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

U.S. History

Thursday-11/09/17:

• Bell Work-1.) Based on the information contained within the primary source create a definition in your own words for the Sedition Act. 2.) What freedoms are suspended by the Sedition Act and what are some of the problems that might happen as a result of this act being passed? 3.) How would you have handled the passage of this act if you were an American citizen living in 1918? Would you have taken a similar approach to Eugene Debs or would you bite your tongue in fear of getting arrested?  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 12-Section 1-America Struggles with Post War Issues

• Post War Trends to Limiting of Immigration

• Notes-Chapter 12-Section 1-America Struggles with Post War Issues
• Daily Objective-

• Content Objective:
  • SWD synthesis the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan by interacting in a short presentation and a set of guided notes
• Language Objective:
  • Student will read and record information pertaining to the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan through listening to a short lecture and a student led outline

Supplemental Materials: Presentation-Chapter 12-Section 1-America Struggles with Post War Issues (Post War Trends to Limiting of Immigration) and Notes-Chapter 12-Section 1-America Struggles with Post War Issues

Presentation-Chapter 12-Section 1-America Struggles with Post War Issues (Post War Trends to Limiting of Immigration)

Chapter 12-Section 1-Americans Struggles with Post War Issues

Notes-Chapter 12-Section 1-America Struggles with Post War Issues

Notes-Outline-Chapter 12-Section 1

The Americans-Chapter 12-Section 1

_______________________________________________________________________________

Government

Thursday-11/09/17:

• Bell Work- 1.) Based on the map interpret why a correlation exists between location and negative attitudes toward women’s suffrage? 2.) Based on historical data identify the motives behind the decision of certain states to grant women suffrage prior to it becoming a federal law? 3.) Imagine you’re part of the majority of citizens living in the black states (non-suffrage states) how would you feel about the passage of the 19th Amendment?
• Attendance- While Class is Doing Bell Work
• Presentation-The Electoral College-2016
• Activity-Should the Electoral College Be Abolished-DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
• Language Objective:
  • Students will read, and respond to a document based packet containing the arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College

Supplemental Materials: Presentation-The Electoral College-2016

Electoral College-2017

U.S. History

Wednesday-11/08/17:

• Bell Work-1.) Based on your prior knowledge what ship is the United States supposed to represent in this political cartoon? 2.) What might the motives of the artist have been in drawing the major issues that emerged after WWI as icebergs? 3.) Based on the fact that the U.S. withdrawal from European affairs following WWI led to an unstable region in which Germany was able to rebuild itself. Would there have been a better solution for the U.S. then simply trying to avoid Europe’s problems or in your mind did they make the right call for the time? 
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the major political changes that occurred in America during the 1920’s by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering the major political changes that occurred in America during the 1920’s through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties

Chapter 12-Vocabulary List

Chapter 12-Textbook-PDFs

______________________________________________________________________________________

Government

Wednesday-11/08/17:

• Bell Work-1.) Identify the two states with the highest number of electoral votes? What can we infer is the primary reason why they have received so many votes? 2.) Based on the knowledge that a candidate must receive at least 270 electoral votes in order to be named president please identify the minimum number of states a candidate must win in order to reach the 270 vote threshold.3.) Based on the information contained in the map create a short argument to support either the need to keep the Electoral College or the necessity to abolish the Electoral College?
• Attendance- While Class is Doing Bell Work
• Video-The US Elections Explained: The Nomination Process (5:21 min)
• Presentation-Chapter 6-Section 4-Voter Behavior
• Notes-Chapter 6-Section 3-Suffrage and Civil Rights
• Notes-Chapter 6-Section 4-Voter Behavior
• Daily Objective-

• Content Objective:
  • SWD analysis of the creation of Congressional legislation designed to support civil liberties and strengthen voting rights by outlining important information in guided notes
  • SWD analysis of the factors that influence voting behavior and contribute to varying levels of voter turnout by outlining important information in guided notes
• Language Objective:
  • Students will read and record information pertaining to the creation of Congressional legislation designed to support civil liberties and strengthen voting rights by reading through text and completing a set of student led guided notes.
  • Students will read and record information pertaining to the factors that influence voting behavior and contribute to varying levels of voter turnout by reading through text and completing a set of student led guided notes.

Supplemental Materials: Presentation-Chapter 6-Section 4-Voter Behavior, Notes-Chapter 6-Section 3-Suffrage and Civil Rights and Notes-Chapter 6-Section 4-Voter Behavior

Presentation-Chapter 6-Section 4-Voter Behavior

Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Section 4-Voter Behavior

Notes-Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Scection 3-Guided Notes

Notes-Chapter 6-Section 4-Voter Behavior

Chapter 6-Scection 4-Guided Notes

Video Link-The US Elections Explained: The Nomination Process (5:21 min)

U.S. History

Monday-11/06/17:

• Bell Work- 1.) What is the main idea of the primary source? 2.) Using the information contained within the primary source please identify Wilson’s feelings towards the people of Germany? 3.) Using the primary source above please describe Wilson’s reason for wanting to go to war. Based on your personal beliefs can you defend Wilson’s reasoning or do you disagree with the approach he is trying to take? *Please thoroughly explain your reasoning 
• Attendance- While Class is Doing Bell Work
• Video-The Lost Battalion (Day 3)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
• Language Objective:
  • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

Supplemental Materials: The Lost Battalion-Video Questions

Lost Batallion-Video Questions

Video Link-The Lost Battalion (Day 1)

1st Hour started at the 1:06:02 min mark and finished the film.

2nd Hour started at the 1:04:45 min mark and finished the film.

______________________________________________________________________________________

Government

Monday-11/06/17:

• Bell Work- 1.) What is the underlying theme of the timeline above? 2.)  What questions might you ask of the members of the Electoral College after examining the information presented in the timeline? 3.) What changes might you recommend to help alleviate some of the problems that emerge when the results of the Electoral College and the popular vote differ? Bell Work
• Activity-State of Michigan Voter Registration Application and Identification Form
• Presentation-Chapter 6-Section 3-Suffrage and Civil Rights
• Daily Objective-

• Content Objective:
  • SWD analysis of the requirements and responsibilities associated with voter qualification by examining a voter registration form and completing student led notes on voter qualifications.
  • SWD analysis of the factors that influence voting behavior and contribute to varying levels of voter turnout by participating in a short presentation
• Language Objective:
  • Students will read and record the requirements and responsibilities associated with voter qualification through the use of a voter registration activity and student driven guided notes.
  • Students will read and record information pertaining to the factors that influence voting behavior and contribute to varying levels of voter turnout by reading through text and completing a set of student led guided notes.

Supplemental Materials: Activity-State of Michigan Voter Registration Application and Identification Form and Presentation-Chapter 6-Section 3-Suffrage and Civil Rights

Activity-State of Michigan Voter Registration Application

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

Identification Form and Presentation-Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Section 3-Suffrage and Civil Rights

U.S. History

Friday-11/03/17:

• Bell Work-1.) Identify the underlying theme of the political cartoon? 2.) Based on your prior knowledge which major proposal created by Woodrow Wilson is the inspiration for the political cartoon? 3.) Based on architectural concepts identify why is the United States position as the “Keystone” so important in metaphorical terms?  
• Attendance- While Class is Doing Bell Work
• Video-The Lost Battalion (Day 2)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
• Language Objective:
  • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

Supplemental Materials: The Lost Battalion-Video Questions

Lost Batallion-Video Questions

Video Link-The Lost Battalion (Day 1)

1st Hour started at the 26:39 min mark paused at the1:06:02 min mark

2nd Hour started at the 24:12 paused at the  1:04:45 min mark

______________________________________________________________________________________

Government

Friday-11/03/17:

• Bell Work-1.) Which political figure is addressing Congress in this primary source? 2.) What are some of the problems that might arise that could potentially hinder the Voting Rights Act of 1965? 3.) What might be one or two changes/additions that you would add or recommend to this address in hopes of strengthening its chances of being passed by Congress?  
• Attendance- While Class is Doing Bell Work
• Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)
• Video Clip-Murder in Mississippi

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

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

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

• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle of women and people of color to achieve suffrage by evaluating a primary source and responding to inquiry based questions
  • SWD analysis of how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed by interacting in a short presentation
• Language Objective:
  • Students will read and respond to a letter addressing the struggle of women and people of color to achieve suffrage by examining a primary source and responding to inquiry and opinion based questions
  • Students will read and record information pertaining to how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed through listening to a short lecture

Supplemental Materials: Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24) and Presentation-Chapter 6-Section 2-Voter Qualification (Part 2-Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote)

Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)

The Fifteenth and Nineteenth Amendment-The Split Over Suffrage

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

Chapter 6-Section 2-Voter Qualifications-Power Point

U.S. History

Thursday-11/02/17:

• Bell Work- 1.) Identify the main theme of this political cartoon? 2.) What can we infer was the reason behind the artist’s decision to depict the five major powers as dogs in the political cartoon? 3.) What do you think is the significance of the artist decision to depict the United States as an American Bull Terrier which is a larger breed of dog compared to his decision to draw Great Britain, Germany and France as dogs of similar stature?  
• Attendance- While Class is Doing Bell Work
• Video-The Lost Battalion (Day 1)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
• Language Objective:
  • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

Supplemental Materials: The Lost Battalion-Video Questions

Lost Batallion-Video Questions

Video Link-The Lost Battalion (Day 1)

1st Hour Paused at the 26:39 min mark

2nd Hour Paused at the 24:12 min mark

______________________________________________________________________________________

Government

Thursday-11/02/17:

• Bell Work-1.) What are the key characteristics that the primary source/charts are trying to identify? 2.) What can we distinguish are some recent trends among “self-described” Independents, Democrats and Republicans? 3.) Describe based on the data and your prior knowledge why there has been such a large shift in political ideologies among liberals, moderates and conservatives since 2004?  
• Attendance- While Class is Doing Bell Work
• SSR Article-Give Ex-Cons the Right to Vote

• w/ SSR-Meta-Cognitive Log-Template-Half-Sheet

• Presentation-Chapter 6-Section 2-Voter Qualification (Part 1)

• Universal Requirements-Citizenship, Residence and Age

• Daily Objective-

• Content Objective:
  • SWD evaluation of the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by evaluating a primary source and responding to inquiry based log
  • SWD analysis of how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed by interacting in a short presentation
• Language Objective:
  • Students will read and respond to an article pertaining to the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by examining a primary source and responding to and meta-cognitive log
  • Students will read and record information pertaining to how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed through listening to a short lecture

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

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

Give Ex-Cons the Right to Vote-SSR Article

SSR-Meta-Cognitive Log-Template-Half-Sheet

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

Chapter 6-Section 2-Voter Qualifications-Power Point

U.S. History

Wednesday-11/01/17: Parent Teacher Conferences 3:30 to 6:30

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 11 Sections 1 through 4. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the First World War by demonstrating their knowledge thought the use of a unit quiz
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering the First World War by completing a multiple choice and matching quiz

______________________________________________________________________________________

Government

Wednesday-11/01/17: Parent Teacher Conferences 3:30 to 6:30pm

• Bell Work-1.) Can you name the demographic during the 2008 Presidential election that nearly gave President Obama 100% of their vote? 2.) Locate the data for the 1996 Presidential election. Please identify three particular groups whose votes were divided pretty evenly (nearly 50/50) among the candidates. 3.) Imagine you are a political candidate running against President Obama during the 2012 election. How effective would data like this be in shaping your campaign strategy of appealing to voters of all demographics? 
• Attendance- While Class is Doing Bell Work
• Video-Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?

• Presentation-Chapter 6-Section 1-The Right to Vote
• Notes-Chapter 6-Section 1-The Right to Vote
• Daily Objective-

• Content Objective:
  • SWD analysis of the process in which suffrage was extended to American women and the struggles of other minorities who are living in this country by outlining important information in guided notes
  • SWD analysis of the process in which suffrage was extended to American citizens and the qualifications a voter must meet today by outlining important information in guided notes
• Language Objective:
  • Students will read and record information pertaining to process in which suffrage was extended to American women and the struggles of other minorities who are living in this country and the qualifications a voter must meet today by reading through text and completing a set of student led guided notes.
  • Students will read and record information pertaining to process in which suffrage was extended to American citizens and the qualifications a voter must meet today by reading through text and completing a set of student led guided notes.

Supplemental Materials: Presentation-Chapter 6-Section 1-The Right to Vote and Notes-Chapter 6-Section 1-The Right to Vote

Presentation-Chapter 6-Section 1-The Right to Vote

Chapter 6-Section 1-The Right to Vote

Notes-Chapter 6-Section 1-The Right to Vote

Chapter 7-Section 1-Guided Notes

Video Link–Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?

U.S. History

Tuesday-10/31/17: Halloween

• Bell Work-1.) Identify the historical document that inspired this political cartoon? 2.) Based on your prior knowledge who does the giant hand carving up the United States represent? 3.) After examining the political cartoon please explain the significance of the caption on California that reads “For Japan?”. What is the intended message the artist is trying to convey?  
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD synthesis of Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe by interacting in a short presentation
  • SWD evaluation of the materials covered in Chapter 11 Sections 1-4 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 11 Sections 1-4 by completing a structured inquiry based study guide
  • Student will read and record information pertaining to Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe through listening to a short lecture

Supplemental Materials: Study Guide-Chapter 11-The First World War

Chapter 11-Learning Target-Study Guide

Chapter 1-Section 1-PPT

Chapter 11-Section 2-PPT

Chapter 11-Section 3-PPT-2017

The Americans-Chapter 11-Section 1

The Americans-Chapter 11-Section 2

The Americans-Chapter 11-Section 3

The Americans-Chapter 11-Section 4

Chapter 11-Vocab Match up Terms

Chapter 11-Vocabulary Match-up

Chapter 11-Test Materials

Chapter 11-Sentence Stems-US

______________________________________________________________________________________

Government

Tuesday-10/31/17: Halloween

• Bell Work-1.) In your own words what do you think President Obama means by the statement “there are those who are preparing to divide us, the spin masters and negative ad peddlers who embrace the politics of anything goes”? 2.) What are some of the questions you might ask President Obama about how he views the make-up of the United States following his speech at the DNC? 3.) Reflecting on the focus of his first campaign in 2008 “the promise of hope and change” how effective do you think shifting his position to one of patriotism and unity might be gaining new voters in his favor?
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 6-Voters and Voter Behavior
• Daily Objective-

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

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 6-Voters and Voter Behavior

Chapter 6-Vocabulary

Frayer Vocabulary Model

U.S. History

Monday-10/30/17: Parent Teacher Conferences 3:30 to 6:30

• Bell Work- 1.) Describe what is happening in the political cartoon? 2.) How might WWI have unfolded differently if the United States had entered into the conflict immediately after the assassination of Franz Ferdinand instead of years later? 3.) Do you feel the theoretical concept of the alliance system is a good thing or is it so divisive that the end result will always be war? *Thoroughly explain your thoughts  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 11-Section 4-Wilson Fights for Peace
• Student Led Notes-Chapter 11-Section 4-Wilson Fights for Peace
• Study Guide-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD synthesis of Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe by interacting in a short presentation and creating a set of student centered guided notes
  • SWD evaluation of the materials covered in Chapter 11 Sections 1-4 through summarizing key information in a structured study guide
• Language Objective:
  • Student will read and record information pertaining to Woodrow Wilson’s Fourteen Points and how the Treaty of Versailles reshaped the landscape of Europe 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 11 Sections 1-4 by completing a structured inquiry based study guide

Supplemental Materials: Student Led Notes-Chapter 11-Section 4-Wilson Fights for Peace and Study Guide-Chapter 11-The First World War

Student Led Notes-Chapter 11-Section 4-Wilson Fights for Peace

Notes-Outline-Chapter 11-Section 4

The Americans-Chapter 11-Section 4

Study Guide-Chapter 11-The First World War

Chapter 11-Learning Target-Study Guide

Chapter 1-Section 1-PPT

Chapter 11-Section 2-PPT

Chapter 11-Section 3-PPT-2017

The Americans-Chapter 11-Section 1

The Americans-Chapter 11-Section 2

The Americans-Chapter 11-Section 3

The Americans-Chapter 11-Section 4

Chapter 11-Vocab Match up Terms

Chapter 11-Vocabulary Match-up

______________________________________________________________________________________

Government

Monday-10/30/17: Parent Teacher Conferences 3:30 to 6:30pm

• Bell Work-1.) Who are the figures in the political cartoon designed to represent? 2.) What is the underlying theme of the political cartoon?3.) Reflect on the results of the 2016 Presidential election, how do you feel about all of the negative ads put out by the candidates? Would it change your opinion of the candidates if they focused more on positive ads than negative ads?  
• Attendance- While Class is Doing Bell Work
• Video- Who Are You With On Election Day? (2:29 min)
• Activity-Where I Side-Political Parties Activity
• Daily Objective-

• Content Objective:
  • SWD evaluation of where as a future registered voter their views and beliefs fall on the political spectrum including identifying which of the remaining 2016 Presidential candidates they would be most likely to vote for by evaluating and interpreting data in an interactive activity
• Language Objective:
  • Students will research, read and record information pertaining to where as a future registered voter their views and beliefs fall on the political spectrum which includes identifying the 2016 Presidential candidate they would be most likely have voted for through completing an online survey then evaluating and interpreting the data in a guided worksheet

Supplemental Materials: Activity-Where I Side-Political Parties Activity

Who Do I Side With-Political Parties Activity-Abridged Version

Video- Who Are You With On Election Day? (2:29 min)

Website Link: https://www.isidewith.com/

U.S. History

Friday-10/27/17:

• Bell Work-1.) Identify the main idea behind this political cartoon? 2.) Based on your prior knowledge which historical event led to the conflict depicted in the political cartoon? 3.) Judge the value of the artist’s decision to include the imagery of the European nations placing blame on each other while the hand of reasoning is pointing to the death of the “Peace of Europe”.  Why might this have been a wise decision in terms of informing the American public about the conflicts brewing in Europe?
• Attendance- While Class is Doing Bell Work
• Activity-Weapons of WWI-Webquest

• Writing Prompt

• Daily Objective-

• Content Objective:
  • SWD synthesis of the impact that newly developed weapons had on combat during World War I by 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 impact that newly developed weapons had on combat during World War I by completing a partner based webquest then using the information gathered to construct a well formed essay response

Supplemental Materials: Activity-Weapons of WWI-Webquest

Weapons of WWI-Webquest-2016-Sentance Stems

______________________________________________________________________________________

Government

Friday-10/27/17:

• Bell Work-1.) Based on the context of the excerpt from Susan Page’s article what can we identify as the important political issue she is trying to highlight? 2.) According to the primary source who is to blame for the issue of political partisanship? 3.) Why do you think Page’s decision to use the survey about education policies would be extremely effective in highlighting the division political partisanship?
• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 5-Political Parties (20 Questions)
• Video-CNN 10-October 27th, 2017

• Activity-Current Events 10/27
• Daily Objective-
  • Content Objective:

• SWD evaluation of key terms and concepts associated with our unit covering political parties by demonstrating their knowledge thought the use of a unit quiz

• • • SWD evaluation of influential events occurring locally, nationally and internationally by finding articles in newspapers or online then interpreting the information and stating an opinion about the impact of the article in a current events activity
  • Language Objective:

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

• • • Students will research, read and record information pertaining to the influential events occurring locally, nationally and internationally by finding articles in newspapers or online by annotating the article and discussing the event with several classmates in a collaborative activity

U.S. History

Thursday-10/26/17:

• Bell Work-1.) What is the main idea of the political cartoon? 2.) Identify the significance of the sign that the soldier representing “Germany” is walking away from? 3.) What do you think about the artist’s decision to draw the gun so large? What type of metaphor might this represent? 
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 11-The First World War
• Presentation-Chapter 11-Section 3-The War at Home
• Guided Notes-Chapter 11-Section 3-The War at Home
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 9 by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the attacks on American civil liberties that changed the social landscape of the United States during WWI by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will watch, listen and record information pertaining to events that led United States into the deadly conflict known as WWI by watching a film and recording poignant video facts that can be used to create discussions about the root causes of WWI
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 11 through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the attacks on American civil liberties that changed the social landscape of the United States during WWI through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Vocabulary Match-up Activity-Chapter 11-The First World War and Guided Notes-Chapter 11-Section 3-The War at Home

Vocabulary Match-up Activity-Chapter 11-The First World War

Chapter 11-Vocab Match up Terms

Guided Notes-Chapter 11-Section 3-The War at Home

Notes-Outline-Chapter 11-Section 3

The Americans-Chapter 11-Section 3

______________________________________________________________________________________

Government

Thursday-10/26/17:

• Bell Work-1.) What is the main idea (theme) of the political cartoon? 2.) What might the motive of the artist have been in drawing the national debt as a giant Godzilla type monster? 3.) Understanding that this particular cartoon highlighted one of the major issues of the 2012 election (see the caption in the lower right hand corner) what changes could we make to this cartoon that would make it relevant concerning the 2020 election?  
• Attendance- While Class is Doing Bell Work
• Activity-Political Parties Booklet (Day 3)

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

• Daily Objective-

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

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

Political Parties Booklet-Activity-Chapter 5-2016 Update

Political Parties Booklet-Activity-Instructions-Update 2016

Political Parties Booklet-Activity-Pie Chart

Political Parties Booklet-Activity-Presidential Map

Political Parties Booklet-Activity-Chapter 5-Example Cover