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

U.S. History

Monday-2/13/17:

• Bell Work-1.) Who are the main figures depicted in this political cartoon? 2.) What is the main theme of the political cartoon? 3.) Knowing the failures of Germany during WWI when they attempted to fight a two-front war against Great Britain and France on one side and Russia on the other, why do you think Hitler chose to “stab Russia in the back” by violating their non-aggression pact?
• Attendance- While Class is Doing Bell Work
• Video-The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945        (Last 10 min)

• w/ Guided Video Notes

• Vocabulary Frayer Model Activity-Chapter 16-World War Looms
• Daily Objective-

• Content Objective:
  • SWD knowledge of how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through recording information presented in a video and completing a class discussion
  • SWD analysis of key terms associated with the unit covering the New Deal programs introduced by FDR through defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will watch and record information pertaining to how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through watching a video and discussing the impact with a classmate
  • Students will read and record important vocabulary terms pertaining to our unit covering the New Deal programs introduced by FDR through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 16-World War Looms

Frayer Vocabulary Model

Chapter 16-Vocab Match up Terms

Chapter 16-Vocabulary Match-up

Video Link: The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945  (44 min)

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Government

Monday-2/13/17:

• Bell Work-1.) Based on your prior knowledge what can you distinguish is the biggest difference between the feudal system and a democracy? 2.) What is the underlying theme of these excerpts from the Magna Carta, and why might they be highlighted in the primary source? 3.) Do you think that it is a good or a bad thing that the basis for the United States Constitution draws from several influential English documents, despite the fact that we had just broken away from the “tyranny” of English colonial rule?
• Attendance- While Class is Doing Bell Work
• Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map
• Video-Crash Course U.S. History-Episode 7-Who won the American Revolution? (12:40 min)

• Reflection Question: Did the outcome of the Revolutionary War grant widespread freedom to the colonists or was the guarantee of liberty still out of reach for many minorities despite the idea that “All men are created equal”?

• Daily Objective-

• Content Objective:
  • SWD analysis of the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began by watching a small film and answering a focused reflection question
• Language Objective:
  • Students will read and record information pertaining to the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began through watching a short video and recording information designed to answer a structured reflection question

Video Link-Crash Course U.S. History-Episode 7-Who won the American Revolution? (12:40 min)

• Reflection Question: Did the outcome of the Revolutionary War grant widespread freedom to the colonists or was the guarantee of liberty still out of reach for many minorities despite the idea that “All men are created equal”?

U.S. History

Friday-2/10/17:

• Bell Work-1.) Based on the primary source above who are three groups who have positively benefited from the implementation of the Social Security Act? 2.) Why do you think legislatures have been so hesitant to alter the system despite the fear of it falling into bankruptcy? 3.) Imagine you were a member of the Senate who has an opportunity to sit down with the President in order to discuss reforming government subsidized programs. Explain what changes you might suggest to the President in the hopes of avoiding the potential bankruptcy of the Social Security System?  
• Attendance-While Class is Doing Bell Work
• Video-The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945  (44 min)

• w/ Guided Video Notes

• Daily Objective-

• Content Objective:
  • SWD knowledge of how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to how America changed after the first world war ended and how the economic boom of the early 1920’s led to the state of depression experienced during the 1930’s depression until the start of WWII through watching a video and discussing the impact with a classmate

Supplemental Materials: The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945-Guided Video Note

Ultimate Guide to the Presidents-Episode 7-Changing of the Guard-1920-1945

Video Link: The Ultimate Guide of the Presidents-Episode 6-Changing of the Guard-1920-1945  (44 min)

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Government

Friday-2/10/17:

• Bell Work-1.) Hypothesize the reason for limiting these particular freedoms listed on the political cartoon? 2.) Based upon the evidence, explain your choice as to which of these freedoms the government is most justified in limiting? 3.) What criteria would you use to assess what type of freedoms should be limited in the future?
• Video-Last Week Tonight with John Oliver: Student Debt (HBO) (16:16 min)

• Reflection Question: How are federally subsidized student loans creating problems for college aged American who have no other options then to take out loans in order to pay for school?

• Activity-Current Events 2/10
• 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: Last Week Tonight with John Oliver: Student Debt (HBO) (16:16 min)

U.S. History

Thursday-2/09/17:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 12 and 13. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up Review-Chapter 15-The New Deal
• Quiz-Chapter 15-The New Deal
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the New Deal by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and concepts associated with our unit covering the New Deal by demonstrating their knowledge thought the use of a unit quiz
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the New Deal through the use of a vocabulary match-up activity
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our the unit covering the New Deal by completing a multiple choice and matching quiz

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Government

Thursday-2/09/17:

• Bell Work-1.) What was the major system of government that developed in England in 1066? 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)? 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed?  
• Attendance- While Class is Doing Bell Work
• Activity-Comparing and Contrasting the Magna Carta with the U.S. Bill of Rights
• Daily Objective-

• Content Objective:
  • SWD evaluation on the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights 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 impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by identifying key pieces of information contained within a copy of the Magna Carta and the Bill of Rights with the help of a partner

U.S. History

Wednesday-2/08/17:

• Bell Work-1.) Examine the political cartoon above. Based on your background knowledge please identify who the umpire, baseball player and baseball bats are intended to represent. 2.) Imagine you were a reporter for the New York Times. What questions would you ask the Supreme Court in an interview concerning their feelings towards the New Deal? 3.) What inference could you make as to what President Roosevelt was going to attempt to do regarding the Supreme Court based on his quote from the political cartoon which reads “Listen-I don’t like your ‘DECISIONS’, from now on you’re going to have to work with someone who can see things ‘MY WAY’!”?
• Attendance- While Class is Doing Bell Work
• Reading Activity-Long, Lewis and the Communists-Appendix C pg. 21 (pg. 46 of the Crash, the Dust and the New Deal Activity)
• Study Guide Review Day-Chapter 15-The New Deal
• Daily Objective-

• Content Objective:
  • SWD evaluation of the impact of Huey Long’s assassination and the fear of communism that began to emerge in America during the latter part of the 1930’s by interpreting primary text sources in a collaborative activity
  • SWD evaluation of the materials covered in our unit covering the New Deal through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, orally discuss and respond to an activity where they will analyze primary a primary source highlighting the impact of Huey Long’s assassination and the fear of communism that began to emerge in America during the latter part of the 1930’s through a partner reading activity
  • Students will read, and write the key terms and important concepts covered in our unit covering the New Deal by completing a structured inquiry based study guide

Supplemental Materials:  Study Guide Review Day-Chapter 15-The New Deal

Chapter 15-Learning Target-Study Guide

Chapter 15-The New Deal-2016

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Government

Wednesday-2/08/17:

• 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
• Procedure-Current Events Roll Out
• 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: Procedure-Current Events Roll Out, Presentation-Chapter 2-Section 1-Our Political Beginnings and Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Procedure-Current Events Roll Out

Article of the Week-Rubric-2016

Presentation-Chapter 2-Section 1-Our Political Beginnings

Chapter 2-Section1-Our Political Beginnings-2016

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

Chapter 2-Sections 1-Guided Notes-High

U.S. History

Tuesday-2/07/17: Common Planning Time with Colter 1^st-3^rd Hour and with Mazza 4^th-6^th Hour

• Bell Work-1.) Who are the main characters (Hint we’re not looking for specific people) depicted in this primary source? Why is their relationship strained? 2.) During what period in American history does this excerpt from the Grapes of Wrath take place? What facts or ideas can you use to support your answer? 3.) According to the primary source what was the situation that marked the turning point for many farmers in which they were finally willing to leave the land that most had lived on their entire lives?
• Attendance- While Class is Doing Bell Work
• Outline Notes-Chapter 15-Section 5-The Impact of the New Deal
• Study Guide-Chapter 15-The New Deal
• Daily Objective-

• Content Objective:
  • SWD analysis of the impact FDR’s New Deal programs on the social and economic conditions of the United States as the 1930’s came to a close by outlining information in structured guided notes
  • SWD evaluation of the materials covered in our unit covering the New Deal through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, orally discuss and record the impact FDR’s New Deal programs on the social and economic conditions of the United States as the 1930’s came to a close by completing structured guided section outline notes
  • Students will read, and write the key terms and important concepts covered in our unit covering the New Deal by completing a structured inquiry based study guide

Supplemental Materials: Outline Notes-Chapter 15-Section 5-The Impact of the New Deal and Study Guide-Chapter 15-The New Deal

Outline Notes-Chapter 15-Section 5-The Impact of the New Deal

Notes-Outline-Chapter 15-Section 5

The Americans-Chapter 15-Section 5

Study Guide-Chapter 15-The New Deal

Chapter 15-Learning Target-Study Guide

Chapter 15-The New Deal-Power Point

Chapter 15-The New Deal-2016

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Government

Tuesday-2/07/17: Common Planning Time with Colter 1^st-3^rd Hour and with Mazza 4^th-6^th Hour

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

Frayer Vocabulary Model

Vocabulary Chapter 2

U.S. History

Monday-2/06/17:

• Bell Work-1.) How would you explain in your own words what is going on in the political cartoon? 2.) Based on your background knowledge please identify the New Deal programs that the children are intended to represent? 3.) Reflect on the lyrics of the nursery rhyme Ring around the Rosy then re-examine the political cartoon. “Ring around the rosy, A pocketful of posies, Ashes, Ashes, We all fall down.” What can we infer the symbolism would be (based on the context of the nursery rhyme) if the children were to fall down while dancing around FDR?
• Attendance- While Class is Doing Bell Work
• Quiz-New Deal Programs (10 New Deal Programs)
• Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s
• Outline Notes-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s
• Daily Objective-

• Content Objective:
  • SWD analysis of the effects New Deal programs had on the lives of minorities and the cultural impact of the 1930’s on everyday Americans 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 effects New Deal programs had on the lives of minorities and the cultural impact of the 1930’s on everyday Americans through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s and Outline Notes-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s

Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s

Chapter 15-The New Deal-2016

Outline Notes-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930’s

Notes-Outline-Chapter 15-Section 3

Notes-Outline-Chapter 15-Section 4

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Government

Monday-2/06/17:

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

• Content Objective:
  • SWD synthesis 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 and Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy

Presentation-Chapter 1-Section 3-Basic Concepts of Democracy

Chapter 1-Principles of Government-Comprehensive PPT-2017

Student Led Notes-Chapter 1-Section 2- Forms of Government and 3-Basic Concepts of Democracy

Chapter 1-Section 2-Guided Notes

Chapter 1-Section 3-Guided Notes

U.S. History

Friday-2/03/17:

• Bell Work-1.) Who are the key figures depicted within the political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) Knowing that during Hoover’s presidency the United States government did very little to combat the results of the 1929 stock market crash. With this in mind can you defend FDR’s decision to infuse massive amounts of money into social programs designed to help struggling Americans or do you agree with the artist programs are a massive failure wasting billions of tax payer dollars? *Thoroughly explain your position
• Attendance- While Class is Doing Bell Work
• Video Clip-The New Deal: Crash Course US History #34 (14:56 min)
  • Reflection Question: Did the programs and policies of the New Deal expand the power of the United States government too much or were the programs so vital to the success of Americans recovery that it was justified?
• Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold
• Activity-The New Deal-Alphabet Soup
• Daily Objective-

• Content Objective:
  • SWD analysis of the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read and record information pertaining to the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold and Activity-The New Deal-Alphabet Soup (pg. 500)

Presentation-Chapter 15-Section 2-The Second New Deal Takes Hold

Chapter 15-The New Deal-2016

Activity-The New Deal-Alphabet Soup (pg. 500)

The New Deal-Alphabet Soup-Activity

Textbook PDF-Chapter 15-Section 2-The Second New Deal Takes Hold

The Americans-Chapter 15-Section 2

Video Link-The New Deal: Crash Course US History #34 (14:56 min)

• Reflection Question: Did the programs and policies of the New Deal expand the power of the United States government too much or were the programs so vital to the success of Americans recovery that it was justified?

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Government

Friday-2/03/17:

• Bell Work-1.) Based on the text what can we infer the term “sovereign” means? 2.) What argument does Thomas Hobbs use to justify man’s “right to everything, even to another’s body”? 3.) Do you feel that in order for men to coexist and thrive there must be a mutually respected social contract between a people and their government where expectations and compromises are clearly defined? * Thoroughly justify your answer  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 1-Secrion 2-Forms of Government
• DBQ-Democratic Road Map  
• Daily Objective-

• Content Objective:
  • SWD synthesis of the main classifications of government and how federal power is distributed by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read and record information pertaining to the main classifications of government and how federal power is distributed through listening to a short lecture and creating student centered guided notes

Supplemental Materials- Presentation-Chapter 1-Secrion 2-Forms of Government and DBQ-Democratic Road Map

Presentation-Chapter 1-Secrion 2-Forms of Government

Forms of Government-2016

DBQ-Democratic Road Map  

Democratic Road Map-DBQ

U.S. History

Thursday-2/02/17:

• Bell Work-1.) From 1933 to 1938 how many New Deal programs were instituted by FDR in an attempt to halt the economic collapse that occurred during the Great Depression?  2.) Based on the chart above which three New Deal programs do you think would have the most positive outcome in terms of aiding American families? Why do you feel that way? 3.) After examining the New Deal programs listed in the chart above, design an additional program of your own that would address an issue FDR failed to account for that was facing many American during the Great Depression.
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 15-Section 1-A New Deal Fights the Depression
• Thinking Map-New Deal-Bubble Map
• Outline Notes-Chapter 15-Section 1-A New Deal Fights the Depression and Section 2-The New Deal Takes Hold
• Activity-New Deal DBQ (Containing 13 Documents) (20 min to finish)
• Daily Objective-

• Content Objective:
  • SWD analysis of the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs by interacting in a short presentation and creating a set of student centered guided notes
  • SWD application of the accomplishments of FDR during his first hundred days in office by organizing information in a thinking map
  • SWD evaluation of primary sources and documents associated with the New Deal by examining twelve documents in a collaborative DBQ activity
• Language Objective:
  • Students will read and record information pertaining to the initial steps Roosevelt took to reform America’s woeful financial situation through implementing his New Deal programs through listening to a short lecture and creating student centered guided notes
  • Students will record information on the early programs introduced during FDR’s first hundred days in office by creating a bubble map
  • Students will read, discuss and record information pertaining to the New Deal by examining several primary sources in a partner based document based activity

Supplemental Materials: Presentation-Chapter 15-Section 1-A New Deal Fights the Depression, Thinking Map-New Deal-Bubble Map, Outline Notes-Chapter 15-Section 1-A New Deal Fights the Depression and Section 2-The New Deal Takes Hold and Activity-New Deal DBQ (Containing 13 Documents) (20 min to finish)

Presentation-Chapter 15-Section 1-A New Deal Fights the Depression

Chapter 15-The New Deal-2016

Thinking Map-New Deal-Bubble Map

New Deal-Bubble Map-US

Outline Notes-Chapter 15-Section 1-A New Deal Fights the Depression

Notes-Outline-Chapter 15-Section 1

Notes-Outline-Chapter 15-Section 2

Section 2-The New Deal Takes Hold and Activity-New Deal DBQ (Containing 13 Documents) (20 min to finish)

The New Deal-DBQ

Textbook PDF-Chapter 15-Section 1-A New Deal Fights the Depression

The Americans-Chapter 15-Section 1

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Government

Thursday-2/02/17:

• 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
• Thinking Map-The Purpose of Government-Circle Map
• Video Clip-People on the Street: What is the Purpose of Government (2:56 min)
• Presentation-The Six Purposes of Government (6 Slides)
• Daily Objective-

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

Supplemental Materials: Presentation-The Six Purposes of Government (6 Slides)

The Purpose of Government-2015

Video Link-People on the Street: What is the Purpose of Government (2:56 min)

U.S. History

Wednesday-2/01/17:

• Bell Work-1.) In your own words write a brief description of what is going on in the political cartoon shown above. 2.) Examine the political cartoon above. What can we infer was the artist’s motive in labeling the medicine bottles with the names of several New Deal policies put in place by FDR? 3.) Based on your knowledge of the problems that plagued many American’s during the 1930’s devise a plan for how you would deal with the effects of the Great Depression if you were President.
• Attendance- While Class is Doing Bell Work
• Video-Mini BIO-Franklin D. Roosevelt (4:56 min)
• Activity-New Deal DBQ (Containing 13 Documents)
• Daily Objective-

• Content Objective:
  • SWD evaluation of primary sources and documents associated with the New Deal by examining twelve documents in a DBQ activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the New Deal by examining several primary sources in a document based activity

Supplemental Materials: Activity-New Deal DBQ (Containing 13 Documents)

The New Deal-DBQ

Video Link-Mini BIO-Franklin D. Roosevelt (4:56 min)

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Government

Wednesday-2/01/17:

• 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-Origin of the State (pg. 5-9)
• Thinking Map-Political Theories-Tree Map
• 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 compiling information in student led 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 creating student centered guided notes

Supplemental Materials: Presentation-Chapter 1-Section 1-Origin of the State (pg. 5-9) and Notes-Chapter 1-Section 1-Government and the State

Presentation-Chapter 1-Section 1-Origin of the State (pg. 5-9)

Origins of the State-2015

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

Chapter 1-Section 1-Guided Notes

U.S. History

Tuesday-1/31/17:

• Bell Work-1.) Identify the two main problems FDR felt were facing Americans in 1933? 2.) What is the underlying theme of the primary source? 3.) According to the primary source what did FDR say the government should do to solve the problems caused by the Great Depression? Do you agree with him or if not what changes to his plan would you make in order to help Americans struggling through the Great Depression?
• Attendance- While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Vocabulary Frayer Model Activity-Chapter 15-The New Deal
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the New Deal programs introduced by FDR 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 New Deal programs introduced by FDR through the use of a frayer model vocabulary activity

Supplemental Materials: Syllabus-Classroom Rules and Procedures and Vocabulary Frayer Model Activity-Chapter 15-The New Deal

Syllabus-Classroom Rules and Procedures

US History-Semester Two-Syllabus-2017

Vocabulary Frayer Model Activity-Chapter 15-The New Deal

Frayer Vocabulary Model

Chapter 15-Vocab Match up Terms

Chapter 15-Vocabulary Match-up

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Government

Tuesday-1/31/17:

• 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 concepts of American 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 basic concepts of American 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-Mazza

Vocabulary Frayer Model Activity-Chapter 1-Principles of Government

Frayer Vocabulary Model

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

Magruder Government Textbook Glossary