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

U.S. History

Thursday-2/15/18:

• Bell Work-1.) Based on the information contained in the primary source what happened to the female prisoners housed at the Sobibor Concentration camp? 2.) Imagine that you were the prosecuting attorney assigned to Wilhem Bahr’s trial. What are some questions that you might ask him regarding his time and actions at Sobibor? 3.) Imagine you were a young German citizen drafted into military service and assigned to work at a concentration camp during WWII? How would you justify your actions if you were the one on trial?  
• Attendance-While Class is Doing Bell Work
• Procedure-Chapter 16-Notes Collection
• Video-Escape from Sobibor (118 total minutes) (Day 1)
  • 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)

https://www.youtube.com/watch?v=262VEdl0jNE

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Government

Thursday-2/15/18:

• Bell Work-) In your own words can you explain what Washington means when he says “Thirteen sovereignties pulling against each other, and all tugging at the federal head”? 2.) According to Washington, what might be some of the problems that could emerge if the nation if it stayed as a confederation? 3.) In your personal opinion is there a better solution to the issue of merging thirteen fiercely independent entities than Washington is suggesting or is his simplified approach sufficient enough for the historical time period he was living in?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 2-Section 5-Ratifying the Constitution
• Notes-Chapter 2-Section 5-Ratifying the Constitution
• Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through interacting in a short presentation and creating a set of student centered guided notes
    • 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:
    • Student will read and record information pertaining to the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through listening to a short lecture and creating student centered guided notes
    • 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

Supplemental Materials: Presentation-Chapter 2-Section 5-Ratifying the Constitution, Notes-Chapter 2-Section 5-Ratifying the Constitution and Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Presentation-Chapter 2-Section 5-Ratifying the Constitution

Chapter 2-Origins of Government-Condensed-2017

Notes-Chapter 2-Section 5-Ratifying the Constitution 

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

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

U.S. History

Wednesday-2/14/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 16 Sections 1 through 4. In 5 minutes we will begin the vocabulary match up activity.
• Attendance-While Class is Doing Bell Work
• Test-Chapter 16-World War Looms
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the foundational conflicts that set the stage for 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 covering the foundational conflicts that set the stage for WWII by completing a multiple choice and matching exam.

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Government

Wednesday-2/14/18:

• Bell Work-) Based on your prior knowledge who is the author of this primary source document? 2.) How would you feel if you were a woman or someone of color living during the birth of our nation and you read the words “all men are created equal” yet knew that the term “men” meant free white males? 3.) Do you feel that the Framers were wise to take the position that says “whenever any Form of Government becomes destructive of these rights, it is the Right of the People to change or get rid of it, and to create a new Government”? *Please thoroughly explain your answer
• Attendance-While Class is Doing Bell Work
• Video-Crash Course U.S. History-Episode 8-The Constitution, Articles and Federalism (13:04 min)
  • Reflection Question: Why was it so important for the growth of the United States that they move away from the Articles of Confederation to a new Constitution containing a strong federal government?
• Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides)
• Student Led Notes-Chapter 2-Section 2-The Coming of Independence and 3-The Critical Period
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the fundamental weaknesses of the Articles of Confederation and the compromises required to establish the Declaration of Independence 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 fundamental weaknesses of the Articles of Confederation and the compromises required to establish the Declaration of Independence through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides) and Student Led Notes-Chapter 2-Section 2-The Coming of Independence and 3-The Critical Period

Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides)

Chapter 2-Origins of Government-Condensed-2017

Student Led Notes-Chapter 2-Section 2-The Coming of Independence and 3-The Critical Period

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

Video Link -Crash Course U.S. History-Episode 8-The Constitution, Articles and Federalism (13:04 min)

• Reflection Question: Why was it so important for the growth of the United States that they move away from the Articles of Confederation to a new Constitution containing a strong federal government?

U.S. History

Tuesday-2/13/18:

• Bell Work- 1.) Based on the unit we covered in class what can you infer might have been the reason the Germans began the Jewish boycott in 1933? 2.) Demonstrate your understanding of the timeline by describing how the German policies changed as WWII progressed? 3.) What might the outcome have been for other non-Aryan (People of Indo-European origin (spanning from India to Europe), the original Aryan people specifically in Persia, and most controversially through Nazi misinterpretation, the Nordic or Germanic peoples) races had the Allies not began liberating concentration camps in 1944?
• Attendance-While Class is Doing Bell Work
• Video-A Holocaust Survivor Recalls The Day He Was Liberated (3:29 min)
• Web Quest-Lasting Effects of the Holocaust-2018
• Daily Objective-

• Content Objective:
  • SWD synthesis of the horrific impact that Holocaust had on the lives of European Jews during WWII compiling information in a collaborative webquest then integrating and layering the information into a structured writing prompt
• Language Objective:
  • Students will read, research and orally discuss information pertaining to the horrific impact that Holocaust had on the lives of European Jews during WWII by completing a partner based webquest then using the information gathered to construct a well formed essay response

Supplemental Materials: Web Quest-Lasting Effects of the Holocaust-2018

Lasting Effects of the Holocaust-DBQ-2018

Study Guide-Chapter 16-World War Looms

Chapter 16-Learning Target-Study Guide

Chapter 16-Textbook-PDFs

Chapter 16-World War Looms

Chapter 16-Section 3-The Holocaust

Chapter 16-Section 4-America Moves Towards War

Chapter 16-Vocab Match up Review Game

Chapter 16-Vocabulary Terms and Definitions

Chapter 16-World War Looms-Test Materials

Video Link-A Holocaust Survivor Recalls The Day He Was Liberated (3:29 min)

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Government

Tuesday-2/13/18:

• Bell Work-) What can we infer was Patrick Henry’s main purpose for giving this speech in front of the Virginia House of Burgess? 2.) Select one of Patrick Henry’s three criticisms of the Stamp Act and discuss how this position reflected the frustrations of many colonists living in the mid 1760’s? 3.) What was the significance of Henry’s statement “…if this be treason, make the most of it” in relation to the impending conflict with the British?
• Attendance-While Class is Doing Bell Work
• Video-What Were the Articles of Confederation? | History (2:28 min)
• Activity-Breaking Down the Articles of Confederation
  • Creating Cornell notes to summarize the intended purpose of each article
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
  • Language Objective:
    • Student will read and record information pertaining to the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with the help of a partner

Supplemental Materials: Activity-Breaking Down the Articles of Confederation

Articles of Confederation Activity-Notes Sheet-2018

The Articles of Confederation and Perpetual Union

Video-What Were the Articles of Confederation? | History (2:28 min)

U.S. History

Monday-2/12/18:

• Bell Work-1.) Who are the main figures depicted in this political cartoon? 2.) What is the main theme of the political cartoon?3.) Knowing the failures of Germany during WWI when they attempted to fight a two-front war against Great Britain and France on one side and Russia on the other, why do you think Hitler chose to “stab Russia in the back” by violating their non-aggression pact? 
• Attendance-While Class is Doing Bell Work
• Video- I Survived The Holocaust Twin Experiments (14:47 min)
• Web Quest-Lasting Effects of the Holocaust-2018
• Daily Objective-

• Content Objective:
  • SWD synthesis of the horrific impact that Holocaust had on the lives of European Jews during WWII compiling information in a collaborative webquest then integrating and layering the information into a structured writing prompt
• Language Objective:
  • Students will read, research and orally discuss information pertaining to the horrific impact that Holocaust had on the lives of European Jews during WWII by completing a partner based webquest then using the information gathered to construct a well formed essay response

Supplemental Materials: Web Quest-Lasting Effects of the Holocaust-2018

Lasting Effects of the Holocaust-DBQ-2018

Study Guide-Chapter 16-World War Looms

Chapter 16-Learning Target-Study Guide

Chapter 16-Textbook-PDFs

Chapter 16-World War Looms

Chapter 16-Section 3-The Holocaust

Chapter 16-Section 4-America Moves Towards War

Chapter 16-Vocab Match up Review Game

Chapter 16-Vocabulary Terms and Definitions

Video- I Survived The Holocaust Twin Experiments (14:47 min)

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Government

Monday-2/12/18:

• Bell Work-1.) Based on your background knowledge to what important United States document was The Bill of Rights was added to? 2.) Why do you think people felt a greater sense of protection under the Constitution following the introduction of The Bill of Rights upon it’s ratification in 1791? 3.) Hypothetically if The Bill of Rights were to contain only nine amendments which of the original ten amendments would you recommend be eliminated? *Please thoroughly explain along with naming why you feel the particular amendment should be eliminated  
• Attendance-While Class is Doing Bell Work
• Video-What you might not know about the Declaration of Independence -Kenneth C. Davis (3:38 min)
• Presentation-Chapter 2-Section 2-The Coming of Independence
• Activity-Breaking Down the Declaration of Independence

• Creating a set of guided notes that will break down the six main parts of the Declaration of Independence

• Daily Objective-

• Content Objective:
  • SWD analysis of the massive divide in ideology that led to the creation of the Declaration of Independence by interacting in a short presentation
  • SWD evaluation of the fundamental changes introduced in the Declaration of Independence by examining a primary source and secondary documents and creating personalized notes with in a collaborative activity
• Language Objective:
  • Students will read and record information pertaining to the massive divide in ideology that led to the creation of the Declaration of Independence through listening to a short lecture
  • Student will read and record information pertaining to the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with the help of a partner

Supplemental Materials: Presentation-Chapter 2-Section 2-The Coming of Independence and Activity-Breaking Down the Declaration of Independence

Presentation-Chapter 2-Section 2-The Coming of Independence

Chapter 2-Origins of Government-Condensed-2017

Activity-Breaking Down the Declaration of Independence

Declaration of Independence Activity-Notes Sheet-2017

Declaration of Independence Activity-Sections I through V-2018

Video Link-What you might not know about the Declaration of Independence -Kenneth C. Davis (3:38 min)

U.S. History

Thursday-2/08/18:

• Bell Work-) Based on your background knowledge who can we infer was the artist responsible for this political cartoon? 2.) What is the main theme of this political cartoon? 3.) In your opinion if the United States had not turned a blind eye to the movements of Hitler in an attempt to remain in isolation and joined the fight in Europe earlier do you believe the end of the war would have come earlier or would the non-aggression pact that Germany and Russia still had in effect have made the prospects for Allied victory even more difficult?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter-16-Section 4-America Moves Towards War
• Video Clip-Pearl Harbor (2001)-Edited Disk One
  • 1:20 min to 142:34 (However if time allows play until 2:01 min
• Study Guide-Chapter 16-World War Looms
• Daily Objective-
  • Content Objective:
    • SWD analysis of the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor by interacting in a short presentation
    • SWD evaluation of the materials covered in our unit that focuses on the events that facilitated Americas entry into WWII through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read, and write the key terms and important concepts covered in our unit which focuses on the events that facilitated Americas entry into WWII by completing a structured inquiry based study guide
    • Student will read and record information pertaining to the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor through interacting in a short presentation

Supplemental Material: Presentation-Chapter-16-Section 4-America Moves Towards War and Study Guide-Chapter 16-World War Looms

Presentation-Chapter-16-Section 4-America Moves Towards War

Chapter 16-Section 4-America Moves Towards War

Study Guide-Chapter 16-World War Looms

Chapter 16-Learning Target-Study Guide

Chapter 16-Textbook-PDFs

Chapter 16-World War Looms

Chapter 16-Section 3-The Holocaust

Chapter 16-Section 4-America Moves Towards War

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Government

Thursday-2/08/18:

• Bell Work-) During which occasion was this address given and who were the two influential men responsible for writing it? 2.) Write in your own words what Thomas Jefferson is proposing American colonists should do in response to the growing conflict with the English? 3.) How effective is this primary source as catalyst for entering into war? How might Jefferson adjust his position to gain a wider base of support?
• Attendance-While Class is Doing Bell Work
• Video-Crash Course U.S. History-Episode 7-Who won the American Revolution? (12:40 min)
  • Reflection Question: Did the outcome of the Revolutionary War grant widespread freedom to the colonists or was the guarantee of liberty still out of reach for many minorities despite the idea that “All men are created equal”?
• Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map
  • Map Guiding Question: How can we differentiate the specific ideological principles (similarities and differences) contained in the Magna Carta and the U.S. Bill of Rights?
  • Frame Guiding Question: In which area(s) did the Magna Carta have the largest influence on the U.S. Bill of Rights?
• Daily Objective-
  • Content Objective:
    • SWD analysis of the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began by watching a small film and answering a focused reflection question
  • Language Objective:
    • Students will read and record information pertaining to the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began through watching a short video and recording information designed to answer a structured reflection question

Supplemental Material: Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map

• Map Guiding Question: How can we differentiate the specific ideological principles (similarities and differences) contained in the Magna Carta and the U.S. Bill of Rights?
• Frame Guiding Question: In which area(s) did the Magna Carta have the largest influence on the U.S. Bill of Rights?

Comparing the Bill of Rights and the Magna Carta-Double Bubble Map-Gov-Blank Set Up

Video-Crash Course U.S. History-Episode 7-Who won the American Revolution? (12:40 min)

• Reflection Question: Did the outcome of the Revolutionary War grant widespread freedom to the colonists or was the guarantee of liberty still out of reach for many minorities despite the idea that “All men are created equal”?

U.S. History

Wednesday-2/07/18: Late Start

• Bell Work-) Based on the text contained in the primary source what is Alexander Karp describing? 2.) What conclusions can you make about the methods used at Birkenau which the German’s referred to as Vernichtungslager (translating to the camp of extermination) compared to the infamous death camp Auschwitz? 3.) Based on historical context and your background knowledge can you elaborate on the reasons why the German’s decided to operate both death and work camps if their goal was to eliminate the Jewish threat they believed was holding back Germany from reaching it’s true glory?  
• Attendance-While Class is Doing Bell Work
• Video-World War II Part 2: Crash Course US History #36 (14:23 min)
  • Reflection Question: How did the events of WWII lead to new or expanded freedoms for Americans living on the Homefront?
• Outline Notes-Chapter 16-Section 4-America Moves Towards War
• Daily Objective-
  • Content Objective:
    • SWD knowledge of how the events of WWII led to new and expanded freedoms for Americans living on the Homefront through recording information presented in a video and completing a class discussion
    • SWD analysis of the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor by creating a set of student centered guided notes
  • Language Objective:
    • Students will watch and record information pertaining to how the events of WWII led to new and expanded freedoms for Americans living on the Homefront through watching a video and discussing the impact with a classmate
    • Student will read and record information pertaining to the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor through creating student centered guided notes

Supplemental Materials: Outline Notes-Chapter 16-Section 4-America Moves Towards War

Notes-Outline-Chapter 16-Section 4

The Americans-Chapter 16-Section 4

Video Link-World War II Part 2: Crash Course US History #36 (14:23 min)

• Reflection Question: How did the events of WWII lead to new or expanded freedoms for Americans living on the Homefront?

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Government

Wednesday-2/07/18: Late Start

• Bell Work-) Based on the information contained in the political cartoon identify two weaknesses associated with the Articles of Confederation? 2.) What is the underlying theme of the political cartoon? *Specifically why are the Articles’ weaknesses represented by waves 3.) Imagine you were a Federalist (Someone who supports ratifying a new Constitution) would a political cartoon like this make a good argument for replacing the articles or is the symbolism too vague for many Americans to connect with?
• Attendance-While Class is Doing Bell Work
• Video Clip– 800 Years of Magna Carta (4:10 min)
• Activity-Comparing The Bill of Rights and Magna Carta-Activity-2016
• Daily Objective-
  • Content Objective:
    • SWD evaluation on the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights 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 impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by identifying key pieces of information contained within a copy of the Magna Carta and the Bill of Rights with the help of a partner

Activity-Comparing The Bill of Rights and Magna Carta-Activity-2016

The Magna Carta and the Bill of Rights-Comparison Chart-2018

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

Video Clip-800 Years of Magna Carta (4:10 min)

U.S. History

Tuesday-2/06/18:

• Bell Work-1.) In your own words what would you describe is happening in this political cartoon? 2.) What inference can you make as to the artists intended symbolism of Adolf Hitler as a dentist? *Keeping in mind his plans for Europe and think about what a dentist does besides clean teeth and check for cavities 3.) What can you predict might be the outcome if Hitler were to successfully empty his waiting room of all the potential appointments? *You’ll need to think metaphorically 
• Attendance-While Class is Doing Bell Work
• Activity-Artifacts from the Holocaust-Expert Folder Activity
• Daily Objective-

• Content Objective:
  • SWD evaluation of the personal possession and effects of Jews who were held prisoner during the Holocaust in which they tell their story of internment during WWII through evaluating and interpreting primary source documents in an exploratory research activity
• Language Objective:
  • Students will read, record and orally discuss information pertaining to the personal possession and effects of Jews who were held prisoner during the Holocaust in which they tell their story of internment during WWII by completing a set of guided inquiry based questions based off documents contained within an expert folder

Supplemental Materials: Activity-Artifacts from the Holocaust-Expert Folder Activity

Everyday Objects from the Holocaust-Doc 1

Everyday Objects from the Holocaust-Doc 2

Everyday Objects from the Holocaust-Doc 3

Everyday Objects from the Holocaust-Doc 4

Everyday Objects from the Holocaust-Doc 5

Everyday Objects from the Holocaust-Doc 6

Everyday Objects from the Holocaust-Doc 7

Everyday Objects from the Holocaust-Doc 8

Everyday Objects from the Holocaust-Doc 9

Everyday Objects from the Holocaust-Doc 10

Everyday Objects from the Holocaust-Doc 11

Everyday Objects from the Holocaust-Doc 12

Everyday Objects from the Holocaust-Doc 13

Everyday Objects from the Holocaust-Document Activity-Guided Questions-2018

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Government

Tuesday-2/06/18:

• Bell Work- 1.) Based on the information contained in the primary source what happened to property that a woman owned after she became married? 2.) According to this document, what were some of the problems women faced due to the fact that they were viewed unequal to men in colonial times? 3.) According to the document, what happened to women in cases of divorce? How would you have handled this situation if you were a woman living in Colonial America?
• Attendance-While Class is Doing Bell Work
• Vocabulary Match Up-Chapter 1-Principles of Government (5 min)
• Presentation-Chapter 2-Section 1-Our Political Beginnings
• Guided Notes-Chapter 2-Section 1-Our Political Beginnings
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the basic principles of government by manipulating of vocabulary terms in a collaborative activity
  • SWD analysis of the basic concepts of government and how influential English documents laid the foundation for the United States current system of government by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:

• • • Students will read and orally match up important vocabulary terms pertaining to the unit covering the basic principles of government through the use of  a vocabulary match-up activity
    • Student will read and record information pertaining to the basic concepts of government and how influential English documents laid the foundation for the United States current system of government through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Vocabulary Match Up-Chapter 1-Principles of Government (5 min), Presentation-Chapter 2-Section 1-Our Political Beginnings and Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Vocabulary Match Up-Chapter 1-Principles of Government (5 min)

Chapter 1-Vocab Match up Review Game

Presentation-Chapter 2-Section 1-Our Political Beginnings

Chapter 2-Origins of Government-Condensed-2017

Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Chapter 2-Sections 1-Guided Notes-High

U.S. History

Monday-2/05/18:

• Bell Work-1.) What is the main theme of this primary source? 2.) What effect can we infer the Kristallnacht Order would have had on the daily lives of Jewish residence living in Germany in 1938? 3.) Based on your prior knowledge and the information contained in the primary source select one of the three provisions of the Kristallnacht Order (a, b or c) and explain why the German government would feel justified in taking that particular action in their quest to unite the true German people against the oppression of others?
• Presentation-Chapter 16-Section 3-The Holocaust
• Video-I Survived the Holocaust (7:18 min)
• Outline Notes-Chapter 16-Section 3-The Holocaust
• Daily Objective-

• Content Objective:
  • SWD analysis of the Nazi’s “final solution” and it’s horrific effect on the Jewish population of Europe during the Holocaust by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read, record and orally compare information pertaining to the Nazi’s “final solution” and it’s horrific effect on the Jewish population of Europe during the Holocaust through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 16-Section 3-The Holocaust and Outline Notes-Chapter 16-Section 3-The Holocaust

Presentation-Chapter 16-Section 3-The Holocaust

Chapter 16-Section 3-The Holocaust

Outline Notes-Chapter 16-Section 3-The Holocaust

Notes-Outline-Chapter 16-Section 3

The Americans-Chapter 16-Section 3

Video Link-I Survived the Holocaust (7:18 min)

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Government

Monday-2/05/18:

• Bell Work-1.) Based on your prior knowledge what can you distinguish is the biggest difference between the feudal system and a democracy? 2.) What is the underlying theme of these excerpts from the Magna Carta, and why might they be highlighted in the primary source? 3.) Do you think that it is a good or a bad thing that the basis for the United States Constitution draws from several influential English documents, despite the fact that we had just broken away from the “tyranny” of English colonial rule?
• Attendance-While Class is Doing Bell Work
• Procedure-Current Events Roll Out
• Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the influence of the Magna Carta, Petition of Right and the English Bill of Rights on the current American system government through defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering the influence of the Magna Carta, Petition of Right and the English Bill of Rights on the current American system through the use of a frayer model vocabulary activity

Supplemental Materials: Procedure-Current Events Roll Out and Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government

Procedure-Current Events Roll Out

Article of the Week-Rubric-2018

Current Events-Template-2017

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

Chapter 2-Frayer Model Set Up

Frayer Vocabulary Model

Chapter 2-Vocab Match up Terms

Chapter 2-Vocabulary Match-up

U.S. History

Friday-2/02/18:

• Bell Work-1.) Who are the influential figures depicted in this political cartoon? 2.) What might the motive of Argentina be for jumping onto the Allies ship as its pulling away from the dock? What indication does that give for the shifting opinion of many European nations during the early days of WWII? 3.) Based on your background knowledge how would you explain the intended purpose of the artist in creating the political cartoon? 
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 16-Section 1-Dictators Threaten World Peace
• Student Led Notes-Chapter 16-Section 2-War in Europe
• Daily Objective-

• Content Objective:
  • SWD analysis of types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by interacting in a short presentation
  • SWD analysis of the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by completing structured student led outlines
• Language Objective:
  • Student will read and record information pertaining to the types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through listening to a short lecture
  • Students will read and record information on the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by creating student directed outline notes

Supplemental Materials: Presentation-Chapter 16-Section 1-Dictators Threaten World Peace and Student Led Notes-Chapter 16-Section 2-War in Europe

Presentation-Chapter 16-Section 1-Dictators Threaten World Peace

Chapter 16-World War Looms-2018

Student Led Notes-Chapter 16-Section 2-War in Europe

Notes-Outline-Chapter 16-Section 2

The Americans-Chapter 16-Section 2

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Government

Friday-2/02/18:

• Bell Work-1.) Based on the primary source what can we infer the term “sovereign” means? 2.) What argument does Thomas Hobbs use to justify man’s “right to everything, even to another’s body”? 3.) Do you feel that for men to coexist and thrive there must be a mutually respected social contract between a people and their government where expectations and compromises are clearly defined? *Thoroughly justify your answer
• Attendance-While Class is Doing Bell Work
• Procedure-Binder Setup
• Video-Democracy-A Short Introduction (3:19 min)
• Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides)
• Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy
• Daily Objective-

• Content Objective:
  • SWD analysis of the foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides) and Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy

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

Chapter 1-Section 3-Basic Concepts of Democracy-2018

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

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

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

U.S. History

Thursday-2/01/18:

• Bell Work-1.) Based on the context of the primary source what can we infer the definition of the term “appeasement” means? 2.) What examples can you site to show Winston Churchill’s strategy for keeping peace and stopping the growth of the Nazi’s power in Europe? 3.) What is your opinion of Winston Churchill’s speech to Parliament? Do you agree with the general sentiment of Churchill’s message or do you feel he is wrong in this instance?
• Attendance-While Class is Doing Bell Work
• Assembly-General Rules and Procedures in the Auditorium
• Daily Objective-

• Content Objective:
  • None
• Language Objective:
  • None

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Government

Thursday-2/01/18:

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

• Content Objective:
  • SWD synthesis of the six main purposes of government and the reason each plays an important role preserving our freedoms by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read, discuss and record information on the six main purposes of government and the reason each is important through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 1-Section 2-Forms of Government (6 Slides) Student Led Notes-Chapter 1-Section 2-Forms of Government

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

Chapter 1-Section 2-Forms Government

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

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

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