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

U.S. History

 Wednesday-1/10/18:

• Bell Work-1.) In your own words write a brief description of what is going on in the political cartoon shown above. 2.) Examine the political cartoon above. What can we infer was the artist’s motive in labeling the medicine bottles with the names of several New Deal policies put in place by FDR? 3.) Based on your knowledge of the problems that plagued many American’s during the 1930’s devise a plan for how you would deal with the effects of the Great Depression if you were President.
• Attendance- While Class is Doing Bell Work
• Video Clip-The New Deal: Crash Course US History #34 (14:56 min)
  • Reflection Question: Did the programs and policies of the New Deal expand the power of the United States government too much or were the programs so vital to the success of Americans recovery that it was justified?
• Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold
• Daily Objective-

• Content Objective:
  • SWD analysis of the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs 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 initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold

Chapter 15-The New Deal-2016

Video Link-The New Deal: Crash Course US History #34 (14:56 min)

• Reflection Question: Did the programs and policies of the New Deal expand the power of the United States government too much or were the programs so vital to the success of Americans recovery that it was justified?

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Government

Wednesday-1/10/17:

• Bell Work- 1.) Who are the key figures depicted in the political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) What changes would you recommend if this cartoons subject were reversed and it focused on “Left-wing Thinking on Presidents Assessing School Students”?
• Attendance- While Class is Doing Bell Work
• Test Form Set up-Chapter 13-The President and Chapter 14-The Presidency in Action
• Study Guide Review Day-Chapter 13-The President and Chapter 14-The Presidency in Action
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covering the roles and responsibilities of the office of the President and the Vice President of the United States through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covering the roles and responsibilities of the office of the President and the Vice President of the United States by completing a structured inquiry based study guide

Supplemental Materials: Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13-The President

Chapter 13-Vocabulary

Chapter 13-Section 1-The President’s Job Description

Chapter 13-Section 3-Presidential Selection-The Framers Plan

Chapter 13-Section 4 and 5 Presentation

Roles of the President

The Many Hats of the President Activity-2016

Understanding Role of President of the United States Politics Essay

Chapter 14-The Presidency in Action

Chapter 14-Vocabulary

Chapter 14-The Presidency in Action-Streamlined Version

The Presidential Veto-SSR Article-2017

Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13 and 14-Learning Target-Study Guide

Chapter 13 and 14-Test Materials

Chapter 13 and 14-Test Vocabulary

Chapter 13 and 14-Notes Check List

U.S. History

Tuesday1/09/18:

• Bell Work-1.) Identify the two main problems FDR felt were facing Americans in 1933? 2.) What is the underlying theme of the primary source? 3.) According to the primary source what did FDR say the government should do to solve the problems caused by the Great Depression? Do you agree with him or if not what changes to his plan would you make in order to help Americans struggling through the Great Depression?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 15-Section 1-A New Deal Fights the Depression
• Thinking Map-New Deal-Bubble Map
• Outline Notes-Chapter 15-Section 1-A New Deal Fights the Depression and Section 2-The New Deal Takes Hold
• Daily Objective-

• Content Objective:
  • SWD application of the accomplishments of FDR during his first hundred days in office by organizing information in a thinking map
  • SWD analysis of the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will record information on the early programs introduced during FDR’s first hundred days in office by creating a bubble map
  • Students will read and record information pertaining to the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 15-Section 1-A New Deal Fights the Depression, Thinking Map-New Deal-Bubble Map and Outline Notes-Chapter 15-Section 1-A New Deal Fights the Depression and Section 2-The New Deal Takes Hold

Presentation-Chapter 15-Section 1-A New Deal Fights the Depression

Chapter 15-The New Deal-2016

Thinking Map-New Deal-Bubble Map

New Deal-Bubble Map-US

Outline Notes-Chapter 15-Section 1-A New Deal Fights the Depression and Section 2-The New Deal Takes Hold

Notes-Outline-Chapter 15-Section 1

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Government

Tuesday-1/09/17:

• Bell Work-1.) Based on the information contained in the primary source list five powers expressly granted to the president in the Constitution? 2.) After identifying the powers expressly granted to the president in the Constitution make a T-Chart or a Tree Map that distinguishes whether those powers deal with foreign or domestic policies. 3.) In Section III, the president is empowered to “take care that the laws be faithfully executed”. How is this similar to the concepts contained in the Necessary and Proper Clause contained in Article I Section VIII of the Constitution?  
• Attendance- While Class is Doing Bell Work
• Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covering the roles and responsibilities of the office of the President of the United States through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covering the roles and responsibilities of the office of the President of the United States by completing a structured inquiry based study guide

Supplemental Materials: Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13-The President

Chapter 13-Vocabulary

Chapter 13-Section 1-The President’s Job Description

Chapter 13-Section 3-Presidential Selection-The Framers Plan

Chapter 13-Section 4 and 5 Presentation

Roles of the President

The Many Hats of the President Activity-2016

Understanding Role of President of the United States Politics Essay

Chapter 14-The Presidency in Action

Chapter 14-Vocabulary

Chapter 14-The Presidency in Action-Streamlined Version

The Presidential Veto-SSR Article-2017

Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13 and 14-Learning Target-Study Guide

Chapter 13 and 14-Test Materials

Chapter 13 and 14-Test Vocabulary

U.S. History

Monday-1/08/18:

• Bell Work-1.) Who is the man sitting in the chair and who is he referring to when he says “There’s a man to inspire faith and confidence in this crisis”? 2.) Based on your prior knowledge can you name another instance where the U.S. Government used media (radio, TV or social media) to inform the public of an important issue or event? 3.) What changes would you recommend to the artist in order to make this political cartoon more assessable to the general public?
• Attendance- While Class is Doing Bell Work
• Video-Mini BIO-Franklin D. Roosevelt (4:56 min)
• Activity-New Deal DBQ (Containing 13 Documents)
• Vocabulary Frayer Model Activity-Chapter 15-The New Deal
• Daily Objective-

• Content Objective:
  • SWD evaluation of primary sources and documents associated with the New Deal by examining twelve documents in a collaborative DBQ activity
  • SWD analysis of key terms associated with the unit covering the New Deal programs introduced by FDR through defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the New Deal by examining several primary sources in a partner based document based activity
  • Students will read and record important vocabulary terms pertaining to our unit covering the New Deal programs introduced by FDR through the use of a frayer model vocabulary activity

Supplemental Materials: Activity-New Deal DBQ (Containing 13 Documents) and Vocabulary Frayer Model Activity-Chapter 15-The New Deal

Activity-New Deal DBQ (Containing 13 Documents)

The New Deal-DBQ

Vocabulary Frayer Model Activity-Chapter 15-The New Deal

Frayer Vocabulary Model

Chapter 15-Vocab Match up Terms

Chapter 15-Vocabulary Match-up

Video-Mini BIO-Franklin D. Roosevelt (4:56 min)

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Government

Monday-1/08/17:

• Bell Work-1.) After examining the political cartoon can you name some of the issues that the “next President” (which turned out to be Donald Trump)? 2.) Imagine you were the editor of the Washington Post and this political cartoon was going to be published in your newspaper. What questions would you ask the artist about the cartoons theme prior to publication? 3.) What might happen if the incoming President (Donald Trump) chose to ignore the problems created by President Obama? Are they things that can actually be ignored or would ignoring them cause bigger problems? 
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides)
• Notes-Chapter 14-Section 1-Growth of Presidential Powers, Chapter 14-Section 2-Presidential Powers, Chapter 14-Section 3-Domestic and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers
• Daily Objective-

• Content Objective:
  • SWD comprehension of how the line of presidential succession works and the growing responsibilities that accompany the office of the Vice President by interacting in a short presentation and completing guided notes
• Language Objective:
  • Students will listen, orally discuss and respond to how the role of the president has changed over the last two hundred and fifty years and the growing responsibilities that accompany the office of the president by participating in classroom discussions following a short lecture by the teacher along with a set of student guided notes

Supplemental Materials: Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides) and Notes-Chapter 14-Section 1-Growth of Presidential Powers, Chapter 14-Section 2-Presidential Powers, Chapter 14-Section 3-Domestic and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers

 Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides)

Chapter 14-The Presidency in Action-Streamlined Version

Notes-Chapter 14-Section 1-Growth of Presidential Powers, Chapter 14-Section 2-Presidential Powers, Chapter 14-Section 3-Domestic and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers

Chapter 14-Section 1-4-Guided Notes

U.S. History

Friday-12/22/17: Last Day Before Christmas Break

• Bell Work-1.) Based on the information contained in the document who can you identify is the group most likely to benefit from Dr. Townsend’s plan? 2.) In his proposal Dr. Townsend offered three conditions in which a person must meet in order to retire with a pension of $200 per month. If Congress came back and said you had to change one of the three factors (conditions) before they would vote on approving it which one would you choose to change and what would your justification be?3.) Based on all of the information above do you feel that the third condition is fair in forcing Americans to spend their pensions almost as quickly as they receive it? *Provide strong reasoning for your position
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 3)
• Activity-New Deal DBQ (Containing 13 Documents)
• Daily Objective-

• Content Objective:

• • • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
    • SWD evaluation of primary sources and documents associated with the New Deal by examining twelve documents in a collaborative DBQ activity

• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions
  • Students will read, discuss and record information pertaining to the New Deal by examining several primary sources in a partner based document based activity

Supplemental Materials: Activity-New Deal DBQ (Containing 13 Documents) 

The New Deal-DBQ

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Government

Friday-12/22/17:

• Bell Work- 1.) What is the name of the air plane depicted in the political cartoon? 2.) What is the main theme of the political cartoon? 3.) What judgement could you make about the artists affiliation based on the tone of the political cartoon? *Cite specific aspects of the cartoon that influenced your feelings about this artist
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 13-Section 5-The Presidential Election
• Vocabulary Frayer Activity-Chapter 14-The Presidency in Action
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the key duties of the President by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective: .
  • Students will read and record important vocabulary terms pertaining to our unit covering the key duties of the President through the use of a frayer model vocabulary activity

Supplemental Materials: Presentation-Chapter 13-Section 5-The Presidential Election and Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

Presentation-Chapter 13-Section 5-The Presidential Election

Chapter 13-Section 4 and 5 Presentation

Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

Frayer Vocabulary Model

Chapter 14-Vocabulary

U.S. History

Thursday-12/21/17:

• Bell Work-1.) Describe in your own words what is going on in the document above. 2.) Based on the document, what were some of the problems the stock market crash of 1929 had on banks? 3.) How would you have handled being one of the unlucky Americans who arrived at the bank to with draw your money only to find out you are too late in the bank has collapsed? What would you do in the wake of this devastating news?
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 3)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

Supplemental Materials: Video Notes-Cinderella Man

Cinderella Man-Video Discussion Questions

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Government

Thursday-12/21/17:

• Bell Work-1.) Who are the two men in the political cartoon intended to represent? 2.) Imagine you were the moderator in charge of running the 2016 Vice Presidential Debate, what are two or three questions that you would ask the participants of the debate? 3.) Why did the artist choose to have the men in the political cartoon propped up on the specific things they are standing on?
• Attendance- While Class is Doing Bell Work
• Video-The US Elections Explained: The Nomination Process (5:21 min)
• Presentation-Chapter 13-Section 3-Presidential Selection: The Framers Plan and Chapter 13-Section 4-Presidential Nominations
• Notes- Chapter 13-Section 3-Presidential Selection: The Framers Plan
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process of nominating and selecting a President by interacting in a short presentation and completing a set of student led notes
• Language Objective:
  • Student will read and record information pertaining to of the process of nominating and selecting a President through listening to a short lecture and completing a set of guided student notes

Supplemental Materials: Presentation-Chapter 13-Section 3-Presidential Selection: The Framers Plan and Chapter 13-Section 4-Presidential Nominations and Notes- Chapter 13-Section 3-Presidential Selection: The Framers Plan and Notes-Chapter 13-Section 4-Presidential Nominations

Presentation-Chapter 13-Section 3-Presidential Selection: The Framers Plan  and Chapter 13-Section 4-Presidential Nominations

Chapter 13-Section 3-Presidential Selection-The Framers Plan

Chapter 13-Section 4 and 5 Presentation

Notes- Chapter 13-Section 3-Presidential Selection: The Framers Plan and Notes-Chapter 13-Section 4-Presidential Nominations

Chapter 13-Section 1-3-Guided Notes

U.S. History

Wednesday-12/20/17:

• Bell Work-1.) Describe in your own words what Caroline Bird believes is “The Invisible Scar”? 2.) Identify two of the ways families described in the passage attempted to deal with the challenges they faced during the Great Depression? 3.) Reflect on the final paragraph which begins with the line “A teacher in a mountain…”. Imagine you were a teacher living during the Great Depression how would you have handled disciplining a child who was acting out due to hunger and frustration?
• Attendance- While Class is Doing Bell Work
• Video-Cinderella Man (Day 2)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

Supplemental Materials: Video Notes-Cinderella Man

Cinderella Man-Video Discussion Questions

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Government

Wednesday-12/20/17:

• Bell Work-1.) Based on the information contained in the primary source what is one action taken by President Dwight D. Eisenhower in response to the crisis in Little Rock, Arkansas? 2.) Based on the information in the primary source what can we infer might have been one of the main reasons President Dwight D. Eisenhower chose to take action during the Little Rock crisis knowing his stand against segregation could negatively affect his approval rating with many Americans? 3.) Imagine you were the President of the United States during the late 1950’s. How would you have handled this situation if you were President? *Be sure to thoroughly articulate your response
• Attendance- While Class is Doing Bell Work
• Video-What Does The Vice President Actually Do? (3:21 min)
• Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency
• Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency
• Daily Objective-

• Content Objective:
  • SWD comprehension of the formal qualifications required for becoming the President along with examining the key duties associated with the job by interacting in a short presentation and completing a set of student led notes
• Language Objective: .
  • Students will listen and orally discuss the formal qualifications required for becoming the President along with examining the key duties associated with the job through listening to a short lecture and completing a set of guided student notes

Supplemental Materials: Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency

Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency

Chapter 13-Section 1-3-Guided Notes

Video-What Does The Vice President Actually Do?(3:21 min)

https://www.youtube.com/watch?v=0cXIsb9710Y&t=56s

U.S. History

Tuesday-12/19/17:

• Bell Work-1.) Describe what is happening in the political cartoon. 2.) What might the motive of the artist have been in depicting Herbert Hoover and the economic problems the U.S. faced in the 1930’s in this way? 3.) Examine the signs the donkey that represents the Democratic Party is holding. Considering that Herbert Hoover was a Republican, what message do you think the artist is trying to convey in the right hand portion of the political cartoon?
• Attendance- While Class is Doing Bell Work
• Procedure-Notes Collection Chapter 12 and 13
• Video-Cinderella Man (Day 1)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggles families faced during the Great Depression and the sacrifices some would make to provide for the ones they love through viewing the film Cinderella Man and answering guided questions that will facilitate classroom discussions

Supplemental Materials: Video Notes-Cinderella Man

Cinderella Man-Video Discussion Questions

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Government

Tuesday-12/19/17:

• Bell Work- ) Based on the context of the political cartoon what can we infer is the artist’s position on Donald J. Trump’s 2016 Presidential campaign? What facts or ideas show the artists bias? 2.) What is the underlying theme of this political cartoon? 3.) What is your opinion of this political cartoon? Do you feel it accurately depicts Donald J. Trump’s political campaign or do you feel it feeds into a view that ignores his positive qualities in an attempt to craft a negative public image of him?
• Attendance- While Class is Doing Bell Work
• Video-Power to the President: What Does the President of the U.S. Actually Do? | History (2:12 min)
• Presentation-Chapter 13-Section 1-The President’s Job Description
• Activity-Many Hats of the President
• Daily Objective-
  • Content Objective:
    • SWD comprehension of the formal qualifications required for becoming the President along with examining the key duties associated with the job by interacting in a short presentation
    • SWD evaluation of the powers granted to the President of the United States based on reading Article II of the Constitution and correlating various situations with the Powers of the President by evaluating primary source documents then responding to structured questions in a DBQ packet
  • Language Objective:
    • Students will listen and orally discuss the formal qualifications required for becoming the President along with examining the key duties associated with the job through listening to a short lecture and completing a set of guided student notes
    • Students will read, discuss and record information pertaining to the powers granted to the President of the United States based on reading Article II of the Constitution and correlating various situations with the Powers of the President by breaking down a primary source DBQ packet and responding to structured reflection questions

Supplemental Materials: Presentation-Chapter 13-Section 1-The President’s Job Description and Activity-Many Hats of the President

Presentation-Chapter 13-Section 1-The President’s Job Description

Chapter 13-Section 1-The President’s Job Description

Activity-Many Hats of the President

The Many Hats of the President-Notes Sheet

Video Link-Power to the President: What Does the President of the U.S. Actually Do? | History (2:12 min)

U.S. History

Monday-12/18/17:

• Bell Work-1.) Identify the key character who wrote this press release. 2.) What are some of the problems with President Hoover’s hope for how the American people would respond to the challenges of the Great Depression? 3.) Are you a person who agrees with President Hoover’s position that the best way to combat the economic turmoil of the Great Depression was through “individual generosity…, and mutual self-help” or should it be the government’s responsibility to take care of its own people in times of financial crisis? *Thoroughly explain your position  
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 14-The Great Depression Begins
• Quiz-Chapter 14-The Great Depression Begins
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Great Depression by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and concepts associated with our unit covering the Great Depression by demonstrating their knowledge thought the use of a unit quiz
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Great Depression through the use of a vocabulary match-up activity
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our the unit covering the Great Depression by completing a multiple choice and matching quiz

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Government

Monday-12/18/17:

• Bell Work- 1.) Identify three of the main differences between the House of Representatives and the Senate? 2.) What evidence can you find in the chart that will support the notion that on average members of the House have a better understanding of the individual needs of their constituents then members of the Senate do? 3.) Suppose you were an aspiring politician. Would you be more likely to make a run for the Senate or the House of Representatives based on the data contained in the chart above? * Please clearly state your answer and support it with data from the chart
• Attendance- While Class is Doing Bell Work
• Presentation-How a Bill Becomes a Law-Streamlined Version-2017
• Video-What Is A Filibuster? (3:11 min)
• Activity-How a Bill Becomes a Law-Flow Chart
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which a bill becomes a law by interacting in a short presentation and completing a flow chart designed to clarify the legislative process
• Language Objective:
  • Student will read and record information pertaining to the process of turning a bill into a law through listening to a short lecture and completing a structured flow chart designed to clarify the legislative process

Supplemental Materials: Presentation-How a Bill Becomes a Law-Streamlined Version-2017 and Activity-How a Bill Becomes a Law-Flow Chart

Presentation-How a Bill Becomes a Law-Streamlined Version-2017

How a Bill Becomes A Law-Streamlined Version-2017

Activity-How a Bill Becomes a Law-Flow Chart

How a Bill Becomes a Law Flow Chart-2017

Video-What Is A Filibuster? (3:11 min)

https://www.youtube.com/watch?v=g3fSV8Ky77c&t=112s

U.S. History

Friday-12/15/17:

• Bell Work- 1.) What is the main theme of the letter being written to Mr. Gifford? 2.) According to the letter, why do you think so many unemployed American’s felt embittered towards President Hoover and his administration? 3.) What is your opinion of the fact that President Hoover despite being a millionaire is still drawing a $75,000 a year salary from the government while many other American’s are being denied their bonus for military service? Should he have to give up his salary or has his position as President secured his salary?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression
• Outline Notes-Chapter 14 Section 3-Hoover Struggles with the Depression
• Study Guide-Chapter 14-The Great Depression Begins
• Daily Objective-

• Content Objective:
  • SWD analysis of President Hoovers initial response to the Great Depression and the ineffective measures he took in an attempt to combat our nation’s economic woes by interacting in a short presentation and creating a set of student centered guided notes
  • SWD evaluation of the materials covered in Chapter 14 pertaining to the causes of the Great Depression through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and record information pertaining to President Hoovers initial response to the Great Depression and the ineffective measures he took in an attempt to combat our nation’s economic woes through listening to a short lecture and creating student centered guided notes
  • Students will read, and write the key terms and important concepts covered in Chapter 14 pertaining to information surrounding the causes of the Great Depression by completing a structured inquiry based study guide

Supplemental Materials: Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression, Outline Notes-Chapter 14 Section 3-Hoover Struggles with the Depression and Study Guide-Chapter 14-The Great Depression Begins

Presentation-Chapter 14 Section 3-Hoover Struggles with the Depression

Chapter 14-Section 3-HooverStruggles with the Depression

Outline Notes-Chapter 14 Section 3-Hoover Struggles with the Depression

The Americans-Chapter 14-Section 3

Notes-Outline-Chapter 14-Section 3

Study Guide-Chapter 14-The Great Depression Begins

Chapter 14-Learning Target-Study Guide

Chapter 14-The Great Depression Begins-Test Materials

Chapter 14-Section 3-HooverStruggles with the Depression

The Americans-Chapter 14-Section 1

The Americans-Chapter 14-Section 2

The Americans-Chapter 14-Section 3

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Government

Friday-12/15/17:

• Bell Work-1.) Based on the information from the primary source above do federal systems like the one in the United States always have to contain bicameral state legislatures? 2.) What are some of the problems associated with bicameralism, according to this passage? 3.) Do you think it is a good thing or a bad thing that the United States has almost exclusively adopted a bicameral system in regards to our legislatures? *Please thoroughly explain your position  
• Attendance- While Class is Doing Bell Work
• Test-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress
• Vocabulary Frayer Activity-Chapter 13-The Presidency
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering Chapters 9, 10 and 11 by demonstrating their knowledge thought the use of a unit quiz
  • SWD analysis of key terms associated with the unit covering Chapter 13 by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering Chapters 9, 10 and 11 by completing a multiple choice and matching quiz.
  • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 13 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Activity-Chapter 13-The Presidency

Chapter 13-Vocabulary

Frayer Vocabulary Model

U.S. History

Wednesday-12/13/17:

• Bell Work- 1.) What is the main idea behind the political cartoon? 2.) Show your understanding of the time period by identifying the major reason that so many American’s lost everything when the banks collapsed following the stock market crash of 1929? 3.) Based on what we have learned throughout our unit how would you explain the artist’s choice to use a squirrel as part of the analogy for the effect of the bank failures on the American people?  
• Attendance- While Class is Doing Bell Work
• Activity-The Great Depression-Web Quest (2016)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the devastating effects of the Great Depression on American business and families by compiling information from several online sources to complete a structured web quest
• Language Objective:
  • Students will read, orally discuss and record information on what led to the devastating effects of the Great Depression on American business and families by working collaboratively on an online web quest

Supplemental Materials: Activity-The Great Depression-Web Quest (2016)

The Great Depression-WebQuest 2016

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Government

Wednesday-12/13/17:

• Bell Work-1.) Who are the key characters depicted in the political cartoon? 2.) What might be some of the motives behind the artists focus on calling out the issues of nepotism (The practice among those with power or influence of favoring relatives or friends, especially by providing them with jobs) in U.S. politics? 3.) What do you think about the fact that often times in politics the way people are appointed to government positions has more to deal with “who they know” rather than “what qualifications they have”? How might this lead to problems in the strength of political leadership? 
• Attendance- While Class is Doing Bell Work

• Study Guide Review Day-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

• Daily Objective-
  • Content Objective:
    • SWD evaluation of the materials covering the roles of interest groups in politics, the roles and the functions of Congress along with the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read, and write the key terms and important concepts covered in Chapter 6 and 7 which include the roles of interest groups in politics, the roles and the functions of Congress along with the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by completing a structured inquiry based study guide

Study Guide-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

Chapter 9 10 and 11-Learning Target-Study Guide

Chapter 9-10 and 11-Definitions

Chapter 9-Interest Groups

Interest Groups and Lobbying-2017

Chapter 10-Congress

Chapter 10-Congress-2017

Chapter 11-The Power of Congress

Chapter 11-Section 1-Expressed Powers Money Commerce

Chapter 11-Section 2-The Other Expressed Powers

Chapter 11-Section 3-The Implied Powers

Chapter 11-Section 4-Non-Legislative Power

McCulloch v Maryland-Limiting the Implied Powers of Congress-SSR Article With Questions-Leveled