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

U.S. History

Monday-10/08/18:

• 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 way the artist depicted the look of Spain in this political cartoon?
• Attendance- While Class is Doing Bell Work
• Video Clip- How World War I Started: Crash Course World History 209 (Part 1) (9:09 min)

• Reflection Question: How did the assassination of the Archduke Franz Ferdinand and the issuance of the Serbian ultimatum lead to the start of WWI?

• T2T Activity-Long Term Causes of WWI

• w/Reflection Questions

• Daily Objective-
  • Content Objective:
    • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI  by interacting in a text based activity and collaboratively responding to guided reflection questions
  • Language Objective:
    • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI through completing a talk to the text activity and working with a partner to answer structured reflection questions

Supplemental Materials: T2T Activity-Long Term Causes of WWI

Long Term Causes of WW I-Handout

Video Clip-How World War I Started: Crash Course World History 209 (Part 1) (9:09 min)

• Reflection Question: How did the assassination of the Archduke Franz Ferdinand and the issuance of the Serbian ultimatum lead to the start of WWI?

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Government

Monday-10/08/18:

• Bell Work-1.) Based on the context of James Madison’s writing in the primary source what is the meaning of the word “faction”? 2.) What can you distinguish is the main “check” Madison feels exist over various factions on society? 3.) How effective do you feel Madison ‘s contributions to the Federalists Papers are in conveying the dangers of factions?   
• Attendance-While Class is Doing Bell Work
• Video Clip-Tour the States-Official Music Video (4:08 min)
• Presentation-Chapter 4-Section 2-The National Government and the 50 States
• Notes-Chapter 4-Section 2-The National Government and the 50 States
• Daily Objective-

• Content Objective:
  • SWD synthesis of the distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs by 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 distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 4-Section 2-The National Government and the 50 States and Notes-Chapter 4-Section 2-The National Government and the 50 States

Presentation-Chapter 4-Section 2-The National Government and the 50 States

Chapter 4-Federalism-2018

Notes-Chapter 4-Section 2-The National Government and the 50 States

Chapter 4-Section 2-Guided Notes-High-2017

Video Clip-Tour the States-Official Music Video (4:08 min)

Friday’s Class Work: DBQ-American Federalism-2018

American Federalism DBQ Set Up-Gov

American Federalism-DBQ-2018

U.S. History

Friday-10/05/18:

• Bell Work-1.) Based on your prior knowledge and the information contained in the political cartoon please identify who the tailor is meant to symbolize? 2.) Identify the central theme(s) of the political cartoon? 3.) What can we infer is the significance behind the words written on Uncle Sam’s pants and rolls of fabric located behind the tailor?
• Attendance- While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 10-AmericanClaims and Empire
• Vocabulary Frayer Model Activity-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the conflicts that led to the Great War 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 conflicts that led to the Great War through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 11-The First World War

Chapter 11-Frayer Model-US

Frayer Vocabulary Model

Chapter 11-Vocab Match up Review Game

Chapter 11-Vocabulary Terms and Definitions

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Government

Friday-10/05/18:

• Bell Work-1.) Please identify the main purpose of this primary source? 2.) What are some of the problems James Madison lists as to why the Internal Improvements Bill (1817) which called for the construction of roads and updated canals would ultimately be vetoed by him? 3.) How would you have handled this situation if you were Madison, knowing that in order for the United States to advance westward into newly acquired territories that new roads and canals would be required yet the ability to finance them was out of the hands of the federal government?  
• Attendance-While Class is Doing Bell Work
• DBQ-American Federalism-2018
• Daily Objective-

• Content Objective:
  • SWD evaluation of the concept of American Federalism by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the concept of American Federalism by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: DBQ-American Federalism-2018

American Federalism DBQ Set Up-Gov

American Federalism-DBQ-2018

U.S. History

Thursday-10/04/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering our unit on American Imperialism. In 5 minutes we will begin the vocabulary match up activity.
• Attendance-While Class is Doing Bell Work
• Test-Chapter 10-America Claims and Empire
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit pertaining to the rise of American Imperialism in the early 1900’s 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 covering the rise of American Imperialism in the early 1900’s by completing a multiple choice and matching exam

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Government

Thursday-10/04/18:

• Bell Work-1.) Based on the excerpt above what was a major concern held by many Federalists in the early 1800’s? 2.) What point do you think David Webster was trying to make when he said “Who will show me any constitutional injunction which makes it the duty of the American people to surrender everything valuable in life, and even life itself, . . . whenever the purposes of an ambitious and mischievous government may require it?”. 3.) Why do you believe Webster chose to equate Congress’ ability to empower the secretary of war to enforce a military draft being the first step in the creation of a dictator?  
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 4-Section 1-Federalism: Powers Divided
• Notes-Chapter 4-Section 1-Federalism: Powers Divided
• Daily Objective-

• Content Objective:
  • SWD synthesis of the distinct way political powers are divided between the Federal Government and State Governments along with the roles concurrent powers play in establishing political policy by 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 distinct way political powers are divided between the Federal Government and State Governments along with the roles concurrent powers play in establishing political policy through listening to a short lecture and creating student centered guided notes

Supplemental Materials-Presentation-Chapter 4-Section 1-Federalism: Powers Divided and Notes-Chapter 4-Section 1-Federalism: Powers Divided

Presentation-Chapter 4-Section 1-Federalism: Powers Divided

Chapter 4-Federalism-2018

Notes-Chapter 4-Section 1-Federalism: Powers Divided

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

U.S. History

Wednesday-10/03/18:

• Bell Work-1.) Describe what is happening in the political cartoon? 2.) Identify the artists reasoning for depicting Cuba as a weak individual in need of Uncle Sam’s protection? 3.) How would you feel as a Cuban citizen in the midst of fighting a war against Spain for independence if you were to see this cartoon?
• Attendance- While Class is Doing Bell Work
• Procedure-Test Answer Key Set Up Chapter 10-America Claims an Empire
• Vocabulary Match-up Activity-Chapter 10-America Claims and Empire
• Study Guide Review Time- Chapter 10-America Claims and Empire
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covered in our unit pertaining to American Imperialism by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covered in our unit pertaining to American Imperialism through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covered in our unit pertaining to American Imperialism through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important covered in our unit pertaining to American Imperialism by completing a structured inquiry based study guide

Supplemental Materials: Study Guide-Chapter 10-America Claims an Empire

Study Guide-Chapter 10-America Claims an Empire

Chapter 10-Learning Targets Study Guide-Full Page

Chapter 10-Learning Targets Sentence Stems-2018

Vocabulary: Chapter 10-America Claims an Empire

Chapter 10-Vocab Match up Review Game

Chapter 10-Vocabulary Terms and Definitions

Power Points: Chapter 10-America Claims an Empire

Chapter 10-Section 1-PPT

Chapter 10-Section 2-PPT

Chapter 10-Section 3-PPT

Chapter 10-Section 4-PPT

Textbook PDF’s: Chapter 10-America Claims an Empire

The Americans-Chapter 10-Section 1

The Americans-Chapter 10-Section 2

The Americans-Chapter 10-Section 3

The Americans-Chapter 10-Section 4

Test Materials: Chapter 10-America Claims an Empire-Learning Target Three and Four Resources for the test

Chapter 10-Test Materials

*Our test will be on Thursday October 4th

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Government

Wednesday-10/03/18:

• Bell Work-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  
• Attendance-While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 4-Federalism
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the types of powers specifically held by our national and local government and how they use concurrent powers to work together 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 types of powers specifically held by our national and local government and how they use concurrent powers to work together through the use of a frayer model vocabulary activity

Supplemental Materials-Vocabulary Frayer Model Activity-Chapter 4-Federalism

Chapter 4-Frayer Model-Gov

Chapter 4-Vocabulary

Chapter 4-Vocab Match up Review Game

U.S. History

Tuesday-10/02/18:

• Bell Work-1.) Identify the underlying theme behind William Jennings Bryan argument against keeping the Philippines? 2.) Describe what William Jennings Bryan meant when he said “if government derive their just powers from the consent of the governed, it is impossible to secure title to people, either by force or by purchase”? 3.) Based on William Jennings Bryan’s comments how was the United States taking a contradictory approach to the Philippines as territorial holding? 
• Attendance- While Class is Doing Bell Work
• Video-Animaniacs-The Panamá Cana (1:47 min)
• Presentation-Chapter 10-Section 4-America as a World Power
• Student Notes-Chapter 10-Section 4-America as a World Power
• Study Guide-Chapter 10-America Claims an Empire
• Daily Objective-

• Content Objective:
  • SWD synthesis of how Theodore Roosevelt’s position on foreign policy and Woodrow Wilson’s idea of missionary diplomacy promoted Americas position of power in the southern hemisphere by interacting in a short presentation and creating a set of student centered guided notes
  • SWD evaluation of the materials covered in our unit pertaining to American Imperialism through summarizing key information in a structured study guide
• Language Objective:
  • Student will read and record information pertaining to how Theodore Roosevelt’s position on foreign policy and Woodrow Wilson’s idea of missionary diplomacy promoted Americas position of power in the southern hemisphere through listening to a short lecture and creating student centered guided notes
  • Students will read, and write the key terms and important concepts covered in our unit pertaining to American Imperialism by completing a structured inquiry based study guide

Supplemental Materials: Presentation-Chapter 10-Section 4-America as a World Power, Student Notes-Chapter 10-Section 4-America as a World Power and Study Guide-Chapter 10-America Claims an Empire

Presentation-Chapter 10-Section 4-America as a World Power

Chapter 10-Section 4-PPT

Student Notes-Chapter 10-Section 4-America as a World Power 

Notes-Outline-Chapter 10-Section 4

The Americans-Chapter 10-Section 4

Study Guide-Chapter 10-America Claims an Empire

Chapter 10-Learning Targets Study Guide-Full Page

Chapter 10-Learning Targets Sentence Stems-2018

Vocabulary: Chapter 10-America Claims an Empire

Chapter 10-Vocab Match up Review Game

Chapter 10-Vocabulary Terms and Definitions

Power Points: Chapter 10-America Claims an Empire

Chapter 10-Section 1-PPT

Chapter 10-Section 2-PPT

Chapter 10-Section 3-PPT

Chapter 10-Section 4-PPT

Textbook PDF’s: Chapter 10-America Claims an Empire

The Americans-Chapter 10-Section 1

The Americans-Chapter 10-Section 2

The Americans-Chapter 10-Section 3

The Americans-Chapter 10-Section 4

Test Materials: Chapter 10-America Claims an Empire-Learning Target Three and Four Resources for the test

Chapter 10-Test Materials

*Our test will be on Thursday October 4th

Video-Animaniacs-The Panamá Cana (1:47 min)

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Government

Tuesday-10/02/18:

• Bell Work-1.) Can you name the main focus of this of the map shown above? 2.) Based on this map, what is one way the Compromise of 1850 dealt with the issue of the expansion of slavery into the territory gained from the Mexican Cession? 3.) What might have happened if California had been admitted as a slave state in 1850 instead of a free state?   
• Attendance-While Class is Doing Bell Work
• Video-Schoolhouse Rock: America – I’m Just a Bill Music Video (3:21 min)
• Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments)
• Activity-Change by Other Means (Methods of Change)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which laws are in traduced and changes can be made to legislative policy without having to formally amend the Constitution of the United States by 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 process in which laws are in traduced and changes can be made to legislative policy without having to formally amend the Constitution of the United States through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments) and Activity-Change by Other Means (Methods of Change)

Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments) 

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

Activity-Change by Other Means (Methods of Change)

Change By Informal Means-Chapter 3-Section 3-Activity

Video-Schoolhouse Rock: America – I’m Just a Bill Music Video (3:21 min)

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

U.S. History

Monday-10/01/18:

• Bell Work-1.) Identify the main theme of the political cartoon? 2.) Why do you think the artist chose to illustrate Uncle Sam’s growth from a child to an adult with an accompanying timeline? 3.) Explain why the final image of Uncle Sam is drawn as a portly man holding a ship? How does this image of Uncle Sam correlate to the final image of the hands of friendship being extended to the U.S. by European nations?
• Attendance- While Class is Doing Bell Work
• Activity-American Imperialism-DBQ-2017 (10 to15 min to finish activity)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the process and effect of U.S. expansionism during the early twentieth century by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:

• • • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 10 through the use of  a vocabulary match-up activity

Supplemental Materials: Vocabulary Match up-Chapter 10-America Claims and Empire and Activity-American Imperialism-DBQ-2017

Vocabulary Match up-Chapter 10-America Claims and Empire 

Chapter 10-Vocab Match up Review Game

Activity-American Imperialism-DBQ-2017

American Imperialism-DBQ-2017

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Government

Monday-10/01/18:

• Bell Work-1.) What is the main theme of this primary source? 2.) What might Jefferson’s motives have been in writing this correspondence to Gideon Granger? 3.) What changes would you recommend to the structure or the content of this excerpt that would help present its main theme a way that is accessible to a wider audience?  
• Attendance-While Class is Doing Bell Work
• Video-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)

• While watching students will record the first ten amendments and additional notes for Chapter 3 Section 2 (pg. 3-4)

• Daily Objective-

• Content Objective:
  • SWD synthesis of the factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties by using guided video notes and class discussions
• Language Objective:
  • Students will listen and record factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties through responding to a video designed to cause further inquiry and classroom discussion

Video Clip and Supplemental Notes-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)

• While watching students will record the first ten amendments and additional notes for Chapter 3 Section 2 (pg. 3-4)

Chapter 3-Section 2-Guided Notes-Part 2-High-2018

U.S. History

Friday-9/28/18:

• Bell Work-1.) Identify the two important figures in this political cartoon? 2.) Identify the underlying theme of the cartoon? 3.) How do you feel about the idea conveyed in the cartoon that the U.S. does not respect the sovereignty of weaker countries around the world and that they exist only as an appetizer for our colonial aspirations?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match up-Chapter 10-America Claims and Empire  
• Activity-American Imperialism-DBQ-2017
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 10 by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the process and effect of U.S. expansionism during the early twentieth century by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 10 through the use of a vocabulary match-up activity
  • Students will read, discuss and record information pertaining to the process and effect of U.S. expansionism during the early twentieth century by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: Vocabulary Match up-Chapter 10-America Claims and Empire and Activity-American Imperialism-DBQ-2017

Vocabulary Match up-Chapter 10-America Claims and Empire 

Chapter 10-Vocab Match up Review Game

Activity-American Imperialism-DBQ-2017

American Imperialism-DBQ-2017

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Government

Friday-9/28/18:

• 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
• Activity-Current Events 9/28
• Notes-Formal Amendments-Chapter 3-Section 2 (pg. 1 and 2)
• 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 synthesis of the process in which amendments are formally added to the Constitution by creating a set of student centered guided notes

• • 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
    • Student will read and record information pertaining to the process in which amendments are formally added to the Constitution through creating student centered guided notes

Supplemental Materials:Activity-Current Events 9/28 and Notes-Formal Amendments-Chapter 3-Section 2 (pg. 1 and 2)

Activity-Current Events 9/28

Current Events-Info Gathering Sheet-2018

Notes-Formal Amendments-Chapter 3-Section 2 (pg. 1 and 2)

Chapter 3-Section 2-Guided Notes-Part 1-High-2018

U.S. History

Thursday-9/27/18:

• Bell Work-1.) Identify the statement that supports Senator Beveridge’s belief that America is the greatest nation in the world. 2.) According to the text why are Puerto Rico, the Philippines and Cuba so lucky that American’s stepped in to help with their affairs? 3.) Do you think Senator Beveridge is contradicting himself in his call for freeing Cuba from a restrictive government by saying “Think of the hundreds of thousands of Americans who will build a soap-and-water, common-school civilization of energy and industry in Cuba, when a government of law replaces the double reign of anarchy and tyranny”?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 10-Section 3-Aquiring New Lands
• Video Clip-American Imperialism: Crash Course US History #28 (14:03 min)

• Reflection Question: How did the United States use the concept of imperialism to grow our position as a global power?

• Student Led Notes-Chapter 10-Section 3-Aquiring New Lands
• Daily Objective-

• Content Objective:
  • SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will listen and discuss information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 10-Section 3-Aquiring New Lands, Video Clip Reflection Question Template-American Imperialism: Crash Course US History #28 and Student Led Notes-Chapter 10-Section 3-Aquiring New Lands

Presentation-Chapter 10-Section 3-Aquiring New Lands

Chapter 10-Section 3-Guided Notes-High-2017

Video Clip Reflection Question Template-American Imperialism: Crash Course US History #28

American Imperialism-Video Reflection

Student Led Notes-Chapter 10-Section 3-Aquiring New Lands

Chapter 10-Section 3-Guided Notes-High-2017

Video Clip-American Imperialism: Crash Course US History #28 (14:03 min)

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Government

Thursday-9/27/18:

• Bell Work-1.) What is the main theme of the primary source? 2.) Reflect on the primary source and the information covered in chapter two. What were some of the issues the framers ran into when deciding how to accurately count population in terms of selecting congressional representatives? 3.) In your opinion is there a better solution than the one created by the Connecticut Plan or due to the tensions that existed between the north and south was this the best possible solution for the time period?
• Attendance-While Class is Doing Bell Work
• Video-Amending America: How Do We Amend? (3:42 min)
• Presentation-Formal Amendments-Chapter 3-Section 2
• Video Clip-Where U.S. Politics Came From: Crash Course US History #9 (13:56 min)
  • Reflection Question: How did the ideas of the Federalists and the Republicans lead to some of the key principles of our current system of government?
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which amendments are formally added to the Constitution by interacting in a short presentation and creating a set of student centered guided notes to reflect on a short video clip
• Language Objective:
  • Student will read and record information pertaining to the process in which amendments are formally added to the Constitution through listening to a short lecture and creating student centered guided notes to answer a reflection question related to a short video clip

Supplemental Materials: Presentation-Formal Amendments-Chapter 3-Section 2

Chapter 3-Section 2-Formal Amendments-2018

Video Clip-Amending America: How Do We Amend? (3:42 min)

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

• Video Clip–Where U.S. Politics Came From: Crash Course US History #9 (13:56 min)
  • Reflection Question: How did the ideas of the Federalists and the Republicans lead to some of the key principles of our current system of government?

U.S. History

Wednesday-9/26/18:

• Bell Work-1.) Identify the main figure featured in this political cartoon? 2.) Discuss the historical significance of the political cartoon’s title “The Big Stick in the Caribbean Sea”? 3.) How effective are political cartoons like this in raising support for controversial actions taken by our government?  
• Attendance- While Class is Doing Bell Work
• Vocabulary Match up-Chapter 10-America Claims and Empire  
• Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico–Double Bubble Map

• Map Guiding Question: How can we compare and contrast the United States approach to imperialism in Cuba and Puerto Rico?
• Frame Guiding Question: In your opinion which of the two nations listed in this map received the fairest treatment from the U.S.?

• SSR Activity-Corollary to the Monroe Doctrine December 6, 1904

• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 10 by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States along with the drafting of the Roosevelt Corollary by reading a primary source and answering a structured reflection question
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 10 through the use of a vocabulary match-up activity
  • Students will read and record information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba along with the drafting of the Roosevelt Corollary by annotating the article

Supplemental Materials: Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico-Double Bubble Map and SSR Activity-Corollary to the Monroe Doctrine December 6, 1904

Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico–Double Bubble Map

• Map Guiding Question: How can we compare and contrast the United States approach to imperialism in Cuba and Puerto Rico?
• Frame Guiding Question: In your opinion which of the two nations listed in this map received the fairest treatment from the U.S.?

Comparing U.S. Imperialism in Cuba and Puerto Rico-Double Bubble Map-US

The Americans-Chapter 10-Section 3

SSR Activity-Corollary to the Monroe Doctrine December 6, 1904

Roosevelt Corollary to the Monroe Doctrine-SSR w discussion questions

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Government

Wednesday-9/26/18:

• Bell Work-1.) What can you distinguish according to the primary source is the relationship between the state and federal government? 2.) What is the underlying theme of the primary source? 3.) Why do you believe that the author made it a point in the preamble to list the six purposes of government in their attempt to call for the ratification of a new Constitution? 
• Attendance-While Class is Doing Bell Work
• Video-FLVS Civics: Foundations – Checks and Balances (4:58 min)
• Presentation-Chapter 3-Section 1-Basic Principle
• Thinking Map-Federalism: Who Has the Power?-Double Bubble Map
• Student Led Notes-Chapter 3-Section 1-Basic Principle
• Daily Objective-

• Content Objective:
  • SWD synthesis of the six basic concepts the United States Constitution was built around by 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 six basic concepts the United States Constitution was built around through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 3-Section 1-Basic Principle, Thinking Map-Federalism: Who Has the Power?-Double Bubble Map and Student Led Notes-Chapter 3-Section 1-Basic Principle

Presentation-Chapter 3-Section 1-Basic Principle

Chapter 3-Section 1-Basic Principles-2018

Thinking Map-Federalism: Who Has the Power?-Double Bubble Map

Federalism-Double Bubble Map-Blank-Gov

Federalism-Double Bubble Map-Filled Out-Gov

Student Led Notes-Chapter 3-Section 1-Basic Principle

Chapter 3-Section 1-Guided Notes-High-2018

Video–FLVS Civics: Foundations – Checks and Balances (4:58 min)

U.S. History

Tuesday-9/25/18:

• Bell Work-1.) Based on the political cartoon what can we infer is the reason the United States and the other nations are interested in China? 2.) What would most likely happen between the other countries if Uncle Sam was not standing in the way? 3.) Do you think it was a good thing or a bad thing that the United States became so heavily involved in expansionism during the late Nineteenth Century?  
• Attendance-While Class is Doing Bell Work
• Procedure-Vocab Check-Chapter 10-Section 1-Imperialism and America
• Video-Who Were the Rough Riders? | Explorer (2:20 min)
• Presentation-Chapter 10-Section 2-The Spanish-American War
• Student Led Notes-Chapter 10-Section 1-Imperialism and America and Chapter 10-Section 2-The Spanish-American War
• Daily Objective-

• Content Objective:
  • SWD synthesis of the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by interacting in a short presentation and compiling information in student led notes
  • SWD comprehension of the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by interacting in a short presentation and compiling information in student led notes
• Language Objective:

• • • Students will read and record information pertaining to the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by participating in a short presentation and creating student centered guided notes
    •  Students will listen and discuss information pertaining to the events that escalated the growing sense of contention  between the U.S. and Spain that led to the Spanish-American War by listening to a short guided presentation and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 10-Section 2-The Spanish-American War and Student Led Notes-Chapter 10-Section 1-Imperialism and America and Chapter 10-Section 2-The Spanish-American War

Presentation-Chapter 10-Section 2-The Spanish-American War

Chapter 10-Section 2-PPT

Student Led Notes-Chapter 10-Section 1-Imperialism and America and Chapter 10-Section 2-The Spanish-American War

Chapter 10-Section 1-Guided Notes-High-2017

Chapter 10-Section 2-Guided Notes-High-2017

Textbook PDF’-Chapter 10-Section 1-Imperialism and America and Chapter 10-Section 2-The Spanish-American War

The Americans-Chapter 10-Section 1

The Americans-Chapter 10-Section 2

Video Clip-Who Were the Rough Riders? | Explorer (2:20 min)

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Government

Tuesday-9/25/18:

• Bell Work-1.) Identify the different ways that power is divided between the three branches government? 2.) What are some of the problems that could emerge if one of the three branches of government continuously fails to meet their constitutional responsibilities? 3.) Is there a better solution when it comes to delegating power than creating a system where the three branches of our government hold the same amount of influence and power over the other two branches? 
• 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

Frayer Vocabulary Model

Chapter 3-Vocabulary Terms and Definitions

Chapter 3-Vocab Match up Review Game

Notes Collection-Chapter 1 and 2

Chapter 1 and 2-Notes Check List