-Cognitive Log and Notes- Chapter 10 Section 2-The House of Representatives, Chapter 10-Section 3-The Senate and Chapter 10-Section 4-Members of Congress

 

Presentation-Chapter 10-Section 4-Members of Congress

 

Article-Democrats Got Alexandria Ocasio-Cortez Elected-SSR Article High-2019 w/Two Colum Meta-Cognitive Log

 

Notes- Chapter 10 Section 2-The House of Representatives, Chapter 10-Section 3-The Senate and Chapter 10-Section 4-Members of Congress

 

Textbook PDF- Chapter 10-Congress

 

 

U.S. History

Tuesday-11/26/19:

• Bell Work-1.) Who is the author and who is the group of people the poem is focused on? 2.) After reading the primary source what questions might you ask of the author regarding his decision to write this particular poem? 3.) What changes would you recommend to the author in order to help more people emotionally connect with the poem?  
• Attendance- While Class is Doing Bell Work
• Video-Langston Hughes & the Harlem Renaissance: Crash Course Literature 215 (11:31 min)

• Reflection Question: How did the work of Langston Hughes reflect the cultural awakening experienced by African American’s during the Harlem Renaissance?

• DBQ-Harlem Renaissance-DBQ-2018
• Daily Objective-

• Content Objective:
  • SWD evaluation of the cultural, literary, artistic and musical movement that defined the African American community in New York during the Harlem Renaissance by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the cultural, literary, artistic and musical movement that defined the African American community in New York during the Harlem Renaissance by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: DBQ-Harlem Renaissance-DBQ-2018

 

Video-Langston Hughes & the Harlem Renaissance: Crash Course Literature 215 (11:31 min)

• Reflection Question: How did the work of Langston Hughes reflect the cultural awakening experienced by African American’s during the Harlem Renaissance?

______________________________________________________________________________

Government

Tuesday-11/26/19:

• Bell Work-1.) In your own words describe what Jefferson is implying are the benefits for the removal of Native Americans from “white settlements”? 2.) What questions might you ask a member of Congress following this address by Tomas Jefferson? 3.) Imagine you were a Congressperson who disagreed with Jefferson’s approach to Indian removal. What would you recommend to your fellow Congressmen as a better alternative to Jefferson’s plan? 
• Attendance-While Class is Doing Bell Work
• Video-What Is the Legislative Branch of the U.S. Government? | History (4:27 min)
• Presentation-Chapter 10 Section 2 and 3–The House of Representatives and the Senate 
• Activity-Michigan Gerrymandering Activity-2018
• Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018

• w/Meta Log

• Daily Objective-

• Content Objective:
  • SWD synthesis of the qualifications and major roles of the men and women serving in Congress by interacting in a short presentation
  • SWD analysis on the political issues caused by Gerrymandering and district reapportionment by outlining an article and answering reflection questions
• Language Objective:
  • Student will read and record information pertaining to the qualifications and major roles of the men and women serving in Congress through listening to a short lecture
  • Students will read, record and discuss the political issues caused by Gerrymandering and district reapportionment by creating a double entry journal and answering guided reflection questions

Supplemental Materials: Presentation-Chapter 10 Section 2 and 3-The House of Representatives and the Senate, Activity-Michigan Gerrymandering Activity-2018, Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018 w/Meta Log

Presentation-Chapter 10 Section 2 and 3-The House of Representatives and the Senate

Activity-Michigan Gerrymandering Activity-2018

Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018 w/Meta Log

U.S. History

Monday-11/25/19:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering Chapter 12 and 13
  • 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 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Test-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Daily Objective-
•  
• Content Objective:
  • • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of key terms and concepts associated with our unit covering the Roaring Twenties 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 Roaring Twenties 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 Roaring Twenties by completing a multiple choice and matching exam

 

______________________________________________________________________________

Government

Monday-11/25/19:

• Bell Work-1.) What is the main idea behind the political cartoon? 2.) What is the relationship the author is trying to make between corporate election spending and NASCAR sponsorship? 3.) In your opinion, would it be better for transparency sake if every U.S. Congress person were forced to disclose the corporations or private groups who donate to their campaign or should we simply trust the system and believe that our representatives are truly voting in the best interests of the people? 
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 10-Section 1-The National Legislature
• Notes-Chapter 10-Section 1-The National Legislature
• Daily Objective-

• Content Objective:
  • SWD synthesis of the bicameral structure of Congress and some of the issues with how power is distributed by interacting in a short presentation and completing a set of student led notes
• Language Objective:
  • Student will read and record information pertaining to the bicameral structure of Congress and some of the issues with how power is distributed through listening to a short lecture and completing a set of guided student notes

 

Supplemental Materials: Presentation-Chapter 10-Section 1-The National Legislature, Notes-Chapter 10-Section 1-The National Legislature, and Textbook PDF-Chapter 10-Section 1-The National Legislature

 

Presentation-Chapter 10-Section 1-The National Legislature

 

Notes-Chapter 10-Section 1-The National Legislature

 

Textbook PDF-Chapter 10-Section 1-The National Legislature

Friday-11/22/19:

• Bell Work- 1.) Identify the symbolism of the following elements: a. The cuff on the man’s shirt sleeve b. The caption on the handle of the knife c. The general theme of the captions on the devil fish 2.) Based on historical context what can we identify as some of the motives behind the U.S. Government’s decision to introduce the policy of prohibition? 3.) Examine the commentary at the bottom of the political cartoon. Why does Victor Hugo say that “The tendencies of the Devil Fish (alcohol) cannot be destroyed unless the HEAD, the source of their substantial power, is destroyed?”
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Procedure-Test Answer Key Set Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s
• Study Guide Review Time-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Daily Objective-

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

Supplemental Materials: Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min), Presentation-Chapter 13-Section 4-The Harlem Renaissance and Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)

Presentation-Chapter 13-Section 4-The Harlem Renaissance

Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Power Points-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12-Politics of the Roaring Twenties

Chapter 13-The Roaring Life of the 1920’s 

Test Materials PPT-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Textbook PDFs-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12-Politics of the Roaring Twenties

Chapter 13-The Roaring Life of the 1920’s

 

______________________________________________________________________________

Government

Friday-11/22/19:

• Bell Work-1.) Based on this primary source can you explain why Sherman Alexie is so frustrated with the actions of interest groups? 2.) What is the author trying to convey with his choice to use the analogy of antiwar protestor being concerned about their dietary identities? 3.) What changes would you recommend to the author that might make this passage more accessible to a wider audience?  
• Attendance-While Class is Doing Bell Work
• Activity-Special Interest Groups-Brochure Closing Activity (20 min)

• Students will gather information from four other students about their interest group

• Vocabulary Frayer Model Activity-Chapter 10-Congress
• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to requite new members through grass roots tactics by creating a takeaway element an interest group can use to recruit new members
  • SWD analysis of key terms associated with the unit covering the roles and the functions of Congress by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group
  • Students will read and record important vocabulary terms pertaining to our unit covering the roles and the functions of Congress through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 10-Congress and Activity-Special Interest Groups-Brochure Closing Activity (20 min)

 

Activity-Special Interest Groups-Brochure Closing Activity (20 min)

U.S. History

Thursday-11/21/19:

• Bell Work-1.) Who is speaking in this primary source excerpt? 2.) Based on the primary source can you distinguish why the speaker feels that jazz is “an inherent expression of Negro life”? 3.) Judge the value of the statement “But, to my mind, it is the duty of the younger Negro artist … to change thought he force of his art that old whispering ‘I want to be white’, hidden in the aspirations of his people, to ‘Why should I want to be white? I am Negro-and beautiful”. Why is a view like this a positive approach to the challenges of racial discrimination?  
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)
• Presentation-Chapter 13-Section 4-The Harlem Renaissance
• Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis the how the Great Migration and the Harlem Renaissance worked to promote African American culture and create new opportunities for authors and musicians by participating in a short presentation and creating a set of guided notes
  • SWD evaluation of the materials covering the Roaring Twenties 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 Roaring Twenties through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the Great Migration and the Harlem Renaissance worked to promote African American culture and create new opportunities for authors and musicians through listening to a short lecture and a student led outline
  • Students will read, and write the key terms and important concepts covering the Roaring Twenties by completing a structured inquiry-based study guide

Supplemental Materials: Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min), Presentation-Chapter 13-Section 4-The Harlem Renaissance and Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)

Presentation-Chapter 13-Section 4-The Harlem Renaissance

Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Power Points-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12-Politics of the Roaring Twenties

Chapter 13-The Roaring Life of the 1920’s 

Test Materials PPT-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Textbook PDFs-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s 

Chapter 12-Politics of the Roaring Twenties

Chapter 13-The Roaring Life of the 1920’s

______________________________________________________________________________

Government

Thursday-11/21/19:

• Bell Work-1.) Describe what is happening in the political cartoon? 2.) Based on the content of the political cartoon what is the artist to say is the role of lobbyists within our political system? (Try to stay away from just saying they’re bribing congress, think deeper) 3.) Suppose you could create new legislation that would force lobbyists to disclose every dollar they “donated” to the public. At what dollar amount, would you make them start disclosing their donations and do you think that this will help or hinder Congress’ ability to pass new laws?  
• Attendance-While Class is Doing Bell Work
• Video-The Secret Strategy of Congressional Seniority | Ron’s Office Hours | NPR (3:48 min)
• Video-Last Week Tonight with John Oliver: Congressional Fundraising (HBO) (21:24 min)

• Reflection Question: How does the pressure to consistently fundraise effect the amount of time a Congressperson actually spends working on creating new legislation?

• Activity-Special Interest Groups-Brochure Activity (Day 4)
• Daily Objective-

• Content Objective:
  • SWD evaluation of influential events occurring locally, nationally and internationally by watching a short video then stating an opinion through a writing prompt regarding the impact of the topic SWD synthesis of the ways in which interest groups work to recruit new members through grass roots tactics by creating a takeaway element an interest group can use to recruit new members
• Language Objective:

• • • Students will watch and record information pertaining to the influential topic occurring locally, nationally and internationally by watching a short video then stating an opinion through a writing prompt regarding the impact of the topic

• Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group

 

Activity-Special Interest Groups-Brochure Activity

 

 

Brochure Examples: *Past student examples