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

U.S. History

Wednesday-10/25/17:

• Bell Work-1.) Identity the key information this chart is trying to examine? 2.) What might Germany’s motive have been for increasing the funding in 1914 that was delegated for its army and scaling back on its naval forces? 3.) If you were a member of the British government how might you use this information to adjust your military strategy heading into 1915?
• Attendance- While Class is Doing Bell Work
• Video Clip-A Soldier’s Kit-WW1 Uncut: Dan Snow-BBC (5:01 min)
• Video Clip-A Soldier’s Food-WW1 Uncut: Dan Snow-BBC (3:02min)
• Video Clip-Why Barbed Wire? WWI Uncut: Dan Snow (3:56 min)
• Activity-WWI-DBQ-Documents Only-2017
• Daily Objective-

• Content Objective:
  • SWD evaluation of the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power 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 mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Material: Activity-WWI-DBQ-Documents Only-2017

WWI-DBQ-Documents Only-2017

Video Clip-A Soldier’s Kit-WW1 Uncut: Dan Snow-BBC (5:01 min)

Video Clip-A Soldier’s Food-WW1 Uncut: Dan Snow-BBC (3:02min)

Video Clip-Why Barbed Wire? WWI Uncut: Dan Snow (3:56 min)

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Government

Wednesday-10/25/17:

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

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

• Daily Objective-

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

Supplemental Materials: Activity-Political Parties Booklet (Day 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

U.S. History

Tuesday-10/24/17:

• Bell Work-1.) Can you name the major powers that are shown in the map? 2.) From the information given in the map can you determine what most likely would have been Germany’s tactical plan in their attempt to capture Europe? 3.) What do you think might have been the Triple Alliances biggest disadvantage in terms of military strategy and execution?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 11-The First World War
• Presentation-Chapter 11-Section 2-American Power Tips the Balance
• Student Led Notes-Chapter 11-Section 2-American Power Tips the Balance
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 11 by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the process of American mobilization upon our entry into WWI along with identifying the new weapons and medical procedures introduced during combat 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 Chapter 11 through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the process of American mobilization upon our entry into WWI along with identifying the new weapons and medical procedures introduced during combat through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Vocabulary Match-up Activity-Chapter 11-The First World War, Presentation-Chapter 11-Section 2-American Power Tips the Balance and Student Led Notes-Chapter 11-Section 2-American Power Tips the Balance

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

Chapter 11-Vocab Match up Terms

Presentation-Chapter 11-Section 2-American Power Tips the Balance

Chapter 11-The First World War-2016

Student Led Notes-Chapter 11-Section 2-American Power Tips the Balance

Notes-Outline-Chapter 11-Section 2

The Americans-Chapter 11-Section 2

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Government

Tuesday-10/24/17:

• Bell Work-1.) Based on the information contained within the excerpt above what can we infer is the main idea contained within the primary source? 2.) After analyzing the primary source and looking specifically at the quote that reads “By 1859, sectionalism had taken a tremendous toll on national political parties and the American political culture”, explain in your own words what the term “sectionalism” most likely means? 3.) Do you believe it is a good thing to provide voters with a viable third party candidate or due to voting being an incredibly complicated process is having only a strong Democrat and Republican candidate a better option? *Please thoroughly explain your answer
• Attendance- While Class is Doing Bell Work
• Video Clip-Yes / No: Democrats and Republicans (3:45 min)
• Activity-Political Parties Booklet (Day 1)

• Explanation of directions and beginning of project
  • Print 12 and 1, 2 and 11, 10 and 3, 4 and 9, 7 and 4 (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

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

U.S. History

Monday-10/23/17:

• Bell Work-1.) After reading the primary source excerpt what type of questions might you have for Colonel Dragulin Dimtrevic regarding his instance that Serbia’s only course of action is to go to war with Austria? 2.) Imagine you were the head of the Serbian government, how would you have dealt with the Austrian’s increased hostilities?3.) Judge the value of Colonel Dimtrevic’s statement “Our whole race must stand together to halt the onslaught of these aliens from the north”. How can the idea of nationalism unite an entire country under a common cause?   
• Attendance- While Class is Doing Bell Work
• Video-WW1: The Zimmermann Telegram (4:15 min)
• Activity-Decoding the Zimmermann Note
• Daily Objective-

• Content Objective:
  • SWD evaluation of the innovative code breaking system that allowed the U.S. to decrypt the Zimmermann note by interpreting a decoded piece of text in a collaborative activity
• Language Objective:
  • Students will read, orally discuss and record information pertaining to the innovative code breaking system that allowed the U.S. to decrypt the Zimmermann note through decoding an encrypted version of the Zimmermann note and working thought the process with a partner

Supplemental Material: Activity-Decoding the Zimmermann Note

Decoding the Zimmermann Note

Decoding the Zimmerman Note-Example

Video Link-WW1: The Zimmermann Telegram (4:15 min)

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Government

Monday-10/23/17:

• Bell Work-1.) Based on your prior knowledge of political symbolism and reasonable deduction who can we infer the man and the elephant represent? 2.) What is the underlying theme of the political cartoon? 3.) When reflecting on the major theme of the political cartoon and the events of the last election why do you think so many Americans are frustrated with the way politicians speak about the issues?  
• Attendance- While Class is Doing Bell Work
• Video-The History of U.S. Elections (1964-2016) (10:14 min)
• Presentation-Chapter 5-Section 1-Political Parties and What They Do
• Notes-Chapter 5-Section 1-Political Parties and What They Do
• Daily Objective-

• Content Objective:
  • SWD analysis of the purpose and functions of a two party political system by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read and record information pertaining to the purpose and functions of a two party political system through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 5-Section 1-Political Parties and What They D0 also Notes-Chapter 5-Section 1-Political Parties and What They Do

Presentation-Chapter 5-Section 1-Political Parties and What They D0

American Political Parties-2016

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

Chapter 5-Section 1-Guided Notes

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

U.S. History

Friday-10/20/17:

• Bell Work-1.) Identify what President Wilson is doing in this political cartoon? 2.) Had the German U-Boats not been sinking American ships do you believe that President Wilson would have been able to convince Congress to grant a declaration of war or would the push to remain in isolation been too big of a challenge for him to overcome? 3.) Do you think it was a wise idea for the United States to get involved in a war that did not present immediate physical danger to our country? *Please thoroughly explain your response  
• Attendance- While Class is Doing Bell Work
• Video Clip-America in World War I: Crash Course US History #30 (13:39 min)

• Reflection Question: How did the events of WWI lead to significant changes in America’s foreign policies abroad and our domestic policies at home?

• Presentation-Chapter 11-Section 1-World War I Begins

• From An Assassination Leads to War to The Fighting Starts

• Student Led Notes-Chapter 11-Section 1-World War I Begins

• From An Assassination Leads to War to The Fighting Starts

• Daily Objective-

• Content Objective:
  • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 11-Section 1-World War I Begins (From An Assassination Leads to War to The Fighting Starts)

Chapter 11-The First World War-2016

The Americans-Chapter 11-Section 1

Video Clip-America in World War I: Crash Course US History #30 (13:39 min)

• Reflection Question: How did the events of WWI lead to significant changes in America’s foreign policies abroad and our domestic policies at home?

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Government

Friday-10/20/17:

• Bell Work-1.) Can you name the court case from which the primary source sites the judge’s dissenting opinion? 2.) What is the underlying theme of the primary source? 3.) What do you think of the following passage of the judges dissenting statement “A democracy cannot function effectively when its constituent members believe laws are being bought and sold?  
• Attendance- While Class is Doing Bell Work
• Video-What do Democrats believe? (3:12 min)
• Video-What do Republicans believe? (3:20 min)
• Vocabulary Frayer Model Activity-Chapter 5-Political Parties
• Daily Objective-

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

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

Chapter 5-Vocabulary

Chapter 5-Frayer Model-Gov

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

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

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

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

U.S. History

Thursday-10/19/17:

• Bell Work-1.) Can you name another historical instance where the deaths of American civilians acted as the catalyst that pushed the United States into war? 2.) Based on historical context what can we infer was the motive behind the notice from the Imperial German Embassy?3.) Imagine you were an American citizen living in 1915 who read about the Sinking of the Lusitania in the NY Times, how might your views on America’s involvement in WWI change?
• Attendance- While Class is Doing Bell Work

• Presentation-Chapter 11-Section 1-World War I Begins

• From America Mobilizes to An Assassination Leads to War

• Student Led Notes-Chapter 11-Section 1-World War I Begins

• From America Mobilizes to An Assassination Leads to War

• Daily Objective-

• Content Objective:
  • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 11-Section 1-World War I Begins (From America Mobilizes to An Assassination Leads to War) and Student Led Notes-Chapter 11-Section 1-World War I Begins

Presentation-Chapter 11-Section 1-World War I Begins (From America Mobilizes to An Assassination Leads to War)

Chapter 11-The First World War-2016

Student Led Notes-Chapter 11-Section 1-World War I Begins 

Notes-Outline-Chapter 11-Section 1

The Americans-Chapter 11-Section 1

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Government

Thursday-10/19/17:

• Bell Work-1.) Who is the key character in the political cartoon supposed to represent? 2.) What questions would you ask of the artist who drew this political cartoon? 3.) What changes would you recommend to the artist in an attempt to make this cartoon more accessible to the general public?  
• Attendance- While Class is Doing Bell Work
• Video-John Adams-Episode 2-Independence (HBO)-Day 2 (92 min total minutes)

• Last 52 minutes w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions
• Language Objective:
  • Students will listen, and record information pertaining to the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

U.S. History

Wednesday-10/18/17:

• Bell Work-1.) What is the main theme of the primary source? 2.) Reflect back on what we learned about the age of American imperialism/expansionism, why is Wilson’s statement that we fight “for the right of those who submit to authority to have a voice in their own Governments” particularly ironic? 3.)  Imagine you were a United States Congressman listening to President Wilson’s speech. Based on this excerpt you cast your vote in favor of passing a declaration of war against Germany or would you stick to an isolationist principle and vote against a declaration of war? *Please provide the reasons behind your decision  
• Attendance- While Class is Doing Bell Work
• Video Clip- How World War I Started: Crash Course World History 209 (Part 1) (9:09 min)

• Reflection Question: How did the assassination of the Archduke Franz Ferdinand and the issuance of the Serbian ultimatum lead to the start of WWI?

• T2T Activity-Long Term Causes of WWI

• w/Reflection Questions

• 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 mounting conflicts that led to the United States involvement in WWI by interacting in a text based activity and collaboratively responding to guided reflection questions
• Language Objective:
  • 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 mounting conflicts that led to the United States involvement in WWI through completing a talk to the text activity and working with a partner to answer structured reflection questions

Supplemental Materials: T2T Activity-Long Term Causes of WWI w/Reflection Questions

Long Term Causes of WW I-Handout

Video Link- How World War I Started: Crash Course World History 209 (Part 1) (9:09 min)

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Government

Wednesday-10/18/17:

• Bell Work- 1.) What is the main idea that links the primary source and the map together? 2.) Based on the primary source and map, why was the acquisition of New Orleans so important to the United States? 3.) What do you think would have happened if the United States had failed to purchase “French Louisiana” in 1803?
• Attendance- While Class is Doing Bell Work
• Video-John Adams-Episode 2-Independence (HBO)-Day 1 (92 min total minutes)

• First 40 minutes w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions
• Language Objective:
  • Students will listen, and record information pertaining to the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

Supplemental Materials: John Adams-Episode 2-Independence (HBO)-Day 1 (92 min total minutes) Guided Video Questions

HBO-John Adams-Episode Two-Video Questions

U.S. History

Tuesday-10/17/17:

• Bell Work-1.) Based on the data contained in the chart which three countries saw the largest increase in arms spending from 1870 to 1914? 2.) How would this information be useful to historians who were examining the causes of WWI? 3.) Based on the chart what do you think would happen if a country like Great Britain drastically reduced the amount of money they were spending on arms? *Do you think that would cause other countries to make the same choice since they no longer feel threatened by Great Britain
• Attendance- While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 10
• Vocabulary Frayer Model Activity-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the conflicts that led to the Great War 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 conflicts that led to the Great War through the use of a frayer model vocabulary activity

Supplemental Materials:  Vocabulary Frayer Model Activity-Chapter 11-The First World War

Chapter 11-Frayer Model Set Up

Frayer Vocabulary Model

Chapter 11-Vocab Match up Terms

Chapter 11-Vocabulary Match-up

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Government

Tuesday-10/17/17:

• Bell Work-1.) What does Thomas Jefferson believe is “the basis of our government”? 2.) What is one of the main problems Jefferson sees in regards to freedom of the press? 3.) What does Jefferson predict would happen if people become inattentive to public affairs?
• Attendance- While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 3 and 4
• DBQ-American Federalism-2017
• Daily Objective-

• Content Objective:
  • SWD evaluation of the concept of American Federalism by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the concept of American Federalism by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: DBQ-American Federalism-2017

American Federalism-DBQ-2017

U.S. History

Monday-10/16/17:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering our unit on American Imperialism. In 5 minutes we will begin the vocabulary match up activity.
• Attendance-While Class is Doing Bell Work
• Quiz-Chapter 10-America Claims and Empire
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit pertaining to the rise of American Imperialism in the early 1900’s 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 rise of American Imperialism in the early 1900’s by completing a multiple choice and matching quiz

______________________________________________________________________________________

Government

Monday-10/16/17:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering our unit on Chapter 3 and 4. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 3-The Constitution and Chapter 4-Federalism
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together 4 by demonstrating their knowledge thought the use of a unit quiz
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together by completing a multiple choice and matching quiz

U.S. History

Friday-10/13/17:

• Bell Work-1.) Identify the major themes of the political cartoon? 2.) Describe how the political cartoon represents the difference between the terrible conditions that existed before American intervention and the position the countries are in after? 3.) Based on the political cartoon and what you have learned in class what do think was America’s primary agenda in fighting for the freedoms of these “oppressed” people? 
• Attendance- While Class is Doing Bell Work
• Activity-Test Materials Review-Chapter 10
• Study Guide-Chapter 10-America Claims an Empire
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in our unit pertaining to American Imperialism 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 pertaining to American Imperialism by completing a structured inquiry based study guide

Supplemental Materials:Study Guide-Chapter 10-America Claims an Empire

Chapter 10-Learning Target-Study Guide

Chapter 10-America Claims and Empire-Power Point

Chapter 10-Textbook-PDFs

Chapter 10-Test Materials

Chapter 10-Vocab Match up Terms

Chapter 10-Vocabulary Match-up

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Government

Friday-10/13/17:

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

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

Supplemental Materials: Study Guide -Chapter 3-The Constitution and Chapter 4-Federalism American Government  

Chapter 3 and 4-Learning Target-Study Guide

Chapter 3-The Constitution-2017

Chapter 4-Federalism-2017

Test Materials-Chapter 3 and 4

Chapter 3-Vocabulary

Chapter 4-Vocabulary

U.S. History

Thursday-10/12/17:

• Bell Work-1.) Identify the major themes of the political cartoon? 2.) Describe how the political cartoon represents the difference between the terrible conditions that existed before American intervention and the position the countries are in after? 3.) Based on the political cartoon and what you have learned in class what do think was America’s primary agenda in fighting for the freedoms of these “oppressed” people? 
• Attendance- While Class is Doing Bell Work
• Activity-Test Materials Review-Chapter 10
• Study Guide-Chapter 10-America Claims an Empire
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in our unit pertaining to American Imperialism 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 pertaining to American Imperialism by completing a structured inquiry based study guide

Supplemental Materials:Study Guide-Chapter 10-America Claims an Empire

Chapter 10-Learning Target-Study Guide

Chapter 10-America Claims and Empire-Power Point

Chapter 10-Textbook-PDFs

Chapter 10-Test Materials

Chapter 10-Vocab Match up Terms

Chapter 10-Vocabulary Match-up

______________________________________________________________________________________

Government

Thursday-10/12/17:

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

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

Supplemental Materials: Study Guide -Chapter 3-The Constitution and Chapter 4-Federalism American Government  

Chapter 3 and 4-Learning Target-Study Guide

Chapter 3-The Constitution-2017

Chapter 4-Federalism-2017

Test Materials-Chapter 3 and 4

Chapter 3-Vocabulary

Chapter 4-Vocabulary