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

U.S. History

Monday-3/26/18:

• Bell Work-1.) Describe in your own words what is going on in the political cartoon? 2.) Show your understanding of the early events of the Cold War by explaining what the object separating is intended to represent and why the words “No admittance by order Joe” is printed on there. Also explain who is the man smoking the cigar is and describe why he is “looking under the curtain”?  3.) Based on what you know, how can you explain why the Russian side of the curtain looks so industrialized compared to the side the man with the cigar is on?  
• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 18-Cold War Conflicts
• Presentation- Chapter 18-Section 1-Origins of the Cold War
• Thinking Map-U.S. Aims Versus Soviet Aims in Europe-Tree Map (pg. 604)
• 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 analysis of the breakdown in the political relations between the United States and the Soviet Union following the end of WWII by interacting in a short presentation
• 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 record information pertaining to the breakdown in the political relations between the United States and the Soviet Union following the end of WWII through listening to a short lecture

Supplemental Materials: Vocabulary Match-up Activity-Chapter 18-Cold War Conflicts, Presentation- Chapter 18-Section 1-Origins of the Cold War, Thinking Map-U.S. Aims Versus Soviet Aims in Europe-Tree Map (pg. 604) and Notes-Chapter 18-Section 1-Origins of the Cold War

Vocabulary Match-up Activity-Chapter 18-Cold War Conflicts

Chapter 18-Vocab Match up Review Game

Presentation- Chapter 18-Section 1-Origins of the Cold War

Chapter 18-Section 1-Origins of the Cold War

Thinking Map-U.S. Aims Versus Soviet Aims in Europe-Tree Map (pg. 604)

Thinking Maps-Template-U.S. History

US and Soviet Aims for Europe During the Cold War-Tree Map-US

The Americans-Chapter 18-Section 1

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Government

Monday-3/26/18:

• Bell Work-1.) Who are the figures in the political cartoon designed to represent? 2.) What is the underlying theme of the political cartoon? 3.) Reflect on the results of the 2016 Presidential election, how do you feel about all of the negative ads put out by the candidates? Would it change your opinion of the candidates if they focused more on positive ads than negative ads? 
• Attendance-While Class is Doing Bell Work
• Activity-Political Parties Booklet (Day 3)

• Explanation of directions and beginning of project
  • Print 12 and 1, 2 and 11, 10 and 3, 4 and 9, 7 and 5 (Two sheets to a page) and 6 full page by itself

• Daily Objective-

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

Supplemental Materials: Activity-Political Parties Booklet (Day 2)

Political Parties Booklet-Activity-Instructions-Update 2016

Political Parties Booklet-Activity-Chapter 5-2016 Update

Political Parties Booklet-Activity-Chapter 5-Example Cover

Political Parties Booklet-Activity-Pie Chart

Political Parties Booklet-Activity-Presidential Map

For the Democrats and Republican Charts Go to the following website: https://www.diffen.com/difference/Democrat_vs_Republican and record the information on each party’s stance regarding various issues.

Trump and Clinton: Comparing the Candidates

Go to the following website: https://www.diffen.com/difference/Donald-Trump-vs-Hillary-Clinton and record the information on each candidate’s stance regarding various issues.

U.S. History

Friday-3/23/18:

• Bell Work-1.) Describe in your own words what is going on in this political cartoon? 2.) Why do you think the two warring sides are shooting arrows at one another instead of using the bombs which they clearly know will cause their enemy to retreat? 3.) Suppose that you could change one thing about this political cartoon to make it relatable to a wider audience. What would you change and how do think it would impact the cartoon’s message?
• Attendance-While Class is Doing Bell Work
• Activity-The Cold War-DBQ
  • Complete Documents
• Frayer Model Vocabulary Activity-Chapter 18-Cold War Conflicts
• Daily Objective-

• Content Objective:
  • SWD evaluation of the events and conflicts that contributed to the Cold War by evaluating a series of primary sources and responding to guided questions based off the text
  • SWD analysis of key terms associated with our unit covering the way in which America’s fear of the spread of Communism led to many freedoms being restricted during the Cold War by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read, and respond to a document based packet examining the events and conflicts that contributed to the Cold War by breaking down a series of primary sources and images
  • Students will read and record important vocabulary terms pertaining to our unit covering the way in which America’s fear of the spread of Communism led to many freedoms being restricted during the Cold War through the use of a frayer model vocabulary activity

Supplemental Materials: Activity-The Cold War-DBQ and Frayer Model Vocabulary Activity-Chapter 18-Cold War Conflicts

Activity-The Cold War-DBQ

Cold War DBQ-2018

Frayer Model Vocabulary Activity-Chapter 18-Cold War Conflicts

Frayer Vocabulary Model

Frayer Model-Chapter 18

Chapter 18-Vocab Match up Review Game

Chapter 18-Vocabulary Terms and Definitions

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Government

Friday-3/24/18:

• Bell Work-1.) Based on the context of the excerpt from Susan Page’s article what can we identify as the important political issue she is trying to highlight? 2.) According to the primary source who is to blame for the issue of political partisanship? 3.) Why do you think Page’s decision to use the survey about education policies would be extremely effective in highlighting the division political partisanship? 
• Attendance-While Class is Doing Bell Work
• Activity-Political Parties Booklet (Day 2)

• Explanation of directions and beginning of project
  • Print 12 and 1, 2 and 11, 10 and 3, 4 and 9, 7 and 5 (Two sheets to a page) and 6 full page by itself

• Daily Objective-

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

Supplemental Materials: Activity-Political Parties Booklet (Day 2)

Political Parties Booklet-Activity-Instructions-Update 2016

Political Parties Booklet-Activity-Chapter 5-2016 Update

Political Parties Booklet-Activity-Chapter 5-Example Cover

Political Parties Booklet-Activity-Pie Chart

Political Parties Booklet-Activity-Presidential Map

For the Democrats and Republican Charts Go to the following website: https://www.diffen.com/difference/Democrat_vs_Republican and record the information on each party’s stance regarding various issues.

Trump and Clinton: Comparing the Candidates

Go to the following website: https://www.diffen.com/difference/Donald-Trump-vs-Hillary-Clinton and record the information on each candidate’s stance regarding various issues.

U.S. History 

Thursday-3/22/18:

• Bell Work-1.) Based on the primary source what could be the main reason the Soviets began to distrust the United States and its Allies? 2.) What evidence can you find to explain how the two Superpowers were going to combat each other instead of fighting directly? 3.) Based on what you know how might psychological warfare and indirect confrontations be a scarier perspective then actual physical conflict?  
• Attendance-While Class is Doing Bell Work
• Activity-The Cold War-DBQ
  • Complete Documents
• Daily Objective-

• Content Objective:
  • SWD evaluation of the events and conflicts that contributed to the Cold War 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 examining the events and conflicts that contributed to the Cold War by breaking down a series of primary sources and images

Supplemental Material:  Activity-The Cold War-DBQ

Cold War DBQ-2018

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Government 

Thursday-3/22/18:

• Bell Work-1.) What is the main idea (theme) of the political cartoon? 2.) What might the motive of the artist have been in drawing the national debt as a giant Godzilla type monster? 3.) Understanding that this particular cartoon highlighted one of the major issues of the 2012 election (see the caption in the lower right-hand corner) what changes could we make to this cartoon that would make it relevant concerning the 2020 election?  
• Attendance-While Class is Doing Bell Work
• Video Clip-Yes / No: Democrats and Republicans (3:45 min)
• Activity-Political Parties Booklet (Day 1)

• Explanation of directions and beginning of project
  • Print 12 and 1, 2 and 11, 10 and 3, 4 and 9, 7 and 5 (Two sheets to a page) and 6 full page by itself

• Daily Objective-

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

Supplemental Materials: Activity-Political Parties Booklet (Day 1)

Political Parties Booklet-Activity-Instructions-Update 2016

Political Parties Booklet-Activity-Chapter 5-2016 Update

Political Parties Booklet-Activity-Chapter 5-Example Cover

Political Parties Booklet-Activity-Pie Chart

Political Parties Booklet-Activity-Presidential Map

For the Democrats and Republican Charts Go to the following website: https://www.diffen.com/difference/Democrat_vs_Republican and record the information on each party’s stance regarding various issues.

Video Clip-Yes / No: Democrats and Republicans (3:45 min)

U.S. History

Wednesday-3/21/18:

• Bell Work-1.) State or interpret in your own words what you believe Joseph Stalin’s intensions are for Europe, the Middle East and North Africa? 2.) Why do you think that France and Sweden are shown on the map as “Countries not yet decided”? 3.) What can you predict might have been the outcome for the United States during the Cold War if Stalin had been able to extend his influence far beyond the boundaries of Soviet Russia?
• Attendance-While Class is Doing Bell Work
• Video-Saving Private Ryan-Family Edit (169 min) (Day 4)

• w/ guided video questions

• Daily Objective-

• Content Objective:
  • SWD analysis of the realities of combat and the importance of specialized missions during WWII by watching a film and responding to guided inquiry questions
• Language Objective:
  • Students will watch and respond to the realities of combat and the importance of specialized missions during WWII by watching Saving Private Ryan and completing a structured video response guide

______________________________________________________________________________________

Government

Wednesday-3/21/18:

• Bell Work-1.) Based on the table please identify one issue that seems to be particularly divisive for members of the main street Republican Party, Democratic Party and the Libertarian Party. *Remember this means within the issue there is a massively uneven stance between members of that group 2.) Imagine you are a political consultant working for a democratic candidate who was giving a speech in Colorado in front of a group of solid Liberals. Which issue would you identify for your client to focus on in order to gain additional support for his campaign? 3.) Imagine you are a political candidate trying to gauge public opinion a particular idea. Explain in your own words why a table like this might be effective in choosing which political issues to address in certain areas of the country?
• Attendance-While Class is Doing Bell Work
• Video-The History of U.S. Elections (1964-2016) (10:14 min)
• Presentation-Chapter 5-Section 1-Political Parties and What They Do
• Notes-Chapter 5-Section 1-Political Parties and What They Do
• Daily Objective-

• Content Objective:
  • SWD analysis of the purpose and functions of a two-party political system 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 purpose and functions of a two-party political system through listening to a short lecture and creating student centered guided notes

Supplemental Material: Presentation-Chapter 5-Section 1-Political Parties and What They Do and Notes-Chapter 5-Section 1-Political Parties and What They Do

Presentation-Chapter 5-Section 1-Political Parties and What They Do

American Political Parties-2017

Notes-Chapter 5-Section 1-Political Parties and What They Do

Chapter 5-Section 1-Guided Notes

Video Link-The History of U.S. Elections (1964-2016) (10:14 min)

U.S. History

Tuesday-3/20/18:

• Bell Work-None
• Attendance-While Class is Doing Bell Work
• Video-Saving Private Ryan-Family Edit (169 min) (Day 3)

• w/ guided video questions

• Daily Objective-

• Content Objective:
  • SWD analysis of the realities of combat and the importance of specialized missions during WWII by watching a film and responding to guided inquiry questions
• Language Objective:
  • Students will watch and respond to the realities of combat and the importance of specialized missions during WWII by watching Saving Private Ryan and completing a structured video response guide

_______________________________________________________________________________________

Government

Tuesday-3/20/18:

• Bell Work-1.) Based on the information contained within the excerpt above what can we infer is the main idea contained within the primary source? 2.) After analyzing the primary source and looking specifically at the quote that reads “By 1859, sectionalism had taken a tremendous toll on national political parties and the American political culture”, explain in your own words what the term “sectionalism” most likely means? 3.) Do you believe it is a good thing to provide voters with a viable third party candidate or due to voting being an incredibly complicated process is having only a strong Democrat and Republican candidate a better option? *Please thoroughly explain your answer
• Attendance-While Class is Doing Bell Work
• Video-John Adams-Episode 2-Independence (HBO)-Day 2 (92 min total minutes)
  • Last few minutes w/ Guided Video Questions
• Video-What do Democrats believe? (3:12 min)
• Video-What do Republicans believe? (3:20 min)
• Vocabulary Frayer Model Activity-Chapter 5-Political Parties
• Daily Objective-

• Content Objective:
  • SWD analysis of the purpose and functions of a two party political system by interacting in a short presentation
  • SWD analysis of key terms associated with the unit covering the roles and functions political parties play by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read and record information pertaining to the purpose and functions of a two party political system through listening to a short lecture
  • Students will read and record important vocabulary terms pertaining to our unit covering the roles and functions political parties play through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 5-Political Parties

Frayer Vocabulary Model

Chapter 5-Frayer Model-Gov

Chapter 5-Vocabulary

Video-What do Democrats believe? (3:12 min)

https://www.youtube.com/watch?v=NEqTJYwTpU8

Video Link-What do Republicans believe? (3:20 min)

https://www.youtube.com/watch?v=aVF5Ehyedqs

U.S. History

Friday-3/16/18:

• Bell Work-1.) Based on the information contained in the chart above please name the five nations who lost the largest number of soldiers during WWII? 2.) How would information like this be useful if you were an international organization like the United Nations trying to decide where to send financial aid for rebuilding following WWII? 3.) Based on the information contained in the chart what do you think might have happened to the United States had they joined the war prior to the bombing of Pearl Harbor in 1941? 
• Attendance-While Class is Doing Bell Work
• Procedure-Collect Chapter 17 Notes
• Video-Saving Private Ryan-Family Edit (169 min) (Day 1)

• w/ guided video questions

• Daily Objective-

• Content Objective:
  • SWD analysis of the realities of combat and the importance of specialized missions during WWII by watching a film and responding to guided inquiry questions
• Language Objective:
  • Students will watch and respond to the realities of combat and the importance of specialized missions during WWII by watching Saving Private Ryan and completing a structured video response guide

Supplemental Materials: Video Notes-Saving Private Ryan

Saving Private Ryan-Video Questions

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Government

Friday-3/16/18:

• Bell Work-1.) Can you name the court case from which the primary source sites the judge’s dissenting opinion? 2.) What is the underlying theme of the primary source? 3.) What do you think of the following passage of the judges dissenting statement “A democracy cannot function effectively when its constituent members believe laws are being bought and sold?
• Attendance-While Class is Doing Bell Work
• Activity-Current Events 3/16
• Video-John Adams-Episode 2-Independence (HBO)-Day 1 (92 min total minutes)

• First 40 minutes w/ Guided Video Questions

• 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 knowledge of the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

• Language Objective:

• • • Students will research, read and record information pertaining to the influential events occurring locally, nationally and internationally by finding articles in newspapers or online by annotating the article and discussing the event with several classmates in a collaborative activity
    • Students will listen, and record information pertaining to the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

Supplemental Material: Video Notes -John Adams-Episode 2-Independence (HBO)

HBO-John Adams-Episode Two-Video Questions

U.S. History

Thursday-3/15/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our exam pertaining to the United States involvement in WWII. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Test-Chapter 17-The United States in WWII
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit pertaining to the United States involvement in WWII 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 pertaining to the United States involvement in WWII by completing a multiple choice and matching exam

*Reminder: Please have Chapter 17 section 1-4 notes completed for tomorrow

-Supplemental Materials if you are missing anything

Notes-Chapter 17-The United States in WWII

Notes-Outline-Chapter 17-Section 1

Notes-Outline-Chapter 17-Section 2

Notes-Outline-Chapter 17-Section 3

Notes-Outline-Chapter 17-Section 4

Textbook PDF’s

The Americans-Chapter 17-Section 1

The Americans-Chapter 17-Section 2

The Americans-Chapter 17-Section 3

The Americans-Chapter 17-Section 4

_______________________________________________________________________________________

Government

Thursday-3/15/18:

• Bell Work-1.) Who is the key character in the political cartoon supposed to represent? 2.) What questions would you ask of the artist who drew this political cartoon? 3.) What changes would you recommend to the artist in an attempt to make this cartoon more accessible to the general public?
• Attendance-While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 3 and 4
• DBQ-American Federalism-2017
• 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: Notes Collection-Chapter 3 and 4 and DBQ-American Federalism-2017

Notes Collection-Chapter 3 and 4

Chapter 3 and 4-Notes Check List

Notes-Chapter 3 and 4

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

Chapter 3-Section 2-Guided Notes-High-2018.doc

Chapter 3-Section 2 and 3-Guided Notes-High

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

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

Chapter 4-Section 3-Guided Notes-High-2017

DBQ-American Federalism-2017

American Federalism-DBQ-2017

U.S. History

Wednesday-3/14/18:

• Bell Work-1.) Which ethnic group are the key figures being depicted in this political cartoon intended to represent? 2.) By looking at the title of the political cartoon and subject matter contained within it what can we infer the author Dr. Seuss believes might be the possible outcome following the people receiving the TNT (dynamite)? 3.) What do you think the author of the political cartoon is attempting to convey about Japanese-Americans living on the West Coast following the bombing of Pearl Harbor? a. Be sure to include two ways that this cartoon shows racial prejudice towards Japanese-Americans.
• Attendance-While Class is Doing Bell Work
• Vocab Match-Up-Chapter 17-The United States in WWII
• Study Guide Review Time-Chapter 17-The United States in WWII
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering the United States involvement in WWII through the manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covered in our unit pertaining to the United States involvement in WWII through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering the United States involvement in WWII by using a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covered in our unit focusing on United States involvement in WWII by completing a structured inquiry-based study guide

Supplemental Materials: Vocab Match-Up-Chapter 17-The United States in WWII and Study Guide Review Time-Chapter 17-The United States in WWII

Vocab Match-Up-Chapter 17-The United States in WWII

Chapter 17-Vocab Match up Review Games

Chapter 17-Vocabulary Terms and Definitions

Study Guide Review Time-Chapter 17-The United States in WWII

Chapter 17-Learning Target-Study Guide

Chapter 17-Test Materials

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

Textbook PDFs-Chapter 17-The United States in WWII

The Americans-Chapter 17-Section 1

The Americans-Chapter 17-Section 2

The Americans-Chapter 17-Section 3

The Americans-Chapter 17-Section 4

______________________________________________________________________________________________________________________________________

Government

Wednesday-3/14/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 3 and 4.

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

• Attendance-While Class is Doing Bell Work
• Test-Chapter 3-The Constitution and Chapter 4-Federalism
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together 4 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 Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together by completing a multiple choice and matching quiz

U.S. History

Tuesday-3/13/18:

• Bell Work-) Based on the elements contained in the political cartoon what issue is Henry Stimson and “John Q. Public” asking the President to resolve? 2.) Based on what we’ve learned regarding political propaganda what purpose might the signs being held by Henry Stimson and “John Q. Public” have in guiding Truman’s interaction with the media? 3.) What is your opinion of the way in which this cartoon is using political propaganda to shape the American peoples view of the U.S.’s decision to drop the atomic bombs? Is it a smart use of the media or something that could be considered morally reprehensible?
• Attendance-While Class is Doing Bell Work
• Video-PIONEERS OF TELEVISION-George Takei’s life in an internment camp-PBS (2:48 min)
• Activity-Japanese Internment During WWII-DBQ (Combined with elements of Japanese Internment National-Security or Racial Prejudice-DBQ)
• Study Guide-Chapter 17-The United States in WWII
• Daily Objective-
  • Content Objective:
    • SWD evaluation of primary sources and documents associated with the events following the bombing of Pearl Harbor where thousands of Japanese Americans were rounded up and sent to internment camps along the West Coast by examining twelve documents in a collaborative DBQ activity
    • SWD evaluation of the materials covered in our unit pertaining to the United States involvement in WWII through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read, discuss and record information pertaining to the events following the bombing of Pearl Harbor where thousands of Japanese Americans were rounded up and sent to internment camps along the West Coast by examining several primary sources in a partner-based document-based activity
    • Students will read, and write the key terms and important concepts covered in our unit focusing on United States involvement in WWII by completing a structured inquiry-based study guide

Supplemental Materials: Study Guide-Chapter 17-The United States in WWII

Chapter 17-Learning Target-Study Guide

Power Points-Chapter 17-The United States in WWII

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

Test Materials-Chapter 17-The United States in WWII

Chapter 17-Test Materials

Textbook PDFs-Chapter 17-The United States in WWII

The Americans-Chapter 17-Section 1

The Americans-Chapter 17-Section 2

The Americans-Chapter 17-Section 3

The Americans-Chapter 17-Section 4

Video Link-PIONEERS OF TELEVISION-George Takei’s life in an internment camp-PBS (2:48 min)

https://www.youtube.com/watch?v=PP3lWftprjQ

________________________________________________________________________________

Government

Tuesday-3/13/18:

• Bell Work-1.) What does Thomas Jefferson believe is “the basis of our government”? 2.) What is one of the main problems Jefferson sees in regards to freedom of the press? 3.) What does Jefferson predict would happen if people become inattentive to public affairs? 
• Attendance-While Class is Doing Bell Work
• Procedure-Set Up Answer Key-Chapter 3 and 4 Test
• Activity-Test Materials Review-Chapter 3 and 4
• Study Guide Review Time-Chapter 3-The Constitution and Chapter 4-Federalism American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts pertaining to our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-Chapter 4-Section 3-Interstate Relations, Student Led Notes-Chapter 4-Section 3-Interstate Relation and Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

Presentation-Chapter 4-Section 3-Interstate Relations

Chapter 4-Federalism-2018

Student Led Notes-Chapter 4-Section 3-Interstate Relation 

Chapter 4-Section 3-Guided Notes-High-2017

Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

Chapter 3 and 4-Learning Target-Study Guide

Test Materials-Chapter 3 and Chapter 4

Test Materials-Chapter 3 and 4

PPT Presentations

Chapter 3-Section 1-Basic Principles-2018

Chapter 3-Section 2-Formal Amendments-2018

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

Chapter 4-Federalism-2018

Vocabulary

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Test Resources

Test Materials-Chapter 3 and 4

Chapter 3 and 4-Learning Target-Study Guide

U.S. History

Monday-3/12/18:

• Bell Work-) According to the primary source what are two reasons E.B. Sledge gives for why the U.S. Marines felt hatred towards Japanese soldiers? 2.) What might be some of the possible outcomes that could result from this mutual hatred? 3.) Do you think that it is a good thing or a bad thing for a soldier in active combat to have a strong sense of nationalism (an intense loyalty to their country or a specific cause)? Is it possible to be both? *Please justify your response with a strong argument  
• Attendance-While Class is Doing Bell Work
• Video-This Was Life for Japanese-Americans During WWII (3:39 min)
• Activity-Japanese Internment During WWII-DBQ (Combined with elements of Japanese Internment National-Security or Racial Prejudice-DBQ)
• Daily Objective-
  • Content Objective:
    • SWD evaluation of primary sources and documents associated with the events following the bombing of Pearl Harbor where thousands of Japanese Americans were rounded up and sent to internment camps along the West Coast by examining twelve documents in a collaborative DBQ activity
  • Language Objective:
    • Students will read, discuss and record information pertaining to the events following the bombing of Pearl Harbor where thousands of Japanese Americans were rounded up and sent to internment camps along the West Coast by examining several primary sources in a partner-based document-based activity

Video Link-This Was Life for Japanese-Americans During WWII (3:39 min)

________________________________________________________________________________

Government

Monday-3/12/18:

• 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
• Presentation-Chapter 4-Section 3-Interstate Relations
• Student Led Notes-Chapter 4-Section 3-Interstate Relations
• Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism
• Daily Objective-

• Content Objective:
  • SWD synthesis of the constitutional provisions that define interstate relations by interacting in a short presentation and creating a set of student centered guided notes
  • SWD evaluation of the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together through summarizing key information in a structured study guide
• Language Objective:
  • Student will read and record information pertaining to the constitutional provisions that define interstate relations through listening to a short lecture and creating student centered guided notes
  • Students will read, and write the key terms and important concepts pertaining to our Constitution plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-Chapter 4-Section 3-Interstate Relations, Student Led Notes-Chapter 4-Section 3-Interstate Relation and Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

Presentation-Chapter 4-Section 3-Interstate Relations

Chapter 4-Federalism-2018

Student Led Notes-Chapter 4-Section 3-Interstate Relation 

Chapter 4-Section 3-Guided Notes-High-2017

Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

Chapter 3 and 4-Learning Target-Study Guide

Test Materials-Chapter 3 and Chapter 4

PPT Presentations

Chapter 1-Section 1-Basic Principles-2018

Chapter 3-Section 2-Formal Amendments-2018

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

Chapter 4-Federalism-2018

Vocabulary

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Test Resources

Test Materials-Chapter 3 and 4

Chapter 3 and 4-Learning Target-Study Guide