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

U.S. History

Wednesday-3/08/17:

• Bell Work-1.) Based to the primary source how many calories would Jewish citizens living in Germany receive a day according to their ration card in October 1941? 2.) What are some of the problems that could occur when a portion of a countries population is reduced to strict nutritional rations? 3.) Imagine you are a young Jewish teenager living in an area under German occupation, how would you have dealt with the ration system instituted in 1941?  
• Attendance- While Class is Doing Bell Work
• Video-Escape from Sobibor (118 total minutes) (Day 1)
  • w/ Video Reflation Questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism to justify the brutality of concentration camps through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the way Nazi Germany disregarded the plight of the Jews and used propaganda to spread the idea of anti-Semitism and justify the cruelties of concentration camps through viewing the film Escape from Sobibor and answering guided questions that will facilitate classroom discussions

Video Link: Escape from Sobibor (118 total minutes) (Day 1)

https://www.youtube.com/watch?v=RC1c5WcztqE

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Government

Wednesday-3/08/17:

• 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
• 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 and 3-Guided Notes-High

U.S. History

Tuesday-3/07/17:

• Bell Work-1.) Which ethnic groups are the key figures being depicted in this political cartoon? 2.) By looking at the title and subject matter contained within the political cartoon what can we infer the author believes might be the possible outcome following the people receiving the TNT (dynamite)? 3.) What do you think the author of the cartoon is trying to say about Japanese-Americans?
• Be sure to include two ways that this cartoon shows racial prejudice towards Japanese-Americans.
• Attendance- While Class is Doing Bell Work
• Activity-Japanese Internment During WWII-DBQ (Combined with elements of Japanese Internment National-Security or Racial Prejudice-DBQ)
• Daily Objective-

• Content Objective:
  • SWD evaluation of primary sources and documents associated with the events following the bombing of Pearl Harbor where thousands of Japanese Americans were rounded up and sent to internment camps along the West Coast by examining twelve documents in a collaborative DBQ activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the events following the bombing of Pearl Harbor where thousands of Japanese Americans were rounded up and sent to internment camps along the West Coast by examining several primary sources in a partner based document based activity

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Government

Tuesday-3/07/17:

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

Presentation-Chapter 3-Section 1-Basic Principle

Chapter 3-The Constitution-2016

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

Chapter 3-Section 1-Guided Notes-High

U.S. History

Monday-3/06/17:

• Bell Work-) Which historical figure is responsible for writing this document? 2.) Imagine you were a writer for the Detroit Free Press, what questions might you ask the author concerning Executive Order 9066? 3.) What do you think about the irony that as the United States fought a war against the villainous German Nazis who we condemned for their treatment of Jews in concentration camps while at home we sent innocent Japanese Americans to our own versions of concentration camps?
• Attendance- While Class is Doing Bell Work
• Video-This Was Life for Japanese-Americans During WWII (3:39 min)
• Video-PIONEERS OF TELEVISION-George Takei’s life in an internment camp-PBS (2:48 min)
• Activity-Japanese Internment During WWII-DBQ (Combined with elements of Japanese Internment National-Security or Racial Prejudice-DBQ)
• Daily Objective-
  • Content Objective:
    • SWD evaluation of primary sources and documents associated with the events following the bombing of Pearl Harbor where thousands of Japanese Americans were rounded up and sent to internment camps along the West Coast by examining twelve documents in a collaborative DBQ activity
  • Language Objective:
    • Students will read, discuss and record information pertaining to the events following the bombing of Pearl Harbor where thousands of Japanese Americans were rounded up and sent to internment camps along the West Coast by examining several primary sources in a partner based document based activity

Video Link: PIONEERS OF TELEVISION-George Takei’s life in an internment camp-PBS (2:48 min)

https://www.youtube.com/watch?v=PP3lWftprjQ

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Government

Monday-3/06/17:

• 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
• Procedure-Notes Collection-Chapter 1 and 2
• 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 Materials: Vocabulary Frayer Model Activity-Chapter 3-The Constitution

Frayer Vocabulary Model

Chapter 3-Vocabulary

U.S. History

Thursday-3/02/17:

• Bell Work-1.) Based on your background knowledge who can we infer was the artist responsible for this political cartoon? 2.) What is the main theme of this political cartoon? 3.) In your opinion if the United States had not turned a blind eye to the movements of Hitler in an attempt to remain in isolation and joined the fight in Europe earlier do you believe the end of the war would have come earlier or would the non-aggression pact that Germany and Russia still had in effect have made the prospects for Allied victory even more difficult?
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up Activity-Chapter 16-World War Looms
• Study Guide Review Time-Chapter 16-World War Looms
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering Chapter 16 through the manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covered in our unit that focuses on the events that facilitated Americas entry into WWII through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 16 by using a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covered in our unit which focuses on the events that facilitated Americas entry into WWII by completing a structured inquiry based study guide

Supplemental Materials: Vocab Match-Up Activity-Chapter 16-World War Looms and Study Guide Review Time-Chapter 16-World War Looms

Vocab Match-Up Activity-Chapter 16-World War Looms

Chapter 16-Vocab Match up Terms

Chapter 16-Vocabulary Match-up

Study Guide Review Time-Chapter 16-World War Loom

Chapter 16-Learning Target-Study Guide

Test Materials-Chapter 16-World War Looms

Chapter 16-Test Materials

The Americans-Chapter 16-Section 1

The Americans-Chapter 16-Section 2

The Americans-Chapter 16-Section 3

The Americans-Chapter 16-Section 4

Chapter 16-World War Looms-Section 1 and 2

Chapter 16-World War Looms-Secion 3 and 4

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Thursday-3/02/17:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 1 and 2.

• You will be given about ten minutes to study prior to the test.

• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts covered in our unit that focuses on the foundation and structure of the United States government 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 that focuses on the foundation and structure of the United States government by completing a multiple choice and matching quiz

U.S. History

Wednesday-3/01/17:

• Bell Work-1.) Based on the text contained in the primary source what is Alexander Karp describing? 2.) What conclusions can you make about the methods used at Birkenau which the German’s referred to as Vernichtungslager (translating to the camp of extermination) compared to the infamous death camp Auschwitz? 3.) Based on historical context and your background knowledge can you elaborate on the reasons why the German’s decided to operate both death and work camps if their goal was to eliminate the Jewish threat they believed was holding back Germany from reaching it’s true glory?    
• Attendance- While Class is Doing Bell Work
• Video-World War II Part 2: Crash Course US History #36 (14:23 min)
  • Reflection Question: How did the events of WWII lead to new or expanded freedoms for Americans living on the Homefront?
• Outline Notes-Chapter 16-Section 4-America Moves Towards War
• Study Guide-Chapter 16-World War Looms
• Daily Objective-

• Content Objective:
  • SWD knowledge of how the events of WWII led to new and expanded freedoms for Americans living on the Homefront through recording information presented in a video and completing a class discussion
  • SWD analysis of the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor by creating a set of student centered guided notes
  • SWD evaluation of the materials covered in our unit that focuses on the events that facilitated Americas entry into WWII through summarizing key information in a structured study guide
• Language Objective:
  • Students will watch and record information pertaining to how the events of WWII led to new and expanded freedoms for Americans living on the Homefront through watching a video and discussing the impact with a classmate
  • Student will read and record information pertaining to the United States reaction to the outbreak of war in Europe and their tactical response to the Japanese attack on Pearl Harbor through creating student centered guided notes
  • Students will read, and write the key terms and important concepts covered in our unit which focuses on the events that facilitated Americas entry into WWII by completing a structured inquiry based study guide

Supplemental Material: Outline Notes-Chapter 16-Section 4-America Moves Towards War and Study Guide-Chapter 16-World War Looms

Outline Notes-Chapter 16-Section 4-America Moves Towards War

Notes-Outline-Chapter 16-Section 4

Study Guide-Chapter 16-World War Looms

Chapter 16-Learning Target-Study Guide

Test Materials: Chapter 16-World War Looms

Chapter 16-World War Looms-Section 1 and 2

Chapter 16-World War Looms-Secion 3 and 4

The Americans-Chapter 16-Section 1

The Americans-Chapter 16-Section 2

The Americans-Chapter 16-Section 3

The Americans-Chapter 16-Section 4

Chapter 16-Vocab Match up Terms

Chapter 16-Vocabulary Match-up

Video Link-World War II Part 2: Crash Course US History #36 (14:23 min)

• Reflection Question: How did the events of WWII lead to new or expanded freedoms for Americans living on the Homefront?

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Government

Wednesday-3/01/17:

• 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
• Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in our unit that focuses on the foundation and structure of the United States government through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important covered in our unit that focuses on the foundation and structure of the United States government by completing a structured inquiry based study guide

Supplemental Materials: Notes-Chapter 2- Section 5-Ratifying the Constitution and Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Notes-Chapter 2- Section 5-Ratifying the Constitution

Chapter 2-Sections 5-Guided Notes-High

Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1 and 2-Learning Target-Study Guide-2016

Test Materials-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1-Principles of Government

Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

Origins of the State-2015

The Purpose of Government-2015

Chapter 1-Vocab Match up Terms

Chapter 2-Origins of American Government

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 2-Essential Study Guide

Chapter 2-Vocab Match up Terms

Chapter 1 and 2-Test Materials

U.S. History

Tuesday-2/28/17:

• Bell Work-1.) In your own words what would you describe is happening in this political cartoon? 2.) What inference can you make as to the artists intended symbolism of Adolf Hitler as a dentist? *Keeping in mind his plans for Europe and think about what a dentist does besides clean teeth and check for cavities 3.) What can you predict might be the outcome if Hitler were to successfully empty his waiting room of all the potential appointments? *You’ll need to think metaphorically  
• Attendance- While Class is Doing Bell Work
• Activity-Lasting Effects of the Holocaust-DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of primary sources and documents associated with the events of the Jewish holocaust during WWII by examining twelve documents in a collaborative DBQ activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the Jewish holocaust during WWII by examining several primary sources in a partner based document based activity

Supplemental Materials: Activity-Lasting Effects of the Holocaust-DBQ

Long Lasting Effects of the Holocaust-DBQ

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Government

Tuesday-2/28/17:

• Bell Work-) Based on your prior knowledge who is the author of this primary source document? 2.) How would you feel if you were a woman or someone of color living during the birth of our nation and you read the words “all men are created equal” yet knew that the term “men” meant free white males? 3.) Do you feel that the Framers were wise to take the position that says “whenever any Form of Government becomes destructive of these rights, it is the Right of the People to change or get rid of it, and to create a new Government”? *Please thoroughly explain your answer
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 2- Section 5-Ratifying the Constitution
• Notes-Chapter 2- Section 5-Ratifying the Constitution
• Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through interacting in a short presentation and creating a set of student centered guided notes
    • SWD evaluation of the materials covered in our unit that focuses on the foundation and structure of the United States government through summarizing key information in a structured study guide
  • Language Objective:
    • Student will read and record information pertaining to the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through listening to a short lecture and creating student centered guided notes
    • Students will read, and write the key terms and important covered in our unit that focuses on the foundation and structure of the United States government by completing a structured inquiry based study guide

Supplemental Materials: Notes-Chapter 2- Section 5-Ratifying the Constitution and Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Notes-Chapter 2- Section 5-Ratifying the Constitution

Chapter 2-Sections 5-Guided Notes-High

Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1 and 2-Learning Target-Study Guide-2016

Test Materials-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1-Principles of Government

Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

Origins of the State-2015

The Purpose of Government-2015

Chapter 1-Vocab Match up Terms

Chapter 2-Origins of American Government

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 2-Essential Study Guide

Chapter 2-Vocab Match up Terms

Chapter 1 and 2-Test Materials

U.S. History

Friday-2/17/17:

• Bell Work-1.) Who are the influential figures depicted in this political cartoon? 2.) What might the motive of Argentina be for jumping onto the Allies ship as its pulling away from the dock? What indication does that give for the shifting opinion of many European nations during the early days of WWII? 3.) Based on your background knowledge how would you explain the intended purpose of the artist in creating the political cartoon?
• Attendance- While Class is Doing Bell Work
• Video-I Survived the Holocaust (7:18 min)
• Presentation-Chapter 16-Section 3-The Holocaust
• Outline Notes-Chapter 16-Section 3-The Holocaust
• Daily Objective-

• Content Objective:
  • SWD analysis of the Nazi’s “final solution” and it’s horrific effect on the Jewish population of Europe during the Holocaust by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read, record and orally compare information pertaining to the Nazi’s “final solution” and it’s horrific effect on the Jewish population of Europe during the Holocaust through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 16-Section 3-The Holocaust and Outline Notes-Chapter 16-Section 3-The Holocaust

Presentation-Chapter 16-Section 3-The Holocaust

Chapter 16-Section 3-The Holocaust

Outline Notes-Chapter 16-Section 3-The Holocaust

Notes-Outline-Chapter 16-Section 3

Textbook PDF-Chapter 16-Section 3-The Holocaust

The Americans-Chapter 16-Section 3

Video Link: I Survived the Holocaust (7:18 min)

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Government

Friday-2/17/17:

• Bell Work-1.) What do you think Ezra Stiles means when he says “The Resolutions of Parliament instead of intimidating only add Fuel to the Flame, invigorate & strengthen the Resolutions of Americans”. 2.) What questions would you ask of Ezra Stiles in regards to his predictions concerning American colonists? 3.) What do you think about the fact that Ezra Stiles is fed up with the favor of Parliament’s decisions? Do you agree with his reasons or do you feel he is taking the situation too personally?
• Attendance- While Class is Doing Bell Work
• Activity-Writing a Student Declaration of Independence (Day 3)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the historical impact the Declaration of Independence has played in promoting freedom around the world by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information designed to create a student themed Declaration of Independence by examining a primary source and secondary documents and creating a personalized document with the help of a partner

Supplemental Materials: Activity-Writing a Student Declaration of Independence (Day 3)

Creating a Student Declaration Activity-2016

U.S. History

Thursday-2/16/17:

• Bell Work-1.) Based on the context of the primary source what can we infer the definition of the term “appeasement” means? 2.) What examples can you site to show Churchill’s strategy for keeping peace and stopping the growth of the Nazi’s power in Europe? 3.) What is your opinion of Winston Churchill’s speech to Parliament? Do you agree with the general sentiment of Churchill’s comments or do you feel he is wrong in this instance?
• Attendance- While Class is Doing Bell Work
• Activity-Causes of WWII-DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of primary sources and documents associated with the events leading up to the start of WWII by examining twelve documents in a collaborative DBQ activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the events leading up to the start of WWII by examining several primary sources in a partner based document based activity

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Government

Thursday-2/16/17:

• Bell Work-1.) During which occasion was this address given and who were the two influential men responsible for writing it? 2.) Write in your own words what Thomas Jefferson is proposing American colonists should do in response to the growing conflict with the English? 3.) How effective is this primary source as catalyst for entering into war? How might Jefferson adjust his position to gain a wider base of support?  
• Attendance- While Class is Doing Bell Work
• Activity-Writing a Student Declaration of Independence (Day 2)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the historical impact the Declaration of Independence has played in promoting freedom around the world by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information designed to create a student themed Declaration of Independence by examining a primary source and secondary documents and creating a personalized document with the help of a partner

Supplemental Materials:Writing a Student Declaration of Independence (Day 2)

Creating a Student Declaration Activity-2016

U.S. History

Wednesday-2/15/17: Late Start

• Bell Work-1.) What is the main idea of the political cartoon? 2.) What inference can we make about the slim hope of optimism the United States still has based on the caption at the bottom of the political cartoon? 3.) Imagine you were FDR and you had to make the difficult decision on how to handle the conflict in Europe. What choice would you have made regarding the United States position in Hitler’s march across Europe?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 16-Section 1-Dictators Threaten World Peace
• Thinking Map-The Rise of Nationalism 1922-1941-Bubble Map (Chapter 16 Section 1)
• Student Led Notes-Chapter 16-Section 2-War in Europe
• Daily Objective-

• Content Objective:
  • SWD analysis of types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by interacting in a short presentation
  • SWD analysis of the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by completing structured student led outlines
• Language Objective:
  • Student will read and record information pertaining to the types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through listening to a short lecture
  • Students will read and record information on the lives of interned Jews suffering in German concentration camps and the heinous actions of Adolf Hitler during Holocaust by creating student directed outline notes

Supplemental Materials: Presentation-Chapter 16-Section 1-Dictators Threaten World Peace and Student Led Notes-Chapter 16-Section 2-War in Europe

Presentation-Chapter 16-Section 1-Dictators Threaten World Peace

Chapter 16-Section 1-Dictators Threaten World Peace

Student Led Notes-Chapter 16-Section 2-War in Europe

Notes-Outline-Chapter 16-Section 2

Textbook PDF-Chapter 16-Section 2-War in Europe

The Americans-Chapter 16-Section 2

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Government

Wednesday-2/15/17: Late Start

• Bell Work-1.) Based on the information contained in the political cartoon identify two weaknesses associated with the Articles of Confederation? 2.) What is the underlying theme of the political cartoon? *Specifically why are the Articles’ weaknesses represented by waves 3.) Imagine you were a Federalist (Someone who supports ratifying a new Constitution) would a political cartoon like this make a good argument for replacing the articles or is the symbolism too vague for many Americans to connect with?  
• Attendance- While Class is Doing Bell Work
• Activity-Writing a Student Declaration of Independence (Day 1)

• Reflection Question: Select one of the four quotes given to you regarding the declarations impact and explain which would make the strongest argument for supporting a free and independent nation.
  • Be sure to use one to two pieces of evidence from the quote to strengthen your answer

• Daily Objective-

• Content Objective:
  • SWD evaluation of the historical impact the Declaration of Independence has played in promoting freedom around the world by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information designed to create a student themed Declaration of Independence by examining a primary source and secondary documents and creating a personalized document with the help of a partner

Supplemental Materials: Activity-Writing a Student Declaration of Independence (Day 1)

Creating a Student Declaration Activity-2016

U.S. History

Tuesday-2/14/17:

• Bell Work-1.) Which peace assuring document did Adolf Hitler find so offensive in it’s treatment of Germany? 2.) What action did Hitler take in defiance of the Treaty of Versailles? What does he use to justify his actions? 3.) Do you agree with the reactions of the French? What can we determine might be the reason this reaction led to war?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 16-World War Looms
• Video-Crash Course U.S. History-Episode 7- World War II Part 1: Crash Course US History #35 (13:26 min)
  • Reflection Question: How did the United States transition from isolationism to total war set the stage for the Allies victory during WWII?
• Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the beginnings of WWII by manipulating of vocabulary terms in a collaborative activity
  • SWD analysis of types of governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by 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 the beginnings of WWII through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the types of governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through creating student centered guided notes

Supplemental Mata rials: Vocabulary Match-up Activity-Chapter 16-World War Looms and Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace

Vocabulary Match-up Activity-Chapter 16-World War Looms

Chapter 16-Vocabulary Match-up

Chapter 16-Vocab Match up Terms

Student Led Notes-Chapter 16-Section 1-Dictators Threaten World Peace

Notes-Outline-Chapter 16-Section 1

Video Link-Crash Course U.S. History-Episode 7- World War II Part 1: Crash Course US History #35 (13:26 min)

• Reflection Question: How did the United States transition from isolationism to total war set the stage for the Allies victory during WWII?

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Government

Tuesday-2/14/17:

• Bell Work-) Based on the information contained in the primary source what happened to property that a woman owned after she became married? 2.) According to this document, what were some of the problems women faced due to the fact that they were viewed unequal to men in colonial times? 3.) According to the document, what happened to women in cases of divorce? How would you have handled this situation if you were a woman living in Colonial America?
• Attendance-While Class is Doing Bell Work
• Activity-Breaking Down the Articles of Confederation
• Student Led Notes-Chapter 2-Section 2-The Coming of Independence
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
    • SWD analysis of the massive divide in ideology that led to the creation of the Declaration of Independence by creating a set of student centered guided notes
  • Language Objective:
    • Student will read and record information pertaining to the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with the help of a partner
    • Students will read and record information pertaining to the massive divide in ideology that led to the creation of the Declaration of Independence through creating student centered guided notes

Supplemental Materials: Activity-Breaking Down the Articles of Confederation and Student Led Notes-Chapter 2-Section 2-The Coming of Independence

Activity-Breaking Down the Articles of Confederation

Articles of Confederation-Supplemental Chart

The Articles of Confederation and Perpetual Union

Student Led Notes-Chapter 2-Section 2-The Coming of Independence

Chapter 2-Section 2-Guided Notes-High