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

U.S. History

Wednesday-10/11/17:

• Bell Work-1.) Describe what is happening in the political cartoon? 2.) Identify the artists reasoning for depicting Cuba as a weak individual in need of Uncle Sam’s protection? 3.) How would you feel as a Cuban citizen in the midst of fighting a war against Spain for independence if you were to see this cartoon?
• Attendance- While Class is Doing Bell Work
• Video-Animaniacs-The Panamá Cana (1:47 min)
• Presentation-Chapter 10-Section 4-America as a World Power
• Student Notes-Chapter 10-Section 4-America as a World Power
• Daily Objective-

• Content Objective:
  • SWD synthesis of how Theodore Roosevelt’s position on foreign policy and Woodrow Wilson’s idea of missionary diplomacy promoted Americas position of power in the southern hemisphere 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 how Theodore Roosevelt’s position on foreign policy and Woodrow Wilson’s idea of missionary diplomacy promoted Americas position of power in the southern hemisphere through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 10-Section 4-America as a World Power and Student Notes-Chapter 10-Section 4-America as a World Power

Presentation-Chapter 10-Section 4-America as a World Power

Chapter 10-America Claims and Empire-Power Point

Student Notes-Chapter 10-Section 4-America as a World Power

Notes-Outline-Chapter 10-Section 4

The Americans-Chapter 10-Section 4

Video Link-Animaniacs-The Panamá Cana (1:47 min)

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Government

Wednesday-10/11/17:

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

• Content Objective:
  • SWD synthesis of the constitutional provisions that define interstate relations 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 constitutional provisions that define interstate relations through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 4-Section 3-Interstate Relations and Student Led Notes-Chapter 4-Section 3-Interstate Relations

Presentation-Chapter 4-Section 3-Interstate Relations

Chapter 4-Federalism-2016

Student Led Notes-Chapter 4-Section 3-Interstate Relations

Chapter 4-Section 3-Guided Notes-High-2017

U.S. History

Tuesday-10/10/17:

• Bell Work-1.) Identify the underlying theme behind William Jennings Bryan argument against keeping the Philippines? 2.) Describe what William Jennings Bryan meant when he said “if government derive their just powers from the consent of the governed, it is impossible to secure title to people, either by force or by purchase”? 3.) Based on William Jennings Bryan’s comments how was the United States taking a contradictory approach to the Philippines as territorial holding?  
• Attendance- While Class is Doing Bell Work
• Activity-Platt Amendment (Cornell Notes)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by clarifying the purpose of a section lecture through conversation
  • SWD synthesis of the factors contributing to the end of the Spanish-American war and the creation of the Platt Amendment by compiling information in structured student led notes
• Language Objective:
  • Students will listen and discuss information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by listening to a short guided presentation and discussing the impact of expansionism with their elbow partner
  • Students will read and record information pertaining to the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by creating student centered Cornell notes

Supplemental Material: Activity-Platt Amendment (Cornell Notes)

Platt Amendment-Cornell Notes-US

Platt Amendment Activity

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Government

Tuesday-10/10/17:

• Bell Work-1.) Can you name the main focus of this of the map shown above? 2.) Based on this map, what is one way the Compromise of 1850 dealt with the issue of the expansion of slavery into the territory gained from the Mexican Cession? 3.) What might have happened if California had been admitted as a slave state in 1850 instead of a free state?
• Attendance- While Class is Doing Bell Work
• Video Clip-Tour the States-Official Music Video (4:08 min)
• Presentation-Chapter 4-Section 2-The National Government and the 50 States
• Notes-Chapter 4-Section 2-The National Government and the 50 States
• Daily Objective-

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

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

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

Chapter 4-Federalism-2016

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

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

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

U.S. History

Monday-10/09/17:

• Bell Work-1.) Identify the main theme of the political cartoon? 2.) Why do you think the artist chose to illustrate Uncle Sam’s growth from a child to an adult with an accompanying timeline? 3.) Explain why the final image of Uncle Sam is drawn as a portly man holding a ship? How does this image of Uncle Sam correlate to the final image of the hands of friendship being extended to the U.S. by European nations?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 10-Section 3-Aquiring New Lands
• Video Clip-American Imperialism: Crash Course US History #28 (14:03 min)

• Reflection Question: How did the United States use the concept of imperialism to grow our position as a global power?

• Student Led Notes-Chapter 10-Section 3-Aquiring New Lands
• Daily Objective–

• Content Objective:
  • SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will listen and discuss information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 10-Section 3-Aquiring New Lands and Student Led Notes-Chapter 10-Section 3-Aquiring New Land

Presentation-Chapter 10-Section 3-Aquiring New Lands

American Imperialism-DBQ-2017 Chapter 10-America Claims and Empire-Power Point

Student Led Notes-Chapter 10-Section 3-Aquiring New Land

Notes-Outline-Chapter 10-Section 3

The Americans-Chapter 10-Section 3

Video Link-American Imperialism: Crash Course US History #28 (14:03 min)

• Reflection Question: How did the United States use the concept of imperialism to grow our position as a global power?

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Government

Monday-10/09/17:

• Bell Work-1.) What is the main theme of this primary source? 2.) What might Jefferson’s motives have been in writing this correspondence to Gideon Granger? 3.) What changes would you recommend to the structure or the content of this excerpt that would help present its main theme a way that is accessible to a wider audience?
• Attendance- While Class is Doing Bell Work
• Video-Christopher Columbus Day-Funny Story of Columbus from the Streets – J. Kimmel (4:59 min)
• Presentation-Chapter 4-Section 1-Federalism: Powers Divided
• Notes-Chapter 4-Section 1-Federalism: Powers Divided
• Daily Objective-

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

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

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

Chapter 4-Federalism-2016

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

Chapter 4-Section 1-Guided Notes-2015

Video-Christopher Columbus Day-Funny Story of Columbus from the Streets – J. Kimmel (4:59 min)

https://www.youtube.com/watch?v=MTTB46Feh0U

U.S. History

Friday-10/06/17:

• Bell Work-1.) Identify the statement that supports Senator Beveridge’s belief that America is the greatest nation in the world. 2.) According to the text why are Puerto Rico, the Philippines and Cuba so lucky that American’s stepped in to help with their affairs? 3.) Do you think Senator Beveridge is contradicting himself in his call for freeing Cuba from a restrictive government by saying “Think of the hundreds of thousands of Americans who will build a soap-and-water, common-school civilization of energy and industry in Cuba, when a government of law replaces the double reign of anarchy and tyranny”?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match up-Chapter 10-America Claims and Empire  
• Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico–Double Bubble Map

• Map Guiding Question: How can we compare and contrast the United States approach to imperialism in Cuba and Puerto Rico?
• Frame Guiding Question: In your opinion which of the two nations listed in this map received the fairest treatment from the U.S.?

• SSR Activity-Corollary to the Monroe Doctrine December 6, 1904

• Identify the way in which President Roosevelt says “real peace” can be achieved:
• Describe how the President’s statements in the second paragraph conflict with the core principles of imperialism:
• 3. Identify the way in which the President attempts to justify the United States future involvement in Latin American territories:
• Describe the areas the Monroe Doctrine has already intervened in:
• Describe the ultimate aim of the Roosevelt Corollary:

• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 10 by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States along with the drafting of the Roosevelt Corollary by reading a primary source and answering a structured reflection question
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 10 through the use of a vocabulary match-up activity
  • Students will read and record information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba along with the drafting of the Roosevelt Corollary by annotating the article and discussing the event with several classmates in a collaborative activity

Supplemental Materials: Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico-Double Bubble Map and SSR Activity-Corollary to the Monroe Doctrine December 6, 1904

Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico–Double Bubble Map

• Map Guiding Question: How can we compare and contrast the United States approach to imperialism in Cuba and Puerto Rico?
• Frame Guiding Question: In your opinion which of the two nations listed in this map received the fairest treatment from the U.S.?

Imperialism in Cuba and Puerto Rico-Double Bubble Map-Blank-US

1st Hour: SSR Activity-Corollary to the Monroe Doctrine December 6, 1904

• Identify the way in which President Roosevelt says “real peace” can be achieved:
• Describe how the President’s statements in the second paragraph conflict with the core principles of imperialism:
• 3. Identify the way in which the President attempts to justify the United States future involvement in Latin American territories:
• Describe the areas the Monroe Doctrine has already intervened in:
• Describe the ultimate aim of the Roosevelt Corollary

Roosevelt Corollary to the Monroe Doctrine-SSR w discussion questions

2nd Hour: Map of South and Central America

Map of South and Central America-Blank

Map of Central and South America

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Government

Friday-10/06/17:

• Bell Work-1.) Based on the primary source what position (how he feels) can we infer Patrick Henry took in regards to ratifying a new constitution? 2.) Based on the primary source what can you distinguish are Patrick Henry beliefs concerning the role of the Federal Government as laid out in the Constitution? 3.) What do you think about Henry’s statement “The principles of this system [the Constitution] are extremely, pernicious (having a harmful effect, especially in a gradual or subtle way), impolitic (failing to possess or display prudence; unwise), and dangerous…”. How could you change this statement to become more accessible to a wider audience?
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 4-Federalism
• Daily Objective-

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

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

Frayer Vocabulary Model

Chapter 4-Vocabulary

U.S. History

 Thursday-10/05/17:

• Bell Work-1.) Identify the statement that supports Senator Beveridge’s belief that America is the greatest nation in the world. 2.) According to the text why are Puerto Rico, the Philippines and Cuba so lucky that American’s stepped in to help with their affairs? 3.) Do you think Senator Beveridge is contradicting himself in his call for freeing Cuba from a restrictive government by saying “Think of the hundreds of thousands of Americans who will build a soap-and-water, common-school civilization of energy and industry in Cuba, when a government of law replaces the double reign of anarchy and tyranny”?
• Attendance- While Class is Doing Bell Work
• Student Led Notes-Chapter 10-Section 2-The Spanish-American War
• Daily Objective-

• Content Objective:
  • SWD synthesis of the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by compiling information in student led notes
• Language Objective:
  • Students will read and record information pertaining to the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by creating student centered guided notes

Supplemental Material: Student Led Notes-Chapter 10-Section 2-The Spanish-American War

Chapter 10-Section 2-Guided Notes-High

The Americans-Chapter 10-Section 2

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Government

Thursday-10/05/17:

• Bell Work-1.) What is the main theme of the primary source? 2.) Reflect on the primary source and the information covered in chapter two. What were some of the issues the framers ran into when deciding how to accurately count population in terms of selecting congressional representatives? 3.) In your opinion is there a better solution than the one created by the Connecticut Plan or due to the tensions that existed between the north and south was this the best possible solution for the time period?
• Attendance- While Class is Doing Bell Work
• Video-Schoolhouse Rock: America – I’m Just a Bill Music Video (3:21 min)
• Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments)
• Activity-Change by Other Means (Methods of Change)
• Daily Objective-

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

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

Chapter 3-The Constitution-2016

Activity-Change by Other Means (Methods of Change)

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

Video Link-Schoolhouse Rock: America – I’m Just a Bill Music Video (3:21 min)

https://www.youtube.com/watch?v=FFroMQlKiag&t=94s

U.S. History

Wednesday-10/04/17:

• Bell Work-1.) Identify the main figure featured in this political cartoon? 2.) Discuss the historical significance of the political cartoon’s title “The Big Stick in the Caribbean Sea”? 3.) How effective are political cartoons like this in raising support for controversial actions taken by our government? 
• Attendance- While Class is Doing Bell Work
• Activity-American Imperialism-DBQ-2017 (15-20 min)
• Video-Who Were the Rough Riders? | Explorer (2:20 min)
• Presentation-Chapter 10-Section 2-The Spanish-American War
• Daily Objective-

• Content Objective:
  • SWD evaluation of the process and effect of U.S. expansionism during the early twentieth century by interpreting the meaning of several primary source documents in a collaborative activity
  • SWD comprehension of the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by clarifying the purpose of a section lecture through conversation
• Language Objective:
  • Students will read, discuss and record information pertaining to the process and effect of U.S. expansionism during the early twentieth century by identifying key pieces of information contained in a DBQ packet with the help of a partner
  • Students will listen and discuss information pertaining to the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by listening to a short guided presentation and discussing the impact of expansionism with their elbow partner

Supplemental Materials: Activity-American Imperialism-DBQ-2017 (15-20 min) and Presentation-Chapter 10-Section 2-The Spanish-American War

Activity-American Imperialism-DBQ-2017 (15-20 min)

American Imperialism-DBQ-2017

Presentation-Chapter 10-Section 2-The Spanish-American War

Chapter 10-America Claims and Empire-Power Point

Video Link-Who Were the Rough Riders? | Explorer (2:20 min)

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Government

Wednesday-10/04/17:

• Bell Work-1.) What can you distinguish according to the primary source is the relationship between the state and federal government? 2.) What is the underlying theme of the primary source? 3.) Why do you believe that the author made it a point in the preamble to list the six purposes of government in their attempt to call for the ratification of a new Constitution?
• Attendance- While Class is Doing Bell Work
• Video-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)

• While watching students will record the first ten amendments and additional notes

• Daily Objective-

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

Supplemental Material: Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) Video Notes

Constitution Hall Pass-Video Questions

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

U.S. History

Tuesday-10/03/17:

• Bell Work-1.) Based on the political cartoon what can we infer is the reason the United States and the other nations are interested in China? 2.) What would most likely happen between the other countries if Uncle Sam was not standing in the way? 3.) Do you think it was a good thing or a bad thing that the United States became so heavily involved in expansionism during the late Nineteenth Century?
• Attendance- While Class is Doing Bell Work
• Activity-American Imperialism-DBQ-2017
• Daily Objective-

• Content Objective:
  • SWD evaluation of the process and effect of U.S. expansionism during the early twentieth century 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 process and effect of U.S. expansionism during the early twentieth century by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: Activity-American Imperialism-DBQ-2017

American Imperialism-DBQ-2017

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Government

Tuesday-10/03/17:

• Bell Work-1.) Identify the different ways that power is divided between the three branches government? 2.) What are some of the problems that could emerge if one of the three branches of government continuously fails to meet their constitutional responsibilities? 3.) Is there a better solution when it comes to delegating power than creating a system where the three branches of our government hold the same amount of influence and power over the other two branches?
• Attendance- While Class is Doing Bell Work
• Video-Amending America: How Do We Amend? (3:42 min)
• Presentation-Formal Amendments-Chapter 3-Section 2
• Notes-Formal Amendments-Chapter 3-Section 2
• Daily Objective-

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

Supplemental Materials: Presentation-Formal Amendments-Chapter 3-Section 2 and Notes-Formal Amendments-Chapter 3-Section 2

Presentation-Formal Amendments-Chapter 3-Section 2

Chapter 3-The Constitution-2016

Notes-Formal Amendments-Chapter 3-Section 2

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

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

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

U.S. History

Monday-10/02/17:

• Bell Work-1.) What justification does Senator Beveridge make for America’s position of control over the Philippines? 2.) Identify based on the text what Senator Beveridge feels the mission of the United States is? 3.) Imagine you are a President William McKinley and you just finished reading this message from Senator Beveridge. Would you be in favor Senator Beveridge’s belief that it is our constitutional duty to hold and protect our territorial holdings or should the United States release our control over the Philippines and allow them to experience the same freedom we hold so dear?   
• Attendance- While Class is Doing Bell Work
• Procedure-Vocab Check-Chapter 10-Section 1-Imperialism and America
• Thinking Map-Imperialism-Bubble Map
• Foldable Notes-Chapter 10-Imperialism and America
• Daily Objective-

• Content Objective:
  • SWD synthesis of the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by compiling information in student led notes
• Language Objective:
  • Students will read and record information pertaining to the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by creating student centered guided notes

Supplemental Material: Thinking Map-Imperialism-Bubble Map and Notes-Chapter 10-Imperialism and America

Thinking Map-Imperialism-Bubble Map

American Imperialism-Tree Map-US

Notes-Chapter 10-Imperialism and America

Chapter 10-Sections 1-Guided Notes-High-2017

The Americans-Chapter 10-Section 1

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Government

Monday-10/02/17:

• Bell Work- 1.) Based on your prior knowledge and the information contained in the primary source would the author most likely be considered a federalist or an anti-federalist? 2.) What can we infer based on the primary source might be the reason this newspaper editor chose to support ratifying the Constitution? 3.) How effective do you think the argument made by the author for ratification is? Is there anything that could be added that would help gain additional support for ratification or is his argument sufficient?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 3-Section 1-Basic Principle
• Thinking Map-Federalism: Who Has the Power?-Double Bubble Map
• Student Led Notes-Chapter 3-Section 1-Basic Principle
• Daily Objective-

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

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

Presentation-Chapter 3-Section 1-Basic Principle

Chapter 3-The Constitution-2016

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

Federalism-Double Bubble Map-Filled Out-Gov

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

Chapter 3-Section 1-Guided Notes-High

U.S. History

Friday-9/29/17:

• Bell Work- 1.) What is the underlying theme of Roosevelt’s message to Congress? 2.) What does Roosevelt say we can predict about future generations based on the prosperity of his day? 3.) How do you feel about the issue of conservation? (Are you for it or against it and why) Is it something that the government and our citizens should prioritize or are the potential earnings from the technology and manufacturing industry too good to pass up?
• Attendance- While Class is Doing Bell Work
• Video Clip-Last Week Tonight with John Oliver: U.S. Territories (HBO) (13:11 min)

• Reflection Question: What effect(s) have insular cases had in denying those living in U.S. held territories the right to vote?

• Presentation-Chapter 10-Section 1-Imperialism and America
• Daily Objective-

• Content Objective:
  • SWD comprehension of the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by clarifying the purpose of a section lecture through conversation
• Language Objective:
  • Students will listen and discuss information pertaining to the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by listening to a short guided presentation and discussing the impact of expansionism with their elbow partner

Supplemental Materials: Presentation-Chapter 10-Section 1-Imperialism and America

Chapter 10-America Claims and Empire-Power Point

Video Clip-Last Week Tonight with John Oliver: U.S. Territories (HBO) (13:11 min)

• Reflection Question: What effect(s) have insular cases had in denying those living in U.S. held territories the right to vote?

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Government

Friday-9/29/17:

• Bell Work-1.) Based on the primary source how does King George III view the colonist’s decision to rebel against his authority? 2.) Imagine that you were King George III and you learned that the American colonists were rebellion against your royal decrees how would you have handled putting down a rebellion in your most profitable colony? 3.) How would you have felt about this statement from King George III if you were an English colonist living in North America who had previously defended the monarch’s divine right to rule over his colonial possessions?
• Attendance- While Class is Doing Bell Work
• Video-Washington DC Statehood: Last Week Tonight with John Oliver (HBO) (17:02 min)

• Reflection Question: How has Washington D.C.’s lack of statehood affected their ability to pass legislation and receive fair representation in Congress?

• Activity-Current Events 9/29
• Daily Objective-
  • Content Objective:
    • 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 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

Video Link-Washington DC Statehood: Last Week Tonight with John Oliver (HBO) (17:02 min)

• Reflection Question: How has Washington D.C.’s lack of statehood affected their ability to pass legislation and receive fair representation in Congress?

U.S. History

Thursday-9/28/17:

• Bell Work- 1.) Who is speaking in the primary source and who is he addressing in his speech? 2.) What is the underlying theme/issue President Theodore Roosevelt is confronting here? Why do you think this issue is such a big deal to President Roosevelt? 3.) What do you think about the issue of natural conservation? Is it something that our nation should still be focusing on today or is it one that has become overshadowed by more pressing issues?  
• Attendance- While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 9
• Vocabulary Frayer Model Activity- Chapter 10-Section 1-Imperialism and America
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering America’s imperial ambitions in the early 1900’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 America’s imperial ambitions in the early 1900’s through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity- Chapter 10-Section 1-Imperialism and America

Chapter 10-Vocab Match up Terms

Chapter 10-Vocabulary Match-up

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Government

Thursday-9/28/17:

• Bell Work-1.) What can we infer was Patrick Henry’s main purpose for giving this speech in front of the Virginia House of Burgess? 2.) Select one of Patrick Henry’s three criticisms of the Stamp Act and discuss how this position reflected the frustrations of many colonists living in the mid 1760’s? 3.) What was the significance of Henry’s statement “…if this be treason, make the most of it” in relation to the impending conflict with the British?
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 3-The Constitution
• Daily Objective-

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

Supplemental Material: Vocabulary Frayer Model Activity-Chapter 3-The Constitution

Chapter 3-Vocabulary