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

U.S. History

Wednesday-9/13/16:

• Bell Work-1.) Based on the commentary located under the political cartoon what can we infer the “Sunday Saloons” were? 2.) Based on the time period (early 1900’s) determine what could have caused Dr. Washington Glidden to appeal to this group in a plea to have their voice heard? 3.) State a case that would support/reject the need to have workers’ rights extended to children under the age of eighteen?
• Attendance- While Class is Doing Bell Work
• Activity-The Progressive Era-Carousel Activity (10-20 min)
• Video-The Progressive Era: Crash Course US History #27 (15:00 min)

• Reflection Question: What was one of the major problems that existed during the Progressive Era and how did Americans attempt to solve the problem?
• w/ Reflection Question:

• Daily Objective-

• Content Objective:
  • SWD comprehension of the forward thinking ideas that developed during the Progressive Era by collaboratively summarizing a text set based on primary sources
• Language Objective:
  • Students will read, write and orally discuss the forward thinking ideas that developed during the Progressive Era by creating a set of Cornell Notes and breaking down individually assigned pieces of text then summarizing the important information in a group setting

 

Supplemental Materials: Activity-The Progressive Era-Carousel Activity (10-20 min)

Progressive-Era-Text-Set-Notes-Page-1

Progressive-Era-Text-Set-Notes-Page-2

The Progressive Era-Carousel Activity Article

 

Video Link–The Progressive Era: Crash Course US History #27 (15:00 min)

• Reflection Question: What was one of the major problems that existed during the Progressive Era and how did Americans attempt to solve the problem?

 

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2nd Hour Homework

Chapter 9 Section 1-5 Section Review Questions

#2-4 for each section

• You can find the pdf’s under the “U.S. history Textbook tab at the top of this page

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Government

Wednesday-9/13/17:

• Bell Work-1.) Based on your prior knowledge what document acted as the political guideline for the United States prior to the adoption of the U.S. Constitution? 2.) Based on the excerpt what can you determine could have caused the United States to move away from prior documents to a Constitution with a strongly established central government? 3.) What would you conclude about Richard Henry Lee’s argument is it one that would realistically persuade the American public to adopt a new Constitution or would it cause fear that we are replacing one ineffective government with another? * Please thoroughly explain your answer
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 2-Section 1-Our Political Beginnings
• Guided Notes-Chapter 2-Section 1-Our Political Beginnings
• Daily Objective-

• Content Objective:
  • SWD analysis of the basic concepts of government and how influential English documents laid the foundation for the United States current system of government by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the basic concepts of government and how influential English documents laid the foundation for the United States current system of government through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 2-Section 1-Our Political Beginnings and Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Presentation-Chapter 2-Section 1-Our Political Beginnings

Origins of American Government-PPT-2017

 

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

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

 

Guided Questions: (Complete on the back of your chapter two  section two notes sheet)

1.) Explain the difference between a bicameral and a unicameral legislative body.

2.) In what ways were the 13 colonies similar to one another? How did they differ?

 

U.S. History

Tuesday-9/12/16:

• Bell Work-1.) Which historical event “raised women’s expectations, inspired some of the first explicit demands for equality, and witnessed the establishment of female academies to improve women’s education”? 2.) State a case that would support/reject the idea that it was in the best interest of our nation to legally state that “married women could not own property, make contracts, bring suits, or sit on juries”. *Explain why this would or would not be a positive idea 3.) What is the significance of the suffragists fight for equality in divorce, access to higher education, the professions, and other occupations, as well as birth control and abortion?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 9-The Progressive Era
• Video-Susan B. Anthony, the Suffragette Superhero (4:45 min)
• Activity-The Progressive Era-Carousel Activity (35 min)
• 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 comprehension of the forward thinking ideas that developed during the Progressive Era by collaboratively summarizing a text set based on primary sources
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 9 through the use of a vocabulary match-up activity
  • Students will read, write and orally discuss the forward thinking ideas that developed during the Progressive Era by creating a set of Cornell Notes and breaking down individually assigned pieces of text then summarizing the important information in a group setting

 

Supplemental Materials:Activity-The Progressive Era-Carousel Activity (35 min)

Progressive-Era-Text-Set-Notes-Page-1

Progressive-Era-Text-Set-Notes-Page-2

The Progressive Era-Carousel Activity Article

 

Video Link-Susan B. Anthony, the Suffragette Superhero (4:45 min)

 

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Government

Tuesday-9/12/17:

• Bell Work-1.) Describe in your own words what the Native American man means when he says “What we need is a department of Homeland Security”? 2.) What is the underlying theme of this political cartoon? 3.) How do you feel about the way our country traditionally has handled immigrants throughout history? Would the first wave of European settlers agree with their treatment or feel it is the opposite of their original intentions? *Please thoroughly explain your answers
• Attendance- While Class is Doing Bell Work
• Procedure-Current Events Roll Out
• Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government
• Daily Objective-

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

 

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

Procedure-Current Events Roll Out

Article of the Week-Rubric-2016

 

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

Frayer Vocabulary Model

Chapter 2-Vocab Match up Terms

 

U.S. History

Monday-9/11/16:

• Bell Work-) Identify the main theme of the primary source? 2.) What facts can you select to highlight Senator Owens’ assumptions about the differences between men and women in the early 1900’s? In his opinion, how do these differences affect a women’s‟ ability to perform her civic duty? 3.) Based on the information contained within the primary source how has women’s suffrage changed government policy and the standard of living in Colorado according to the Senator? How has it affected a woman’s ability to meet society’s expectations of her duties as a wife and mother?
• Attendance-While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 9-The Progressive Era

• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 9 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 Chapter 9 through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 9-The Progressive Era

Frayer Vocabulary Model

Chapter 9-Frayer Model-PT 1

Chapter 9-Frayer Model-Pt 2

Vocab Match up Terms-Chapter 9

Vocabulary Match-up-Chapter 9

 

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Government

Monday-9/11/17:

• Bell Work-1.) What is the key difference between Thomas Jefferson and Alexander Hamilton’s feelings of the roles of delegated powers in regards to the formation of a national bank? 2.) Discuss the pro/cons of having a national bank? *Think what would be the best argument for or against the idea of having a national bank. 3.) Based on the following excerpt what relationship exists between the federal government and the people if there is not a clear definition of who power is delegated to? “I consider the foundation of the Constitution as laid on this ground: that all powers not delegated to the United States, by the Constitution, nor prohibited by it the states, or the people (XII amend). To take a simple step beyond the boundaries thus specially drawn around the powers of the Congress, is to take possession of a boundless field of power, no longer susceptible of any definition”.
• Thinking Map-Classifications of Government-Bubble Map
• Video-Democracy-A Short Introduction (3:19 min)
• Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides)
• Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy
• Daily Objective-

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

 

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

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

Chapter 1-Principles of Government-Comprehensive PPT-2017

 

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

Chapter 1-Section 1-3-Guided Notes-2017

 

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

 

U.S. History

Friday-9/08/16:

• Bell Work-) Identify the major themes of the political cartoon? (ex. Who is involved and what is going on, ect…) 2.) Describe the solution depicted in this cartoon that solved a key obstacle many women faced while trying to vote? 3.) Imagine you were living in the late 1900’s would you have pushed for women’s suffrage or do you believe allowing only men to vote would ultimately made us a better nation?

• Attendance- While Class is Doing Bell Work
• Video-The Ultimate Guide of the Presidents-Episode 5-Call of Duty 1899-1921 (44 min)

• w/ video questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the struggle for power between Congress and the President as well as the challenges presented by a looming economic depression through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the struggle for power between Congress and the President as well as the challenges presented by a looming economic depression through watching a video and discussing the impact with a classmate

 

Supplemental Materials-The Ultimate Guide of the Presidents-Episode 5-Call of Duty 1899-1921 (44 min)

The Ultimate Guide to the Presidents-Call of Duty-Video Notes

 

Video Link: The Ultimate Guide of the Presidents-Episode 5-Call of Duty 1899-1921 (44 min)

 

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Government

Friday-9/08/16:

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

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

 

Supplemental Materials: Presentation-Forms of Government (6 Slides) and Station Rotating Notes-Forms of Government Pros and Cons w/guided pros and cons notes

Presentation-Forms of Government (6 Slides) 

Chapter 1-Principles of Government-Comprehensive PPT-2017

Station Rotating Notes-Forms of Government Pros and Cons w/guided pros and cons notes

Forms of Government-Notes Template-Gov

Forms of Government-Pros and Cons

Forms of Government-Pros and Cons-Key

 

 

U.S. History

Thursday-9/07/16:

• Bell Work-) Identify the four main areas of reform the progressive era focused on? 2.) Do you believe the work of “muckraking journalists who were calling attention to the exploitation of child labor, corruption in city governments, the horror of lynching, and the ruthless business practices employed by businessmen” reflected the general attitude of the American public in the early 1900”s? *Explain your position 3.) Evaluate the changes made during the Progressive era at the national level. Select one law or constructional amendment instituted during this period and explain why it would positively impact a changing nation.

• Attendance- While Class is Doing Bell Work
• Timeline Activity-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD comprehension of the defining events of the Progressive Era by collaboratively organizing a list of dates on a timeline
• Language Objective:
  • Students will read, discuss and record the defining events of the Progressive Era by working with a partner to choose the ten most important events then creating a historical timeline

 

Supplemental Materials: Timeline Activity-The Progressive Era

Progressive Era Timeline-US

 

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Government

Thursday-9/07/16:

• Bell Work-1.) By using the political cartoon please identify the three basic powers of government in the United States? 2.) Explain why the concept of checks and balances is a vital part of preserving democratic freedoms? 3.) What would happen to the balance of power if the vice president served a major role in shaping legislative policy? (Use the political cartoon above to help) 
• Attendance-While Class is Doing Bell Work
• Presentation- Chapter 1-Section 1-Government and the State (10 Slides)
• Thinking Map-What is government and what powers does it have?-Tree Map
  • (Chapter 1 Section 1-pg.4-5)
• Notes-Chapter 1-Section 1-Government and the State
• Daily Objective-

• Content Objective:
  • SWD analysis of the four main political theories a society must considered when forming a new political state by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read and record information on the four main political theories a society must considered when forming a new political state through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation- Chapter 1-Section 1-Government and the State and Notes-Chapter 1-Section 1-Government and the State

Presentation- Chapter 1-Section 1-Government and the State

Chapter 1-Principles of Government-Comprehensive PPT-2017

 

Notes-Chapter 1-Section 1-Government and the State

Chapter 1-Section 1-3-Guided Notes-2017

 

U.S. History

Wednesday-9/06/16:

• Bell Work-1. Based on your prior knowledge and the cartoon what can you infer the term “suffrage” means? 2. Based on the political cartoon what can we identify as the main ideological barrier many suffragists were fighting against? 3. In one to two well-constructed sentences how could one justify the artists’ choice to use the imagery of a steam roller as an analogy for progress?

• Attendance-While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Thinking Map-Goals of the Progressive Movements-Tree Map
• Daily Objective-

• Content Objective:
  • SWD comprehension of the main goals associated with the Progressive Era by sorting key information in a tree map
• Language Objective:
  • Students will read, orally discuss and record the main goals associated with the Progressive Era through creating a tree map

 

Supplemental Materials: Syllabus-Classroom Rules and Procedures and Thinking Map-Goals of the Progressive Movements-Tree Map

Syllabus-Classroom Rules and Procedures

US History-Semester One-Syllabus-2017

 

Thinking Map-Goals of the Progressive Movements-Tree Map

Progressive Era-Tree Map-US

 

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Government

Wednesday-9/06/16:

• Bell Work-1.) What is the main idea of the primary source? 2.) What are two examples that you can locate within the text that highlights Mussolini’s belief that Fascism is a superior form of government compared to a democracy? 3.) Do you agree with the arguments made by Mussolini regarding the benefits of Fascism or do you feel that despite the recent frustration many American’s have experienced that a Democracy still provides the best opportunity to protect the freedoms granted in our Constitution? *Please thoroughly explain your position
• Attendance-While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Vocabulary Frayer Model Activity-Chapter 1-Principles of Government
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the basic principles of government 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 basic principles of government through the use of a frayer model vocabulary activity

 

Supplemental Materials: Syllabus-Classroom Rules and Procedures and Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Syllabus-Classroom Rules and Procedures

US Government-Syllabus-2017

 

Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Frayer Vocabulary Model

Chapter 1-Vocabulary Match-up

 

 

U.S. History

Monday-6/12/17:

• Bell Work-1.) Can you name the scandal that led to impeachment charges being brought up against President Nixon? 2.) What is the underlying theme of the primary source excerpt? 3.) How do you feel about the fact that Congress has the power to remove the President from office if he commits a crime only if they have a 2/3rd  majority in the House (who brings the charges) and a 2/3rd the Senate (who acts as the jury)? *Please explain your thoughts clearly
• Attendance-While Class is Doing Bell Work
• Study Guide Review Time- Chapters 16, 17, 18, 19, 20, 21 and Chapter 22
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 16, 17, 18, 19, 20, 21 and Chapter 22 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 16, 17, 18, 19, 20, 21 and Chapter 22 by completing a structured inquiry based study guide

 

Supplemental Materials: Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22

 

Final Exam Study Guide

Final Exam Semester II-Study Guide-Winter 2016

 

Final Exam Chapter Vocabulary Lists

Chapter 16-Vocab Match up Terms

Chapter 16-Vocabulary Match-up

Chapter 17-Vocab Match up Terms

Chapter 17-Vocabulary Match-up

Chapter 18-Vocab Match up Terms

Chapter 18-Vocabulary Match-up

Chapter 19-Vocab Match up Terms

Chapter 19-Vocabulary Match-up

Chapter 20-Vocab Match up Terms

Chapter 20-Vocabulary Match-up

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary Match-up

Chapter 22-Vocabulary

 

Final Exam Power Points

Chapter 16-World War Looms

Chapter 17-The United States in WWII

Chapter 18-Cold War Conflicts

Chapter 19-The Post War Boom

Chapter 20-The New Frontier and The Great Society

Chapter 21-Civil Rights

Chapter 22-The Vietnam War Years

Nixon and the Watergate Scandal

 

Final Exam Textbook PDF’s

Chapter 16-Textbook-PDFs

Chapter 17-Textbook-PDFs

Chapter 18-Textbook-PDFs

Chapter 19-Textbook-PDFs

Chapter 20-Textbook-PDFs

Chapter 21-Textbook-PDFs

Chapter 22-Textbook-PDFs

 

Final Exam Test Materials

Chapter 17-Test Materials

Chapter 18-Test Materials

Chapter 19-The Post War Boom-Test Materials

Chapter 20-The New Frontier and the Great Society-Test Materials

Chapter 21-Civil Rights-Test Materials

 

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Government

Monday-6/12/17:

• Bell Work-1.) Who are the key characters depicted in this political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) After spending this semester learning the structure and practices of the United States government, are you a person who feels that our current democratic system is successfully operating in the best interests of the American people or do you believe corruption and mismanagement have left us with a broken system that only benefits those who are wealthy or have strong political connections? *Be sure to articulate your thoughts in a clear and concise manner  
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapters 1-7, 9-11, 13 and 14
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 1-7, 9-11, 13 and 14 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-11, 13 and 14 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Material: Final Exam Study Guide -Chapters 1-7, 9-11, 13 and 14

 

Civil Rights-Kennedy and Johnson-DBQ

 

Final Exam Study Guide -Chapters 1-7, 9-11, 13 and 14

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Final Exam Vocabulary

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

Chapter 2-Vocab Match up Terms

Chapter 2-Vocabulary Match-up

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter 13-Vocabulary

Chapter 14-Vocabulary

 

Final Exam Power Points

Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

The Purpose of Government-2015

Chapter 1-Section 3-Basic Concepts of Democracy

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 3-The Constitution-2016

Informal Amendments-2015

6 PRINCIPLES OF GOVERNMENT

Chapter 4-Federalism-2016

American Political Parties-2016

Chapter 6-Voter and Voter Behavior-2017

Chapter 7-The Electoral Process-2016

Electoral College-2016

Interest Groups-2016

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter-14-Power of the Presidency-Power Point

 

Final Exam Test Materials

Chapter 1 and 2-Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

 

U.S. History

Friday-6/09/17:

• Bell Work-1.) Based on the tone of the primary source what can you infer about the authors race and feelings towards the civil rights movement? 2.) What is the underlying theme of the authors writing? 3.) Do you agree or disagree with the author’s position that “Internal order is the first necessity of every society. Even justice is secondary to order, because without order there can be no society and no justice…”? *Please thoroughly explain your position
• Attendance-While Class is Doing Bell Work
• Presentation-Nixon and Watergate
• Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22
• Daily Objective-

• Content Objective:
  • SWD comprehension of Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by listening to the teacher complete a short presentation then participating in a classroom discussion
  • SWD evaluation of the materials covered in Chapters 16, 17, 18, 19, 20, 21 and 22 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will listen and orally discuss Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by participating in classroom discussions following a short lecture by the teacher
  • Students will read, and write the key terms and important concepts covered in Chapters 16, 17, 18, 19, 20, 21 and 22 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Materials: Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22

 

Final Exam Study Guide

Final Exam Semester II-Study Guide-Winter 2016

 

Final Exam Chapter Vocabulary Lists

Chapter 16-Vocab Match up Terms

Chapter 16-Vocabulary Match-up

Chapter 17-Vocab Match up Terms

Chapter 17-Vocabulary Match-up

Chapter 18-Vocab Match up Terms

Chapter 18-Vocabulary Match-up

Chapter 19-Vocab Match up Terms

Chapter 19-Vocabulary Match-up

Chapter 20-Vocab Match up Terms

Chapter 20-Vocabulary Match-up

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary Match-up

Chapter 22-Vocabulary

 

Final Exam Power Points

Chapter 16-World War Looms

Chapter 17-The United States in WWII

Chapter 18-Cold War Conflicts

Chapter 19-The Post War Boom

Chapter 20-The New Frontier and The Great Society

Chapter 21-Civil Rights

Chapter 22-The Vietnam War Years

Nixon and the Watergate Scandal

 

Final Exam Textbook PDF’s

Chapter 16-Textbook-PDFs

Chapter 17-Textbook-PDFs

Chapter 18-Textbook-PDFs

Chapter 19-Textbook-PDFs

Chapter 20-Textbook-PDFs

Chapter 21-Textbook-PDFs

Chapter 22-Textbook-PDFs

 

Final Exam Test Materials

Chapter 17-Test Materials

Chapter 18-Test Materials

Chapter 19-The Post War Boom-Test Materials

Chapter 20-The New Frontier and the Great Society-Test Materials

Chapter 21-Civil Rights-Test Materials

 

________________________________________________________________________________________________

Government

Friday-6/09/17:

• Bell Work-1.) Based on the tone of the primary source what can you infer about the authors race and feelings towards the civil rights movement? 2.) What is the underlying theme of the authors writing? 3.) Do you agree or disagree with the author’s position that “Internal order is the first necessity of every society. Even justice is secondary to order, because without order there can be no society and no justice…”? *Please thoroughly explain your position
• Attendance-While Class is Doing Bell Work
• Presentation-Nixon and Watergate
• Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22
• Daily Objective-

• Content Objective:
  • SWD comprehension of Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by listening to the teacher complete a short presentation then participating in a classroom discussion
  • SWD evaluation of the materials covered in Chapters 16, 17, 18, 19, 20, 21 and 22 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will listen and orally discuss Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by participating in classroom discussions following a short lecture by the teacher
  • Students will read, and write the key terms and important concepts covered in Chapters 16, 17, 18, 19, 20, 21 and 22 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Material: Activity- Civil Rights-Kennedy and Johnson-DBQ and Final Exam Study Guide -Chapters 1-7, 9-11, 13 and 14

Activity- Civil Rights-Kennedy and Johnson-DBQ

Civil Rights-Kennedy and Johnson-DBQ

 

Final Exam Study Guide -Chapters 1-7, 9-11, 13 and 14

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Final Exam Vocabulary

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

Chapter 2-Vocab Match up Terms

Chapter 2-Vocabulary Match-up

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter 13-Vocabulary

Chapter 14-Vocabulary

 

Final Exam Power Points

Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

The Purpose of Government-2015

Chapter 1-Section 3-Basic Concepts of Democracy

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 3-The Constitution-2016

Informal Amendments-2015

6 PRINCIPLES OF GOVERNMENT

Chapter 4-Federalism-2016

American Political Parties-2016

Chapter 6-Voter and Voter Behavior-2017

Chapter 7-The Electoral Process-2016

Electoral College-2016

Interest Groups-2016

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter-14-Power of the Presidency-Power Point

 

Final Exam Test Materials

Chapter 1 and 2-Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

 

U.S. History

Wednesday-6/07/17: Chapter 19 and 20 Retake After School

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our final exam covering chapter 21.
  • In 5 minutes we will begin the vocabulary match up activity.
• Attendance-While Class is Doing Bell Work
• Quiz-Chapter 21-Civil Rights
• Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22
• Daily Objective-
  • Content Objective:
    • SWD evaluation of key terms and concepts associated with our unit covering the push for fully guaranteed civil rights in the United States during the 1960’s by demonstrating their knowledge thought the use of a unit quiz
    • SWD evaluation of the materials covered in Chapters 16, 17, 18, 19, 20, 21 and 22 through summarizing key information in a structured study guide in preparation for their final exam
  • Language Objective:
    • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit focusing on the push for fully guaranteed civil rights in the United States during the 1960’s by completing a multiple choice and matching quiz.
    • Students will read, and write the key terms and important concepts covered in Chapters 16, 17, 18, 19, 20, 21 and 22 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Materials: Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22

Final Exam Study Guide

Final Exam Semester II-Study Guide-Winter 2016

 

Final Exam Chapter Vocabulary Lists

Chapter 16-Vocab Match up Terms

Chapter 16-Vocabulary Match-up

Chapter 17-Vocab Match up Terms

Chapter 17-Vocabulary Match-up

Chapter 18-Vocab Match up Terms

Chapter 18-Vocabulary Match-up

Chapter 19-Vocab Match up Terms

Chapter 19-Vocabulary Match-up

Chapter 20-Vocab Match up Terms

Chapter 20-Vocabulary Match-up

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary Match-up

Chapter 22-Vocabulary

 

Final Exam Power Points

Chapter 16-World War Looms

Chapter 17-The United States in WWII

Chapter 18-Cold War Conflicts

Chapter 19-The Post War Boom

Chapter 20-The New Frontier and The Great Society

Chapter 21-Civil Rights

Chapter 22-The Vietnam War Years

 

Final Exam Textbook PDF’s

Chapter 16-Textbook-PDFs

Chapter 17-Textbook-PDFs

Chapter 18-Textbook-PDFs

Chapter 19-Textbook-PDFs

Chapter 20-Textbook-PDFs

Chapter 21-Textbook-PDFs

Chapter 22-Textbook-PDFs

 

Final Exam Test Materials

Chapter 17-Test Materials

Chapter 18-Test Materials

Chapter 19-The Post War Boom-Test Materials

Chapter 20-The New Frontier and the Great Society-Test Materials

Chapter 21-Civil Rights-Test Materials

 

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Government

Wednesday-6/07/17:

• Bell Work-) How would you classify the type of protest that was photographed in the primary source? 2.) Imagine you were a reporter who worked for the Washington Post charged with writing a profile piece for tomorrows issue. What are a few questions that you would ask the protestors in preparation for writing your article? 3.) Do you agree with the actions taken by these protestors or do you believe that it is wrong of them to disrupt the lives of residents living and working in Washington D.C.? *Please thoroughly explain your answer
• Attendance-While Class is Doing Bell Work
• Activity- Civil Rights-Kennedy and Johnson-DBQ
  • 20 minutes to finish activity
• Video-Lee Daniel’s “The Butler” (2 hours 12 min) (Day 1)
  • w/ Video Questions
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the influential people and events that kicked off the Civil Rights movement during the1960’s by evaluating primary source documents then responding to structured questions in a BDQ packet
    • SWD analysis of the social and political changes that dramatically impacted the lives of minorities in the United States by watching a film and responding to guided inquiry questions
  • Language Objective:
    • Students will read, discuss and record information pertaining to the influential people and events that kicked off the Civil Rights movement during the1960’s by breaking down a primary source DBQ packet and responding to structured reflection questions
    • Students will watch and respond to the social and political changes that dramatically impacted the lives of minorities in the United States by watching Lee Daniel’s The Butler and completing a structured video response guide

 

Supplemental Material: Activity- Civil Rights-Kennedy and Johnson-DBQ and Final Exam Study Guide -Chapters 1-7, 9-11, 13 and 14

Activity- Civil Rights-Kennedy and Johnson-DBQ

Civil Rights-Kennedy and Johnson-DBQ

 

Final Exam Study Guide -Chapters 1-7, 9-11, 13 and 14

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Final Exam Vocabulary

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

Chapter 2-Vocab Match up Terms

Chapter 2-Vocabulary Match-up

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter 13-Vocabulary

Chapter 14-Vocabulary

 

Final Exam Power Points

Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

The Purpose of Government-2015

Chapter 1-Section 3-Basic Concepts of Democracy

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 3-The Constitution-2016

Informal Amendments-2015

6 PRINCIPLES OF GOVERNMENT

Chapter 4-Federalism-2016

American Political Parties-2016

Chapter 6-Voter and Voter Behavior-2017

Chapter 7-The Electoral Process-2016

Electoral College-2016

Interest Groups-2016

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter-14-Power of the Presidency-Power Point

 

Final Exam Test Materials

Chapter 1 and 2-Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

 

U.S. History

Tuesday-6/06/17:

• Bell Work-) What are the titles given to the two statics highlighted in the map’s key? 2.) Imagine that the Voting Act of 1965 had been voted down by Congress. How might the percentage of African Americans registered to vote in 1965 have been different than what is depicted on the map? 3.) In your opinion which of the two pieces of Civil Rights legislation highlighted on the map had the greatest impact in opening up the ability to vote for any American regardless of color or race? *Please justify your response
• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 21-Civil Rights
• Activity-Malcolm X and MLK on Violence and Integration
• Study Guide Review Time-Chapter 21-Civil Rights
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering Chapter 21 by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of the differing approaches MLK and Malcolm X took during the Civil Rights movement of the1960’s by evaluating primary source documents then organizing their thoughts in thinking maps
    • SWD evaluation of the materials covered in our unit focusing on the push for fully guaranteed civil rights in the United States during the 1960’s through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 21 through the use of a vocabulary match-up activity
    • Students will read, and write the key terms and important concepts covered in our unit focusing on the push for fully guaranteed civil rights in the United States during the 1960’s by completing a structured inquiry based study guide
    • Students will read, discuss and record information pertaining to the differing approaches MLK and Malcolm X took during the Civil Rights movement of the1960’s by breaking down a primary source document and working in collaborative groups to outline MLK and Malcolm X’s positions in a tree map and a double bubble map

 

Supplemental Material-Vocabulary Match-up Activity-Chapter 21-Civil Rights, Activity-Malcolm X and MLK on Violence and Integration and Study Guide Review Time-Chapter 21-Civil Rights

 

Vocabulary Match-up Activity-Chapter 21-Civil Rights

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary

 

Activity-Malcolm X and MLK on Violence and Integration

Malcolm X and MLK on Violence and Intergration

 

Study Guide Review Time-Chapter 21-Civil Rights

Chapter 21-Learning Target-Study Guide

Chapter 21-Civil Rights

Chapter 21-Civil Rights-Test Materials

Chapter 21-Textbook-PDFs

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary Match-up

________________________________________________________________________________________________

Government

Tuesday-6/06/17:

• Bell Work-1.) What are the titles given to the two statics highlighted in the map’s key? 2.) Imagine that the Voting Act of 1965 had been voted down by Congress. How might the percentage of African Americans registered to vote in 1965 have been different than what is depicted on the map? 3.) In your opinion which of the two pieces of Civil Rights legislation highlighted on the map had the greatest impact in opening up the ability to vote for any American regardless of color or race? *Please justify your response
• Attendance-While Class is Doing Bell Work
• Video-Civil Rights and the 1950’s: Crash Course US History #39 (11:57 min)

• Reflection Question: How did the establishment of consensus culture* act as a catalyst for the push towards racial equality beginning in the 1950’s?
  • *Cultural consensus theory supports a framework for the measurement and evaluation of beliefs as cultural; shared to some extent by a group of individuals.

• Activity-Civil Rights-Kennedy and Johnson-DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the influential people and events that kicked off the Civil Rights movement during the1960’s by evaluating primary source documents then responding to structured questions in a BDQ packet
• Language Objective:
  • Students will read, discuss and record information pertaining to the influential people and events that kicked off the Civil Rights movement during the1960’s by breaking down a primary source DBQ packet and responding to structured reflection questions

 

Supplemental Materials-Activity-Civil Rights-Kennedy and Johnson-DBQ

Civil Rights-Kennedy and Johnson-DBQ

 

Video Link-Civil Rights and the 1950’s: Crash Course US History #39 (11:57 min)

• Reflection Question: How did the establishment of consensus culture* act as a catalyst for the push towards racial equality beginning in the 1950’s?
  • *Cultural consensus theory supports a framework for the measurement and evaluation of beliefs as cultural; shared to some extent by a group of individuals.