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

U.S. History

Friday-3/09/18:

• Bell Work-1.) Which historical figure is responsible for writing this document? 2.) Imagine you were a writer for the Detroit Free Press, what questions might you ask the author concerning Executive Order 9066? 3.) What do you think about the irony that as the United States fought a war against the villainous German Nazis who we condemned for their treatment of Jews in concentration camps while at home we sent innocent Japanese Americans to our own versions of concentration camps?
• Attendance-While Class is Doing Bell Work
• Video-WWII In HD: America Enters World War II | History (4:23 min)
• Presentation-Chapter 17-Section 4-The Home Front
• Notes-Chapter 17- Section 4-The Home Front
• Daily Objective-

• Content Objective:
  • SWD analysis of the changes that occurred on the American home front during WWII including the reasons our government justified the internment of thousands of Japanese Americans in camps along the West Coast by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will listen, read and record the changes that occurred on the American home front during WWII including the reasons our government justified the internment of thousands of Japanese Americans in camps along the West Coast through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 17-Section 4-The Home Front and Notes-Chapter 17- Section 4-The Home Front

Presentation-Chapter 17-Section 4-The Home Front

Chapter 17-Section 4-The Home Front

Notes-Chapter 17- Section 4-The Home Front

Notes-Outline-Chapter 17-Section 4

The Americans-Chapter 17-Section 4

Video Link-WWII In HD: America Enters World War II | History (4:23 min)

______________________________________________________________________________________

Government

Friday-3/09/18:

• Bell Work-1.) Please identify the main purpose of this primary source? 2.) What are some of the problems James Madison lists as to why the Internal Improvements Bill (1817) which called for the construction of roads and updated canals would ultimately be vetoed by him? 3.) How would you have handled this situation if you were Madison, knowing that in order for the United States to advance westward into newly acquired territories that new roads and canals would be required yet the ability to finance them was out of the hands of the federal government?  
• Attendance-While Class is Doing Bell Work
• Video Clip-Tour the States-Official Music Video (4:08 min)
• Presentation-Chapter 4-Section 2-The National Government and the 50 States
• Notes-Chapter 4-Section 2-The National Government and the 50 States
• Daily Objective-

• Content Objective:
  • SWD synthesis of the distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs through listening to a short lecture and creating student centered guided notes

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

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

Chapter 4-Federalism-2018

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

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

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

U.S. History

Thursday-3/08/18:

• Bell Work-1.) What is the main purpose of this primary source? 2.) What conclusions can you draw as to why the City Council of Hiroshima would issue this resolution? 3.) What is your opinion of the resolution made by the City Council of Hiroshima? Is it reasonable for them to request the retraction of Truman’s statement or are they simply coming across bitter in the wake of their defeat?  
• Attendance-While Class is Doing Bell Work
• Video-Web Originals: Ask History: Rosie the Riveter | History (2:41 min)
• DBQ-Women in WWII-2018
• Daily Objective-

• Content Objective:
  • SWD evaluation of primary sources and documents designed to highlight the contributions of women to the war effort during WWII by examining documents in a collaborative DBQ activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the contributions of women to the war effort during WWII by examining several primary sources in a partner-based document based activity

Supplemental Materials: DBQ-Women in WWII-2018

Women in WWII-DBQ-2018

Video-Web Originals: Ask History: Rosie the Riveter | History (2:41 min)

______________________________________________________________________________________

Government

Thursday-3/08/18:

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

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

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

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

Chapter 4-Federalism-2018

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

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

U.S. History

 Wednesday-3/07/18:

• Bell Work-1.) Explain in your own words the main idea of this political cartoon? 2.) What aspect of the cartoon can you identify as proof that the U.S. policy of island hoping gave them a strategic advantage in their quest to force Japanese surrender? 3.) Based on what you know, how would you explain the meaning of the caption “Depending on your viewpoint”?  
• Attendance-While Class is Doing Bell Work
• Video-America the Story of US-Episode 10-WWII (44 min)

• w/ Video notes

• Daily Objective-

• Content Objective:
  • SWD knowledge of how the events of WWII fundamentally changed the life’s of citizens on the home front while simultaneously ushering in a new era of American political dominance following the bombing of Japan and the surrender of Germany through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to how the events of WWII fundamentally changed the life’s of citizens on the home front while simultaneously ushering in a new era of American political dominance following the bombing of Japan and the surrender of Germany through watching a video and discussing the impact with a classmate

Supplemental Materials: Video Notes -America the Story of US-Episode 10-WWII (44 min)

America The Story of US-Episode 10-WWII-2018

Video Notes -America the Story of US-Episode 10-WWII (44 min)

https://www.youtube.com/watch?v=9LSZTXZ_7uA

______________________________________________________________________________________

Government

Wednesday-3/07/18:

• Bell Work-1.) What is the primary focus of the political cartoon? 2.) Why do you believe the debate over which type of arms are protected under the second amendment has been so prevalent over the last quarter century? 3.) In your opinion should there be a ban/restriction on certain types of weapons or is the “right to bear arms” a freedom that should remain unrestricted? *Be sure to explain your reason why 
• Attendance-While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 4-Federalism
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the types of powers specifically held by our national and local government and how they use concurrent powers to work together through defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering the types of powers specifically held by our national and local government and how they use concurrent powers to work together through the use of a frayer model vocabulary activity

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

Frayer Vocabulary Model

Chapter 4-Frayer Model-Gov

Chapter 4-Vocabulary

U.S. History

Tuesday-3/06/18:

• Bell Work-1.) What reason does President Truman give to support his decision to use the atomic bomb on Hiroshima and Nagasaki? 2.) According to President Truman, who was actually responsible for the use of the atomic bomb? Why can we infer he might have made a statement like this? 3.) Do you agree with his actions or would you have taken a different approach in an attempt to force Japan in to surrendering? *Thoroughly explain your thoughts
• Attendance-While Class is Doing Bell Work
• Writing Activity-Should we have dropped the atomic bomb?

• Daily Objective-

• Content Objective:
  • SWD evaluation of the justifiable reason and criticisms behind the decision to drop the Atomic Bomb by explaining why they feel it was the right or wrong decision to drop the bomb in an argumentative essay guided by a set of Cornell notes
• Language Objective:
  • Students will read and state their opinion on the justifiable reason in addition to the criticisms behind the decision to drop the Atomic Bomb by creating a set of structured Cornell notes and using that to help them write an argumentative essay defending one of the two positions

Supplemental Materials: Writing Activity-Should we have dropped the atomic bomb?

Should we have dropped the atomic bomb-Writing prompt

______________________________________________________________________________________

Government

Tuesday-3/06/18:

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

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

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

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

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

Activity-Change by Other Means (Methods of Change)

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

U.S. History

Monday-3/05/18:

• Bell Work-1.) How would you explain what is going on in the photograph based on your background knowledge and the imagery in the photo? 2.) Reflect on this picture taken in California following the bombings of Pearl Harbor. How might the U.S. government justify placing armed guards at these bus stops? 3.) Imagine you a Japanese American living along the West Coast ordered to report to a bus stop tomorrow morning at 9:30 am. Would you make the choice to comply with the request that you report or would you try and drive inland in an attempt to escape the concentration camps? *Explain your decision and why you would make it  
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 17-Section 3-War in the Pacific
• Video- Hiroshima: Dropping The Bomb-Hiroshima-BBC (4:12 min)
• Notes-Chapter 17-Section 3-War in the Pacific
• Daily Objective-
  • Content Objective:
    • SWD analysis of the ethical and strategical issues surrounding the use of the atomic bomb as a method of forcing Japan to surrender by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Students will listen, read and record the ethical and strategical issues surrounding the use of the atomic bomb as a method of forcing Japan to surrender through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 17-Section 3-War in the Pacific and Notes-Chapter 17-Section 3-War in the Pacific

Presentation-Chapter 17-Section 3-War in the Pacific

Chapter 17-Section 3-The War in the Pacific

Notes-Chapter 17-Section 3-War in the Pacific

Notes-Outline-Chapter 17-Section 3

The Americans-Chapter 17-Section 3

Video- Hiroshima: Dropping The Bomb-Hiroshima-BBC (4:12 min)

______________________________________________________________________________________

Government

Monday-3/05/18:

• Bell Work-1.) What is the main theme of this primary source? 2.) What might Jefferson’s motives have been in writing this correspondence to Gideon Granger? 3.) What changes would you recommend to the structure or the content of this excerpt that would help present its main theme a way that is accessible to a wider audience? 
• Attendance-While Class is Doing Bell Work
• Video-
  • Video-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)
  • While watching students will record the first ten amendments and additional notes for Chapter 3 Section 2 (pg. 3-4)

• Daily Objective-

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

Supplemental Materials: Notes-Chapter 3-Section 2-Formal Amendments (Part 2 pg. 3-4)

Chapter 3-Section 2-Guided Notes-High-2017.doc

Chapter 3-Section 2-Formal Amendments-2018

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

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

U.S. History

Thursday-3/01/18:

• Bell Work- 1.) In your own words describe why Winston Churchill is so frustrated with Great Britain’s actions regarding the Nazi regime? 2.) Why do you think Great Britain still followed the policy of appeasement knowing that Hitler would not stop until his quest to conquer Europe was complete? 3.) Do you agree with Winston Churchill’s sentiment regarding Prime minster Chamberlin’s handling of the Nazi regime or do you feel Chamberlin’s decision was warranted since at the time Hitler’s march had not directly reached English soil? 
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 17-Section 2-The War for Europe and North Africa  
• Notes- Chapter 17-Section 2-The War for Europe and North Africa  
• Daily Objective-

• Content Objective:
  • SWD analysis of the key battles in the Allied liberation of Europe by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will listen, read and record information pertaining to the key battles in the Allied liberation of Europe through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 17-Section 2-The War for Europe and North Africa  and Notes- Chapter 17-Section 2-The War for Europe and North Africa  

Presentation-Chapter 17-Section 2-The War for Europe and North Africa 

Chapter 17-Section 2-The War for Europe and North Africa

Notes- Chapter 17-Section 2-The War for Europe and North Africa

Notes-Outline-Chapter 17-Section 2

The Americans-Chapter 17-Section 2

______________________________________________________________________________________

Government

Thursday-3/01/18:

• Bell Work-1.) What is the main theme of the primary source? 2.) Reflect on the primary source and the information covered in chapter two. What were some of the issues the framers ran into when deciding how to accurately count population in terms of selecting congressional representatives? 3.) In your opinion is there a better solution than the one created by the Connecticut Plan or due to the tensions that existed between the north and south was this the best possible solution for the time period?
• Attendance-While Class is Doing Bell Work
• Video-Amending America: How Do We Amend? (3:42 min)
• Presentation-Formal Amendments-Chapter 3-Section 2
• Notes-Formal Amendments-Chapter 3-Section 2 (pg. 1 and 2)
• Daily Objective-

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

Presentation-Formal Amendments-Chapter 3-Section 2

Chapter 3-Section 2-Formal Amendments-2018

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

Chapter 3-Section 2-Guided Notes-High-2017.doc

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

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

U.S. History

Wednesday-2/28/18:

• Bell Work-1.) What is the main idea behind the political cartoon? 2.) What inference can you make about Germany’s military position based on the fact that they are being “put through the wringer”? 3.) Based on your prior knowledge and the elements contained within the political cartoon what could you predict might be the most likely outcome regarding which wringer Germany will make it through? 
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 17-Section 1-Mobalizing for Defense
• Notes-Chapter 17-Section 1-Mobalizing for Defense  
• Daily Objective-

• Content Objective:
  • SWD analysis of the way in which wartime mobilization of industry, labor, science and the media helped expand the armed forced in the United States by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will listen, read and record the way in which wartime mobilization of industry, labor, science and the media helped expand the armed forced in the United States through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 17-Section 1-Mobalizing for Defense and Notes-Chapter 17-Section 1-Mobalizing for Defense

Presentation-Chapter 17-Section 1-Mobalizing for Defense

Chapter 17-Section 1-Mobilizing for Defense-2018

Notes-Chapter 17-Section 1-Mobalizing for Defense  

Notes-Outline-Chapter 17-Section 1

The Americans-Chapter 17-Section 1

_______________________________________________________________________________________

Government

Wednesday-2/28/18:

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

• Content Objective:
  • SWD synthesis of the six basic concepts the United States Constitution was built around by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the six basic concepts the United States Constitution was built around through listening to a short lecture and creating student centered guided notes

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

Presentation-Chapter 3-Section 1-Basic Principle

Chapter 1-Section 1-Basic Principles-2018

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

Federalism-Double Bubble Map-Blank-Gov

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

Chapter 3-Section 1-Guided Notes-High-2017

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

U.S. History

Tuesday-2/27/18:

• Bell Work-1.) In your own words explain how these two excerpts differ from one another even though their subject matter is the same? 2.) Select one of the two excerpts contained above and answer the following question. If you were to sit down with one of the two authors what questions might you ask in an attempt to understand the position they took regarding Hitler’s invasion of the Rhineland? 3.) Based on the subject matter would it be better if the authors took a neutral stance regarding Hitler’s invasion of the Rhineland or is important to hear differing perspectives in an attempt to understand the views of others? *Please explain your reasoning  
• Attendance-While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 17-The United States in WWII
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering the military campaigns and political decisions both at home and in Europe that positioned the United States for victory in WWII 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 military campaigns and political decisions both at home and in Europe that positioned the United States for victory in WWII through the use of a frayer model vocabulary activity

Supplemental Material: Vocabulary Frayer Model Activity-Chapter 17-The United States in WWII

Chapter 17-Frayer Model-US History

Chapter 17-Vocab Match up Review Games

Chapter 17-Vocabulary Terms and Definitions

_______________________________________________________________________________________

Government

Tuesday-2/27/18:

• Bell Work-1.) Identify the different ways that power is divided between the three branches government? 2.) What are some of the problems that could emerge if one of the three branches of government continuously fails to meet their constitutional responsibilities? 3.) Is there a better solution when it comes to delegating power than creating a system where the three branches of our government hold the same amount of influence and power over the other two branches?  
• Attendance-While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 1 and 2
• Vocabulary Frayer Model Activity-Chapter 3-The Constitution
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the challenges our founding fathers faced when drafting our Constitution through defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering the challenges our founding fathers faced when drafting our Constitution through the use of a frayer model vocabulary activity

Supplemental Materials: Procedure-Notes Collection-Chapter 1 and 2 and Vocabulary Frayer Model Activity-Chapter 3-The Constitution

Procedure-Notes Collection-Chapter 1 and 2 

Chapter 1 and 2-Notes Check List

Vocabulary Frayer Model Activity-Chapter 3-The Constitution

Chapter 3-Frayer Model-Gov

Chapter 3-Vocabulary

U.S. History

Monday-2/26/18:

• Bell Work-1.) Who are the main figures being depicted in this political cartoon? 2.) What inference can you make on why the artist drew these two leaders “in bed” with one another? *Think about what the term “in bed” means politically 3.) Based on what you know, how would you explain the significance of the statement the man on the left is making regarding the document he is holding? 
• Attendance-While Class is Doing Bell Work
• Video-Escape from Sobibor (118 total minutes) (Day 3)
  • w/ Video Reflation Questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions

Video Link-Escape from Sobibor (118 total minutes) (Day 3)

• w/ Video Reflation Questions

https://www.youtube.com/watch?v=b4R53qvwbag

______________________________________________________________________________________________________________________________________

Government

Monday-2/26/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 1 and 2.

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

• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts covered in our unit that focuses on the foundation and structure of the United States government 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 that focuses on the foundation and structure of the United States government by completing a multiple choice and matching exam

Supplemental Materials: Notes Collection Checklist-Chapter 1 and 2

Chapter 1 and 2-Notes Check List

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

Chapter 2-Sections 1-5-Guided Notes-High-2018

Comparing The Bill of Rights and Magna Carta-Activity-2018

Articles of Confederation-Supplemental Chart

Declaration of Independence Activity-Notes Sheet-2018

U.S. History

Friday-2/16/18:

• Bell Work-1.) Based on the artistic style of the image who can we infer is the creator of the political cartoon? 2.) Why do you think the artist chose to use the imagery of an Ostrich Bonnet (essentially a hat) to help non-Germans relieve the headache Hitler’s actions have caused? 3.) What is your opinion of the effectiveness of the political cartoon? Do you think the artist’s intended message is easily understandable?
• Attendance-While Class is Doing Bell Work
• Video-Escape from Sobibor (118 total minutes) (Day 2)
  • w/ Video Reflation Questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions

Video Link-Escape from Sobibor (118 total minutes) (Day 2)

• w/ Video Reflation Questions

https://www.youtube.com/watch?v=b4R53qvwbag

______________________________________________________________________________________

Government

Friday-2/16/18:

• Bell Work-1.) Based on the primary source how does King George III view the colonist’s decision to rebel against his authority? 2.) Imagine that you were King George III and you learned that the American colonists were rebellion against your royal decrees how would you have handled putting down a rebellion in your most profitable colony? 3.) How would you have felt about this statement from King George III if you were an English colonist living in North America who had previously defended the monarch’s divine right to rule over his colonial possessions?  
• Attendance-While Class is Doing Bell Work
• Procedure-Test Answer Key Set Up-Chapters 1 and 2
• Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in our unit that focuses on the foundation and structure of the United States government through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important covered in our unit that focuses on the foundation and structure of the United States government by completing a structured inquiry based study guide

Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1 and 2-Learning Target-Study Guide-2016

Chapter 1 and 2-Learning Target Test-Vocab Match up Terms

Chapter 2-Origins of Government-Condensed-2017

Chapter 1 and 2-Test Materials