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

U.S. History

Monday-11/05/18:

• Bell Work-1.) Based on the excerpt above please describe what is happening in 1917 that seems to be frightening many Americans? 2.) Based on the excerpt what can we identify as some of the potential motives behind the anti-Communist hysteria led Attorney General A. Mitchell Palmer in 1919? 3.) Imagine you were a member of the U.S. government living sometime in between 1917 and 1920. How would you have handled the “Red Scare”? *Would you have given into the fear or would you work to stop the spread of mass hysteria? Please explain why or why not  
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties
• Presentation-Chapter 12- Section 3-The Business of America
• Outline Notes-Chapter 12-Section 3-The Business of America
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the major political changes that occurred in America during the 1920’s by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the growth in American business and travel in the 1920’s by interacting in a short presentation and completing a set of student led guided notes
• Language Objective:

• • • Students will read and orally match up important vocabulary terms pertaining to our unit covering the major political changes that occurred in America during the 1920’s through the use of a vocabulary match-up activity
    • Students will read and record information pertaining the growth in American business and travel in the 1920’s through listening to a short lecture and completing a set of student led notes

Supplemental Materials: Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties , Presentation-Chapter 12- Section 3-The Business of America and Outline Notes-Chapter 12-Section 3-The Business of America

Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties

Chapter 12-Vocab Match up Review Game

Presentation-Chapter 12- Section 3-The Business of America

Chapter 12-Section 3- The Businesses of America

Outline Notes-Chapter 12-Section 3-The Business of America

Notes-Outline-Chapter 12-Section 3

Textbook PDF’s-Chapter 12-Section 3-The Business of America

The Americans-Chapter 12-Section 3

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Government

Monday-11/05/18:

• Bell Work-1.) Identify the key characters in the political cartoon. 2.) What is the underlying theme of the political cartoon? 3.) What do you think about the artist’s choice to depict the man with the starting pistol as the embodiment of the “GOP”? Why might he have chosen them instead of the Democratic Party?   
• Attendance-While Class is Doing Bell Work
• Video Clip-How the U.S. Supreme Court Decided the Presidential Election of 2000 | History (5:29 min)
• Presentation-The Electoral College-2016
• Activity-Should the Electoral College Be Abolished-DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
• Language Objective:
  • Students will read, and respond to a document-based packet containing the arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College

Supplemental Materials: Presentation-The Electoral College-2018

Electoral College-2018

Video Clip-How the U.S. Supreme Court Decided the Presidential Election of 2000 | History (5:29 min)

U.S. History

Friday-11/02/18:

• Bell Work-1.) What is the main idea of the political cartoon? 2.) Can you explain how other nations might have felt when it was announced that the United States was not going to join the League of Nations? What effect do you think this played in setting the stage for WWII? 3.) Based on this unit and your prior knowledge do you feel that it was a wise or a poor decision by Congress to prevent the United States from gaining membership into the League of Nations? *Please thoughtfully explain the position you took  
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties
• Presentation-Chapter 12-Section 2-The Harding Presidency
• Guided Notes-Chapter 12-Section 2-The Harding Presidency
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the major political changes that occurred in America during the 1920’s by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the failures of the Harding administration during the 1920’s by compiling information on a student led guided outline
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering the major political changes that occurred in America during the 1920’s through the use of a vocabulary match-up activity
  • Students will read and record information pertaining to the failures of the Harding administration during the 1920’s through identifying and listing key information in student led inquiry outlines

Supplemental Materials: Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties, Presentation-Chapter 12-Section 2-The Harding Presidency and Guided Notes-Chapter 12-Section 2-The Harding Presidency

Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties

Chapter 12-Vocab Match up Review Game

Chapter 12-Vocabulary Terms and Definitions

Presentation-Chapter 12-Section 2-The Harding Presidency

Chapter 12-Section 2- The Harding Presidency

Guided Notes-Chapter 12-Section 2-The Harding Presidency

Notes-Outline-Chapter 12-Section 1

Textbook PDF-Chapter 12-Section 2-The Harding Presidency

The Americans-Chapter 12-Section 2

Video Link-American Presidency Series: Warren G. Harding (5:04 min)

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Government

Friday-11/02/18:

• Bell Work-1.) Based on the information above what can we distinguish is the largest shift amongst voters when comparing the popular vote from the 1980 and 1992 elections? 2.) Despite a candidates ability to receive a share of the popular vote what is the realistic outcome for third-party or independent candidate based on the presence of the Electoral College? 3.) Based on this data is there a better solution to fairly electing a president other than relying solely on the results of the Electoral College?  
• Attendance-While Class is Doing Bell Work
• Activity-Should the Electoral College Be Abolished-DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
• Language Objective:
  • Students will read, and respond to a document-based packet containing the arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College

U.S. History

Thursday-11/01/18:

• Bell Work-1.) Based on the information contained within the primary source create a definition in your own words for the Sedition Act. 2.) What freedoms are suspended by the Sedition Act and what are some of the problems that might happen as a result of this act being passed? 3.) How would you have handled the passage of this act if you were an American citizen living in 1918? Would you have taken a similar approach to Eugene Debs or would you bite your tongue in fear of getting arrested?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 12-Section 1-America Struggles with Post War Issues
  • Limiting of Immigration to Labor Loses Appeal
• Video Clip-The Roaring 20’s: Crash Course US History #32 (13:11 min)

• Reflection Question: How did America change politically and socially during the early portion of the 1920’s?

• Notes-Chapter 12-Section 1-America Struggles with Post War Issues
• Daily Objective-

• Content Objective:
  • SWD synthesis the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan by interacting in a short presentation and creating student led notes
• Language Objective:
  • Student will read and record information pertaining to the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan through listening to a short lecture and a student led outline

Supplemental Materials: Presentation-Chapter 12-Section 1-America Struggles with Post War Issues (Covering slides titled Limiting of Immigration to Labor Loses Appeal) and Notes-Chapter 12-Section 1-America Struggles with Post War Issues

Presentation-Chapter 12-Section 1-America Struggles with Post War Issues (Covering slides titled Limiting of Immigration to Labor Loses Appeal)

Chapter 12-Section 1-Americans Struggles with Post War Issues

Notes-Chapter 12-Section 1-America Struggles with Post War Issues

Notes-Outline-Chapter 12-Section 1

Textbook PDF-Chapter 12-Section 1-America Struggles with Post War Issues

The Americans-Chapter 12-Section 1

Video Clip-The Roaring 20’s: Crash Course US History #32 (13:11 min)

• Reflection Question: How did America change politically and socially during the early portion of the 1920’s?

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Government

Thursday-11/01/18:

• Bell Work-1.) Based on the map interpret why a correlation exists between location and negative attitudes toward women’s suffrage? 2.) Based on historical data identify the motives behind the decision of certain states to grant women suffrage prior to it becoming a federal law? 3.) Imagine you’re part of the majority of citizens living in the black states (non-suffrage states) how would you feel about the passage of the 19th Amendment?
• Attendance-While Class is Doing Bell Work
• Video-On National Voter Registration Day We Look at America’s Voting Problem (2:01 min)
• Presentation-Chapter 6-Section 4-Voter Behavior
• Notes-Chapter 6-Section 3-Suffrage and Civil Rights
• Notes-Chapter 6-Section 4-Voter Behavior
• Daily Objective-

• Content Objective:
  • SWD analysis of the creation of Congressional legislation designed to support civil liberties and strengthen voting rights by outlining important information in guided notes
  • SWD analysis of the factors that influence voting behavior and contribute to varying levels of voter turnout by outlining important information in guided notes
• Language Objective:
  • Students will read and record information pertaining to the creation of Congressional legislation designed to support civil liberties and strengthen voting rights by reading through text and completing a set of student led guided notes.
  • Students will read and record information pertaining to the factors that influence voting behavior and contribute to varying levels of voter turnout by reading through text and completing a set of student led guided notes.

Supplemental Materials: Presentation-Chapter 6-Section 4-Voter Behavior, Notes-Chapter 6-Section 3-Suffrage and Civil Rights and Notes-Chapter 6-Section 4-Voter Behavior

Presentation-Chapter 6-Section 4-Voter Behavior

Chapter 6-Section 4-Voter Behavior

Notes-Chapter 6-Section 3-Suffrage and Civil Rights and Chapter 6-Section 4-Voter Behavior

Chapter 6-Scection 3 and 4-Guided Notes

Video Clip-On National Voter Registration Day We Look at America’s Voting Problem (2:01 min)

https://www.youtube.com/watch?v=Vu5syIiMQUI

U.S. History

Wednesday-10/31/18: Halloween

• Bell Work-1.) Based on your prior knowledge what ship is the United States supposed to represent in this political cartoon? 2.) What might the motives of the artist have been in drawing the major issues that emerged after WWI as icebergs? 3.) Based on the fact that the U.S. withdrawal from European affairs following WWI led to an unstable region in which Germany was able to rebuild itself. Would there have been a better solution for the U.S. then simply trying to avoid Europe’s problems or in your mind did they make the right call for the time?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 12-Section 1-America Struggles with Post War Issues

• Post War Trends to Limiting of Immigration

• SSR Article-Sacco and Vanzetti Put to Death Early This Morning
• w/ Meta-cognitive Log
• Daily Objective-

• Content Objective:
  • SWD synthesis the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan by interacting in a short presentation
  • SWD evaluation of the execution of Sacco and Vanzetti and how their deaths are attributed to the mass hysteria produced during the “Red Scare” by evaluating a primary source and responding to inquiry based log

• Language Objective:
  • Student will read and record information pertaining to the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan through listening to a short lecture
  • Students will read and respond to an article pertaining to the execution of Sacco and Vanzetti and how their deaths are attributed to the mass hysteria produced during the

Supplemental Materials: Presentation-Chapter 12-Section 1-America Struggles with Post War Issues (Covered slides titled: Post War Trends to Limiting of Immigration) and SSR Article-Sacco and Vanzetti Put to Death Early This Morning w/ Meta-cognitive Log

Presentation-Chapter 12-Section 1-America Struggles with Post War Issues (Covered slides titled: Post War Trends to Limiting of Immigration)

Chapter 12-Section 1-Americans Struggles with Post War Issues

SSR Article-Sacco and Vanzetti Put to Death Early This Morning w/ Meta-cognitive Log

Sacco and Vanzetti Put to Death Early This Morning-SSR Article High

SSR-Meta-Cognitive Log-Template

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Government

Wednesday-10/31/18: Halloween

• Bell Work-1.) Identify the two states with the highest number of electoral votes? What can we infer is the primary reason why they have received so many votes? 2.) Based on the knowledge that a candidate must receive at least 270 electoral votes in order to be named president please identify the minimum number of states a candidate must win in order to reach the 270 vote threshold. 3.) Based on the information contained in the map create a short argument to support either the need to keep the Electoral College or the necessity to abolish the Electoral College?
• Attendance-While Class is Doing Bell Work
• Video-Voting disenfranchisement of blacks and felons (Adam Ruins Everything) (3:55 min)
  • or Video-Sound Smart: Women’s Suffrage | History (2:50 min)
• Presentation-Chapter 6-Section 3-Suffrage and Civil Rights
• Activity-Examining a Michigan Voter Registration Form
• Activity-Registering for a Classroom Election
• Daily Objective-

• Content Objective:

• • • SWD analysis of the factors that influence voting behavior and contribute to varying levels of voter turnout by participating in a short presentation

• Language Objective:
  • SWD analysis of the requirements and responsibilities associated with voter qualification by examining a voter registration form and completing student led notes on voter qualifications.

Supplemental Materials: Presentation-Chapter 6-Section 3-Suffrage and Civil Rights, Activity-Examining a Michigan Voter Registration Form along with Activity-Registering for a Classroom Election

Presentation-Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Section 3-Suffrage and Civil Rights

Activity-Examining a Michigan Voter Registration Form along with Activity-Registering for a Classroom Election

Michigan Voter Registration Form-Updated 2018

State of Michigan Voter Registration Application and Identification Form-Updated 2018

U.S. History

Tuesday-10/30/18:

• Bell Work-1.) Based on the primary source can you explain why body lice were such a problem for the soldiers in the trenches? 2.) Based on the information contained in the primary source create a set of instructions (Three to four key steps) that would help prevent a soldier fighting in the trenches from getting body lice? 3.) Imagine you were a soldier fighting in WWII. How would you have handled the harsh living conditions of the trenches?
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the major political changes that occurred in America during the 1920’s 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 major political changes that occurred in America during the 1920’s through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties

Frayer Vocabulary Model

Chapter 12-Frayer Model-US

Chapter 12-Vocabulary Terms and Definitions

Chapter 12-Vocab Match up Review Game

Chapter 12-Textbook-PDFs

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Government

Tuesday-10/30/18:

• Bell Work-1.) What is the main purpose behind the United Sates decision to enact the Fifteenth Amendment? 2.) Despite the noble goal of the Fifteenth Amendment what is one major problem that it fails to address? 3.) How would you feel as an African-American woman following the passage of the Fifteenth Amendment? How might you express your concerns? *Keep in mind women did not receive full suffrage rights until the passage of the Nineteenth Amendment
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 6-Section 2-Voter Qualification (Part 2)

• Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote

• Video Clip-Murder in Mississippi (Played following the slide of Literacy Tests)

• Literacy Test Scene (15:18 to 20:36 min)

• Vocabulary Match-up Activity-Chapter 6-Voter and Voter Behavior
• Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)
  • Annotating text activity with follow up inquiry questions
• Daily Objective-

• Content Objective:
  • SWD analysis of how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed by interacting in a short presentation
  • SWD analysis of key terms associated with the unit covering the process of voting and the behavior of voters by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the struggle of women and people of color to achieve suffrage by evaluating a primary source and responding to inquiry-based questions
• Language Objective:
  • Students will read and record information pertaining to how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed through listening to a short lecture
  • Students will read and orally match up important vocabulary terms pertaining to the process of voting and the behavior of voters through the use of a vocabulary match-up activity
  • Students will read and respond to a letter addressing the struggle of women and people of color to achieve suffrage by examining a primary source and responding to inquiry and opinion-based questions

Supplemental Materials: Presentation-Chapter 6-Section 2-Voter Qualification (Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote), Vocabulary Match-up Activity-Chapter 6-Voter and Voter Behavior  and Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)-Annotating text activity with follow up inquiry questions

Presentation-Chapter 6-Section 2-Voter Qualification (Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote)

Chapter 6-Section 2-Voter Qualifications-2018

Vocabulary Match-up Activity-Chapter 6-Voter and Voter Behavior 

Chapter 6-Vocab Match up Review Game

Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)-Annotating text activity with follow up inquiry questions

The 15th and 19th Amendments-Split Over Suffrage-2018

The Fifteenth and Nineteenth Amendment-The Split Over Suffrage

U.S. History

Monday-10/29/18:

• Bell Work-1.) What is the main idea of the primary source? 2.) Using the information contained within the primary source please identify Wilson’s feelings towards the people of Germany? 3.) Using the primary source above please describe Wilson’s reason for wanting to go to war. Based on your personal beliefs can you defend Wilson’s reasoning or do you disagree with the approach he is trying to take? *Please thoroughly explain your reasoning  
• Attendance- While Class is Doing Bell Work
• Video-The Lost Battalion (Day 3)

• w/ Guided Video Questions

• Guided Tour-Chapter 12-Politics  of the Roaring Twenties
• Daily Objective-

• Content Objective:
  • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
  • SWD applications of the important political/historical figures, events and evidentiary text pertaining to the political landscape existing in the 1920’s through compiling information on a guided tour worksheet
• Language Objective:
  • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI
  • Students will write answers to guided questions that require examination of the additional supporting resources/information pertaining to the political landscape existing in the 1920’s by completing a Guided Tour activity

Supplemental Materials: Video Questions-The Lost Battalion and Guided Tour-Chapter 12-Politics  of the Roaring Twenties

Video Questions-The Lost Battalion

Lost Battalion-Video Questions-2017

Guided Tour-Chapter 12-Politics  of the Roaring Twenties

Chapter 12-Guided Tour

Chapter 12-Textbook-PDFs

Video-The Lost Battalion

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Government

Monday-10/29/18

• Bell Work-1.) What is the underlying theme of the timeline above? 2.)  What questions might you ask of the members of the Electoral College after examining the information presented in the timeline? 3.) What changes might you recommend to help alleviate some of the problems that emerge when the results of the Electoral College and the popular vote differ?
• Attendance-While Class is Doing Bell Work
• Video-A History of Voting Rights | The New York Times (3:19 min)
• SSR Article-Give Ex-Cons the Right to Vote

• w/ Annotating text activity with SSR-Meta-Cognitive Log-Template-Half-Sheet

• Presentation-Chapter 6-Section 2-Voter Qualification (Part 1)

• Universal Requirements-Citizenship, Residence and Age

• Daily Objective-

• Content Objective:
  • SWD evaluation of the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by evaluating a primary source and responding to inquiry-based log
  • SWD analysis of how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed by interacting in a short presentation
• Language Objective:
  • Students will read and respond to an article pertaining to the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by examining a primary source and responding to and meta-cognitive log
  • Students will read and record information pertaining to how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed through listening to a short lecture

Supplemental Material: Presentation-Chapter 6-Section 2-Voter Qualification (Part 1)-Universal Requirements-Citizenship, Residence and Age, and SSR Article-Give Ex-Cons the Right to Vote w/ Annotating text activity with SSR-Meta-Cognitive Log-Template-Half-Sheet

Presentation-Chapter 6-Section 2-Voter Qualification (Part 1)-Universal Requirements-Citizenship, Residence and Age

Chapter 6-Section 2-Voter Qualifications-Power Point

SSR Article-Give Ex-Cons the Right to Vote w/ Annotating text activity with SSR-Meta-Cognitive Log-Template-Half-Sheet

Give Ex-Cons the Right to Vote-SSR Article

SSR-Meta-Cognitive Log-Template-Half-Sheet-US History

Video Clip-A History of Voting Rights | The New York Times (3:19 min)

Video Clip-Why Florida’s Ex-Felons Should Be Able to Vote | NYT – Opinion (3:58 min)

U.S. History

Friday-10/26/18:

• Bell Work-1.) Identify the underlying theme of the political cartoon? 2.) Based on your prior knowledge which major proposal created by Woodrow Wilson is the inspiration for the political cartoon? 3.) Based on architectural concepts identify why is the United States position as the “Keystone” so important in metaphorical terms? 
• Attendance- While Class is Doing Bell Work
• Video-The Lost Battalion (Day 2)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
• Language Objective:
  • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

Supplemental Materials: The Lost Battalion Guided Video Questions

Lost Battalion-Video Questions-2017

Video-The Lost Battalion

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Government

Friday-10/26/18:

• Bell Work-1.) Which political figure is addressing Congress in this primary source? 2.) What are some of the problems that might arise that could potentially hinder the Voting Rights Act of 1965? 3.) What might be one or two changes/additions that you would add or recommend to this address in hopes of strengthening its chances of being passed by Congress?  
• Attendance-While Class is Doing Bell Work
• Video-Who Are You With On Election Day? (2:29 min)
• Activity-Current Events-10/26
• Activity-Women’s Suffrage DBQ
• Daily Objective-

• Content Objective:

• • • SWD evaluation of influential events occurring locally, nationally and internationally by finding articles in newspapers or online then interpreting the information and stating an opinion about the impact of the article in a current events activity
    • SWD evaluation of the struggle for full suffrage among women by interpreting the meaning of several primary source documents in a collaborative activity

• Language Objective:

• • • Students will research, read and record information pertaining to the influential events occurring locally, nationally and internationally by finding articles in newspapers or online by annotating the article and discussing the event with several classmates in a collaborative activity
    • Students will read, discuss and record information pertaining to the struggle for full suffrage among women by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: Activity-Women’s Suffrage DBQ

Womans Suffrage DBQ Set Up

Womens Suffrage-DBQ-2018

U.S. History 

Thursday-10/25/18:

• Bell Work-1.) Identify the main theme of this political cartoon? 2.) What can we infer was the reason behind the artist’s decision to depict the five major powers as dogs in the political cartoon? 3.) What do you think is the significance of the artist decision to depict the United States as an American Bull Terrier which is a larger breed of dog compared to his decision to draw Great Britain, Germany and France as dogs of similar stature?  
• Attendance- While Class is Doing Bell Work
• Video-The Lost Battalion (Day 1)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
• Language Objective:
  • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

Supplemental Materials: The Lost Battalion Guided Video Questions

Lost Battalion-Video Questions-2017

Video-The Lost Battalion

_______________________________________________________________________________________

Government

Thursday-10/25/18:

• Bell Work-1.) What are the key characteristics that the primary source/charts are trying to identify? 2.) What can we distinguish are some recent trends among “self-described” Independents, Democrats and Republicans? 3.) Describe based on the data and your prior knowledge why there has been such a large shift in political ideologies among liberals, moderates and conservatives since 2004?
• Attendance-While Class is Doing Bell Work
• Video-Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?

• Presentation-Chapter 6-Section 1-The Right to Vote
• Notes-Chapter 6-Section 1-The Right to Vote
• Daily Objective-

• Content Objective:
  • SWD analysis of the process in which suffrage was extended to American women and the struggles of other minorities who are living in this country by outlining important information in guided notes
  • SWD analysis of the process in which suffrage was extended to American citizens and the qualifications a voter must meet today by outlining important information in guided notes
• Language Objective:
  • Students will read and record information pertaining to process in which suffrage was extended to American women and the struggles of other minorities who are living in this country and the qualifications a voter must meet today by reading through text and completing a set of student led guided notes.
  • Students will read and record information pertaining to process in which suffrage was extended to American citizens and the qualifications a voter must meet today by reading through text and completing a set of student led guided notes.

Supplemental Material: Presentation-Chapter 6-Section 1-The Right to Vote and Notes-Chapter 6-Section 1-The Right to Vote

Presentation-Chapter 6-Section 1-The Right to Vote

Chapter 6-Section 1-The Right to Vote

Notes-Chapter 6-Section 1-The Right to Vote

Chapter 6-Scection 1-Guided Notes

Video–Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?

U.S. History

Wednesday-10/24/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 11 Sections 1 through 4. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Test-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering America’s involvement and influence during The First World War by demonstrating their knowledge thought the use of a unit quiz
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering America’s involvement and influence during The First World War by completing a multiple choice and matching quiz

______________________________________________________________________________________________________________________________________

Government

Wednesday-10/24/18:

• Bell Work-1.) Can you name the demographic during the 2008 Presidential election that nearly gave President Obama 100% of their vote? 2.) Locate the data for the 1996 Presidential election. Please identify three particular groups whose votes were divided pretty evenly (nearly 50/50) among the candidates. 3.) Imagine you are a political candidate running against President Obama during the 2012 election. How effective would data like this be in shaping your campaign strategy of appealing to voters of all demographics?  
• Attendance-While Class is Doing Bell Work
• Video-Who Are You With On Election Day? (2:29 min)
• Quiz-Chapter 5-Political Parties (20 Questions)
• Vocabulary Frayer Model Activity-Chapter 6-Voters and Voter Behavior
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering political parties by demonstrating their knowledge thought the use of a unit quiz
  • SWD analysis of key terms associated with the unit covering the voting process by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering political parties by demonstrating their knowledge thought the use of a unit quiz
  • Students will read and record important vocabulary terms pertaining to our unit covering the voting process through the use of a frayer model vocabulary activity

Supplemental Material: Vocabulary Frayer Model Activity-Chapter 6-Voters and Voter Behavior

Chapter 6-Frayer Model-Gov

Frayer Vocabulary Model

Chapter 6-Vocabulary

U.S. History

Tuesday-10/23/18:

• Bell Work-1.) Identify the historical document that inspired this political cartoon? 2.) Based on your prior knowledge who does the giant hand carving up the United States represent? 3.) After examining the political cartoon please explain the significance of the caption on California that reads “For Japan?”. What is the intended message the artist is trying to convey?  
• Attendance- While Class is Doing Bell Work
• Procedure-Test Answer Key Set Up–Chapter 11-The First World War
• Test Materials Review-Chapter 11-The First World War
• Study Guide Review Time-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD synthesis of Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe by interacting in a short presentation
  • SWD evaluation of the materials covered in our unit pertaining to America’s involvement and influence during The First World War through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in our unit pertaining to America’s involvement and influence during The First World War by completing a structured inquiry-based study guide
  • Student will read and record information pertaining to Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe through listening to a short lecture

Study Guide-Chapter 11-The First World War

Chapter 11-Learning Target Study Guide-Full Sheet-2018

Vocabulary-Chapter 11-The First World War

Chapter 11-Vocab Match up Review Game

Chapter 11-Vocab Match up Review Game

Test Resources-Chapter 11-The First World War

Chapter 11-Textbook-PDFs

Chapter 11-Section 1-World War I Begins-Part I

Chapter 11-Section 1-World War I Begins-Part II

Chapter 11-Section 2-PPT-2018

Chapter 11-Section 3-PPT-2018

Chapter 11-Section 4-PPT-2018

Chapter 11-Test Materials

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Government

Tuesday-10/23/18:

• Bell Work-1.) In your own words what do you think President Obama means by the statement “there are those who are preparing to divide us, the spin masters and negative ad peddlers who embrace the politics of anything goes”? 2.) What are some of the questions you might ask President Obama about how he views the make-up of the United States following his speech at the DNC? 3.) Reflecting on the focus of his first campaign in 2008 “the promise of hope and change” how effective do you think shifting his position to one of patriotism and unity might be gaining new voters in his favor?
• Attendance-While Class is Doing Bell Work
• Video-How the Republican Party went from Lincoln to Trump (7:28 min)
• Activity-Political Parties Booklet (Titled Mini Political Parties Booklet-2018)

• Print Order: 1-10, 2-9, 3-8, 7-4, 5-6 (Print two sheets to a page)

• Daily Objective-

• Content Objective:
  • SWD synthesis of the core beliefs of the Republican and Democratic parties along with tracking the changing demographics and voting patterns of each state by creating a political activity booklet
• Language Objective:
  • Students will read and record information defining the core beliefs of the Republican and Democratic parties along with tracking the changing demographics and voting patterns of each state by using chrome books to complete internet research designed to provoke political inquiry

Supplemental Materials: Activity-Political Parties Booklet

Mini Political Parties Booklet-Activity-Chapter 5-2018

Comparing Political Parties-Democrats and Republicans-2018

Political Parties Booklet-Activity-Chapter 5-Example Cover

Political Parties Website Links

Democrats and Republicans

Campaign Spending Pie Chart

Trump and Clinton Comparing the Candidates

Video Clip-How the Republican Party went from Lincoln to Trump (7:28 min)