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

U.S. History

Monday-9/10/18:

• Bell Work-1.) How would you feel if you were living in 1906 and found out about the deplorable conditions of meat packing factories contained in Document 2? 2.) Do you think the new regulations contained in Document 6 are sufficient or do you think additional regulations need to be added in order to truly safeguard the quality of meat for sale in the United States? 3.) What would happen if we found out that a major producer of your favorite energy drink or soda was using non-FDA approved ingredients in their product? How would you react to this information?  
• 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?

• T2T Activity–Grover Cleveland’s Defense of True Womanhood, 1905
  • Discussion Questions: 1.) What is the underlying theme of this primary source? 2.) Which of Cleveland’s comments struck you as interesting? 3.) Based on the primary source which side of the debate would Cleveland side with in terms of equal rights? 4.) How do you feel about the position Cleveland takes regarding the role of women?
• Daily Objective–

• Content Objective:
  • SWD evaluation of the struggle for full suffrage among women by interpreting the meaning of a primary source documents
• Language Objective:
  • 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 primary source document

 

Supplemental Materials: T2T Activity-Grover Cleveland’s Defense of True Womanhood, 1905

Primary Source:

T2T Activity-Grover Clevelands Defense of True Womanhood-1905

 

Questions:

T2T Activity-Grover Clevelands Defense of True Womanhood-1905

 

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?

 

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Government

Monday-9/10/18:

• Bell Work-1.) Based on your background knowledge and the information contained in the primary source which important document was the United States Bill of Rights was added to? 2.) Why do you think people felt a greater sense of protection under the Constitution following the introduction of The Bill of Rights in 1791 than they did as a colony under the English Crown? 3.) Hypothetically if The Bill of Rights were to contain only nine amendments which of the original ten amendments would you recommend be eliminated? *Please thoroughly explain along with naming why you feel the particular amendment should be eliminated  
• Attendance-While Class is Doing Bell Work
• Procedure-Current Events Roll Out
• Presentations-Create a Country Project (Remaining Groups)
• 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: Current Events Roll Out and Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government

Current Events Roll Out

Article of the Week-Rubric-2018

Article of the Week-Format

Article of the Week-Example-2018

 

*Your first current events article is due this Friday 9-14

 

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

Chapter 2-Frayer Model-Gov

Chapter 2-Vocab Match up Review Game

Chapter 2-Vocabulary Terms and Definitions

 

 

U.S. History

Friday-9/07/18:

• Bell Work-1.) Based off of your prior knowledge and familiarity with U.S. history identity the subject of this political cartoon? 2.) What would you conclude about the evolution of the subject based on the timeline? *Place emphasis on the image not just the commentary 3.) Would it be better if the subject had developed more of a “peacemaker” philosophy before he was elected president or was his progression along the timeline the key to his development as a great leader?
• Attendance- While Class is Doing Bell Work
• Video-A Child Strike: The Testimony of Camella Teoli (From American Stories DVD Companion) (9:44 min)

• w/ Video Questions

• Presentation– Chapter 9-Section 1-The Origins of Progressivism

• Include Video Clip– The Triangle Shirtwaist Factory Fire | History (3:38 min)

• Daily Objective-

• Content Objective:
  • SWD analysis of the reform movement during the late 1800 that led to the progressive movement through interacting in a short presentation
• Language Objective:
  • Student will read and record information pertaining to the reform movement during the late 1800 that led to the progressive movement through listening to a short lecture

 

Supplemental Materials: Presentation– Chapter 9-Section 1-The Origins of Progressivism

The Progressive Era-2018

 

2nd Hour-Tree Map-Progressive Era Goals-Thinking Map-US (Due Monday 2nd Hour Only)

Progressive Era Goals-Thinking Map-US

 

Video Clip– The Triangle Shirtwaist Factory Fire | History (3:38 min)

 

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Government

Friday-9/07/18:

• Bell Work-1.) What do you think Ezra Stiles means when he says “The Resolutions of Parliament instead of intimidating only add Fuel to the Flame, invigorate & strengthen the Resolutions of Americans”. 2.) What questions would you ask of Ezra Stiles in regards to his predictions concerning American colonists? 3.) What do you think about the fact that Ezra Stiles is fed up with the favor of Parliament’s decisions? Do you agree with his reasons or do you feel he is taking the situation too personally?
• Attendance-While Class is Doing Bell Work
• Activity-Create a Country Project

• 25 min to Finish the Project
• Begin Group Presentations

• Daily Objective-

• Content Objective:
  • SWD synthesis of the political, geographic and social elements required to create a sovereign nation by designing an new country in a collaborative group activity
• Language Objective:
  • Students will research, record, discuss information pertaining to the political, geographic and social elements required to create a sovereign nation through joining together in a group project designed to create a new country

 

Supplemental Materials: Activity-Create a Country Project

Creating a Country Project-2018

 

U.S. History

Thursday-9/06/18:

• 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
• 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?

• Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism
• 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
    • SWD synthesis of the reform movement during the late 1800 that led to the progressive movement by compiling information in student led notes

• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Progressive Era 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: Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism

Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism

Notes-Outline-Chapter 9-Section 1

The Americans-Chapter 9-Section 1

 

Video Clip–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?

 

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Government

Thursday-9/06/18:

• 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
• Activity-Create a Country Project
• Daily Objective-

• Content Objective:
  • SWD synthesis of the political, geographic and social elements required to create a sovereign nation by designing an new country in a collaborative group activity
• Language Objective:
  • Students will research, record, discuss information pertaining to the political, geographic and social elements required to create a sovereign nation through joining together in a group project designed to create a new country

Supplemental Materials: Activity-Create a Country

Creating a Country Project-2018

Create a Country-Map Examples

 

U.S. History

Wednesday-9/05/18:

• 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
• Activity-The Progressive Era-Carousel Activity (10-20 min)

• 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: Activity-The Progressive Era-Carousel Activity (30 min)

Activity-The Progressive Era-Carousel Activity

The Progressive Era-Carousel Activity-2018

 

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Government

Wednesday-9/05/18:

• 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-How To Start Your Own Country (3:35 min)
• Activity-Create a Country
• Daily Objective-

• Content Objective:
  • SWD synthesis of the political, geographic and social elements required to create a sovereign nation by designing an new country in a collaborative group activity
• Language Objective:
  • Students will research, record, discuss information pertaining to the political, geographic and social elements required to create a sovereign nation through joining together in a group project designed to create a new country

 

Supplemental Materials: Activity-Create a Country

Creating a Country Project-2018

 

Video Clip-How To Start Your Own Country (3:35 min)

https://www.youtube.com/watch?v=p1L7IbUDM8k&t=92s

 

U.S. History

Tuesday-9/04/18:

• 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 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 (10-15 min)

The Progressive Era-Carousel Activity (10-15 min)

The Progressive Era-Carousel Activity-2018

 

Video Clip-Susan B. Anthony, the Suffragette Superhero (4:45 min)

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Government

Tuesday-9/04/18:

• Bell Work-1.) Based on the information contained in the primary source what happened to property that a woman owned after she became married? 2According 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
• Thinking Map-Classifications of Government-Bubble Map (pg. 12)  
• 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 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: Thinking Map-Classifications of Government-Bubble Map (pg. 12) , Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides) and Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy

Thinking Map-Classifications of Government-Bubble Map (pg. 12)

Classifications of Government-Bubble Map-Gov

 

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

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

 

Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy

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

 

Video Clip-Democracy-A Short Introduction (3:19 min)

U.S. History

Thursday-8/30/18:

• Bell Work-) 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 1900’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
• Procedure-Vocab Frayer Model Check  
• Video-The Ultimate Guide of the Presidents-Episode 5-Call of Duty 1899-1921 (44 min)

• w/ video questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the struggle for power between Congress and the President as well as the challenges presented by a looming economic depression through recording information presented in a video and completing a class discussion
• Language Objective:

Students will watch and record information pertaining to the struggle for power between Congress and the President as well as the challenges presented by a looming economic depression through watching a video and discussing the impact with a classmate

 

Video-The Ultimate Guide of the Presidents-Episode 5-Call of Duty 1899-1921 (44 min)

The Ultimate Guide to the Presidents-Call of Duty-Video Notes

 

https://www.youtube.com/watch?v=ofVgPA079z4

 

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Government

Thursday-2/01/18:

• Bell Work-1.) According to Pericles, what are two characteristics he feels are essential to the essence of a democracy? 2.) Based on the primary source above what can we infer Pericles believes is the relationship between duty and social/financial status? 3.) Reflect on the following passage “We are thus unconstrained in our private intercourse, a spirit of reverence (respect) pervades our public acts; we are prevented from doing wrong by respect to those which are ordained for the protection of the injured as well as to those unwritten laws upon the transgressor (violator) of them reprobation (disapproval) of the general sentiment…” Based on this passage what can we determine is Pericles message about our responsibility as citizens in a democratic society?
• Attendance-While Class is Doing Bell Work
• Video Clip-People on the Street: What is the Purpose of Government (2:56 min)
• Presentation-Chapter 1-Section 2-Forms of Government (6 Slides)
• Student Led Notes-Chapter 1-Section 2-Forms of Government
• Daily Objective-

• Content Objective:
  • SWD synthesis of the 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, discuss and record information on the 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 2-Forms of Government

 

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

Chapter 1-Section 2-Forms Government-2018

 

Student Led Notes-Chapter 1-Section 2-Forms of Government

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

 

Video Clip-People on the Street: What is the Purpose of Government (2:56 min)

https://www.youtube.com/watch?v=vdh9xo47OWM&t=100s

U.S. History

Wednesday-8/29/18:

• Bell Work-) 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
• Procedure-Binder Setup
• Quiz-U.S. History Pre-test
• Daily Objective-

• Content Objective:
  • SWD synthesis of the key 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 respond through writing the key 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

 

*Reminder: Your chapter 9 frayer model vocabulary booklet is due tomorrow

 

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Government

Wednesday-8/29/18:

• 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
• Presentation- Chapter 1-Section 1-Government and the State (12 Slides)
• Thinking Map-What is government and what powers does it have?-Tree Map
  • (Chapter 1 Section 1-pg.4-5)
• Notes-Chapter 1-Section 1-Government and the State
• 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
• Language Objective:
  • Students will read and record information on the 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.

 

Supplemental Materials: Presentation- Chapter 1-Section 1-Government and the State (12 Slides), Notes-Chapter 1-Section 1-Government and the State

Presentation- Chapter 1-Section 1-Government and the State (12 Slides)

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

 

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

Chapter 1-Section 1-Guided Notes

 

U.S. History

Tuesday-8/28/18:

• 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 and Vocabulary Frayer Model Activity-Chapter 9-The Progressive Era

Syllabus-Classroom Rules and Procedure-Due by Tuesday September 4th, 2018

US History-Semester One-Syllabus-2018

 

Vocabulary Frayer Model Activity-Chapter 9-The Progressive Era

Frayer Moday Set Up Chapter 9-US History

Frayer Vocabulary Model

Chapter 9-Vocab Match up Review Game

Chapter 9-Vocabulary Terms and Definitions

 

Textbook PDF-Chapter 9-The Progressive Era

Chapter 9-Textbook-PDFs

 

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Government

Tuesday-8/28/18:

• 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 and Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Classroom Rules and Procedures 

US Government-Syllabus-2018

 

Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Chapter 1-Frayer Model Set Up

Frayer Vocabulary Model

Chapter 1-Vocab Match up Review Game

Chapter 1-Vocabulary Terms and Definitions

 

U.S. History

Thursday-6/07/18:

• Bell Work-1.) What are some of the objects being hidden below President Nixon’s cape in this political cartoon? 2.) What would the results be if President Nixon would have been allowed to use Executive Privilege (the privilege, claimed by the president for the executive branch of the US government, of withholding information in the public interest) to hide the details of the Watergate scandal? 3.) Based on what you know why do you think Congress denied President Nixon the ability to use Executive Privilege regarding the Watergate Scandal?  
• Attendance-While Class is Doing Bell Work
• Video- Forrest Gump (2 hours 22min) (Day 2)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the social and political changes that took place from the 1950’s to the 1980’s through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the social and political changes that took place from the 1950’s to the 1980’s through viewing the film Forrest Gump and answering guided questions that will facilitate classroom discussions

 

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

 

Vocabulary-Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-Vocab Match up Review Game

Chapter 16-Vocabulary Terms and Definitions

Chapter 17-Vocab Match up Review Games

Chapter 17-Vocabulary Terms and Definitions

Chapter 18-Vocab Match up Review Game

Chapter 18-Vocabulary Terms and Definitions

Chapter 19-Vocab Match up Review Game

Chapter 19-Vocabulary Terms and Definitions

Chapter 20-Vocab Match up Review Game

Chapter 20-Vocabulary Terms and Definitions

Chapter 21-Vocab Match up Review Game

Chapter 21-Vocabulary Terms and Definitions

Chapter 22-Vocabulary

 

Power Points-Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-World War Looms-2018

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-The Post War America

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

Chapter 19-Section 3-Popular Culture

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

Origins of the Vietnam War

A Nation Divided-The Legacy of the Vietnam War-Chapter 22 Section 3-5-Supplemental PPT

Watergate-The Downfall of a President-2018

 

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

 

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

Chapter 21-Civil Rights-Test Materials

 

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Government

Thursday-6/07/18:

• Bell Work-1.) What is the main idea of the primary source? 2.) Why do you think President Kennedy chose to include the line (referring to America) “It was founded on the principle that all men are created equal and that the rights of every man are diminished when the rights of one man is threatened…” when making his point about the need for continued integration in our nation? *Please articulate what you believe he is trying to say 3.) What facts can you compile from the primary source that would help illustrate the major disadvantages many African Americans faced in their attempt to achieve guaranteed civil rights throughout the South?
• Attendance-While Class is Doing Bell Work
• Activity- American Civil Rights-DBQ-2017
• Study Guide Review Time-Chapters 1-7, 9-11, 13 and 14
• Daily Objective-

• Content Objective:
  • 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
  • SWD evaluation of the materials covered in Chapters 1-7, 9-11, 13 and 14 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • 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
  • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-11, 13 and 14 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Materials-Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14

Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Vocabulary-Chapters 1-7, 9-11, 13 and 14

Chapter 1-Vocab Match up Review Game

Chapter 1-Vocabulary Terms and Definitions

Chapter 2-Vocab Match up Review Game

Chapter 2-Vocabulary Terms and Definitions

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter-13-Vocabulary

Chapter 14-Vocabulary

 

Power Points-Chapters 1-7, 9-11, 13 and 14

 Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

The Purpose of Government-2015

Chapter 1-Section 3-Basic Concepts of Democracy

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 3-The Constitution-2016

Informal Amendments-2015

6 PRINCIPLES OF GOVERNMENT

Chapter 4-Federalism-2016

American Political Parties-2016

Chapter 6-Voter and Voter Behavior-2017

Chapter 7-The Electoral Process-2016

Electoral College-2016

Interest Groups and Lobbying-2017

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter-14-Power of the Presidency-Power Point

 

Test Materials-Chapters 1-7, 9-11, 13 and 14

Chapter 1 and 2-Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

 

U.S. History

Wednesday-6/06/18:

• Bell Work-1.) Can you name the scandal that led to impeachment charges being brought up against President Nixon? 2.) What is the underlying theme of the primary source excerpt?  3.) How do you feel about the fact that Congress has the power to remove the President from office if he commits a crime only if they have a 2/3rd majority in the House (who brings the charges) and a 2/3rd the Senate (who acts as the jury)?
• Attendance-While Class is Doing Bell Work
• Video-Forrest Gump (2 hours 22min) (Day 1)
• Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22
• Daily Objective-

• Content Objective:
  • SWD evaluation of the social and political changes that took place from the 1950’s to the 1980’s through the use of film and structured reflection questions
  • 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 watch, listen and record information focused on the social and political changes that took place from the 1950’s to the 1980’s through viewing the film Forrest Gump and answering guided questions that will facilitate classroom discussions
  • 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: 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

 

Vocabulary-Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-Vocab Match up Review Game

Chapter 16-Vocabulary Terms and Definitions

Chapter 17-Vocab Match up Review Games

Chapter 17-Vocabulary Terms and Definitions

Chapter 18-Vocab Match up Review Game

Chapter 18-Vocabulary Terms and Definitions

Chapter 19-Vocab Match up Review Game

Chapter 19-Vocabulary Terms and Definitions

Chapter 20-Vocab Match up Review Game

Chapter 20-Vocabulary Terms and Definitions

Chapter 21-Vocab Match up Review Game

Chapter 21-Vocabulary Terms and Definitions

Chapter 22-Vocabulary

 

Power Points-Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-World War Looms-2018

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-The Post War America

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

Chapter 19-Section 3-Popular Culture

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

Origins of the Vietnam War

A Nation Divided-The Legacy of the Vietnam War-Chapter 22 Section 3-5-Supplemental PPT

Watergate-The Downfall of a President-2018

 

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

 

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

Chapter 21-Civil Rights-Test Materials

 

______________________________________________________________________________________

Government

Wednesday-6/06/18:

• Bell Work-1.) How would you classify the type of protest that was photographed in the primary source? 2.) Imagine you were a reporter who worked for the Washington Post charged with writing a profile piece for tomorrows issue. What are a few questions that you would ask the protestors in preparation for writing your article? 3.) Do you agree with the actions taken by these protestors or do you believe that it is wrong of them to disrupt the lives of residents living and working in Washington D.C.? *Please thoroughly explain your answer
• Attendance-While Class is Doing Bell Work
• Procedure-Collect Notes-Chapter 13 and 14
• Video-The 1960s in America: Crash Course US History #40 (15:14 min)
  • Reflection Question: How did the push for Civil Rights lead to new social and political opportunities for African-American’s in the United States?
• Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14
• 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 an inquiry question
  • SWD evaluation of the materials covered in Chapters 1-7, 9-11, 13 and 14 through summarizing key information in a structured study guide in preparation for their final exam
• 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 a video covering the fight for civil rights in the 1960’s and completing  a video response question
    • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-11, 13 and 14 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Materials-Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14

Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Vocabulary-Chapters 1-7, 9-11, 13 and 14

Chapter 1-Vocab Match up Review Game

Chapter 1-Vocabulary Terms and Definitions

Chapter 2-Vocab Match up Review Game

Chapter 2-Vocabulary Terms and Definitions

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter-13-Vocabulary

Chapter 14-Vocabulary

 

Power Points-Chapters 1-7, 9-11, 13 and 14

 Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

The Purpose of Government-2015

Chapter 1-Section 3-Basic Concepts of Democracy

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 3-The Constitution-2016

Informal Amendments-2015

6 PRINCIPLES OF GOVERNMENT

Chapter 4-Federalism-2016

American Political Parties-2016

Chapter 6-Voter and Voter Behavior-2017

Chapter 7-The Electoral Process-2016

Electoral College-2016

Interest Groups and Lobbying-2017

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter-14-Power of the Presidency-Power Point

 

Test Materials-Chapters 1-7, 9-11, 13 and 14

Chapter 1 and 2-Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials