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

U.S. History

Friday-12/09/16:

• Bell Work-1.) Identify the symbolism of the following elements: a. The cuff on the man’s shirt sleeve b. The caption on the handle of the knife and c. The general theme of the captions on the devil fish 2.) Based on historical context what can we identify as some of the motives behind the U.S. Government’s decision to introduce the policy of prohibition? 3.) Examine the commentary at the bottom of the political cartoon. Why does Victor Hugo say that “The tendencies of the Devil Fish (alcohol) cannot be destroyed unless the HEAD, the source of their substantial power, is destroyed?”
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)
• Presentation-Chapter 13-Section 2-The Twenties Woman
• Outline Notes-Chapter 13-Section 1-Changing Ways of Life
• Outline Notes-Chapter 13-Section 2-The Twenties Woman
• Daily Objective-

• SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
• SWD synthesis the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes by creating a set of guided notes
• SWD synthesis the changing roles of women in the 1920’s by interacting in a short presentation and a set of guided notes

• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes through listening to a short lecture and a student led outline
  • Student will read and record information pertaining to the changing roles of women in the 1920’s by listening to a short lecture and a student led outline

Supplemental Materials: Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min), Presentation-Chapter 13-Section 2-The Twenties Woman, Outline Notes-Chapter 13-Section 1-Changing Ways of Life and Outline Notes-Chapter 13-Section 2-The Twenties Woman

Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)

chapter-12-and-13-vocab-match-up-terms

Presentation-Chapter 13-Section 2-The Twenties Woman

chapter-13-section-2-the-twenties-woman

Outline Notes-Chapter 13-Section 1-Changing Ways of Life

notes-outline-chapter-13-section-1

Outline Notes-Chapter 13-Section 2-The Twenties Woman

notes-outline-chapter-13-section-2

Textbook PDF’s: Chapter 13-Section 1-Changing Ways of Life and Chapter 13-Section 2-The Twenties Woman

the-americans-chapter-13-section-1

the-americans-chapter-13-section-2

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Government

Friday-12/09/16:

• Bell Work-1.) Who are the key characters shown in the political cartoon? 2.) What are some of the potential problems that could exist if campaign financing were to become unregulated? 3.) Imagine you are the head of a Congressional committee on campaign reform. If you had access to a list the potential issues and pitfalls associated with campaign financing, what two reforms would you suggest in an attempt to fix the current issues our system faces?
• Attendance- While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Congressional Fundraising (HBO) (21:24 min)

• Reflection Question: How does the pressure to consistently fundraiser effect the amount of time a Congressperson actually spends working on creating new legislation?
• Activity-Current Events 12/09
• 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: Video-Last Week Tonight with John Oliver: Congressional Fundraising (HBO) (21:24 min)

U.S. History

Thursday-12/08/16:

• Bell Work-) Who is speaking in this primary source excerpt? 2.) Based on the primary source can you distinguish why the speaker feels that jazz is “an inherent expression of Negro life”? 3.) Judge the value of the statement “But, to my mind, it is the duty of the younger Negro artist … to change thought he force of his art that old whispering ‘I want to be white’, hidden in the aspirations of his people, to ‘Why should I want to be white? I am Negro-and beautiful ”. Why is a view like this a positive approach to the challenges of racial discrimination?
• Attendance- While Class is Doing Bell Work
• Video- Boardwalk Empire: Speakeasy Tour (HBO) (24:39 min)
  • Reflection Question-How did speakeasies find innovative and creative ways to preserve many American’s desire to drink despite the fact that it had been ruled illegal by the 18th amendment?
• Daily Objective-
  • Content Objective:
    • SWD synthesis the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes by interacting in a short video and a guided reflection question
  • Language Objective:
    • Student will read and record information pertaining to the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes through watching a short video and responding to an inquiry based question

Video Link: Boardwalk Empire: Speakeasy Tour (HBO) (24:39 min)

• Reflection Question-How did speakeasies find innovative and creative ways to preserve many American’s desire to drink despite the fact that it had been ruled illegal by the 18th amendment?

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Government

Thursday-12/08/16:

• Bell Work-) What is the meaning of the buttons the gentlemen are wearing that reads “1%”? 2.) What point is the political cartoon attempting to convey about the issues with campaign contributions? 3.) What do you think was the artist intended purpose when he chose to draw the man representing the Supreme Court sitting by the edge of the stage watching the wealthy gentlemen throw money at the politician?
• Attendance- While Class is Doing Bell Work
• Video Clip-What Are Super PACs? (3:29 min)
• Notes-Chapter 7-Section 3-Money and Elections
• Study Guide Review Time- Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process
• Daily Objective-
  • Content Objective:
    • SWD analysis of the various sources of campaign funding and the issues raised by campaign spending by outlining important information in guided notes
    • SWD evaluation of the materials covered in Chapters 6 and 7 through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read and record information pertaining to the various sources of campaign funding and the issues raised by campaign spending through reading through text and completing a set of student led guided notes.
    • Students will read, and write the key terms and important concepts covered in Chapter 6 and 7 by completing a structured inquiry based study guide

Supplemental Materials: Notes-Chapter 7-Section 3-Money and Elections and Study Guide Review Time- Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process

Notes-Chapter 7-Section 3-Money and Elections

chapter-7-section-3-guided-notes

Study Guide Review Time- Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process

chapter-6-and-7-learning-target-study-guide

Study Guide Materials- Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process

Chapter 6-Materials

chapter-6-interest-groups

chapter-6-section-2-voter-qualifications-power-point

chapter-6-essentials-study-guide

chapter-6-vocabulary

Chapter 7-Materials

chapter-7-the-electoral-process-2016

chapter-7-essential-study-guide

chapter-7-vocabulary

Chapter 6 and 7-Materials

chapter-6-and-7-test-materials

Video Link: What Are Super PACs? (3:29 min)

https://www.youtube.com/watch?v=Bis-LB-wEVA

U.S. History

Wednesday-12/07/16: SIP Visit 2^nd and 3^rd Hour

• Bell Work-) Is the following statement true or false? The main reason many workers in labor intensive industries began to strike around 1919 was due to low wages, long hours and virtually no support against business owners from the Federal Government. *Explain why you made your decision. 2.) What is the underlying theme of the political cartoon? 3.) What might be a possible solution to this impasse (a situation in which no progress is possible, especially because of disagreement; a deadlock) between laborers and business owners?
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)
• Activity-Prohibition Political Cartoons Activity (Part 2)
• Daily Objective-
  • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the meanings and symbolisms associated with political cartoons during the era of prohibition by interpreting and breaking down the elements in several political cartoons from the 1920’s
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
  • Student will read, write and orally discuss the meanings and symbolisms associated with political cartoons during the era of prohibition by discussing how the artists purpose helps supports the elements in several political cartoons from the 1920’s focused on prohibition

Supplemental Materials: Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s and Activity-Prohibition Political Cartoons Activity

Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties

chapter-12-and-13-vocab-match-up-terms

Chapter 13-The Roaring Life of the 1920’s and Activity-Prohibition Political Cartoons Activity

prohibition-through-political-cartoons-activity

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Government

Wednesday-12/07/16: SIP Visit 2^nd and 3^rd Hour

• Bell Work-) In your own words please describe who Richard Nixon identifies as the “voice of the great majority of Americans, the forgotten Americans, the non-shouters, the non-demonstrators”? 2.) What are some of the problems Nixon has identified as “the problem of order in the United States”? Why do you think given the specific time period that Nixon was running he chose to shine a light on these particular issues? 3.) Reflect on Nixon’s feeling towards government programs for the unemployed, programs for the cities, programs for the poor where he responded by saying “…it’s time to quit pouring billions of dollars into programs that have failed in the United States of America”. In your opinion, what might be several options that could be a more sustainable option than paying government subsidies to economically impoverished citizens in the form of welfare or food stamps?
• Attendance- While Class is Doing Bell Work
• SSR Article-Money and Politics in The Age Of Trump (November 2016)
  • With Meta-Log
• Notes-Chapter 7-Section 2-The Elections
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the potential shift in how campaign financing is handled during the election process in the wake of Donald Trump’s winning the presidential election by evaluating a primary source and responding to inquiry based log
    • SWD analysis of the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Students will read and respond to an article pertaining to the potential shift in how campaign financing is handled during the election process in the wake of Donald Trump’s winning the presidential election by examining a primary source and responding to and meta-cognitive log
    • Students will read and record information pertaining to the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process through listening to a short lecture and creating student centered guided notes

Supplemental Materials: SSR Article-Money and Politics in The Age Of Trump (November 2016) With Meta-Log and Notes-Chapter 7-Section 2-The Elections

SSR Article-Money and Politics in The Age Of Trump (November 2016) With Meta-Log 

money-and-politics-in-the-age-of-trump-ssr-article

ssr-meta-cognitive-log-template

Notes-Chapter 7-Section 2-The Elections

chapter-7-section-2-guided-notes-high

U.S. History

Tuesday-12/06/16:

• Bell Work-1.) Based on your prior knowledge and the content of the excerpt, please identify the main issue being debated during the court case above. 2.) What questions would you ask of Mr. Bryan if you were Mr. Darrow, that might further his position that a literal interpretation of biblical ideas are hard to factually prove? 3.) Imagine your beliefs were being attacked in an attempt to win a court case how would you have handled this particular line of questioning if you were in Mr. Bryan’s position?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 13-Section 1-Changing Ways of Life
• Video- Roots of Prohibition The Time is Now (13:20 min)
• Daily Objective-

• Content Objective:
  • SWD synthesis the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes by interacting in a short presentation
• Language Objective:
  • Student will read and record information pertaining to the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes through listening to a short lecture

Supplemental Materials: Presentation-Chapter 13-Section 1-Changing Ways of Life

chapter-13-section-1-changing-ways-of-life

Video- Roots of Prohibition The Time is Now (13:20 min)

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Government

Tuesday-12/06/16:

• Bell Work-) Who is the candidate giving this speech and why according to the caption below the excerpt is he historically significant? 2.) What is the underlying theme of the excerpt? 3.) Reflect on the following statement: “Today you work from January through April just to provide government with the money it spends. Until early February you are working to pay the expenses of local and state government. For twice as long thereafter you are working to pay the expenses of the Federal Government. Only then do you work for money that you yourself can use for what you yourself choose.” Do you believe a statement like this still resonates with American’s today and why might a statement like this be a strong rallying cry for a political candidate?
• Attendance- While Class is Doing Bell Work
• Video-Whats the difference between a caucus and a primary? (4:48 min)
• Presentation and Foldable Notes-Chapter 7-Section 1-The Nominating Process
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
    • SWD analysis of the political process in which candidates running for office seek and receive their party’s nomination by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Students will read, and respond to a document based packet packed with arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College
    • Students will read and record information pertaining to the political process in which candidates running for office seek and receive their party’s nomination through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation and Foldable Notes-Chapter 7-Section 1-The Nominating Process

chapter-7-section-1-the-nominating-process

Video Link-Whats the difference between a caucus and a primary? (4:48 min)

https://www.youtube.com/watch?v=_XeELfd-xgo

U.S. History

Friday-12/02/16:

• Bell Work-1.) What can we infer is the main subject this political cartoon is trying to depict? 2.) What were some of the major problems that arose during this scandal? (Look in your U.S. history textbook on page 421 if you are not familiar with the scandal) 3.) What changes to the would you recommend to the political cartoon make it more accessible to an audience that might not be familiar with the scandal?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 12-Section 2-The Harding Presidency and Section 3-The Business of America
• Vocabulary Frayer Model Activity-Chapter 13- The Roaring Life of the 1920’s
• Daily Objective-

• Content Objective:
  • SWD synthesis of the failures of the Harding administration while examining the growth in American business and travel in the 1920’s by interacting in a short presentation
  • SWD analysis of key terms associated with the unit covering Chapter 13 by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read and record information pertaining to the failures of the Harding administration while examining the growth in American business and travel in the 1920’s through listening to a short lecture
  • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 13 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 13- The Roaring Life of the 1920’s

frayer-vocabulary-model

chapter-13-vocabulary-list

Textbook PDF-Chapter 13- The Roaring Life of the 1920’s

chapter-13-textbook-pdfs

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Government

Friday-12/02/16:

• Bell Work-1.) Identify the key characters in the political cartoon? 2.) Can you apply the theme of this political cartoon to something you have personally experienced? (aka Have you ever felt like you were arguing with someone who’s position changes based on social situations) 3.) How effective do you think the perception that Hillary Clinton failed to maintain constant views or that she “flip flopped” on issues had on voters during the election?   
• Attendance- While Class is Doing Bell Work
• Video- Adam Ruins Everything – Why the Electoral College Ruins Democracy (4:46 min)
• Activity-Should the Electoral College Be Abolished-DBQ (Day 2)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
• Language Objective:
  • Students will read, and respond to a document based packet packed with arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College

Video Link- Adam Ruins Everything – Why the Electoral College Ruins Democracy (4:46 min)

U.S. History

Thursday-12/01/16:

• Bell Work-1.) Based on the context of the political cartoon what can we infer the term “frugal” means when referring to our forefathers? 2.) What is the underlying theme of the political cartoon? 3.) How might the materialistic nature of the man representing “This generation” have contributed to the economic downturn that in 1929 resulted in the Great Depression?
• Attendance- While Class is Doing Bell Work
• Video Clip-The Roaring 20’s: Crash Course US History #32  (13:11 min)

• Reflection Question: How did America change politically and socially during the early portion of the 1920’s?

• Outline Notes-Chapter 12-Section 2-The Harding Presidency and Section 3-The Business of America
• Daily Objective-

• Content Objective:
  • SWD synthesis of the failures of the Harding administration while examining the growth in American business and travel in the 1920’s by compiling information on a student led guided outline
• Language Objective:
  • Students will read and record information pertaining to the failures of the Harding administration while examining the growth in American business and travel in the 1920’s through identifying and listing key information in student led inquiry outlines

Supplemental Materials:  Outline Notes-Chapter 12-Section 2-The Harding Presidency and Section 3-The Business of America

notes-outline-chapter-12-section-2

notes-outline-chapter-12-section-3

Textbook PDF’s: Chapter 12-Section 2-The Harding Presidency and Section 3-The Business of America

the-americans-chapter-12-section-2

the-americans-chapter-12-section-3

Video Link-The Roaring 20’s: Crash Course US History #32  (13:11 min)

• Reflection Question: How did America change politically and socially during the early portion of the 1920’s?

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Government

Thursday-12/01/16:

• Bell Work-1.) Can you explain based to the primary source excerpt how the author believed Blacks [African Americans] would attempt to justify their right to gain full suffrage? 2.) Based on historical context and your prior knowledge can you identify another historical instance in which African Americans had to fight against unfair obstacles simply to enjoy the right to vote? 3.) What do you believe might have happened if the United States had granted Blacks [African American’s] the right to vote following the arguments made by the Liberty Party in 1840? Do you think as a result of suffrage being extended to African Americans at this time the Civil War could have been avoided or wad this just a fight we were destined to have?
• Attendance-While Class is Doing Bell Work
• Presentation-The Electoral College-2016
• Activity-Should the Electoral College Be Abolished-DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
• Language Objective:
  • Students will read, and respond to a document based packet packed with arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College

Supplemental Materials: Presentation-The Electoral College-2016

electoral-college-2016

U.S. History

Wednesday-11/30/16:

• Bell Work-) Write in your own words based on the background information included above the text box how the Klan’s original goals of oppression against one race evolved overtime to oppress a multitude of ethnic groups? 2.) What are some of the motives behind the Klan’s anger towards the changes going on in America during the 1920’s? 3.) Examine the following line “… and finally even our right to teach our own children in our own school’s fundamental facts and truths have been torn away from us”. Do you think that even though the members of the Klan were teaching morally reprehensible ideas should they still have the right to educate their children in the ways they believe are best? *Please explain your thoughts

• Attendance- While Class is Doing Bell Work
• Procedure-Collect Chapter 11 Notes
• Presentation-Chapter 12-Section 1-America Struggles with Post War Issues

• Post War Trends to Limiting of Immigration

• SSR Article-Sacco and Vanzetti Put to Death Early This Morning

• w/ Meta-cognitive Log

• Daily Objective-

• Content Objective:
  • SWD synthesis the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan by interacting in a short presentation
  • SWD evaluation of the execution of Sacco and Vanzetti and how their deaths are attributed to the mass hysteria produced during the “Red Scare” by evaluating a primary source and responding to inquiry based log
• Language Objective:
  • Student will read and record information pertaining to the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan through listening to a short lecture
  • Students will read and respond to an article pertaining to the execution of Sacco and Vanzetti and how their deaths are attributed to the mass hysteria produced during the “Red Scare” by examining a primary source and responding to and meta-cognitive log

Supplemental Materials: Presentation-Chapter 12-Section 1-America Struggles with Post War Issues, SSR Article-Sacco and Vanzetti Put to Death Early This Morning w/ Meta-cognitive Log

Presentation-Chapter 12-Section 1-America Struggles with Post War Issues

chapter-12-section-1-america-struggles-with-post-war-issues

SSR Article-Sacco and Vanzetti Put to Death Early This Morning w/ Meta-cognitive Log

ssr-meta-cognitive-log-template

sacco-and-vanzetti-put-to-death-early-this-morning-ssr-article-high

________________________________________________________________________________________________.

Government

Wednesday-11/30/16:

• Bell Work-1.) Can you name the nursery rhyme that this political cartoon is referencing? 2.) What is the underlying theme of the political cartoon? 3.) When reflecting on the 2016 Presidential Election and the struggles of the GOP to maintain a unified party platform, do you feel the shakeups that have occurred will results in positive changes for the Republican Party going forward or have they taken a major step back with how Donald Trump’s nomination has divided the party? *Thoroughly explain your position
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 7-The Election Process
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 7 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 7 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 7-The Election Process

frayer-vocabulary-model

chapter-7-vocabulary

U.S. History

Monday-11/28/16:

• Bell Work-1.) Based on the excerpt above please describe what is happening in 1917 that seems to be frightening many Americans. 2.) Based on the excerpt what can we identify as some of the potential motives behind the anti-Communist hysteria led Attorney General A. Mitchell Palmer in 1919? 3.) Imagine you were a member of the U.S. government living sometime in between 1917 and 1920. How would you have handles the “Red Scare”? *Would you have given into the fear or would you work to stop the spread of mass hysteria? Please explain why or why not  
• Attendance- While Class is Doing Bell Work
• Review Activity-SLOT Review-SOAPS “Money Can’t Buy Love”
  • Annotate and Identify “SOAPS”
• Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 12 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 12 through the use of a frayer model vocabulary activity

Supplemental Materials-Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties

frayer-vocabulary-model

chapter-12-vocabulary-list

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Government

Monday-11/28/16:

• Bell Work-1.) Identify the key characters in the political cartoon. 2.) What is the underlying theme of the political cartoon? 3.) What do you think about the artist’s choice to depict the man with the starting pistol as the embodiment of the “GOP”? Why might he have chosen them instead of the Democratic Party?
• Attendance- While Class is Doing Bell Work
• Review Activity-SLOT Review-SOAPS “Money Can’t Buy Love”
  • Annotate and Identify “SOAPS”
• SSR Article-Give Ex-Cons the Right to Vote

• w/ SSR-Meta-Cognitive Log-Template-Half-Sheet

• Presentation-Chapter 6-Section 2-Voter Qualification

• Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote

• Video Clip-Murder in Mississippi

• Literacy Test Scene (16:10 to 20:36 min)

• Daily Objective-

• Content Objective:
  • SWD evaluation of the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by evaluating a primary source and responding to inquiry based log
  • SWD analysis of how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed by interacting in a short presentation
• Language Objective:
  • Students will read and respond to an article pertaining to the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by examining a primary source and responding to and meta-cognitive log
  • Students will read and record information pertaining to how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed through listening to a short lecture

Supplemental Materials-SSR Article-Give Ex-Cons the Right to Vote w/ SSR-Meta-Cognitive Log-Template-Half-Sheet

and Presentation-Chapter 6-Section 2-Voter Qualification

SSR Article-Give Ex-Cons the Right to Vote w/ SSR-Meta-Cognitive Log-Template-Half-Sheet

give-ex-cons-the-right-to-vote-ssr-article

ssr-meta-cognitive-log-template

Presentation-Chapter 6-Section 2-Voter Qualification

chapter-6-section-2-voter-qualifications-power-point

U.S. History

Tuesday-11/22/16:

• Bell Work-Please take out your video questions for The Lost Battalion. With your elbow partner please discuss the questions you answered yesterday and the major themes of the video up to point we left off at yesterday.
• Attendance-While Class is Doing Bell Work
• Video-The Lost Battalion (Day 3)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
• Language Objective:
  • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

Supplemental Materials: The Lost Battalion-Video Questions

lost-batallion-video-questions

Video Link-The Lost Battalion

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Tuesday-11/22/16:

• Bell Work-1.) 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-Why do Americans vote on Tuesdays? (3:27 min)
• Activity-State of Michigan Voter Registration Application and Identification Form
• Daily Objective-

• Content Objective:
  • SWD analysis of the requirements and responsibilities associated with voter qualification by examining a voter registration form and completing student led notes on voter qualifications.
• Language Objective:
  • Students will read and record the requirements and responsibilities associated with voter qualification through the use of a voter registration activity and student driven guided notes.

Supplemental Materials: Activity-State of Michigan Voter Registration Application and Identification Form

mi-voter-registration-chapter-6

state-of-michigan-voter-registration-application-and-identification-form-chapter-6

Video Link: Why do Americans vote on Tuesdays? (3:27 min)

U.S. History

• Bell Work-Please take out your video questions for The Lost Battalion. With your elbow partner please discuss the questions you answered yesterday and the major themes of the video up to point we left off at yesterday.
• Attendance-While Class is Doing Bell Work
• Video-The Lost Battalion (Day 2)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI
• Language Objective:
  • Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI

Supplemental Materials: The Lost Battalion-Video Questions

lost-batallion-video-questions

Video Link-The Lost Battalion

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Government

Monday-11/21/16:

• Bell Work-1.) What is the underlying theme behind this excerpt from Elizabeth Cady Stanton’s speech? 2.) Can you distinguish the difference between the focus of this document and the others in terms of the date it was written and the message it is trying to convey? 3.) What can you predict based on the pervious documents and your prior knowledge might be the reaction of male voters after hearing this speech?
• Attendance- While Class is Doing Bell Work
• Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)
• Presentation-Chapter 6-Section 2-Voter Qualification

• Universal Requirements-Citizenship, Residence and Age

• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle of women and people of color to achieve suffrage by evaluating a primary source and responding to inquiry based questions
  • SWD analysis of how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed by interacting in a short presentation
• Language Objective:
  • Students will read and respond to a letter addressing the struggle of women and people of color to achieve suffrage by examining a primary source and responding to inquiry and opinion based questions
  • Students will read and record information pertaining to how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed through listening to a short lecture