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

U. S. History

Thursday-4/19/18:

• Bell Work- 1.) Who were most sitcoms aimed at during the 1950’s and 1960’s? 2.) What is the main idea contained within the primary source? 3.) What do you think about the changes in the attitude towards marriage in the 1950’s and 1960’s compared to those that started prior to the late 1940’s? What can we attribute to the major change experienced by American couples during this time period?  
• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 19-The Post War Boom
• Video-I love Lucy: Be a pal (22:03 min)
• Primary Source and Activity-The Good Housewife-1950’s Economics Text Book
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 19 by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of modern marital expectations in comparison to how women were taught to care for their husbands during the 1950’s by creating a list of modern expectations for a husband or wife based on the students values
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 18 through the use of a vocabulary match-up activity
  • Students will read and respond to a primary source depicting how women were taught to care for their husbands during the 1950’s and responding by creating a modern marital expectations guide for inclusion into a 2016 Home Economics textbook

Supplemental Materials: Primary Source and Activity-The Good Housewife-1950’s Economics Text Book

The Good Housewife-1950’s Economics Text Book

The Good Housewife-Student Assignment

I Love Lucy-Episode Three-Be a Pal-Video Questons-2018

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Government

Thursday-4/19/18:

• Bell Work-1.) Can you explain based to the primary source excerpt how the author believed Blacks [African Americans] would attempt to justify their right to gain full suffrage? 2.) Based on historical context and your prior knowledge can you identify another historical instance in which African Americans had to fight against unfair obstacles simply to enjoy the right to vote? 3.) What do you believe might have happened if the United States had granted Blacks [African American’s] the right to vote following the arguments made by the Liberty Party in 1840? Do you think as a result of suffrage being extended to African Americans at this time that the Civil War could have been avoided or was this just a fight we were destined to have?
• Attendance-While Class is Doing Bell Work
• Activity-Should the Electoral College Be Abolished-DBQ (Day 2)
• 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 packed with 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

Wednesday-4/18/18:

• Bell Work-1.) What does the advertisement mean when it says “Few are born beautiful…All can achieve beauty with the Elizabeth Arden Basic Ritual”? 2.) Explain in your own words how an ad like this might have effected young women living in the 1950’s? Why were ads like these so prevalent in post war America? 3.) Do you believe an advertisement like this is a good or bad thing for promoting positive images of women in our society? *Please explain the justification for your opinion  
• Attendance-While Class is Doing Bell Work
• Video-1950s newsreel about the building of suburbia in Levittown (3:51 min)
• Presentation-Chapter 19-Section 1-Post War America
• Outline Notes-Chapter 19-Section 1-Post War America
• Daily Objective-

• Content Objective:

• • • SWD comprehension of the feelings of social unrest  in post WWII America by interacting in a short presentation and creating a set of student centered guided notes

• Language Objective:
  • Students will read and record information pertaining to the feelings of social unrest in post WWII America through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 19-Section 1-Post War America and Outline Notes-Chapter 19-Section 1-Post War America

Presentation-Chapter 19-Section 1-Post War America

Chapter 19-Section 1-The Post War America

Outline Notes-Chapter 19-Section 1-Post War America

Notes-Outline-Chapter 19-Section 1

Video Link-1950s newsreel about the building of suburbia in Levittown (3:51 min)

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Government

Wednesday-4/18/18:

• Bell Work-1.) Can you name the nursery rhyme that this political cartoon is referencing? 2.) What is the underlying theme of the political cartoon? 3.) When reflecting on the results of the 2016 Presidential Election and the struggles of the GOP to maintain a unified party platform, do you feel the shakeups that have occurred will results in positive changes for the Republican Party going forward or have they taken a major step back with how Donald Trump’s nomination has divided the party? *Thoroughly explain your position
• Attendance-While Class is Doing Bell Work
• 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-2016

Electoral College-2018

U.S. History

Tuesday-4/17/18:

• Bell Work-1.) What position does Life magazine seem to be taking in regards to the role of children in the family based on this cover? 2.) Based on your prior knowledge and historical content (examine the date at the bottom of the cover) explain why a cover like this might hold a greater sense social relevance in 1958 that might not have existed a decade earlier? 3.) If you could propose one change to this cover that would help illustrate the economic explosion associated with the baby boom what would it be? *Also explain your reasoning for making this particular change  
• Attendance-While Class is Doing Bell Work
• Procedure-Notes Collection Chapter 18-Cold War Conflicts
• Vocabulary Frayer Model Activity-Chapter 19-The Post War Boom
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering the post war boom of the 1950’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 post war boom of the 1950’s through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 19-The Post War Boom

Frayer Model-Chapter 19

Frayer Vocabulary Model

Chapter 19-Vocab Match up Review Game

Chapter 19-Vocabulary Terms and Definitions

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Government

Tuesday-4/17/18:

• Bell Work-1.) What is the main idea of the excerpt shown above? 2.) Based on the document, what can we distinguish are the two factors that contributed to the expansion of democracy prior to the civil war? 3.) What do you think about the position the author takes towards the lowering of American suffrage qualifications? Why might this view lead to the continued restriction of suffrage?
• 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
• Activity-Examining a Michigan Voter Registration Form
• Daily Objective-

• Content Objective:
  • SWD analysis of the creation of Congressional legislation designed to support civil liberties and strengthen voting rights by participating in a short lecture
  • 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.
• 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 interacting in a short presentation
  • Students will read and record the requirements and responsibilities associated with voter qualification through the use of a voter registration activity and student driven guided notes.

Supplemental Materials: Presentation-Chapter 6-Section 4-Voter Behavior and Activity-Examining a Michigan Voter Registration Form

Presentation-Chapter 6-Section 4-Voter Behavior

Chapter 6-Section 4-Voter Behavior

Activity-Examining a Michigan Voter Registration Form

State of Michigan Voter Registration Application and Identification Form-Chapter 6

MI Voter Registration-Chapter 6

Video-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

Monday-4/16/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 18 Sections 1 through 4. In 5 minutes we will begin the vocabulary match up activity.
• Attendance-While Class is Doing Bell Work
• Quiz-Chapter 18-Cold War Conflicts
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the events of the Cold 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 the events of the Cold War by completing a multiple choice and matching quiz.

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Government

Monday-4/16/18:

• 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-Voting disenfranchisement of blacks and felons (Adam Ruins Everything) (3:55 min)
• Presentation-Chapter 6-Section 3-Suffrage and Civil Rights
• Daily Objective-

• Content 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.
  • 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:
  • Students will read and record the requirements and responsibilities associated with voter qualification through the use of a voter registration activity and student driven 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 3-Suffrage and Civil Rights

Chapter 6-Section 3-Suffrage and Civil Rights

Video Link-Voting disenfranchisement of blacks and felons (Adam Ruins Everything) (3:55 min)

U.S. History

Friday-4/13/18:

• Bell Work-1.) Who can you identify as the main characters contained within the political cartoon? 2.) What is the main theme of the political cartoon? 3.) What might be some of the consequences in terms of international relations when using political propaganda cartoons like this?
• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 18-Cold War Conflicts
• Study Guide Review Time-Chapter 18-Cold War Conflicts
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 18 by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covered in our unit that focuses on the events of the Cold War 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 covering Chapter 18 through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covered in our unit that focuses on the events of the Cold War by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-Chapter 18-Section 4-Two Nations Living on the Edge, Notes-Chapter 18-Section 4-Two Nations Living on the Edge and Study Guide-Chapter 18-Cold War Conflicts

Presentation-Chapter 18-Section 4-Two Nations Living on the Edge

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

Notes-Chapter 18-Section 4-Two Nations Living on the Edge

Notes-Outline-Chapter 18-Section 4

The Americans-Chapter 18-Section 4

Study Guide-Chapter 18-Cold War Conflicts

Chapter 18-Learning Target-Study Guide

Chapter 18-Vocabulary Terms and Definitions

Chapter 18-Vocab Match up Review Game

Chapter 18-Test Materials

Chapter 18-Textbook-PDFs

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

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Government

Friday-4/13/18:

• 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-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)
• Video Clip-Murder in Mississippi

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

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

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

• Daily Objective-

• Content Objective:
  • 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
  • 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 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
  • 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 Materials: 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) and Presentation-Chapter 6-Section 2-Voter Qualification (Part 2-Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote)

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

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

The Fifteenth and Nineteenth Amendment-The Split Over Suffrage

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

Chapter 6-Section 2-Voter Qualifications-Power Point

U.S. History

Thursday-4/12/18:

• Bell Work-1.) What reason(s) does U.S. Secretary of State George Marshall give in an attempt to justify his plan for European recovery? 2.) Based on the tone of George Marshall’s statement who can we infer this document is suggesting holds more responsibility for starting the Cold War? 3.) Reflect on George Marshall’s closing lines “Our policy is directed … against hunger, poverty, desperation and chaos (disorder). Its purpose is to revive a working economy in the world.” What additions/changes would you make to this statement?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 18-Section 4-Two Nations Living on the Edge
• Notes-Chapter 18-Section 4-Two Nations Living on the Edge
• Study Guide-Chapter 18-Cold War Conflicts
• Daily Objective-

• Content Objective:
  • SWD analysis of the fear of communism that gripped the United States during the 1950’s and the effects that it had on our society by outlining important information in guided notes
  • SWD evaluation of the materials covered in Chapter 18 Sections 1-4 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and record information pertaining to the fear of communism that gripped the United States during the 1950’s and the effects that it had on our society by reading through text and completing a set of student led guided notes.
  • Students will read, and write the key terms and important concepts covered in Chapter 18 Sections 1-4 by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-Chapter 18-Section 4-Two Nations Living on the Edge, Notes-Chapter 18-Section 4-Two Nations Living on the Edge and Study Guide-Chapter 18-Cold War Conflicts

Presentation-Chapter 18-Section 4-Two Nations Living on the Edge

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

Notes-Chapter 18-Section 4-Two Nations Living on the Edge

Notes-Outline-Chapter 18-Section 4

The Americans-Chapter 18-Section 4

Study Guide-Chapter 18-Cold War Conflicts

Chapter 18-Learning Target-Study Guide

Chapter 18-Vocabulary Terms and Definitions

Chapter 18-Vocab Match up Review Game

Chapter 18-Test Materials

Chapter 18-Textbook-PDFs

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

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Government

Thursday-4/12/18:

• 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-A History of Voting Rights | The New York Times (3:19 min)
• SSR Article-Give Ex-Cons the Right to Vote

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

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

Give Ex-Cons the Right to Vote-SSR Article

SSR-Meta-Cognitive Log-Template

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

Chapter 6-Section 1-The Right to Vote

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

U.S. History

Monday-4/09/18:

• Bell Work-1.) Can you name the political entities the people in the political cartoon are intended to represent? 2.) What might be some of the motives the figures in the political cartoon have in lifting the “Iron Curtain”? 3.) Do you feel that is was a good thing or a bad thing that political policy in Europe was handled by two distinctly different groups following WWII? *Thoroughly explain your position  
• Attendance-While Class is Doing Bell Work
• Video-America the Story of US-Episode 12-Superpowers (44 min)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the social and political changes that occurred in the United States during the Cold War era through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the social and political changes that occurred in the United States during the Cold War era through watching a video and discussing the impact with a classmate

Supplemental Materials: Video-America the Story of US-Episode 12-Superpowers-Guided Video Questions

America-The-Story of Us-Episode 12-Superpower-Questions

Video-America the Story of US-Episode 12-Superpowers (44 min)

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Government

Monday-4/09/18:

• 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-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 Link-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

Thursday-3/29/18:

• Bell Work-1.) What is the main theme of this primary source? 2.) Why do you believe Secretary Marshall suggested this particular plan for Europe’s recovery? Do you think it will be a successful plan or one destined for failure? 3.) Reflect the value of Secretary George Marshall’s plan. Are you a person who believes that it is the United States job as a world power to help countries in need or should we only help those in desperate situations to avoid countries becoming dependent on our help? 
• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 18-Cold War Conflicts
• Video-The Cold War in Asia: Crash Course US History #38 (13:41 min)
  • Reflection Question-How did the United States blind ambition to fight against all forms of Communism lead to adverse situation both at home and in Asia? 
• Activity-How did the war begin: Perspectives from North and South Korea
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 18 by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the central causes of the Korean war by evaluating a series of primary sources from both the perspective of North and South Korea to complete guided document questions
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 18 through the use of a vocabulary match-up activity
  • Students will read, discuss and record the perspective of North and South Korea as to who started the Korean War by examining primary source documents and drawing inference based on the text

Supplemental Materials: Activity-How did the war begin: Perspectives from North and South Korea

Who Started the Korean War-Primary Source Document and Reflection-2018

Video Link-The Cold War in Asia: Crash Course US History #38 (13:41 min)

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Government

Thursday-3/29/18:

• 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-Sound Smart: Women’s Suffrage | History (2:50 min)
• Activity-Women’s Suffrage DBQ
• Daily Objective-

• Content Objective:
  • 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 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

Womens Suffrage-DBQ-2018

Video Link-Sound Smart: Women’s Suffrage | History (2:50 min)

U.S. History

Wednesday-3/28/18:

• Bell Work-1.) What is the artist implying is the main difference that exists between the Marshall Plan and Marshal Stalin’s Plan based on this political cartoon? 2.) What are some of the potential problems the Soviet controlled nations might run into under Marshal Stalin’s Plan? 3.) What might have happened to the balance of power during the Cold War if the Soviet’s had taken a more capitalistic approach to their industrial growth then the state controlled policies they enacted?
• Attendance-While Class is Doing Bell Work
• Video-Duck And Cover (1951) Bert The Turtle (9:14 min)
• Presentation-Chapter 18-Section 3-The Cold War at Home
• Notes-Chapter 18-Section 3-The Cold War at Home
• Daily Objective-

• Content Objective:
  • SWD analysis of the fear of communism that gripped the United States during the 1950’s and the effects that it had on our society by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read and record information pertaining to the fear of communism that gripped the United States during the 1950’s and the effects that it had on our society by reading through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 18-Section 3-The Cold War at Home and Notes-Chapter 18-Section 3-The Cold War at Home

Presentation-Chapter 18-Section 3-The Cold War at Home

Chapter 18-Section 3- The Cold War at Home

Notes-Chapter 18-Section 3-The Cold War at Home

Notes-Outline-Chapter 18-Section 3

Textbook PDF’s

The Americans-Chapter 18-Section 3

Video-Duck And Cover (1951) Bert The Turtle (9:14 min)

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Government

 Wednesday-3/28/18:

• 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)
• Vocabulary Frayer Model Activity-Chapter 6-Voters and Voter Behavior
• Daily Objective-

• Content Objective:
  • 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:
  • 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 Materials: Vocabulary Frayer Model Activity-Chapter 6-Voters and Voter Behavior

Frayer Vocabulary Model

Chapter 6-Frayer Model-Gov

Chapter 6-Vocabulary

U.S. History

Tuesday-3/27/18:

• Bell Work-1.) In your own words please explain the policy President Truman is suggesting in his speech? 2.) What might be a possible outcome for the Western Hemisphere if the United States had failed to aid Turkey and Greece as President Truman suggests? 3.) Looking at this speech through a historical perspective would there have been a more impactful solution to preventing the spread of communism then simply throwing $400 million dollars at Turkey and Greece?  
• Attendance-While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Nuclear Weapons (HBO) (15:21 min)
  • Reflection Question-How has a lapse in government oversight led to increased issues with our nuclear program?
• Notes-Chapter 18-Section 1-Origins of the Cold War and Chapter 18-Section 2-The Cold War Heats Up
• Daily Objective-

• Content Objective:
  • SWD analysis of the rise of Communist power in China during the 1940’s along with the events leading up to the Korean War by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read and record information pertaining to the rise of Communist power in China during the 1940’s along with the events leading up to the Korean War through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Notes-Chapter 18-Section 1-Origins of the Cold War and Chapter 18-Section 2-The Cold War Heats Up

Notes-Outline-Chapter 18-Section 1

Notes-Outline-Chapter 18-Section 2

Textbook PDF’s

The Americans-Chapter 18-Section 1

The Americans-Chapter 18-Section 2

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Government

Tuesday-3/27/18:

• 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
• Quiz-Chapter 5-Political Parties (20 Questions)
• Video-Last Week Tonight with John Oliver: Scandals (HBO) (21:15 min)

• Reflection Question: How can the past scandals of a political candidate lead to voters doubting that they will be suitable leader as president?

• 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

• • Language Objective:
    • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering political parties by completing a multiple choice and matching quiz.