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

Hello everyone! Today we began our unit on Chapter 27-The Age of Imperialism by reading an article discussing African inequality and writing down our vocabulary for the unit.

Here’s what we did today:

Tuesday-4/29/13: Chapter 24, 30 Sec. 1 and 2, and Chapter 25 Sec. 1 and 2 Re-take after school
o Bell Work-Look in your book on pages 770-771 and read the Previewing Main Ideas section to find the answers to the Geography Questions
o 1. Study the timeline how many countries colonized Africa? Which country controlled India? Who controlled the Philippines?
o 2. Which two countries claimed most of Africa?
o 3. Compare the size of the Western countries with the areas they colonized. Why were these western powers interested in lands in Africa and Asia?
o Attendance-While Class is Doing Bell Work
o SSR Article-Cargil Tries to Improve Conditions at West African Cocoa Farms (June 18th, 2013) NEWSWLA
o SSR Meta-Cognitive Log-Reflection Log
o Vocabulary Match-up Review-Chapter 27-The Age of Imperialism
o Daily Objective-
o Content Objective:
 SWD evaluation of the push for sustainable cocoa farms and the struggle for fair working conditions in Africa’s cocoa fields through stating their opinion on a SSR article in SSR reflection log
 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
o Language Objective:
 Students will read and record information regarding the push for sustainable cocoa farms and the struggle for fair working conditions in Africa’s cocoa fields by responding to an SSR article through a SSR Meta-log
 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

Supplemental Material: SSR Article, Vocabulary Match-up Activity and Vocabulary Match up Terms

SSR Article-Cargil Tries to Improve Conditions At West African Cocoa Fields (June 18th, 2013) NEWSELA 

Cargil Tries to Improve Conditions at West Africa-SSR Article-High

Vocabulary Match-up Activity

Chapter 27-Vocabulary Match-up

Vocabulary Match up Terms

Chapter 27-Vocab Match up Terms

Good morning everyone! I hope everyone enjoyed their spring break and is ready for the seven fast paced weeks we have left of school. Today we closed our unit on the Industrial Revolution by watching The Men Who Built America: Episode 3-A Rivalry is Born. Tomorrow we will be starting our unit on Chapter 27-The Age of Imperialism. 

Here’s what we did today:

Monday-4/28/13:
o Bell Work-1. What is an Entrepreneur? (Section 1) 2. What are   some of the positive effects of the Industrial Revolution? (Section 2) 3. How are communism and capitalism different? (Section 4)
o Attendance- While Class is Doing Bell Work
o Video-The Men Who Built America-Episode 3-A Rivalry Begins (45min)
o w/25 video facts
o Daily Objective-
o 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.
o 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:

https://www.youtube.com/watch?v=k6YitDh7gL8&safe=active

Happy day before spring break!!! Today as a closing activity for our unit on the Industrial Revolution we watch episode 10 from the mini-series Mankind: The Story of All of US.

I hope everyone has a great spring break and enjoys their time off!!

Remember the re-takes for Chapter 24, 30 and 25 Section 1 and 2 quiz is on Tuesday April 29th after school so study hard!!

Here’s what we did today:

Thursday-4/17/14:

o       Bell Work-1. What shared natural resources did both the U.S. and Great Britain have that allowed for easy industrialization? (Section 3) 2. What are Adam Smith’s 3 Laws of Economics? (Section 4) 3. What did Marx feel was the complete form of Socialism? (Section 4)

o       Attendance- While Class is Doing Bell Work

o       Video-Mankind the Story of All of US-Episode 10: Revolutions (46:04 min)

o       Daily Objective-

o       Content Objective:

§        SWD synthesis of the social, political and economic effects of Industrialization on America and the seismic shift from an agrarian society to an industrialized one through the use of guided video facts and class discussions.

o       Language Objective:

§        Students will listen and record the social, political and economic effects of Industrialization on America and the seismic shift from an agrarian society to an industrialized one 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:

https://www.youtube.com/watch?v=CpQPD4ZvAmc&safe=active

Hello everyone! Today we finished our unit on the Industrial Revolution by quizzing on Chapter 25 Section 3 and 4.

Here’s a breakdown of the day:

Wednesday-4/16/14:

o       Bell Work- Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 25 Sections 3 and 4. 

o       In 5 minutes we will begin the vocabulary match up activity  

o       Attendance- While Class is Doing Bell Work

o       Quick Vocabulary Match-up Review Activity-Chapter 25-Section 3 and 4

o       Quiz-Chapter 25-Section 3 and 4 (25 Question Quiz)

o       Guided Tour-Chapter 27-Age of Imperialism  

o       Daily Objective-

o       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 evaluation of key terms and concepts associated with our unit covering Chapter 25 Sections 3 and 4 by demonstrating their knowledge thought the use of a unit quiz

§        SWD applications of the important political/historical figures, events and evidentiary text located in Chapter 27 through compiling information on a guided tour worksheet

o       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 write their answers in order to match up important vocabulary terms and information pertaining to our unit covering Chapter 25 Sections 3 and 4 by completing a multiple choice and matching quiz.

§        Students will write answers to guided questions that require examination of the additional supporting resources/information located within Chapter 27 by completing a Guided Tour activity

Supplemental Materials: Chapter 27-Guided Tour

Chapter 27-Guided Tour

Chapter 27-Guided Tour

Good Morning Everyone!! Only two more days until Spring break 🙂 But before we get there we have one more quiz we need to knock out (tomorrow 4/16) first. Today we are wrapping up Section 4 of Chapter 25 and reading a great SSR article about “wage theft”. Study hard everyone!!!

Here’s What We Did Today:

Tuesday-4/15/14:

o       Bell Work-1.What were Adam Smith’s three natural laws of economics? 2. What kind of society did early socialists want? 3. Why did workers join together to form unions?

o       Attendance- While Class is Doing Bell Work

o       SSR Article-“Wage theft” is Rallying Cry for Some Fast-food Workers (April 10^th, 2014) NEWSWLA

o       SSR Meta-Cognitive Log-Reflection Log

o       Quick Vocabulary Match-up Review-Chapter 25-Section 3 and 4

o       Student Led Notes-Chapter 25-Section 4-Reforming the Industrial World

o       Daily Objective-

o       Content Objective:

§        SWD evaluation of the struggle for fair wages among fast food workers in America through stating their opinion on a SSR article in SSR reflection log

§        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 struggles between capitalism and socialism and the rise of new labor unions designed to reform working conditions  through compiling information in student led guided notes

o       Language Objective:

§        Students will read and record information regarding the struggle for fair wages among fast food workers in America by responding to an SSR article through a SSR Meta-log

§        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 struggles between capitalism and socialism and the rise of new labor unions designed to reform working conditions by creating student centered guided notes

Supplemental Materials: SSR Article-“Wage Theft” is a Rallying Cry For Some Fast-food Workers (April 10th, 2014), Vocab Match up Terms, Chapter 25 Section 3 and 4 Power Point and Chapter 25 Section 4 Guided Notes

SSR Article-“Wage Theft” is a Rallying Cry For Some Fast-food Workers (April 10th, 2014)

Wage theft is a rallying cry for fast-food workers-SSR Article-High

Vocab Match up Terms

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

Chapter 25 Section 3 and 4 Power Point 

Chapter 25-Sections 3 and 4

Chapter 25 Section 4 Guided Notes 

Chapter 25-Section 4-Guided Notes

Good morning ladies and gents! As we continue to count down the days until spring break (only 3 more days left) we need to wrap up the final part of Chapter 25.

P.S. We will be quizzing on Chapter 25 Section 3 and 4 on Wednesday (4/16)

Here’s What we have going on today:

Monday-4/14/14:

o       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?  

o       Attendance- While Class is Doing Bell Work

o       Video-Mill Times-PBS (56:37 min)

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

o       Study Guide-Chapter 25-Sections 3 and 4

o       Daily Objective-

o       Content Objective:

§        SWD synthesis of the progressive effects of the early textile mills in New England and the social/economical changes women experienced through the use of a film and class discussions.

§        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

§        SWD evaluation of the materials covered in Chapter 25 Sections 3 and 4 through summarizing key information in a structured study guide

o       Language Objective:

§        Students will listen and record the progressive effects of the early textile mills in New England and the social/economical changes women experienced by responding to a video designed to cause further inquiry and classroom discussion in continuation of our unit on the Industrial Revolution.

§        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

§        Students will read, and write the key terms and important concepts covered in Chapter 25 Sections 3 and 4 by completing a structured inquiry based study guide

Supplemental Materials: Chapter 25 Section 3-Guided Notes and Chapter 25 Section 3 and 4 Study Guide

Chapter 25 Section 3-Guided Notes 

Chapter 25-Section 3-Guided Notes

Chapter 25 Section 3 and 4 Study Guide

Chapter 25-Section 3 and 4-Study Guide-Half Sheet

Video Link: Mill Times-PBS (56:37 min)

Hello everyone!! Today we took our quiz on Sections 1 and 2 of Chapter 25 covering the industrial revolution. We also received our new vocabulary for sections 3 and 4. We will be quizzing on Chapter 25 Sections 3 and 4 on Wednesday April 16th so we can wrap up the Industrial Revolution before spring break. Please study your new vocab this weekend.

Here’s what we did today:

Friday-4/11/14:

o       Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 25 Sections 1 and 2. 

o       In 5 minutes we will begin the vocabulary match up activity

o       Attendance- While Class is Doing Bell Work

o       Quick Vocabulary Match-up Review Activity-Chapter 25-Section 1 and 2

o       Quiz-Chapter 25-Section 1 and 2

o       Names and Terms-Chapter 25-The Industrial Revolution

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

o       Daily Objective-

o       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 evaluation of key terms and concepts associated with our unit covering Chapter 25 Sections 1 and 2 by demonstrating their knowledge thought the use of a unit quiz

§        SWD analysis of key terms and important figures associated with our unit covering Chapter 25 through the locating vocabulary terms in a guided activity

§        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

o       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 write their answers in order to match up important vocabulary terms and information pertaining to our unit covering Chapter 25 Sections 1 and 2 by completing a multiple choice and matching quiz.

§        Students will read and record the key terms and important figures associated with our unit covering Chapter 25 by compiling a vocabulary list in a research based activity

§        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

Supplemental Materials: Chapter 25 Names and Terms, Chapter 25 Section 3 and 4 Vocabulary Match up and Chapter 25 Section 3 and 4 Vocabulary Match-up Terms

Chapter 25 Names and Terms

Chapter 25-Names and Terms

Chapter 25 Section 3 and 4 Vocabulary Match-up

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

Chapter 25 Section 3 and 4 Vocabulary Match-up Terms

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

Homework: Due 4/14

Practice your Chapter 25 Section 3 and 4 Vocabulary Terms for Wednesday’s Quiz (4/16)

Good afternoon everyone! We wrapped up the 1st half of our unit on the Industrial Revolution. We are going to take our quiz on Chapter 25 Section 1 and 2 tomorrow (April 11th).

Here’s what we did today:

o       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?

o       Attendance- While Class is Doing Bell Work

o       Video-Shark Tank-Sweet Ballz (11:36 min)

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

o       Study Guide Time-Chapter 25-Section 1 and 2

o       Daily Objective-

o       Content Objective:

§        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

§        SWD evaluation of the materials covered in Chapter 25 Sections 1 and 2 through summarizing key information in a structured study guide

o       Language Objective:

§        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

§        Students will read, and write the key terms and important concepts covered in Chapter 30 Sections 1 and 2 by completing a structured inquiry based study guide

Supplemental Material: Chapter 25 Section 1 and 2 Power Point, Chapter 25 Section 1 Guided Notes, Chapter 25 Section 2 Guided Notes, Chapter 25 Section 1 and 2 Study Guide

Chapter 25 Section 1 and 2 Power Point

The Industrial Revolution-Sections 1 and 2

Chapter 25 Section 1 Guided Notes

Chapter 25-Section 1-Guided Notes

Chapter 25 Section 2 Guided Notes

Chapter 25-Section 2-Guided Notes

Chapter 25 Section 1 and 2 Study Guide

Chapter 25-Section 1 and 2-Study Guide-Half Sheet

Video Link: Shark Tank-Sweet Ballz (11:36min)

Good afternoon everyone! We’re at the beginning of another busy week and I’m sure this one will fly by. Here’s what we did today:

Tuesday-4/08/14:

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

o       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…….

o       Attendance- While Class is Doing Bell Work

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

o       SSR Meta-Cognitive Log-Reflection Log

o       Vocabulary Match-up Activity- Chapter 25-The Industrial Revolution

o       Daily Objective-

o       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 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

o       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 orally match up important vocabulary terms pertaining to our unit covering Chapter 25 Sections 1 and 2 by using a vocabulary match-up activity

Supplemental Materials: SSR Article, Chapter 25 Vocabulary Match-Up and Chapter 25  Vocabulary Match Up Terms

SSR Article: Life in the Boom: Oil Riches Call…Family Life Waits 

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

Chapter 25 Vocabulary Match-Up Section 1 and 2

Chapter 25-Vocabulary Match-up

Chapter 25  Vocabulary Match Up Terms

Chapter 25-Vocab Match up Terms

Good afternoon ladies and gentlemen! Today we worked on our review for Chapter 30 Section 1 and 2 Quiz that we will be taking Monday April 7th. Hopefully everyone has a great weekend and is ready for our quiz. It’s really important we finish the year strong with good quiz scores. So study your vocab and your study guide and if you lose one look at Wednesday or Thursday’s post to find a new copy! Good Luck

Here’s what we did today:

Friday-4/04/14:

o       Bell Work-1. Why did Stalin force Trotsky into exile? (Sec 1) 2. Why did Stalin limit the production of consumer goods? (Sec 2) 3. Why wouldn’t people be excited about living on a collective farm? (Sec 2)  

o       Attendance- While Class is Doing Bell Work

o       Review Game-Concentration-Chapter 30-Section 1 and 2

o       Review Activity-List, Rank, Compare, Illustrate(Chapter 24 Quiz Review)

o       Daily Objective-

o       Content Objective:

§        SWD creation of the major themes of Chapter 30 Sections 1 and 2                    (ex. Totalitarianism, the roles of Lenin and Stalin and rise of Communism) through brainstorming and the use of peer quizzes and a review activity

§        SWD analysis of the major themes of Chapter 30 Sections 1 and 2                    (ex. Totalitarianism, the roles of Lenin and Stalin and rise of Communism)  through manipulating the information in a review activity game 

o       Language Objective:

§        Students will read and orally share information pertaining to the major themes of Chapter 30 Sections 1 and 2 (ex. Totalitarianism, the roles of Lenin and Stalin and rise of Communism) by completing a list, rank, compare, illustrate review activity

§        Students will read and orally match up the major themes of Chapter 30 Sections 1 and 2 (ex. Totalitarianism, the roles of Lenin and Stalin and rise of Communism) by identifying matching items in a concentration review game