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

U.S History

Bellwork-

1. How would you explain what is going on in the photograph based on your background knowledge and the imagery in the photo?
2. Reflect on this picture taken in California following the bombings of Pearl Harbor. How might the U.S. government attempt to justify placing armed guards at these bus stops?
3. Imagine you a Japanese American living along the West Coast ordered to report to a bus stop tomorrow morning at 9:30 am. Would you make the choice to comply with the request that you report or would you try and drive inland in an attempt to escape the concentration camps? *Explain your decision and why you would make it

Instruction-

• Homefront Webquest
• Vocabulary Match-up

Documents-

The American Homefront Web Quest-History

Government:

Bellwork-

1. What is the primary focus of the political cartoon?
2. How do the sizes of the chairs represent the amount of pwer each branch of government has?
3. In your opinion should one branch of government have more power than the other two branches? *Be sure to explain your reason why

Instruction-

• Review Powers Activity
• Lecture-Chapter Four, Section Three: Interstate Relations
• Chapter 3 & 4 Study Guide

Documents-

Expressed and Implied Powers Activity-1

Chapter 4-Federalism-2018

Expressed and Implied Powers Activity-1 Answer Key

Chapter 3 and 4-Learning Target-Study Guide-2018 copy

U.S History

Bellwork-

1. Based on the information contained in the chart above please name the five nations who lost the largest number of soldiers during WWII?
2. How would information like this be useful if you were an international organization like the United Nations trying to decide where to send financial aid for rebuilding following WWII?
3. Based on the information contained in the chart what do you think might have happened to the United States had they joined the war prior to the bombing of Pearl Harbor in 1941?

Instruction-

• Finish Atomic Bomb Activity
• Crash Course #36-The U.S. Homefront
  • How did the events of WWII lead to new or expanded freedoms for Americans living on the Homefront
• Exit Ticket: Was the United States justified in sending Japanese-Americans to interment camps?

Documents-

Atomic Bomb Debate-Pros and Cons

Government:

Bellwork-

1. What is happening in this political cartoon?
2. What can you infer the motivation is for states to accept federal benefits, but not federal authority?
3. Do you believe states have a right to only want to accept federal benefits? Or, should states be more cooperative with the federal government by accepting aid and benefits from the government?

Instruction-

• Lecture: Chapter Four, Section One: Federalism
• Guided Notes on Chapter Four, Section One: Federalism
• Started Powers Worksheet

Documents-

Chapter 4-Federalism-2018

Expressed and Implied Powers Activity-1

Chapter 4-Section 1-Guided Notes-High-2018

U.S History

Bellwork-

1. Based on the information contained in the chart above please name the five nations who lost the largest number of soldiers during WWII?
2. How would information like this be useful if you were an international organization like the United Nations trying to decide where to send financial aid for rebuilding following WWII?
3. Based on the information contained in the chart what do you think might have happened to the United States had they joined the war prior to the bombing of Pearl Harbor in 1941?

Instruction-

• 10-minute Atomic Bomb video
• Starting Atomic Bomb Activity

Document-

Atomic Bomb Debate-Pros and Cons

Government:

Bellwork-

1. Identify the major issue being addressed in this excerpt from the Kentucky Resolutions?
2. According to the text who would ultimately hold authority over any issue not expressly delegated or prohibited to the federal government by the Constitution?
3. What do you think the author of the Kentucky Resolutions meant by the statement “That thus was manifested their determination to retain to themselves the right of judging how far the licentiousness of speech and of the press may be abridged without lessening their useful freedom”?

Instruction-

• Chapter Four Vocabulary Books

Documents-

Chapter Four Vocabulary Book Example

Chapter 4-Vocabulary

U.S History

Bellwork-

1. Who do you think the intended audience of these WWII propaganda posters are?
2. What might have been some of the motives given by the U.S. government for creating these posters?
3. Imagine you were a woman of color hoping to better yourself during WWII. Describe how you might feel if you saw these posters that seemed only to appeal to white women?

Instruction-

• Lecture on Chapter Seventeen, Section Three: U.S. Involvement in the Pacific Theater
• Have students finish the guided reading and notes for Chapter Seventeen
• Exit Ticket: How do you think the war would have ended if the United States had not dropped the Atomic Bomb on Japan?

Documents-

Notes-Outline-Chapter 17-Section 1-4

Chapter 17-Section 3-The War in the Pacific

Government:

Bellwork-

1. In your own words, how would you describe what is happening in the political cartoon?
2. Why do you think the artist chose to use a tree in a storm to illustrate the difference between a flexible and rigid constitution?
3. What can you predict the outcome of a national crisis might be if the United States would have adopted a more rigid Constitution with little room for change?

Instruction-

• Finish Chapter Three Guided Notes
• Checks & Balances Activity
• Exit Ticket: Pick an amendment that you think is most important and explain why

Documents-

A System of Checks and Balances-Matching Activity

Chapter 3-Guided Notes

U.S History

Bellwork-

1. Which ethnic group are the key figures being depicted in this political cartoon intended to represent?
2. By looking at the title of the political cartoon and subject matter contained within it what can we infer the author Dr. Seuss believes might be the possible outcome following the people receiving the TNT (dynamite)?
3. What do you think the author of the political cartoon is attempting to convey about Japanese-Americans living on the West Coast following the bombing of Pearl Harbor? Be sure to include two ways that this cartoon shows racial prejudice towards Japanese-Americans.

Instruction-

• Lecture on Chapter Seventeen, Section Two: U.S. Involvement in the European and North African Theater
• Have students complete guided reading and notes for Chapter Seventeen, Sections 2 & 3

Documents-

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

Notes-Outline-Chapter 17-Section 1-4

Government:

Bellwork-

1. What is the primary focus of the political cartoon?
2. Why do you believe the debate over which type of arms are protected under the second amendment has been so prevalent over the last quarter century?
3. In your opinion should there be a ban/restriction on certain types of weapons or is the “right to bear arms” a freedom that should remain unrestricted? *Be sure to explain your reason why

Instruction-

• Lecture on Chapter Three, Section Three: Informal Amendment Process
• Complete Chapter Three Guided Notes
• Closure: Watch the Schoolhouse Rock I’m Just a Bill Video

Chapter 3-Guided Notes

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

U.S History

Bellwork-

1. Based on the elements contained in the political cartoon what issue is Henry Stimson and “John Q. Public” asking the President to resolve?
2. Based on what we’ve learned regarding political propaganda what purpose might the signs being held by Henry Stimson and “John Q. Public” have in guiding Truman’s interaction with the media?
3. What is your opinion of the way in which this cartoon is using political propaganda to shape the American peoples view of the U.S.’s decision to drop the atomic bombs? Is it a smart use of the media or something that could be considered morally reprehensible?

Instruction-

• Lecture on Chapter Seventeen, Section One: The U.S. Preparation for War
• Have students complete a thinking map on how the United States had to prepare for World War II
• Exit Ticket: How did government regulations impact civilians in the United States?

Document-

Chapter 17-Section 1-Mobilizing for Defense-2018

Thinking Map

Government:

Bellwork-

1. What is the philosophical issue the country is struggling with in the first paragraph of this excerpt?
2. Based on the excerpt from The Antifederalist Papers, identify one argument used by Antifederalists to oppose ratifying the Constitution?
3. Based on the excerpt from yesterday’s bell work supporting the idea of ratification and the excerpt from today opposing it, what choice would you have made if you were to cast your vote regarding the need for a new Constitution? *Please explain what led you to your decision

Instruction-

• Students got back into their groups to finish the Six Basic Principles of the Constitution Chart
• Lecture on Chapter Three, Section Two: Formal Amendments
• Students complete the Create Your Own Amendment Worksheet
• Exit Ticket: Which amendment do you believe is the most important and why?

Chapter 3-Section 2-Formal Amendments-2018

Create Your Own Amendment & Six Principles of Constitution Sheet

U.S. History

Monday-2/25/19:

• Bell Work-1.) According to the primary source what are two reasons E.B. Sledge gives for why the U.S. Marines felt hatred towards Japanese soldiers? 2.) What might be some of the possible outcomes that could result from this mutual hatred? 3.) Do you think that it is a good thing or a bad thing for a soldier in active combat to have a strong sense of nationalism (an intense loyalty to their country or a specific cause)? Is it possible to be both? *Please justify your response with a strong argument  
• Attendance-While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 17-The United States in WWII
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering the military campaigns and political decisions both at home and in Europe that positioned the United States for victory in WWII 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 military campaigns and political decisions both at home and in Europe that positioned the United States for victory in WWII through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 17-The United States in WWII

Chapter 17-Frayer Model Set Up

Chapter 17-Vocabulary Terms and Definitions

Chapter 17-Vocab Match up Review Games

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Government

Monday-2/25/19:

• Bell Work-1.) What is the main idea of this primary source excerpt? 2.) Based on the excerpt from The Federalist Papers Number 4, identify one argument used by John Jay to support ratifying the Constitution? 3.) In your opinion why do you believe it was so important to John Jay that the “national government is efficient and well administered…?  
• Attendance-While Class is Doing Bell Work
• Pre-Test-Chapter 3-The Constitution
• Presentation-Principles of the Constitution
• Activity-The Constitution
• Daily Objective-

• SWBAT explain, define, and provide examples for the six basic principles of the Constitution by completing a group activity.

U.S. History

Friday-2/22/19:

• Bell Work-1.) Which historical figure is responsible for writing this document? 2.) Imagine you were a writer for the Detroit Free Press, what questions might you ask the author concerning Executive Order 9066? 3.) What do you think about the irony that as the United States fought a war against the villainous German Nazis who we condemned for their treatment of Jews in concentration camps while at home we sent innocent Japanese Americans to our own versions of concentration camps?
• Attendance-While Class is Doing Bell Work
• Video-Escape from Sobibor (118 total minutes) (Day 3)
  • w/ Video Reflation Questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions

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Government

Friday-2/22/19:

• Bell Work- 1.) Based on the primary source what position (how he feels) can we infer Patrick Henry took in regards to ratifying a new constitution? 2.) Based on the primary source what can you distinguish are Patrick Henry beliefs concerning the role of the Federal Government as laid out in the Constitution? 3.) What do you think about Henry’s statement “The principles of this system [the Constitution] are extremely, pernicious (having a harmful effect, especially in a gradual or subtle way), impolitic (failing to possess or display prudence; unwise), and dangerous…”. How could you change this statement to become more accessible to a wider audience?  
• Attendance-While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 1 and 2
• Vocabulary Frayer Model Activity-Chapter 3-The Constitution
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the challenges our founding fathers faced when drafting our Constitution 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 challenges our founding fathers faced when drafting our Constitution through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 3-The Constitution

Chapter 3-Frayer Model-Gov

Chapter 3-Vocabulary Terms and Definitions

Chapter 3-Vocab Match up Review Game

U.S. History

Thursday-2/21/19:

• Bell Work- 1.) What is the main purpose of this primary source? 2.) What conclusions can you draw as to why the City Council of Hiroshima would issue this resolution? 3.) What is your opinion of the resolution made by the City Council of Hiroshima? Is it reasonable for them to request the retraction of Truman’s statement or are they simply coming across bitter in the wake of their defeat?  
• Attendance-While Class is Doing Bell Work
• Video-Escape from Sobibor (118 total minutes) (Day 2)
  • w/ Video Reflation Questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions

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Government

Thursday-2/21/19:

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

• You will be given about ten minutes to study prior to the test.

• Attendance- While Class is Doing Bell Work
• Test-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts covered in our unit that focuses on the foundation and structure of the United States government by demonstrating their knowledge thought the use of a unit exam
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit that focuses on the foundation and structure of the United States government by completing a multiple choice and matching exam

*Notes Collection Check List-Chapter 1 and 2 notes will be collected tomorrow (2/22)

Chapter 1 and 2-Notes Check List