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

Monday-3/16/14:

• Bell Work-1. What major reform did the National Assembly introduce? 2. What did the divisions of the National Assembly say about the differences in French Society? 3. How did the Reign of Terror come to an end?
• Attendance- While Class is Doing Bell Work
• Student Led Notes-Chapter 23-Section 2- Revolution Brings Reform and Terror
• Video Clip-Crash Course World History: Episode 29-The French Revolution: Crash Course World History #29 (11:54 min)
• Daily Objective-

• Content Objective:
  • SWD creation of the causes that fractioned the branches of the Legislative Assembly and the effects of Maximilien Robespierre’s “Reign of Terror” on France through compiling information in student led guided notes
• Language Objective:
  • Students will read and record and orally share the causes that fractioned the branches of the Legislative Assembly and the effects of Maximilien Robespierre’s “Reign of Terror” on France by creating student centered guided notes

Supplemental Materials: Student Led Notes-Chapter 23-Section 2- Revolution Brings Reform and Terror

Student Led Notes-Chapter 23-Section 2- Revolution Brings Reform and Terror

Chapter 23-Section 2-Guided Notes

Video Link:Crash Course World History: Episode 29-The French Revolution: Crash Course World History #29 (11:54 min)

Friday-3/13/15: 

• Bell Work-1. Why were members of the Third Estates dissatisfied with life under the Old Regime? 2. How did Louis XVI’s weak leadership contribute to the growing crisis in France?      3. How did the purpose of the meeting of the Third Estates-General change in 1789?
• Attendance- While Class is Doing Bell Work
• Thinking Map-French Revolution Double Bubble Map Set Up
• Student Led Notes-Chapter 23-Section 1- Revolution Brings Reform and Terror
• SSR Article- France tackles Discrimination, Inequities after Attack (February 5^th, 2015)
• Daily Objective-

• Content Objective:
  • SWD creation of the conflicts that divided the 1^st, 2^nd and 3^rd Estates in France and the establishment of the National Assembly by compiling information in teacher led guided notes
  • SWD creation of the reasons for the conflicts that divided the 1^st, 2^nd and 3^rd Estates along with the economic turmoil in France during the 1700’s comparing them to the current political issues facing France by reading an article and creating a thinking map
• Language Objective:
  • Students will listen read and record the conflicts that divided the 1^st, 2^nd and 3^rd Estates in France and the establishment of the National Assembly by creating teacher led guided notes
  • Students will read and record the reasons for the conflicts that divided the 1^st, 2^nd and 3^rd Estates along with the economic turmoil in France during the 1700’s comparing them to the current political issues facing France by reading an article and creating a double bubble map

Supplemental Material: Thinking Map-French Revolution Double Bubble Map Set Up, Student Led Notes-Chapter 23-Section 1- Revolution Brings Reform and Terro, SSR Article- France tackles Discrimination, Inequities after Attack (February 5^th, 2015)

Thinking Map-French Revolution Double Bubble Map Set Up

French Revolution-Thinking Map

Student Led Notes-Chapter 23-Section 1- Revolution Brings Reform and Terror

Chapter 23-Section 1-Guided Notes-High

SSR Article- France tackles Discrimination, Inequities after Attack (February 5^th, 2015)

France Tackles Discrimination-SSR Article-High

Thursday-3/12/15: 

• Bell Work- Turn to page 648 and answer the three “Geography Questions” located under the previewing main ideas section
• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Review Activity- Chapter 23-The French Revolution and Napoleon
• Guided Tour-Chapter 23-The French Revolution and Napoleon
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering Chapter 23 through the manipulating of vocabulary terms in a collaborative activity
  • SWD applications of the important political/historical figures, events and evidentiary text located in Chapter 23 through compiling information on a guided tour worksheet
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 23 by using a vocabulary match-up activity
  • Students will write answers to guided questions that require examination of the additional supporting resources/information located within Chapter 23 by completing a Guided Tour activity

Supplemental Materials: Vocabulary Match-up Review Activity- Chapter 23-The French Revolution and Napoleon and Guided Tour-Chapter 23-The French Revolution and Napoleon

Vocabulary Match-up Review Activity- Chapter 23-The French Revolution

Chapter 23-Vocab Match up Terms

Chapter 23-Vocabulary Match-up

Napoleon and Guided Tour-Chapter 23-The French Revolution and Napoleon

Chapter 23-Guided Tour

Monday-3/09/15: 

• Bell Work-Please sit quietly with your pencil/pen out and a full or half sheet of paper draw a double bubble map titled “Count of Monte Cristo”.
• Attendance- While Class is Doing Bell Work
• Video-The Count of Monte Cristo-Day 1 (40:00 minute mark end time)
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the changing political tides in France during the French Revolution and it’s impact of French literature through the use of a video, guided notes and a thinking map
  • Language Objective:
    • Students will watch, listen and record information on the changing political tides in France during the French Revolution and it’s impact of French literature by watching the Count of Monte Cristo and completing corresponding set of guided video notes and a double bubble map

Tuesday-2/10/15: 

• Bell Work-Pull out your double bubble map and as we watch the video continue to list the changes in Edmond Dontes’ as he becomes the Count of Monte Cristo
• Attendance- While Class is Doing Bell Work
• Video-The Count of Monte Cristo-Day 2 (132:00 minute mark end time)
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the changing political tides in France during the French Revolution and it’s impact of French literature through the use of a video, guided notes and a thinking map
  • Language Objective:
    • Students will watch, listen and record information on the changing political tides in France during the French Revolution and it’s impact of French literature by watching the Count of Monte Cristo and completing corresponding set of guided video notes and a double bubble map

Wednesday-3/11/15: 

• Bell Work- Pull out your double bubble map and as we watch the video continue to list the changes in Edmond Dontes’ as he becomes the Count of Monte Cristo
• Attendance-While Class is Doing Bell Work
• Video-The Count of Monte Cristo-Day 3 (End of Film)
• Thinking Map Activity– Edmond Dontes vs. The Count of Monte Cristo-Double Bubble Map
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the changing political tides in France during the French Revolution and it’s impact of French literature through the use of a video, guided notes and a thinking map
  • Language Objective:
  • Students will watch, listen and record information on the changing political tides in France during the French Revolution and it’s impact of French literature by watching the Count of Monte Cristo and completing corresponding set of guided video notes and a double bubble map

Thursday-3/05/15:

• Bell Work- Please take out your notes/study guide and with your elbow partner review all of the information for our quiz tomorrow covering Chapter 22 Sections 1 through 3. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time- Chapter 22-Enlightenment and Revolution
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering Chapter 22 by demonstrating their knowledge thought the use of a structured study guide
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering Chapter 22 by completing a inquiry based study guide

Homework for Tomorrow 3/06:

Complete your chapter 22 study guide and study for our test tomorrow

• Monday-3/02/15:
  • Bell Work-Why did the colonists criticize the Stamp Act as “taxation without representation”?    2. How did John Locke’s notion of Hobb’s social contract theory influence the American colonists? 3. Why were the colonists able to achieve victory in the American Revolution?
  • Attendance- While Class is Doing Bell Work
  • Quick Vocabulary Match-up Review Activity-Chapter 22-Enlightenment and Revolution
  • Guided Tour- Chapter 22-Enlightenment and Revolution
  • Study Guide- Chapter 22-Enlightenment and Revolution
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with our unit covering Chapter 22 through the manipulating of vocabulary terms in a collaborative activity
    • SWD applications of the important political/historical figures, events and evidentiary text located in Chapter 22 through compiling information on a guided tour worksheet
    • SWD evaluation of the materials covered in Chapter 22 Sections 1-3 by 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 Chapter 22 by using a vocabulary match-up activity
    • Students will write answers to guided questions that require examination of the additional supporting resources/information located within Chapter 22 by completing a Guided Tour activity
    • Students will read, and write the key terms and important concepts covered in Chapter 22 Sections 1-3 by completing a structured inquiry based study guide

Supplemental Material: Chapter 22 Power Point, Chapter 22 Vocabulary Match Up and Chapter 22 Study Guide

Chapter 22 Power Point

Chapter 22-Enlightenment and Revolution

Chapter 22 Vocabulary Match Up

Chapter 22-Vocab Match up Terms

Chapter 22-Vocabulary Match-up

Chapter 22 Study Guide

Chapter 22-Learing Target-Study Guide-Half Sheet

Tuesday-2/24/15:

• Bell Work-Please sit quietly with your pencil/pen out and a full or half sheet of paper titled “Mankind-Pioneers Video Facts”.

• Number your paper 1 to 25 and don’t forget to put your name on it.

• Attendance- While Class is Doing Bell Work
• Video- Mankind-Episode 9: Pioneer (45min) w/ 25 Video Facts
• Daily Objective-

• Content Objective:
  • SWD synthesis of the influential people and inventions that drove the scientific revolution and the growth of new astrological knowledge through the use of guided video facts and class discussions.
• Language Objective:
  • Students will listen and record the influential people and inventions that drove the scientific revolution and the growth of new astrological knowledge by responding to a video designed to cause further inquiry and classroom discussion in preparation for a our unit on the Enlightened Revolution.

Wednesday-2/25/15:

• Bell Work-1. What is the difference between the geocentric and heliocentric theory? 2. What did Isaac Newton’s law of gravity explain? 3. What are the main steps of the Scientific Method?  
• Attendance- While Class is Doing Bell Work
• Student Led Notes-Chapter 22-Section 1-The Scientific Revolution
• Activity-Enlightened Revolution Cut-out
• Daily Objective-

• Content Objective:
  • SWD creation of the shift from the Geocentric Theory to the Heliocentric Theory, the work of Isaac Newton John and Robert Boyle, and the new wave of scientific inventions developed during the Scientific Revolution through compiling information in student centered guided notes
  • SWD creation of the characteristics of the enlightened thinkers and scientists that impacted the world during the Enlightenment through designing a Scientific Revolution cut out
• Language Objective:
  • Students will read and record the shift from the Geocentric Theory to the Heliocentric Theory, the work of Isaac Newton John and Robert Boyle, and the new wave of scientific inventions developed during the Scientific Revolution by creating student centered guided notes
  • Students will draw and record the characteristics of one of the enlightened thinkers or scientists that impacted the world during the Enlightenment by creating a cut out character that represents their impact and accomplishments on the modern world

Supplemental Materials: Student Led Notes-Chapter 22-Section 1-The Scientific Revolution and Activity-Enlightened Revolution Cut-out

Student Led Notes-Chapter 22-Section 1-The Scientific Revolution

Chapter 22-Section 1-Guided Notes-High

Activity-Enlightened Revolution Cut-out

Enlightenment Paper Doll-Template

Video Link: Mankind-Episode 9: Pioneer (45 min)

https://www.youtube.com/watch?v=Itn7_5Ko2Jw

Monday-2/23/15:

• Bell Work- Turn to page 620 and answer the three “Geography Questions” located under the previewing main ideas section
• Attendance- While Class is Doing Bell Work
• SSR- Galileo vs. the Catholic Church: The 350 Year Old Debate Continues (Nov. 1996)
• SSR One-Pager-Reflection Log
• Vocabulary Match-up Review Activity-Chapter 22-Enlightenment and  Revolution
• Daily Objective-

• Content Objective:
  • SWD evaluation of the conflict between the Catholic Church and Galileo over the shift to the Heliocentric theory and new secular ideas through stating their opinion on a SSR article in SSR reflection log
  • SWD analysis of key terms associated with our unit covering Chapter 22 through the manipulating of vocabulary terms in a collaborative activity
• Language Objective:
  • Students will read and respond to the conflict between the Catholic Church and Galileo over the shift to the Heliocentric theory and new secular ideas by responding to an SSR article through a SSR One-pager
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 22 by using a vocabulary match-up activity

Supplemental Materials: SSR- Galileo vs. the Catholic Church: The 350 Year Old Debate Continues (Nov. 1996), SSR One-Pager-Reflection Log and Vocabulary Match-up Review Activity-Chapter 22-Enlightenment and  Revolution

SSR- Galileo vs. the Catholic Church: The 350 Year Old Debate Continues (Nov. 1996)

Galileo vs the Catholic Church-SSR Article-High

SSR One-Pager-Reflection Log

SSR-Meta-Cognitive Log-Template

Vocabulary Match-up Review Activity-Chapter 22-Enlightenment and  Revolution

Chapter 22-Vocab Match up Terms

Chapter 22-Vocabulary Match-up

Friday-2/13/15:

• Bell Work-Please sit quietly with your pencil/pen out and a full sheet of loose-leaf paper number it 1-25. Please title it “Richard III Video Notes ”.
• Attendance-While Class is Doing Bell Work
• Video-Richard III: Martyr or Monster (48 min) w/ 25 Video Facts
• Daily Objective-

• Content Objective:
  • SWD evaluation of the legacy of Richard III and the challenges associated with the Shakespearean view of him by using a video and guided notes
• Language Objective:
  • Students will watch, listen and record information on the legacy of Richard III and the challenges associated with the Shakespearean view of him through watching a documentary and completing a corresponding set of guided video notes

Video Link: Richard III: Marytr or Monster (Preview)

https://www.youtube.com/watch?v=zIybjF-ZELw

Tuesday-2/10/15:

• Bell Work-1. Which thriving city did Russia look to for leadership during the Middle Ages?   (Sec 4) 2. What was the role/responsibility of someone serving in the cabinet? (Section 5) 3. Why was the period under Charles II in England referred to as the “Restoration Period”? (Section 5)
• Attendance- While Class is Doing Bell Work
• 6+1 Writing Prompt-Age of Absolutism Essay (Chapter 21)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the impact of absolutism on Western Europe by writing an argumentative essay designed to state their claim supporting or condemning the role of monarchs in the development of their nations.
• Language Objective:
  • Students will read and record the impact of absolutism on Western Europe through writing an argumentative essay designed to state their claim supporting or condemning the role of monarchs in the development of their nations based on the 6+1 rubric.

Supplemental Materials: 6+1 Writing Prompt-Age of Absolutism Essay (Chapter 21) and Absolute Monarchs Thinking Map Examples

6+1 Writing Prompt-Age of Absolutism Essay (Chapter 21)

Chapter 21-Essay Test Question and Rubric

Absolute Monarchs Thinking Map Examples 

Absolute Monarchs Thinking Maps