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

Good morning everyone! As we wrap up Chapter 29 tomorrow we will see if all the work we did on WWI has really sunk in! Our quiz tomorrow on Chapter 29 Sections 1-4 will have 35 questions (14 matching and 21 multiple choice questions) . You have all of your vocab and all the notes so make sure you study hard!!!

Here’s what we did today:

Tuesday-5/20/13:
o Bell Work-1. What was the goal of Woodrow Wilson’s Fourteen Points? 2. What was the “war guilt” clause in the Treaty of Versailles? 3. Why did the U.S. reject the Treaty of Versailles?
o Attendance- While Class is Doing Bell Work
o Quick Vocabulary Match-up Review Activity-Chapter 29-The Great War-Part 2
o Student Led Notes-Chapter 29-Section 4-A Flawed Peace
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with our unit covering Chapter 29 Sections 1 through 4 through the manipulating of vocabulary terms in a collaborative activity
 SWD creation of the principals of self-determination and Wilson’s Fourteen Points along with effects of the War Guilt Clause on Germany through compiling information in student led guided notes.
o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 29 Sections 1 through 4 by using a vocabulary match-up activity
 Students will read and record and orally share information on the principals of self-determination and Wilson’s Fourteen Points along with effects of the War Guilt Clause on Germany by creating student centered guided notes

Supplemental Material: Chapter 29 Vocab Match-up Terms Part 1, Chapter 29 Vocab Match-up Terms Part 2, Chapter 29-Section 4-Guided Notes and The Great War-PPT

Chapter 29 Vocab Match-up Terms Part 1

Chapter 29-Part 1-Vocab Match up Terms

Chapter 29 Vocab Match-up Terms Part 2

Chapter 29-Part 2-Vocab Match up Terms

Chapter 29-Section 4-Guided Notes

Chapter 29-Section 4-Guided Notes

The Great War-PPT

The Great War

Good afternoon everyone! Today we began the second half of Chapter 29 by covering section 3. We also did so partner work to read and respond to primary sources designed to expand our understanding of life during war. Remember to study our vocab and sections 1-3 for our exam Wednesday and we’ll get section 4 notes tomorrow.

Here’s our day today:

Monday-5/19/13:
o Bell Work-1. What factors helped prompt the U.S. to join the war on the Allies side? 2. What role did women play in the war? 3. Why was the Second Battle of the Marne so important?
o Attendance- While Class is Doing Bell Work
o Quick Vocabulary Match-up Review Activity-Chapter 29-The Great War-Part 1
o Activity-Body Lice-Partner read and respond activity
o Activity-Zimmerman Note-Partner read and respond activity
o Student Led Notes-Chapter 29-Section 3-A Global Conflict

Supplemental Materials: Body Lice-Partner Worksheet, Zimmerman Note-Worksheet and Chapter 29-Section 3-Guided Notes

Body Lice-Partner Worksheet

Body Lice-Article

Zimmerman Note-Worksheet

The Zimmerman Note-Worksheet

Chapter 29-Section 3-Guided Notes

Chapter 29-Section 3-Guided Notes

Good morning everyone! Today we are beginning the film All Quiet on the Western Front to give the students a visual idea of what trench warfare during WWI looked like. We also received the second half of our vocabulary for next Wednesday’s (5/21) quiz on chapter 29. We have fourteen terms that we should begin studying now so we can do really well on the quiz.

Here’s what we did today:

Wednesday-5/14/13:
o Bell Work-No Bell Work (Going Straight into Vocabulary Match-up)
o Attendance- While Class is Doing Bell Work
o Vocabulary Match-up Activity-Chapter 29-The Great War-Part 1
o Video-All Quiet on the Western Front (1979 Version) Day 1
o w/ Guided Video Worksheet
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with our unit covering Chapter 29 Sections 1 through 4 through manipulating vocabulary terms in a collaborative activity
 SWD synthesis of the effects of war on ordinary soldiers and gruesome conditions of trench warfare through the use of guided video questions and class discussions.
o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 29 Sections 1 through 4 by using a vocabulary match-up activity
 Students will listen and record important information on the effects of war on ordinary soldiers and gruesome conditions of trench warfare by responding to a video designed to cause further inquiry and classroom discussion as a mid-unit activity for our chapter covering the WWI.

Supplemental Material: Chapter 29-Vocabulary Match-up Pt. 2 and Chapter 29 Vocabulary Match up Terms Pt. 2

Chapter 29-Vocabulary Match-up Pt. 2

Chapter 29-Part 2-Vocabulary Match-up

Chapter 29 Vocabulary Match up Terms Pt. 2

Chapter 29-Part 2-Vocab Match up Terms

Video Link: All Quiet on the Western Front (1979)-Trailer

Good afternoon everyone! Today we continued our unit on Chapter 29 by covering Section 2. Tomorrow we are beginning the film All Quiet on the Western Front to help the students expand their understanding of life in the trenches during WWI.

Here’s what we did today:

Tuesday-5/13/13:
o Bell Work-1. Which countries comprised the Central Powers? Which countries comprised the Allies? 2. What were the characteristics of trench warfare? 3. What factors contributed to Russia’s war difficulties?
o Attendance- While Class is Doing Bell Work
o SSR-Students will bring in their own book for SSR
o Student Led Notes-Chatper-29-Section 2-Europe Plunges into War
o Study Guide-Chapter 29-The Great War
o Daily Objective-
o Content Objective:
 SWD creation on the advances of the Central Powers on Allied territory and the harsh conditions of trench warfare through compiling information in student led guided notes.
 SWD evaluation of the materials covered in Chapter 29 Sections 1 through 4 through summarizing key information in a structured study guide
o Language Objective:
 Students will read and record and orally share information on the advances of the Central Powers on Allied territory and the harsh conditions of trench warfare by creating student centered guided notes
 Students will read, and write the key terms and important concepts covered in Chapter 29 Sections 1 through 4 by completing a structured inquiry based study guide

Supplemental Materials: Chapter 29-Section 2-Guided Notes and Chapter 29-Study Guide

Chapter 29-Section 2-Guided Notes 

Chapter 29-Section 2-Guided Notes

Chapter 29-Study Guide

Chapter 29-Study Guide-Half-sheet

Good afternoon everyone! Today we began our unit on WWI (Chapter 29) and received the 1st half of our vocabulary terms. We will be quizzing on Sections 1-4 on Wednesday May 21st.

Here’s our day today:

o Bell Work-1. What were the three forces in Europe that helped set the stage for war? 2. Who were the members of the Triple Alliance and Triple Entente? 3. What single event set the stage for WWI?
o Attendance- While Class is Doing Bell Work
o Vocabulary Match-up Activity-Chapter 29-The Great War-Part 1
o Student Led Notes-Chapter 29-Section 1-Notes-Marching Towards War
o Thinking Maps Activity-Chapter 29 Section 1-Thinking Map
o Create a flow map to illustrate the events that led to WWI

Supplemental Materials: Chapter 29 Vocab Match-up pt. 1, Chapter 29 Vocabulary Match-up Terms pt. 1, Chapter 29 Guided Notes

Chapter 29 Vocab Match-up pt. 1

Chapter 29-Part 1-Vocabulary Match-up

Chapter 29 Vocabulary Match-up Terms pt. 1

Chapter 29-Part 1-Vocab Match up Terms

Chapter 29 Guided Notes 

Chapter 29-Section 1-Guided Notes

Good afternoon everyone,

The clock is winding down on the school year and as we finish Chapter 27 there is only two more units left before the end of the year. Tomorrow we will be reviewing for our quiz on Chapter 27 sections 1, 3  and 4  (Thursday May 8th). Today we finished our notes so make sure we are working on our study guide and studying the vocab.

Here’s our day today:

Tuesday-5/06/13:
o Bell Work-1. Why did Britain consider India the “Jewel in it’s crown”? 2. Why didn’t Indian’s unite against the British in the Sepoy Mutiny? 3. What form did British rule take under the Raj?
o Attendance- While Class is Doing Bell Work
o Quick Vocabulary Match-up Activity-Chapter 27-The Age of Imperialism
o Talk To The Text-Letter Opposing the English by Moulavy Sayad Kutb Shah Sahib
o Student Led Notes-Chapter 27-Section 4-British Imperialism in India
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with our unit covering Chapter 27 Sections 1, 3 and 4 through manipulating vocabulary terms in a collaborative activity
 SWD evaluation of the resistance of India’s Muslim population to the apparent forced conversion tactics to Christianity levied by Great Britain through interpreting a collaborative reading activity
 SWD creation on Great Britain’s imperial role over India and the struggles for India’s independence led by the Sepoy Mutiny through compiling information in student led guided notes.
o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 27 Sections 1, 3 and 4 by using a vocabulary match-up activity
 Students will read, write and orally share the resistance of India’s Muslim population to the apparent forced conversion tactics to Christianity levied by Great Britain by completing a partner driven Talk to the Text Activity
 Students will read and record and orally share information on Great Britain’s imperial role over India and the struggles for India’s independence led by the Sepoy Mutiny by creating student centered guided notes

Supplemental Materials: Chapter 27 Power Point and Chapter 27 Section 4-Guided Notes

Chapter 27 Power Point

The Age of Imperialism

Chapter 27 Section 4-Guided Notes

Chapter 27-Section 4-Guided Notes

Good afternoon everyone! Today we continued to work on Chapter 27 covering Imperialism. We will be taking a quiz this Thursday May 8th on Chapter 27 section 1, 3 and 4. It will be 30 questions (10 matching and 20 multiple-choice).

Here’s What we did today:

Monday-5/05/13:
o Bell Work-1. What are geopolitics? 2. How did Muhammad Ali direct the shift of Egyptian agriculture? 3. Why did Great Britain want to control the Suez Canal?
o Attendance- While Class is Doing Bell Work
o SSR-Students will bring in their own book for SSR
o Student Led Notes-Chapter 27-Section 3-Europeans Claim Muslim Lands
o Study Guide-Chapter 27-The Age of Imperialism
o Daily Objective-
o Content Objective:
 Students will demonstrate creation of the struggles for control over the Mediterranean by examining the encounters between European imperial powers and local peoples through compiling information in student led guided notes.
 SWD evaluation of the materials covered in Chapter 27 Sections 1, 3 and 4 through summarizing key information in a structured study guide
o Language Objective:
 Students will read and record and orally share information on the struggles for control over the Mediterranean by examining the encounters between European imperial powers and local peoples by creating student centered guided notes
 Students will read, and write the key terms and important concepts covered in Chapter 27 Sections 1, 3 and 4 by completing a structured inquiry based study guide

Supplemental Materials: Chapter 27-Section 3-Guided Notes and Chapter 27-Study Guide

Chapter 27-Section 3-Guided Notes

Chapter 27-Section 3-Guided Notes

Chapter 27-Study Guide

Chapter 27-Study Guide

Good afternoon everyone!! Today we did a really cool activity that taught up how the Berlin Conference partitioned African lands. On Monday we will continue with section 3 notes with a goal of quizzing on Chapter 27 (sec 1, 3 and 4) on Thursday May 8th.

Here’s What we did today:

o Bell Work-None (Move right into the activity)
o Attendance- While Class is Doing Bell Work
o Group Activity-Mock Berlin Conference (Africa)

Supplemental Material: African Map

Mock Berlin Conference-Negotiation Map

Good afternoon! Today we continued our unit on the Imperialism of Africa by watching a video to supplement section 2. We have a really fun activity planned for tomorrow so hopefully the video does a great job of preparing us.

Here’s what we did today:

Thursday-5/01/13:
o Bell Work-1. What idea is the policy of assimilation based on? 2. Why are African resistance movements usually unsuccessful? 3. How did colonial rule cause a breakdown in traditional African culture?
o Attendance- While Class is Doing Bell Work
o Quick Vocabulary Match-up Activity-Chapter 27-The Age of Imperialism
o Video-Africa-Guns, Germs, and Steel (38 min)
o w/Guided Video Reflection Sheet
o Content Objective:
 SWD analysis of key terms associated with our unit covering Chapter 27 Sections 1, 3 and 4 through manipulating vocabulary terms in a collaborative activity
 SWD creation of the forces driving European imperialism in Africa, the weapons Europeans used to decimate African population and the conflict over land and resources through compiling information in student led guided notes
o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 27 Sections 1, 3 and 4 by using a vocabulary match-up activity
 Students will read and record information on the forces driving European imperialism in Africa, the weapons Europeans used to decimate African population and the conflict over land and resources by creating student led guided notes

Video Link: Africa: guns, Germs and Steel (54:58 min)

https://www.youtube.com/watch?v=zRLXH8EE5bA&safe=active

Good morning! Hopefully everyone is having a great day today! I am out for today at a training seminar so I will see everyone tomorrow. As we begin our notes for Chapter 27 pay attention to the early African conflicts in the 1800’s and how many of the same struggles exist today. Have a great day and we’ll see you tomorrow.

Here’s what we did today:

Wednesday-4/30/13: Social Studies SIOP Training
o Bell Work-1. Why did the Europeans control such a small portion of Africa in the 1800’s? 2. What were some of the internal factors that contributed to imperialism in Africa? 3. Why did the Boers and the British fight over South Africa?
o Attendance- While Class is Doing Bell Work
o Student Led Notes-Chapter 27-Section 1-The Scramble for Africa
o Worksheet Packet-Chapter 27-The Age of Imperialism
o Colonial Claims, 1900-Map Questions (pg. 771)
o Chapter 27-Pre-test
o Chapter 27-Section 2-5 Section Review Questions
o Chapter 27-Names and Terms
o Daily Objective-
o Content Objective:
 SWD creation of the forces driving European imperialism in Africa and the conflict over land and resources through compiling information in student led guided notes
 SWD creation of the impact of the rapid colonization of West Africa in the late 1800’s and the struggles for Indian independence from British rule through compiling information in a structured review packet
o Language Objective:
 Students will read and record and orally share information on the forces driving European imperialism in Africa and the conflict over land and resources by creating student centered guided notes
 Students will read and write the impact of the rapid colonization of West Africa in the late 1800’s and the struggles for Indian independence from British rule by completing a structured guided worksheet review packet

Supplemental Material: Chapter 27 Section 1 Guided Notes and Chapter 27 Worksheet packet

Chapter 27 Section 1 Guided Notes

Chapter 27-Section 1-Guided Notes

Chapter 27 Worksheet packet

Packet Check List-Chapter 27 Packet Check List-Chapter 27