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

U.S. History

Thursday-9/05/19:

• Bell Work-1.) Woodrow Wilson recognizes that “evil has come with the good.” Identify three “evils” that Wilson discusses. (You do not need to identify the “good”) 2.) Compare Wilson’s statement that “We have squandered (wasted) a great part of what we might have used and have not stopped to conserve the exceeding bounty of nature…” with the beliefs of Theodore Roosevelt. Do they share a similar philosophy or are their beliefs in stark contrast to each other? *Explain your thoughts 3.) What criteria would you use to assess Wilson’s statement that “Our duty is to cleanse, to reconsider, to restore, to correct the evil…to purify and humanize every process of our common life…”?  
• Attendance- While Class is Doing Bell Work
• Activity-The Progressive Era-Carousel Activity (10-20 min)
• Video-The Progressive Era: Crash Course US History #27 (15:00 min)

• Reflection Question: What was one of the major problems that existed during the Progressive Era and how did Americans attempt to solve the problem?

• Daily Objective-

• Content Objective:
  • SWD comprehension of the forward-thinking ideas that developed during the Progressive Era by collaboratively summarizing a text set based on primary sources
• Language Objective:
  • Students will read, write and orally discuss the forward-thinking ideas that developed during the Progressive Era by creating a set of Cornell Notes and breaking down individually assigned pieces of text then summarizing the important information in a group setting

Supplemental Materials:

Video-The Progressive Era: Crash Course US History #27 (15:00 min)

• Reflection Question: What was one of the major problems that existed during the Progressive Era and how did Americans attempt to solve the problem?

______________________________________________________________________________

Government

Thursday-9/05/19:

• Bell Work-1.) During which occasion was this address given and who were the two influential men responsible for writing it? 2.) Write in your own words what Thomas Jefferson is proposing American colonists should do in response to the growing conflict with the English? 3.) How effective is this primary source as catalyst for entering into war? How might Jefferson adjust his position to gain a wider base of support?
• Attendance-While Class is Doing Bell Work
• Procedure-Current Events Roll Out 
• Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the influence of the Magna Carta, Petition of Right and the English Bill of Rights on the current American system government through defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering the influence of the Magna Carta, Petition of Right and the English Bill of Rights on the current American system through the use of a frayer model vocabulary activity

Supplemental Materials: Procedure-Current Events Roll Out 

• Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government

U.S. History

Wednesday-9/04/19:

• Bell Work-1.) Based on the commentary located under the political cartoon what can we infer the “Sunday Saloons” were? 2.) Based on the time period (early 1900’s) determine what could have caused Dr. Washington Glidden to appeal to this group in a plea to have their voice heard? 3.) State a case that would support/reject the need to have workers’ rights extended to children under the age of eighteen?  
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 9-The Progressive Era
• Video-Susan B. Anthony, the Suffragette Superhero (4:45 min)
• Activity-The Progressive Era-Carousel Activity (35 min)
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering Chapter 9 by manipulating of vocabulary terms in a collaborative activity
    • SWD comprehension of the forward-thinking ideas that developed during the Progressive Era by collaboratively summarizing a text set based on primary sources
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 9 through the use of a vocabulary match-up activity
    • Students will read, write and orally discuss the forward-thinking ideas that developed during the Progressive Era by creating a set of Cornell Notes and breaking down individually assigned pieces of text then summarizing the important information in a group setting

Supplemental Materials: Activity-The Progressive Era-Carousel Activity (35 min)

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Government

Wednesday-9/04/19:

• Bell Work-1.) Based on the information contained in the political cartoon identify two weaknesses associated with the Articles of Confederation? 2.) What is the underlying theme of the political cartoon? *Specifically why are the Articles’ weaknesses represented by waves 3.) Imagine you were a Federalist (Someone who supports ratifying a new Constitution) would a political cartoon like this make a good argument for replacing the articles or is the symbolism too vague for many Americans to connect with?  
• Attendance-While Class is Doing Bell Work
• Procedure-Binder Setup
• Video-Democracy-A Short Introduction (3:19 min)
• Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides)
• Student Led Notes-Chapter 1-Section 2-Forms of Government and Chapter 1-Section 3-Basic Concepts of Democracy
• Daily Objective-
  • Content Objective:
    • SWD analysis of the foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through interacting in a short presentation and creating a set of student-centered guided notes
  • Language Objective:
    • Student will read and record information pertaining to the foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides) and Student Led Notes-Chapter 1-Section 2-Forms of Government and Chapter 1-Section 3-Basic Concepts of Democracy

Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides)

Student Led Notes-Chapter 1-Section 2-Forms of Government and Chapter 1-Section 3-Basic Concepts of Democracy

U.S. History

Tuesday-9/03/19:

• Bell Work-1.) Which historical event “raised women’s expectations, inspired some of the first explicit demands for equality, and witnessed the establishment of female academies to improve women’s education”? 2.) State a case that would support/reject the idea that it was in the best interest of our nation to legally state that “married women could not own property, make contracts, bring suits, or sit on juries”. *Explain why this would or would not be a positive idea 3.) What is the significance of the suffragists fight for equality in divorce, access to higher education, the professions, and other occupations, as well as birth control and abortion?
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 9-The Progressive Era
  • Have a friend define portion of the Frayer model
• Procedure-Binder Setup
• Quiz-U.S. History Pre-test
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the Progressive Era by defining and personalizing vocabulary terms in a vocabulary-based activity
    • SWD synthesis ofthekey terms, important political/historical figures and concepts associated with our units covering Chapter 9, 10, 11, 12, 13, 14, 15, 16, and Chapter 17 through compiling and integrating their knowledge on a pre-test
  • Language Objective:
    • Students will read and record important vocabulary terms pertaining to our unit covering the Progressive Era through the use of a frayer model vocabulary activity
    • Students will read and respond through writing thekey terms, important political/historical figures and concepts associated with our units covering Chapter 9, 10, 11, 12, 13, 14, 15, 16, and Chapter 17 vocabulary by completing a multiple choice and matching pre-test

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Government

Tuesday-9/03/19:

• Bell Work-1.) Based on the information contained in the primary source what happened to property that a woman owned after she became married? 2.) According to this document, what were some of the problems women faced due to the fact that they were viewed unequal to men in colonial times? 3.) According to the document, what happened to women in cases of divorce? How would you have handled this situation if you were a woman living in Colonial America?
• Attendance-While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 1-Principles of Government
  • Have a friend define portion of the Frayer model
• Video Clip- FLVS Civics: Going Global – Forms of Government (3:53 min)
• Presentation-Chapter 1-Section 2-Forms of Government (6 Slides)
• Student Led Notes-Chapter 1-Section 1-Government and the State
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the basic principles of government by defining and personalizing vocabulary terms in a vocabulary-based activity
    • SWD synthesis ofthe six main purposes of government and the reason each plays an important role preserving our freedoms by interacting in a short presentation and creating a set of student-centered guided notes
  • Language Objective:
    • Students will read and record important vocabulary terms pertaining to our unit covering the basic principles of government through the use of a frayer model vocabulary activity
    • Students will read, discuss and record information onthe six main purposes of government and the reason each is important through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 1-Section 2-Forms of Government (6 Slides) and Student Led Notes-Chapter 1-Section 1-Government and the State

Presentation-Chapter 1-Section 2-Forms of Government (6 Slides)

Student Led Notes-Chapter 1-Section 1-Government and the State

U.S. History

Thursday-8/29/18:

• Bell Work-1.) Identify the major themes of the political cartoon? (ex. Who is involved and what is going on, ect…) 2.) Describe the solution depicted in this cartoon that solved a key obstacle many women faced while trying to vote? 3.) Imagine you were living in the late 1800’s would you have pushed for women’s suffrage or do you believe allowing only men to vote would ultimately made us a better nation?

• Attendance- While Class is Doing Bell Work
• Web Quest-Progressive Era-2019
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the social, political and progressive reforms that took place during the late nineteen hundreds and the early twentieth century in America by compiling information from several online sources to complete a structured web quest
  • Language Objective:
    • Students will read, orally discuss and record information on the social, political and progressive reforms that took place during the late nineteen hundreds by working collaboratively on an online web quest  

Supplemental Materials: Web Quest-Progressive Era-2019

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Government

Thursday-8/29/19:

• Bell Work-1.) What was the major system of government that developed in England in 1066? 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)? 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed?
• Attendance-While Class is Doing Bell Work
• Presentation- Chapter 1-Section 1-Government and the State (12 Slides)
• Activity-State and Local Government-Web Quest
• Daily Objective-
  • Content Objective:
    • SWD analysis of the four main political theories a society must considered when forming a new political state by interacting in a short presentation and creating a set of student-centered guided notes
    • SWD synthesis of the bureaucratic structure of our State and local government by compiling information from several online sources to complete a structured web quest
  • Language Objective:
    • Students will read and record information onthe four main political theories a society must considered when forming a new political state through listening to a short lecture and creating student centered guided notes
    • Students will read, orally discuss and record information on the bureaucratic structure of our State and local government by working collaboratively on an online web quest 

Supplemental Materials: Web Quest-State and Local Goverment-2019

U.S. History

Wednesday-8/28/18:

• Bell Work-1.) Identify the four main areas of reform the progressive era focused on? 2.) Do you believe the work of “muckraking journalists who were calling attention to the exploitation of child labor, corruption in city governments, the horror of lynching, and the ruthless business practices employed by businessmen” reflected the general attitude of the American public in the early 1900s?  *Explain your position 3.) Evaluate the changes made during the Progressive era at the national level. Select one law or constructional amendment instituted during this period and explain why it would positively impact a changing nation.

• Attendance- While Class is Doing Bell Work
• Web Quest-Progressive Era-2019
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the social, political and progressive reforms that took place during the late nineteen hundreds and the early twentieth century in America by compiling information from several online sources to complete a structured web quest
  • Language Objective:
    • Students will read, orally discuss and record information on the social, political and progressive reforms that took place during the late nineteen hundreds by working collaboratively on an online web quest

Supplemental Materials: Web Quest-Progressive Era-2019

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Government

Wednesday-8/28/19:

• Bell Work-1.) Based on your prior knowledge what document acted as the political guideline for the United States prior to the adoption of the U.S. Constitution? 2.) Based on the excerpt what can you determine could have caused the United States to move away from prior documents to a Constitution with a strongly established central government? 3.) What would you conclude about Richard Henry Lee’s argument is it one that would realistically persuade the American public to adopt a new Constitution or would it cause fear that we are replacing one ineffective government with another? * Please thoroughly explain your answer
• Attendance-While Class is Doing Bell Work
• Activity-State and Local Government-Web Quest
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the bureaucratic structure of our State and local government by compiling information from several online sources to complete a structured web quest
  • Language Objective:
    • Students will read, orally discuss and record information on the bureaucratic structure of our State and local government by working collaboratively on an online web quest  

Supplemental Materials: Activity-State and Local Government-WebQuest

U.S. History

Tuesday-8/27/18:

• Bell Work-1.) Based on your prior knowledge and the cartoon what can you infer the term “suffrage” means? 2.) Based on the political cartoon what can we identify as the main ideological barrier many suffragists were fighting against? 3.) In one to two well-constructed sentences how could one justify the artists’ choice to use the imagery of a steam roller as an analogy for progress?

• Attendance-While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Vocabulary Frayer Model Activity-Chapter 9-The Progressive Era
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the Progressive Era by defining and personalizing vocabulary terms in a vocabulary-based activity
  • Language Objective:
    • Students will read and record important vocabulary terms pertaining to our unit covering the Progressive Era through the use of a frayer model vocabulary activity

Supplemental Materials: Syllabus-Classroom Rules and Procedures, Vocabulary Frayer Model Activity-Chapter 9-The Progressive Era

Syllabus-Classroom Rules and Procedures

Vocabulary Frayer Model Activity-Chapter 9-The Progressive Era

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Government

Tuesday-8/27/19:

• Bell Work-1.) Describe in your own words what the Native American man means when he says “What we need is a department of Homeland Security”? 2.) What is the underlying theme of this political cartoon? 3.) How do you feel about the way our country traditionally has handled immigrants throughout history? Would the first wave of European settlers agree with their treatment or feel it is the opposite of their original intentions? * Please thoroughly explain your answers
• Attendance-While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Vocabulary Frayer Model Activity-Chapter 1-Principles of Government
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the basic principles of government by defining and personalizing vocabulary terms in a vocabulary-based activity
  • Language Objective:
    • Students will read and record important vocabulary terms pertaining to our unit covering the basic principles of government through the use of a frayer model vocabulary activity

Supplemental Materials: Syllabus-Classroom Rules and Procedures, Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Classroom Rules and Procedures

U.S. History

Monday-8/26/18: 1^st Day of School

• Bell Work-None
• Attendance-While Class is Doing Bell Work
• Procedure-Set up Weekly Bell Work Sheet
• Activity-Getting to Know Me/Important Information Sheet
• Daily Objective-
  • Content Objective: None
  • Language Objective: None

Supplemental Materials: Getting to Know Me/Important Information Sheet

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Government

Monday-8/26/19: 1^st Day of School

• Bell Work- None
• Attendance- While Class is Doing Bell Work
• Procedure-Set up Weekly Bell Work Sheet
• Activity-Getting to Know Me/Important Information Sheet
• Daily Objective-
  • Content Objective:
    • None
  • Language Objective:
    • None

Supplemental Materials: Getting to Know Me/Important Information Sheet

U.S. History

Monday-6/10/19:

• Bell Work-1.) What is the time period (in terms of the years) defining the “Forty Years of Progress” depicted within the political cartoon? 2..) Examine the text boxes located behind each of the young ladies in the political cartoon. What are the key differences that point to the shift in social activism during the “Forty Years of Progress”? 3.) After spending some time examining the image above list a few changes/modifications that you would make to the political cartoon in order to make it more it accessible to a wider audience?
• Attendance-While Class is Doing Bell Work
• Study Guide Review Time- Chapters 16, 17, 18, 19, 20, 21 and Chapter 22
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 16, 17, 18, 19, 20, 21 and Chapter 22 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 16, 17, 18, 19, 20, 21 and Chapter 22 by completing a structured inquiry-based study guide

 

Supplemental Materials: Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22

 

Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22

Final Exam Semester II-Study Guide-Winter 2016

 

Final Exam Vocabulary: Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-Vocabulary Terms and Definitions

Chapter 17-Vocabulary Terms and Definitions

Chapter 18-Vocabulary Terms and Definitions

Chapter 19-Vocabulary Terms and Definitions

Chapter 20-Vocabulary Terms and Definitions

Chapter 21-Vocabulary Terms and Definitions

Chapter 22-Vocab Match up Review Game

 

Final Exam Power Points: Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-Section 1-Dictators Threaten World Peice-2019

Chapter 16-Section 2-War in Europe-PPT-2019

Chapter 16-Section 3-The Holocaust

Chapter 16-Section 4-America Moves Towards War

 

Chapter 17-Section 1-Mobilizing for Defense-2018

Chapter 17-Section 2-The War for Europe and North Africa

Chapter 17-Section 3-The War in the Pacific

Chapter 17-Section 4-The Home Front-2018

 

Chapter 18-Section 1-Origins of the Cold War

Chapter 18-Section 2- The Cold War Heats Up

Chapter 18-Section 3- The Cold War at Home

Chapter 18-Section 4-Two Nations Live on the Edge

 

Chapter 19-Section 1-Postwar America

Chapter 19-Section 2-The American Dream in the 1950’s

Chapter 19-Section 3-The Post War Boom

Chapter 19-Section 4-The Other America

 

Chapter 20-Section 1-Kennedy and the Cold War-2018

Chapter 20-Section 2-The New Frontier-2018

Chapter 20-Section 3-The Great Society-2018

 

Chapter 21-Section 1-Taking on Segregation-2018

Chapter 21-Section 2-The Triumphs of a Crusade-2018

Chapter 21-Section 3-Challenges and Changes in the Movement

 

The Vietnam War-Chapter 22 Sections 1-5-Supplemental PPT-2019

 

Final Exam Test Materials: Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-World War Looms-Test Materials

Chapter 17-Test Materials

Chapter 18-Test Materials

Chapter 19-The Post War Boom-Test Materials

Chapter 20-The New Frontier and the Great Society-Test Materials (2)

Chapter 21-Civil Rights-Test Materials

Chapter 22-The Vietnam War Years-Test Materials

 

Final Exam Textbook PDF’s: Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-Textbook-PDFs

Chapter 17-Textbook-PDFs

Chapter 18-Textbook-PDFs

Chapter 19-Textbook-PDFs

Chapter 20-Textbook-PDFs

Chapter 21-Textbook-PDFs

Chapter 22-Textbook-PDFs

 

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Government

Monday-6/10/19:

• Bell Work-1.) In your own words please explain why the man in the political cartoon is being detained by government officials? 2.) Imagine that you are working for the Department of Homeland Security and this gentleman’s case comes across your desk. What are a few of the questions you might ask the man as you attempt to determine the extent to which he may have violated the provisions of the Patriot Act? 3.) Do you think it is a good thing or a bad thing that the U.S. government under the Patriot Act was given broad authority to track down and prosecute suspected terrorists with far fewer restrictions regarding how they conduct their investigations that prior to the act being passed?  
• Attendance-While Class is Doing Bell Work
• Study Guide Review Time- Chapters 1-7 and Chapters 9-21
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 1-7, 9-21 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-21 by completing a structured inquiry-based study guide in preparation for their final exam

 

 

Study Guide Review Time-Chapters 1-7, 9-21

Final Exam-Study Guide-Half Sheet-2019-Chapters 1-21

 

Vocabulary-Chapters 1-7, 9-21

Chapter 1-Vocabulary Terms and Definitions

Chapter 2-Vocabulary Terms and Definitions

Chapter 3-Vocabulary Terms and Definitions

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter-13-Vocabulary

Chapter 14-Vocabulary

 

Outlines-Chapters 1-7, 9-21

Chapter 1 Outline

Chapter 2-Outline

Chapter 3-Outline

Chapter 4-Outline

Chapter 5-Outline

Chapter 6-Outline

Chapter 9-Outline

Chapter 10-Outline

Chapter 11-Outline

Chapter 13-Outline

Chapter 14-Outline

Chapter 15-Outline

Chapter 16-Outline

Chapter 17-Outline

Chapter 18-Outline

Chapter 19-Outline-Part 1

Chapter 19-Outline-Part 2

Chapter 20-Outline

Defining Citizenship and Civic Responsibility-SSR Article

 

Power Points-Chapters 1-7, 9-21

Chapter 1-Section 1-Government and the State-2018

Chapter 1-Section 2-Forms Government-2018

Chapter 1-Section 3-Basic Concepts of Democracy-2018

Forms of Government-2016

Chapter 2-Origins of Government-Condensed-2017

Chapter 3-Section 1-Basic Principles-2018

Chapter 3-Section 2-Formal Amendments-2018

Informal Amendments-2015

Chapter 3 Section 3- Constitutional Change by Other Means-2018

Chapter 4-Federalism-2018

American Political Parties

Chapter 6-Section 1-The Right to Vote

Chapter 6-Section 2-Voter Qualifications-2018

Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Section 4-Voter Behavior

Chapter 7-The Electoral Process-2018

Electoral College-2018

Interest Groups and Lobbying-2018

Chapter 10-Section 1-The National Legislature

Chapter 10-Sections 2 and 3-The House of Representatives

Chapter 11-The Powers of Congress-2018

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Federal Bureaucracy-Supplemental PPT-2019

Chapter 16-Financing Government-2018

Foriegn Policy and National Defense

Chapter 18-Federal Court Systems-Streamlined Version-2019

American Citizenship-Supplemental PPT-2018

 

 

U.S. History

Friday-5/31/19:

• Bell Work-1.) Who is President Nixon addressing in his letter of resignation? 2.) Why do you think President Nixon kept his letter of resignation to one simple line “I hereby resign the Office of the President of the United States.” instead of trying to explain himself regarding his involvement in the Watergate scandal?  3.) Imagine that you were President Nixon and you were sitting down to look over your letter of resignation before you submit it. What are a few changes that you might make in order to make your letter more meaningful?
• Attendance-While Class is Doing Bell Work
• Activity-The Watergate Scandal-Web Quest-2019

• 10 to 15 min to finish

• Presentation-An Era of Social Change-Supplemental Power Point

• Chapter 23-Section 1- Latinos and Native Americans Seek Equality and Chapter 23-Section 2- Women Fight for Equality

• Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22
• Daily Objective-

• Content Objective:
  • SWD synthesis of Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by compiling information from several online sources to complete a structured web quest
  • SWD comprehension of the political, social and economic struggles faced by minorities and women during the late 1960’s through the 1970’s by listening to the teacher complete a short presentation then participating in a classroom discussion
  • SWD evaluation of the materials covered in Chapters 16, 17, 18, 19, 20, 21 and 22 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will read, orally discuss and record information on Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by working collaboratively on an online web quest
  • Students will listen and orally discuss the political, social and economic struggles faced by minorities and women during the late 1960’s through the 1970’s by participating in classroom discussions following a short lecture by the teacher
  • Students will read, and write the key terms and important concepts covered in Chapters 16, 17, 18, 19, 20, 21 and 22 by completing a structured inquiry-based study guide in preparation for their final exam

 

Supplemental Materials: Activity-The Watergate Scandal-Web Quest-2019, Presentation-An Era of Social Change-Supplemental Power Point (Chapter 23-Section 1- Latinos and Native Americans Seek Equality and Chapter 23-Section 2- Women Fight for Equality) and Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22

Activity-The Watergate Scandal-Web Quest-2019

 

Presentation-An Era of Social Change-Supplemental Power Point (Chapter 23-Section 1- Latinos and Native Americans Seek Equality and Chapter 23-Section 2- Women Fight for Equality)

 

Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22

Final Exam Vocabulary: Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-Vocabulary Terms and Definitions

Chapter 17-Vocabulary Terms and Definitions

Chapter 18-Vocabulary Terms and Definitions

Chapter 19-Vocab Match up Review Game

 

_____________________________________________________________________

Government

Friday-5/31/19:

• Bell Work-1.) Which historical event “raised women’s expectations, inspired some of the first explicit demands for equality, and witnessed the establishment of female academies to improve women’s education”? 2.) State a case that would support/reject the idea that it was in the best interest of our nation to legally state that “married women could not own property, make contracts, bring suits, or sit on juries”. *Explain why this would or would not be a positive idea 3.) What is the significance of the suffragists fight for equality in divorce, access to higher education, the professions, and other occupations, as well as birth control and abortion?
• Attendance-While Class is Doing Bell Work
• Video-Lee Daniel’s “The Butler” (2 hours 12 min) (Day 1)

• w/ Video Questions

• Daily Objective-

• Content Objective:
  • SWD analysis of the social and political changes that dramatically impacted the lives of minorities in the United States by watching a film and responding to guided inquiry questions
• Language Objective:
  • Students will watch and respond to the social and political changes that dramatically impacted the lives of minorities in the United States by watching Lee Daniel’s The Butler and completing a structured video response guide

 

Supplemental Materials: Video-Lee Daniel’s The Butler-Video Questions

Lee Daniels The Butler-Video Guide-2019

 

Study Guide Review Time-Chapters 1-7, 9-21

Final Exam-Study Guide-Half Sheet-2019-Chapters 1-21

 

Vocabulary-Chapters 1-7, 9-21

Chapter 1-Vocabulary Terms and Definitions

Chapter 2-Vocabulary Terms and Definitions

Chapter 3-Vocabulary Terms and Definitions

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter-13-Vocabulary

Chapter 14-Vocabulary

 

Outlines-Chapters 1-7, 9-21

Chapter 1 Outline

Chapter 2-Outline

Chapter 3-Outline

Chapter 4-Outline

Chapter 5-Outline

Chapter 6-Outline

Chapter 9-Outline

Chapter 10-Outline

Chapter 11-Outline

Chapter 13-Outline

Chapter 14-Outline

Chapter 15-Outline

Chapter 16-Outline

Chapter 17-Outline

Chapter 18-Outline

Chapter 19-Outline-Part 1

Chapter 19-Outline-Part 2

Chapter 20-Outline

Defining Citizenship and Civic Responsibility-SSR Article

 

Power Points-Chapters 1-7, 9-21

Chapter 1-Section 1-Government and the State-2018

Chapter 1-Section 2-Forms Government-2018

Chapter 1-Section 3-Basic Concepts of Democracy-2018

Forms of Government-2016

Chapter 2-Origins of Government-Condensed-2017

Chapter 3-Section 1-Basic Principles-2018

Chapter 3-Section 2-Formal Amendments-2018

Informal Amendments-2015

Chapter 3 Section 3- Constitutional Change by Other Means-2018

Chapter 4-Federalism-2018

American Political Parties

Chapter 6-Section 1-The Right to Vote

Chapter 6-Section 2-Voter Qualifications-2018

Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Section 4-Voter Behavior

Chapter 7-The Electoral Process-2018

Electoral College-2018

Interest Groups and Lobbying-2018

Chapter 10-Section 1-The National Legislature

Chapter 10-Sections 2 and 3-The House of Representatives

Chapter 11-The Powers of Congress-2018

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Federal Bureaucracy-Supplemental PPT-2019

Chapter 16-Financing Government-2018

Foriegn Policy and National Defense

Chapter 18-Federal Court Systems-Streamlined Version-2019

American Citizenship-Supplemental PPT-2018

 

U.S. History

Thursday-5/30/19:

• Bell Work-1.) Who is the main character in the political cartoon intended to represent? 2.) What inference can you make regarding the artists political affiliation after examining this political cartoon? *Explain why you feel this way 3.) In your opinion why do you think the artist chose to draw the character in the political cartoon as Pinocchio?
• Attendance-While Class is Doing Bell Work
• Video-How does impeachment work?-Alex Gendler (5:12 min)
• Presentation-Watergate-The Downfall of a President-2018

• Chapter 24 Supplemental PPT

• Video-President Richard Nixon – Address Announcing Resignation (3:49 min)
• Activity-The Watergate Scandal-Web Quest-2019
• Daily Objective-

• Content Objective:
  • SWD comprehension of Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by listening to the teacher complete a short presentation then participating in a classroom discussion
  • SWD synthesis of Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by compiling information from several online sources to complete a structured web quest
• Language Objective:
  • Students will listen and orally discuss Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by participating in a short lecture
  • Students will read, orally discuss and record information on Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by working collaboratively on an online web quest

 

Supplemental Materials: Presentation-Watergate-The Downfall of a President-2018 and Chapter 24 Supplemental PPT Activity-The Watergate Scandal-Web Quest-2019

Presentation-Watergate-The Downfall of a President-2018

Watergate-The Downfall of a President-2018

 

Chapter 24 Supplemental PPT Activity-The Watergate Scandal-Web Quest-2019

The Watergate Scandal-Web Quest-2019

 

Video Links –President Richard Nixon – Address Announcing Resignation (3:49 min)

 

Video-How does impeachment work?-Alex Gendler (5:12 min)

 

_____________________________________________________________________

Government

Thursday-5/30/19:

• Bell Work-1.) Who is the main subject of the political cartoon? 2.) What can you infer Debs means by his statement “Anyhow there are worse places than a front porch? 3.) Explain how the reason for Debs imprisonment for violating the Sedition Act by encouraging citizens to resist the military draft during WWI contradicted the very reason the United States entered the conflict according to President Wilson? (Think about the fact that we got into WWI to protect the freedoms of others)   
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 21-Civil Rights-Section 2-The Triumphs of a Crusade and Section 3-Challenges and Changes in the Movement
  • U.S. History Presentation-Chapter 21
• Activity-American Civil Rights-DBQ
• Daily Objective-

• Content Objective:
  • SWD comprehension of the racial constructs that divided the United States and the key individuals and protests that challenged the status quo leading to the birth of the Civil Rights movement by listening to a short presentation
  • SWD evaluation of the influential people and events that kicked off the Civil Rights movement during the1960’s by evaluating primary source documents then responding to structured questions in a DBQ packet
• Language Objective:

• • • Students will listen and orally discuss the racial constructs that divided the United States and the key individuals and protests that challenged the status quo leading to the birth of the Civil Rights movement by participating in a short presentation.
    • Students will read, discuss and record information pertaining to the influential people and events that kicked off the Civil Rights movement during the1960’s by breaking down a primary source DBQ packet and responding to structured reflection questions

 

Supplemental Materials: Presentation-Chapter 21-Civil Rights-Section 2-The Triumphs of a Crusade and Section 3-Challenges and Changes in the Movement (U.S. History Presentation-Chapter 21) and Activity-American Civil Rights-DBQ

Presentation-Chapter 21-Civil Rights-Section 2-The Triumphs of a Crusade and Section 3-Challenges and Changes in the Movement (U.S. History Presentation-Chapter 21)

Chapter 21-Section 1-Taking on Segregation-2018

Chapter 21-Section 2-The Triumphs of a Crusade-2018

Chapter 21-Section 3-Challenges and Changes in the Movement

 

Activity-American Civil Rights-DBQ

Civil Rights DBQ

 

Final Exam Study Guide-Chapters 1-7, 9-21

Final Exam-Study Guide-Half Sheet-2019-Chapters 1-21

 

Vocabulary-Chapters 1-7, 9-21

Chapter 1-Vocabulary Terms and Definitions

Chapter 2-Vocabulary Terms and Definitions

Chapter 3-Vocabulary Terms and Definitions

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter-13-Vocabulary

Chapter 14-Vocabulary

 

Outlines-Chapters 1-7, 9-21

Chapter 1 Outline

Chapter 2-Outline

Chapter 3-Outline

Chapter 4-Outline

Chapter 5-Outline

Chapter 6-Outline

Chapter 9-Outline

Chapter 10-Outline

Chapter 11-Outline

Chapter 13-Outline

Chapter 14-Outline

Chapter 15-Outline

Chapter 16-Outline

Chapter 17-Outline

Chapter 18-Outline

Chapter 19-Outline-Part 1

Chapter 19-Outline-Part 2

Chapter 20-Outline

Defining Citizenship and Civic Responsibility-SSR Article

 

Power Points-Chapters 1-7, 9-21

Chapter 1-Section 1-Government and the State-2018

Chapter 1-Section 2-Forms Government-2018

Chapter 1-Section 3-Basic Concepts of Democracy-2018

Forms of Government-2016

Chapter 2-Origins of Government-Condensed-2017

Chapter 3-Section 1-Basic Principles-2018

Chapter 3-Section 2-Formal Amendments-2018

Informal Amendments-2015

Chapter 3 Section 3- Constitutional Change by Other Means-2018

Chapter 4-Federalism-2018

American Political Parties

Chapter 6-Section 1-The Right to Vote

Chapter 6-Section 2-Voter Qualifications-2018

Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Section 4-Voter Behavior

Chapter 7-The Electoral Process-2018

Electoral College-2018

Interest Groups and Lobbying-2018

Chapter 10-Section 1-The National Legislature

Chapter 10-Sections 2 and 3-The House of Representatives

Chapter 11-The Powers of Congress-2018

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Federal Bureaucracy-Supplemental PPT-2019

Chapter 16-Financing Government-2018

Foriegn Policy and National Defense

Chapter 18-Federal Court Systems-Streamlined Version-2019

American Citizenship-Supplemental PPT-2018