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

Good morning everyone! Today we’re continuing on with our unit covering the French Revolution.

*Remember we have a 10 Question Quiz on Chapter 23 Section 1 and 2 Tomorrow (3/18)

Here’s what we did today:

Monday-3/17/14:

o       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?

o       Attendance- While Class is Doing Bell Work

o       SSR- Reforms of the Napoleon Revolution (Updated: January 5^th, 2012)

o       SSR One-Pager-Reflection Log

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

o       Thinking Maps Activity-

o       Flow Map-Section 1: “The Old Regime”

o       Bubble Map-Section 2: “Economic Turmoil in France”

o       Bubble Map-Section 2: “Changes in France Under the National Convention”

o       Daily Objective-

o       Content Objective:

§        SWD evaluation of the reforms instituted by Napoleon that supported the outcome of the French Revolution through stating their opinion on a SSR article in SSR reflection log

§        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

§        SWD creation of conflicts that divided the 1^st, 2^nd and 3^rd Estates, the reasons for economic turmoil in France and the changes that took place under the National Assembly through organizing information in thinking maps

o       Language Objective:

§        Students will read and respond to the reforms instituted by Napoleon that supported the outcome of the French Revolution by responding to an SSR article through a SSR One-pager

§        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

§        Students will record the conflicts that divided the 1^st, 2^nd and 3^rd Estates, the reasons for economic turmoil in France and the changes that took place under the National Assembly by creating a different thinking map for each section that will help to organize their newly acquired knowledge

Supplemental Materials: SSR Article, Chapter 23 Section 1-2 PPT, Guided Notes-Chapter 23 Section 2

SSR-Article Reforms of the Napoleon Revolution (Jan 5th, 2012)

Reforms of the Napoleon Revolution-SSR Article-High

Chapter 23 Section 1 and 2-PPT

Chapter 23-Section 1 and 2-PPT

Guided Notes-Chapter 23 Section 2

Chapter 17-Section 2-Guided Notes

 

Hey everyone! For some reason this didn’t post the other day so here is what we did Monday plus the extra handout for the Chapter 21 Exam.

P.S. Thanks Adam for letting me know it wasn’t on there!

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

o       Quiz- Chapter 22-Enlightenment and Revolution

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

o       Daily Objective-

o       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 evaluation of key terms and concepts associated with our unit covering Chapter 22 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 23 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 20 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 22 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 23 by completing a Guided Tour activity

Supplemental Material: Chapter 23-The French Revolution and Napoleon-Guided Tour

Chapter 23- Guided Tour

Chapter 23-Guided Tour

Enlightenment Project Sheet-Chapter 21 Quiz Extra Credit

Enlightenment Project

6 Cell Comic Strip-Template

6 Panel Comic-Template

 

Good afternoon everyone! Today we worked on Chapter 22 Quiz prep (including Section 3 notes and our study guide) for our Monday March 3rd exam. I’m going to post everything we have done for Chapter 22 in one BIG post. Good luck and study Hard.

Here’s what we did today:

Friday-2/28/14:

o       Bell Work-1. What were the defining aspects of neoclassical art? 2. What new form of literature emerged during the 18th Century? 3. Why were several 18th Century Europeans known as enlightened despots? 

o       Attendance- While Class is Doing Bell Work

o       Lecture-Chapter 22-Section 3-The Enlightenment Spreads

o       Video-Revolution Timeline-America the Story of US (34 min)

o       Study Guide- Chapter 22-Enlightenment and Revolution

o       Daily Objective-

o       Content Objective:

§        SWD creation of the changes in artistic expression during the enlightenment and the emergence of Enlightened Despots and their effect on social progress through compiling information in teacher led guided notes

§        SWD synthesis of the influential people and historic events that drove the Revolutionary War and the growth of a new nation through the use of guided video facts and class discussions.

§        SWD evaluation of the materials covered in Chapter 22 Sections 1-3 by summarizing key information in a structured study guide

o       Language Objective:

§        Students will listen read and record the  changes in artistic expression during the enlightenment and the emergence of Enlightened Despots and their effect on social progress by creating student centered guided notes

§        Students will listen and orally discuss the influential people and historic events that drove the Revolutionary War and the growth of a new nation by responding to a video designed to cause further inquiry and classroom discussion

§        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 Materials: Everything you need for Chapter 22’s Quiz

Chapter 22-Enlightenment and Revolution Power Point

Chapter 22-Enlightenment and Revolution

Chapter 22 Section 1-Guided Notes

Chapter 22-Section 1-Guided Notes

Chapter 22 Section 2-Guided Notes

Chapter 22-Section 2-Guided Notes

Chapter 22 Section 3-Guided Notes

Chapter 22-Section 3-Guided Notes

Chapter 22-Study Guide

Chapter 22-Half-Sheet Study Guide

Chapter 22 Vocab Match-up

Chapter 22-Vocabulary Match-up

 

Hey everyone!! Today we are beginning our unit on Chapter 22-Enlightenment and Revolution. Make sure your vocabulary is correct b/c its a big part of our quiz next week.

Here’s what we did today:

Tuesday-2/25/14:

o       Bell Work-1.Before the 1500’s, who and what were the final authorities with regards to most knowledge? 2. What new revelations did Galileo publish in his book “The Starry Messenger”? 3. What are the four major elements listed in Robert Boyle’s book the “Sceptical Chymist”?

o       Attendance- While Class is Doing Bell Work

o       SSR-Water Vapor Seen Streaming Off Icy Dwarf Planet Ceres (January 29^th, 2014 NEWSELA)

o       SSR One-Pager-Reflection Log

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

o       Daily Objective-

o       Content Objective:

§        SWD evaluation of the new evidence supporting  the consistent evolution of our solar system 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

o       Language Objective:

§        Students will read and respond to the new evidence supporting  the consistent evolution of our solar system 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 Article and One-Pager, Chapter 22 Vocabulary Match Up

SSR Article-Water Vapor Seen Streaming Off Icy Dwarf Planet Ceres (January 29^th, 2014 NEWSELA)

Water vapor seen steaming off icy dwarf planet Ceres-SSR Article-High

Chapter 22-Vocab Match-up Activity

Chapter 22-Vocabulary Match-up

Good afternoon everyone!! Today we wrapped up our unit on Chapter 21 (Absolute Monarchs in Europe). Mr. Hedglen and myself made the decision to move our Chapter 21 test to Friday 2/14. Please study hard and keep working on your study guide. Here’s what we did yesterday and today along with any resources the students may need.

Here’s what we did:

Tuesday-2/11/14:

o       Bell Work-1. How did Ivan “The Terrible” deal with the boyars during his “bad period”? 2. What city did Peter build as the new capital of Russia?  3. Name two ways Peter tried to westernize Russia?

o       Attendance- While Class is Doing Bell Work

o       SSR-Britain’s Royal Family Should Cut Costs (February 6^th, 2014 NEWSELA)

o       SSR One-Pager-Using 5 sentence stems to reflect on our article

o       Vocabulary Match-up Review Activity-Chapter 21-Absolute Monarchs

o       Lecture-Chapter 21 Section 4-Absolute Rulers of Russia

o       Thinking Maps Activity-Chapter 21 Section 1-4 Thinking Maps (Create one map to accompany each section)

o       Daily Objective-

o       Content Objective:

§        SWD evaluation of the financial strain of the British royal family’s extravagant spending on the English treasury through stating their opinion on a SSR article in SSR reflection log

§        SWD analysis of key terms associated with the unit covering Chapter 21 through the manipulating of vocabulary terms in a collaborative activity

§        SWD creation of the tyrannical reign of Ivan “The Terrible” and the push for Westernization by Peter  “The Great” through compiling information in student centered guided notes

§        SWD creation of the reasons for the rise of absolutism and the massive shift to monarchies in Western Europe during the 1600-1700’s through organizing information in a thinking map

o       Language Objective:

§        Students will read and respond to the financial strain of the British royal family’s extravagant spending on the English treasury by responding to an SSR article through a SSR One-pager

§        Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 21 by using a vocabulary match-up activity  

§        Students will read and record information regarding the tyrannical reign of Ivan “The Terrible” and the push for Westernization by Peter  “The Great”  by creating student centered guided notes

§        Students will record the reasons for the rise of absolutism and the massive shift to monarchies in Western Europe during the 1600-1700’s by creating a different thinking map for each section that will help to organize their newly acquired knowledge

 

Wednesday-2/12/14: Late Start

o       Bell Work-1.Why was the death of Charles I considered revolutionary? 2. What rights were guaranteed under the Habeas Corpus Act? 3. How does a constitutional monarchy differ from an absolute monarchy?  

o       Attendance- While Class is Doing Bell Work

o       Important People Match-up Review Activity-Chapter 21-Absolute Monarchs

o       Student Led Notes- Chapter 21 Section 5-Parliament Limits the English Monarchy

o       Daily Objective-

o       Content Objective:

§        SWD analysis of important political/historical figures associated with the unit covering Chapter 21 through the manipulating of vocabulary terms in a collaborative activity

§        SWD creation of the power struggle between the English parliament and the king as well as the important of influential legislative documents passed in England during the 1600’s  through compiling information in student centered guided notes

o       Language Objective:

§        Students will read and orally match up important political/historical figures pertaining to the unit covering Chapter 21 by using a vocabulary match-up activity

§        Students will read and record the power struggle between the English parliament and the king as well as the important of influential legislative documents passed in England during the 1600’s by creating student centered guided notes

 

 

Supplemental Materials: Chapter 21 Section 4 and 5 PPT, Chapter 21 Section 4 and 5 Follow Along Notes

Chapter 21 Section 4 and 5 PPT

Absolute Monarchs in Europe-Section 4 and 5

Chapter 21-Section 4-Guided Notes

Chapter 21-Section 4-Guided Notes

Chapter 21-Section 5-Guided Notes

Chapter 21-Section 5-Guided Notes

 

 

You should have the following tabs for Monday’s Binder check in you binder (In this order)

• Notes
• Homework
• Study Guides
• SSR
• Misc.

Inside of your “Notes Section” you should have the work from this week in the following order:

• Chapter 21 Vocab Match-up
• Chapter 21 Important People Match-up
• Notes-Chapter 21 Section 1
• Notes-Chapter 21 Section 2
• Notes-Chapter 21 Section 3

We will be adding Sections 4 and 5 next week.

-Murray

 

Hi everyone,

I want to apologize for the blog being behind this week. So as we continue to roll through Chapter 21 I figured I would just play catch up for the whole week in this post. Included will be the agenda for our week, all work sheets and resources (including PPTs) . Our 1st TEST for 2nd semester will be on Wednesday February 12th, 2014 on Chapter 21 Sections 1-5.

Here’s what we have going on this week:

Monday-2/03/14:

• Bell Work-1. What areas did Philip II inherit upon becoming king? 2. How did El Greco and Diego Velazquez differ in the subject matter of their painting? 3. What is the theory of “divine right”?
• Attendance- While Class is Doing Bell Work
• SSR-Spanish-language Books Flourish in U.S. Thanks to E-readers (January, 22^nd 2014 NEWSELA)
• SSR One-Pager-Using 5 sentence stems to reflect on our article
• Work Sheet Packet-Chapter 21-Absolute Monarchs in Europe-Worksheet Packet #1

o        Chapter 21-Practice Quiz-Form A

o        Chapter 21-Guided Tour

o        Chapter 21-Section 2–Re-teaching Activity

o        Chapter 21-Section 3–Re-teaching Activity

• Daily Objective-

o        Content Objective:

§         SWD evaluation of the spread of influential Spanish literature via e-devices through stating their opinion on a SSR article in SSR reflection log

§         SWD creation of the impact of the rise of absolutism and the massive shift to monarchies in Eastern Europe during the 1600-1700’s through compiling information in a structured review packet

o        Language Objective:

§         Students will read and respond to the spread of influential Spanish literature via e-devices by responding to an SSR article through a SSR One-pager  

§         Students will read and write the impact of the rise of absolutism and the massive shift to monarchies in Eastern Europe during the 1600-1700’s by completing a structured guided worksheet review packet

 

Tuesday-2/04/14:

• Bell Work-1. Why were Spanish cloth and manufactured goods more expensive then those made elsewhere? 2. Who was considered the greatest Dutch painter? Name one of his paintings? 3. What are absolute monarchs?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Review Activity-Chapter 21-Absolute Monarchs
• Student Led Guided Notes- Chapter 21-Section 1-Spain’s Empire and European Absolutism
• Partner Activity-Don Quixote Excerpt-Partner read and 5 reflection questions
• Daily Objective-

o        Content Objective:

§         SWD analysis of key terms associated with the unit covering Chapter 21 through the manipulating of vocabulary terms in a collaborative activity

§         SWD creation of the growth of the Spanish empire under Philip II and the rise of absolutism in Europe through compiling information in student centered guided notes

§         SWD evaluation of the birth of the modern novel by using an excerpt from Don Quixote to infer the authors purpose through a peer read and share activity

o        Language Objective:

§         Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 21 by using a vocabulary match-up activity

§         Students will read and write record information regarding the growth of the Spanish empire under Philip II and the rise of absolutism in Europe by creating student centered guided notes

§         Students will read, orally discuss and write the effects of the birth of the modern novel by using an excerpt from Don Quixote to infer the authors purpose by using a partner read and share activity with 5 reflection questions

 

 

 

Wednesday-2/05/14:

• Bell Work-1. What declaration was made in the Edict of Nantes? 2. What was the job of an intendant? 3. What was the result of the War of Spanish Succession?
• Attendance- While Class is Doing Bell Work
• 9 Minute Research Paper Activity-Louis XIV’s Advice to His Son (Sec 2 Reading Supplement)
• Lecture-Chapter 21-Section 2-The Reign of Louis XIV
• Timeline Activity-France Under Louis XIV Timeline (Chapter 21 Section 2)
• Daily Objective-

o        Content Objective:

§         SWD creation of the long term effects of the growth of French imperialism under Louis XIV and the effects of the War of Spanish Succession on Europe by devising the major historical events that facilitated the French Revolution through a peer read and share activity

§         SWD evaluation of the advice given by Louis XIV to his son through stating an opinion in a writing activity 

§         SWD creation of the growth of French imperialism under Louis XIV and the effects of the War of Spanish Succession on Europe through compiling teacher directed guided notes

o        Language Objective:

§         Students will read, orally discuss and write the effects of the growth of French imperialism under Louis XIV and the effects of the War of Spanish Succession on Europe by devising the major historical events that facilitated the French Revolution by using a partner read and create timeline activity

§         Students will read and write a response to the advice given by Louis XIV to his son by completing a 9 minute essay activity  

§         Students will listen and record information regarding the growth of French imperialism under Louis XIV and the effects of the War of Spanish Succession on Europe by creating teacher driven guided notes

 

 

Thursday-2/06/14:

• Bell Work-1. What were the major conflicts during the Thirty Years’ War 2. How did Ferdinand II pay the 125,000 soldiers who served in his army? 3. What countries were allies during the Seven Years’ War?
• Attendance- While Class is Doing Bell Work
• Important People Match-up Review Activity-Chapter 21-Absolute Monarchs
• Student Led Guided Notes- Chapter 21-Section 3-Central European Monarchs Clash
• Daily Objective-

o        Content Objective:

§         SWD analysis of important political/historical figures associated with the unit covering Chapter 21 through the manipulating of vocabulary terms in a collaborative activity

§         SWD creation of the effects of the Thirty Years War and the formation of Central European states  through compiling information in student centered guided notes

o        Language Objective:

§         Students will read and orally match up important political/historical figures pertaining to the unit covering Chapter 21 by using a vocabulary match-up activity

§         Students will read and write record information regarding the Thirty Years War and the formation of Central European states by creating student centered guided notes

 

Supplemental Material:

SSR Article: Spanish-language Books Flourish in U.S. Thanks to E-readers (January, 22^nd 2014 NEWSELA)

Spanish-language books flurish thanks to e-readers-SSR Article High

Power Point: Chapter 21-Sections 1-3 Notes

Chapter 21-Absolute Monarchs in Europe-Sections 1-3

Class Follow Along Notes: Chapter 21 Sections 1-3

Chapter 21-Section 1-Guided Notes

Chapter 21-Section 2-Guided Notes

Chapter 21-Section 3-Guided Notes

Vocabulary and Important People Match-up: Quiz Review

Chapter 21-Vocab Match up Terms

Chapter 21-Important People Match-up

In Class Partner Worksheets: Don Quixote Excerpt-Partner read and 5 reflection questions

Don Quixote-Excerpt Activity

 

Good afternoon everyone!!! Today we continued reviewing for our final exam. We played a second game of Jeopardy in order to review as today we are covering Chapter 13, 14 and 17. Since we didn’t have time to go over Chapter 18 in class I have also included it on this post. I also wanted to include our final exam schedule one more time:

Final Exam Schedule

1st and 2nd Hour -Tuesday January 21st

3rd and 4th Hour-Wednesday January 22nd

5th and 6th-Thursday January 23rd

Here’s the rest of our day:

Friday-1/17/13:

o       Bell Work-None

o       Attendance- While Class is Doing Bell Work

o       Final Exam Review Activity-Jeopardy Review Game-Chapters 13, 14 and 17

o       Daily Objective-

o       Content Objective:

§        SWD creation of the key terms, important political/historical figures and concepts associated with our units covering Chapter 5, World Religions, 11, 13, 14,17, 18, and Chapter 20 through collecting and integrating their knowledge in a final exam review game

o       Language Objective:

§        Students will listen, orally discuss and record the key terms, important political/historical figures and concepts associated with our units covering Chapter 5, World Religions, 11, 13, 14,17, 18, and Chapter 20 by completing a Final Exam Jeopardy review gam

Supplemental Materials: Chapter 13, 14 and Chapter 17 Jeopardy Review Game and Chapter 18 and 20 Review Game

 

Chapter 13, 14 and Chapter 17 Jeopardy Review Game

Final Exam Review-Day 2-Jeopardy

 

Chapter 18 and 20 Review Game

Final Exam Review-Day 3-Jeopardy

Good afternoon everyone!!! Today we began reviewing for our final exam. We are going to play a Jeopardy review game today covering Chapter 5, World Religions and Chapter 11 we will complete the rest of our chapters tomorrow. Today we will also go over our study guide after school from 2:25 pm to 3:30 pm if anyone is interested. I also wanted to include our final exam schedule for next week:

Final Exam Schedule

1st and 2nd Hour -Tuesday January 21st

3rd and 4th Hour-Wednesday January 22nd

5th and 6th-Thursday January 23rd

Here’s the rest of our day:

Thursday-1/16/13:

o       Bell Work-None

o       Attendance- While Class is Doing Bell Work

o       Final Exam Review Activity-Jeopardy Review Game-Chapters 5, World Religions and 11

o       Daily Objective-

o       Content Objective:

§        SWD creation of the key terms, important political/historical figures and concepts associated with our units covering Chapter 5, World Religions, 11, 13, 14,17, 18, and Chapter 20 through collecting and integrating their knowledge in a final exam review game

o       Language Objective:

§        Students will listen, orally discuss and record the key terms, important political/historical figures and concepts associated with our units covering Chapter 5, World Religions, 11, 13, 14,17, 18, and Chapter 20 by completing a Final Exam Jeopardy review game

Supplemental Materials: Chapter 5, World Religions and Chapter 11 Jeopardy Review Game

Chapter 5, World Religions and Chapter 11 Jeopardy Review Game

Final Exam Review-Day 1-Jeopardy

Happy Monday! As we continue on with our mini unit for Chapter 20 we are spending today looking at the impact of slavery in the Caribbean as well as the United States.

Here’s our day today:

o       SSR- Caribbean nations press Old World for slavery reparations

o       SSR Inquiry Questions-

o       1.) In your opinion is there a better option than simply paying reparations in order to “repair the damage inflicted by slavery and racism”?

o       2.) What differences exist between the reparations that decedents of Caribbean slavery are asking for and those promised yet still unpaid to African-Americans following the civil?

o       Video-Up From Slavery: Part One-1619 Virginia-The First African Slaves Arrive (35 min) 

o       Daily Objective-

o       Content Objective:

§        SWD evaluation of the call for financial reparations for Caribbean citizens through stating their opinion in a SSR article and SSR reflection log

§        SWD synthesis of the desire for new land and products that fostered the rapid growth of African slavery in the “New World” through the use of guided video facts and class discussions.

o       Language Objective:

§        Students will read and respond to the call for financial reparations for Caribbean citizens by responding to an SSR article through a SSR inquiry log

§        Students will listen and record the explorers desire for new land and products that fostered the rapid growth of African slavery in the “New World”  by recording the 25 most interesting facts that cause further inquiry

Supplemental Material: SSR Article-Caribbean nations press Old World for slavery reparations

Caribbean nations press Old World for slavery reparations-SSR High

Video Link: Up From Slavery: Part One-1619 Virginia-The First African Slaves Arrive (Preview)

https://www.youtube.com/watch?v=STGWV_7Ejlc&safe=active