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

U.S. History

Thursday-11/03/16: Social Studies Lit Leader Training 7:30 to 10:00

• Bell Work-1.) Identify the main theme of this political cartoon? 2.) What can we infer was the reason behind the artist’s decision to depict the five major powers as dogs in the political cartoon? 3.) What do you think is the significance of the artist decision to depict the United States as an American Bull Terrier which is a larger breed of dog compared to his decision to draw Great Britain, Germany and France as dogs of similar stature?
• Attendance- While Class is Doing Bell Work
• Video-The Century: America’s Time-1914-1919: Shell Shock (44:22 min)
  • w/ Guided Video Questions
• Daily Objective-

• Content Objective:
  • SWD knowledge of the events that led the United States into the deadly conflict known as WWI by watching a film and recording video notes as a knowledge building activity
• Language Objective:
  • Students will watch, listen and record information pertaining to events that led United States into the deadly conflict known as WWI by watching a film and recording poignant video facts that can be used to create discussions about the root causes of WWI

Supplemental Materials: Video-The Century: America’s Time-1914-1919: Shell Shock (44:22 min) Guided Video Questions

the-century-shell-shock-video-notes

Video Link: The Century: America’s Time-1914-1919: Shell Shock (44:22 min)

________________________________________________________________________

Government

Thursday-11/03/16:

• Bell Work-1.) What is the main idea (theme) of the political cartoon? 2.) What might the motive of the artist have been in drawing the national debt as a giant Godzilla type monster? 3.) Understanding that this particular cartoon highlighted one of the major issues of the 2012 election (see the caption in the lower right hand corner) what changes could we make to this cartoon that would make it relevant concerning the 2016 election?
• Attendance- While Class is Doing Bell Work
• Video-What do Democrats believe? (3:12 min)
• Video-What do Republicans believe? (3:20 min)
• Presentation-American Political Parties
• Daily Objective-

• Content Objective:
  • SWD analysis of the purpose and functions of a two party political system by interacting in a short presentation
• Language Objective:
  • Students will read and record information pertaining to the purpose and functions of a two party political system through listening and participating in a short presentation

Supplemental Materials: Presentation-American Political Parties

american-political-parties-2016

Video Link: What do Democrats believe? (3:12 min) and What do Republicans believe? (3:20 min)

What do Democrats believe? (3:12 min)

https://www.youtube.com/watch?v=NEqTJYwTpU8

What do Republicans believe? (3:20 min)

https://www.youtube.com/watch?v=aVF5Ehyedqs

U.S. History

Wednesday-11/02/16:

• Bell Work-1.) Who is the main subject of the political cartoon? 2.) What can you infer Debs means by his statement “Anyhow there are worse places than a front porch? 3.) Explain how the reason for Debs imprisonment for violating the Sedition Act by encouraging citizens to resist the military draft during WWI contradicted the very reason the United States entered the conflict according to President Wilson? (Think about what Wilson said to Congress while asking for a declaration of war) 
• Attendance- While Class is Doing Bell Work
• Video Clip-A Soldier’s Kit-WW1 Uncut: Dan Snow-BBC (5:01 min)
• Video Clip-A Soldier’s Food-WW1 Uncut: Dan Snow-BBC (3:02min)
• Video Clip-Why Barbed Wire? WWI Uncut: Dan Snow (3:56 min)
• Student Led Outline Notes-Chapter 11-Section 2-American Power Tips the Balance
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process of American mobilization upon our entry into WWI along with identifying the new weapons and medical procedures introduced during combat by creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the process of American mobilization upon our entry into WWI along with identifying the new weapons and medical procedures introduced during combat through creating student centered guided notes

Supplemental Materials-Student Led Outline Notes-Chapter 11-Section 2-American Power Tips the Balance

chapter-11-section-2-main-ideas-outline

Textbook PDF-Chapter 11-Section 2-American Power Tips the Balance

the-americans-chapter-11-section-2

Video Links: Video Clip-A Soldier’s Kit-WW1 Uncut: Dan Snow-BBC (5:01 min), Video Clip-A Soldier’s Food-WW1 Uncut: Dan Snow-BBC (3:02min) and Video Clip-Why Barbed Wire? WWI Uncut: Dan Snow (3:56 min)

Video Clip-A Soldier’s Kit-WW1 Uncut: Dan Snow-BBC (5:01 min)

Video Clip-A Soldier’s Food-WW1 Uncut: Dan Snow-BBC (3:02min)

Video Clip-Why Barbed Wire? WWI Uncut: Dan Snow (3:56 min)

________________________________________________________________________

Government

Wednesday-11/02/16:

• Bell Work-1.) Based on the table please identify one issue that seems to be particularly divisive for members of the main street Republican Party, Democratic Party and the Libertarian Party. * Remember this means within the issue there is a massively uneven stance between members of that group 2.)  Imagine you are a political consultant working for a democratic candidate who was giving a speech in Colorado in front of a group of solid Liberals. Which issue would you identify for your client to focus on in order to gain additional support for his campaign? 3.) Imagine you are a political candidate trying to gauge public opinion a particular idea. Explain in your own words why a table like this might be effective in choosing which political issues to address in certain areas of the country?
• Attendance-While Class is Doing Bell Work
• Activity-American Federalism-DBQ (10 minutes)
• Activity-Where I Side-Political Parties Activity (20 minutes)
• Vocabulary Frayer Model Activity-Chapter 5-Political Parties
• Daily Objective-

• Content Objective:
  • SWD evaluation of the basic concepts and challenges of American federalism by interpreting the meaning of several primary source documents in a collaborative activity
  • SWD evaluation of where as a future registered voter their views and beliefs fall on the political spectrum including identifying which of the remaining 2016 Presidential candidates they would be most likely to vote for by evaluating and interpreting data in an interactive activity
  • SWD analysis of key terms associated with the unit covering Chapter 5 by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the basic concepts and challenges of American federalism by identifying key pieces of information contained in a DBQ packet with the help of a partner
  • Students will research, read and record information pertaining to where as a future registered voter their views and beliefs fall on the political spectrum which includes identifying the remaining 2016 Presidential candidates they would be most likely to vote for through completing an online survey then evaluating and interpreting the data in a guided worksheet
  • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 5 through the use of a frayer model vocabulary activity

Supplemental Materials: Activity-American Federalism-DBQ (10 minutes), Activity-Where I Side-Political Parties Activity (20 minutes) and Vocabulary Frayer Model Activity-Chapter 5-Political Parties

Activity-American Federalism-DBQ (10 minutes)

american-federalism-dbq

Activity-Where I Side-Political Parties Activity (20 minutes)

who-do-i-side-with-political-parties-activity

Vocabulary Frayer Model Activity-Chapter 5-Political Parties

chapter-5-vocabulary

U.S. History

Tuesday-11/01/16:

• Bell Work-1.) Identify the historical document that inspired this political cartoon? 2.) Based on your prior knowledge who does the giant hand carving up the United States represent? 3.) After examining the political cartoon please explain the significance of the caption on California that reads “For Japan?”. What is the intended message the artist is trying to convey?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 11-The First World War
• Presentation-Chapter 11-Section 2-American Power Tips the Balance
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 9 by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the process of American mobilization upon our entry into WWI along with identifying the new weapons and medical procedures introduced during combat by interacting in a short presentation
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 11 through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the process of American mobilization upon our entry into WWI along with identifying the new weapons and medical procedures introduced during combat through listening to a short lecture

Supplemental Materials: Vocabulary Match-up Activity-Chapter 11-The First World War and Presentation-Chapter 11-Section 2-American Power Tips the Balance

Vocabulary Match-up Activity-Chapter 11-The First World War

chapter-11-vocab-match-up-terms

chapter-11-vocabulary-match-up

Presentation-Chapter 11-Section 2-American Power Tips the Balance

chapter-11-the-first-world-war-2016

________________________________________________________________________

Government

Tuesday-11/01/16: 1st Formal Observation-5^th Hour

• Bell Work-1.) Based on the information contained within the excerpt above what can we infer is the main idea contained within the primary source? 2.) After analyzing the primary source and looking specifically at the quote that reads “By 1859, sectionalism had taken a tremendous toll on national political parties and the American political culture”, explain in your own words what the term “sectionalism” most likely means? 3.) Do you believe it is a good thing to provide voters with a viable third party candidate or due to voting being an incredibly complicated process is having only a strong Democrat and Republican candidate a better option? *Please thoroughly explain your answer
• Attendance- While Class is Doing Bell Work
• Activity-Where I Side-Political Parties Activity
• Daily Objective-

• Content Objective:
  • SWD evaluation of where as a future registered voter their views and beliefs fall on the political spectrum including identifying which of the remaining 2016 Presidential candidates they would be most likely to vote for by evaluating and interpreting data in an interactive activity
• Language Objective:
  • Students will research, read and record information pertaining to where as a future registered voter their views and beliefs fall on the political spectrum which includes identifying the remaining 2016 Presidential candidates they would be most likely to vote for through completing an online survey then evaluating and interpreting the data in a guided worksheet

Supplemental Materials: Where I Side-Political Parties Activity.

who-do-i-side-with-political-parties-activity

U.S. History

Monday-10/31/16:

• Bell Work-1.) Describe what is happening in the political cartoon? 2.) How might WWI have unfolded differently if the United States had entered into the conflict immediately after the assassination of Franz Ferdinand instead of years later? 3.) Do you feel the theoretical concept of the alliance system is a good thing or is it so divisive that the end result will always be war? *Thoroughly explain your thoughts 
• Attendance- While Class is Doing Bell Work
• Activity-Decoding the Zimmermann Note (Day 2)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the innovative code breaking system that allowed the U.S. to decrypt the Zimmermann note by interpreting a decoded piece of text in a collaborative activity
• Language Objective:
  • Students will read, orally discuss and record information pertaining to the innovative code breaking system that allowed the U.S. to decrypt the Zimmermann note through decoding an encrypted version of the Zimmermann note and working thought the process with a partner

Supplemental Materials: Decoding the Zimmermann Note

decoding-the-zimmermann-note

________________________________________________________________________________________________

Government

Monday-10/31/16:

• Bell Work-1.) Based on your prior knowledge of political symbolism and reasonable deduction who can we infer the man and the elephant represent? 2.) What is the underlying theme of the political cartoon? 3.) When reflecting on the major theme of the political cartoon and the events of the current election why do you think so many Americans are frustrated with the way politicians speak about the issues?
• Attendance-While Class is Doing Bell Work
• Procedure-Notes Collection Chapter 3 and 4
• Video Clip-How is power divided in the United States government?-Belinda Stutzman (3:49 min)
• Activity-American Federalism-DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the basic concepts and challenges of American federalism 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 basic concepts and challenges of American federalism by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: Activity-American Federalism-DBQ

american-federalism-dbq

Video Link: How is power divided in the United States government?-Belinda Stutzman (3:49 min)

U.S. History

Friday-10/28/16:

• Bell Work-1.) Identify the main idea behind this political cartoon? 2.) Based on your prior knowledge which historical event led to the conflict depicted in the political cartoon? 3.) Judge the value of the artist’s decision to include the imagery of the European nations placing blame on each other while the hand of reasoning is pointing to the death of the “Peace of Europe”.  Why might this have been a wise decision in terms of informing the American public about the conflicts brewing in Europe?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 11-Section 1-World War I Begins (10 minutes)

• The War Hits Home to The United States Declares War

• Student Led Notes-Chapter 11-Section 1-World War I Begins

• The War Hits Home to The United States Declares War

• Activity-Decoding the Zimmermann Note
• Daily Objective-

• Content Objective:
  • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by interacting in a short presentation and creating a set of student centered guided notes
  • SWD evaluation of the innovative code breaking system that allowed the U.S. to decrypt the Zimmermann note by interpreting a decoded piece of text in a collaborative activity
• Language Objective:
  • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power through listening to a short lecture and creating student centered guided notes
  • Students will read, orally discuss and record information pertaining to the innovative code breaking system that allowed the U.S. to decrypt the Zimmermann note through decoding an encrypted version of the Zimmermann note and working thought the process with a partner

Supplemental Materials: Presentation-Chapter 11-Section 1-World War I Begins, Student Led Notes-Chapter 11-Section 1-World War I Begins and Activity-Decoding the Zimmermann Note

Presentation-Chapter 11-Section 1-World War I Begins

the-americans-chapter-11-section-1

Student Led Notes-Chapter 11-Section 1-World War I Begins

notes-outline-chapter-11-section-1

Activity-Decoding the Zimmermann Note

decoding-the-zimmermann-note

________________________________________________________________________

Government

Friday-10/28/16:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 3 and 4.

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

• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 3-The Constitution and Chapter 4-Federalism
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering Chapters 3 and 4 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 covering Chapters 3 and 4 by completing a multiple choice and matching quiz

U.S. History

Thursday-10/27/16: Parent Teacher Conferences 4:00 to 7:00 pm

• Bell Work-1.) What is the main idea of the political cartoon? 2.) Identify the significance of the sign that the soldier representing “Germany” is walking away from? 3.) What do you think about the artist’s decision to draw the gun so large? What type of metaphor might this represent? 
• Attendance- While Class is Doing Bell Work
• Video Clip-America in World War I: Crash Course US History #30 (13:39 min)

• Reflection Question: How did the events of WWI lead to significant changes in America’s foreign policies abroad and our domestic policies at home?

• Presentation-Chapter 11-Section 1-World War I Begins

• From An Assassination Leads to War to The United States Declares War

• Student Led Notes-Chapter 11-Section 1-World War I Begins

• From An Assassination Leads to War to The United States Declares War

• Daily Objective-

• Content Objective:
  • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power 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 mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 11-Section 1-World War I Begins (From An Assassination Leads to War to The United States Declares War) and Student Led Notes-Chapter 11-Section 1-World War I Begins (From An Assassination Leads to War to The United States Declares War)

Presentation-Chapter 11-Section 1-World War I Begins (From An Assassination Leads to War to The United States Declares War)

chapter-11-section-1-2016

Student Led Notes-Chapter 11-Section 1-World War I Begins (From An Assassination Leads to War to The United States Declares War)

notes-outline-chapter-11-section-1

Video Link: America in World War I: Crash Course US History #30 (13:39 min)

________________________________________________________________________

Government

Thursday-10/27/16: Parent Teacher Conferences 4:00 to 7:00 pm

• Bell Work-1.) Please identify the main purpose of this primary source? 2.) What are some of the problems James Madison lists as to why the Internal Improvements Bill (1817) which called for the construction of roads and updated canals would ultimately be vetoed by him? 3.) How would you have handled this situation if you were Madison, knowing that in order for the United States to advance westward into newly acquired territories that new roads and canals would be required yet the ability to finance them was out of the hands of the federal government?
• Attendance- While Class is Doing Bell Work
• Activity-Test Materials Chapter 3 and 4-Review
• Procedure-Set up Chapter 3 and 4 Answer Key
• Study Guide Review Time-Chapter 3-The Constitution and Chapter 4-Federalism American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapters 3 and 4 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapter 3 and 4 by completing a structured inquiry based study guide

Supplemental Materials: Activity-American Federalism-DBQ and Study Guide Review Time-Chapter 3-The Constitution and Chapter 4-Federalism American Government  

Activity-American Federalism-DBQ

american-federalism-dbq

Study Guide Review Time-Chapter 3-The Constitution and Chapter 4-Federalism American Government

chapter-3-and-4-learning-target-study-guide

Test Materials: Chapter 3 and 4-Powerpoints, Supplemental Test Materials and Vocabulary

chapter-3-the-constitution-2016

chapter-4-federalism-2016

test-materials-chapter-3-and-4

chapter-3-vocabulary

chapter-4-vocabulary

U.S. History

Wednesday-10/26/16:

• Bell Work-1.) Identity the key information this chart is trying to examine? 2.) What might Germany’s motive have been for increasing the funding in 1914 that was delegated for its army and scaling back on its naval forces? 3.)  If you were a member of the British government how might you use this information to adjust your military strategy heading into 1915?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 11-The First World War
• Presentation-Chapter 11-Section 1-World War I Begins

• From America Mobilizes to An Assassination Leads to War

• Student Led Notes-Chapter 11-Section 1-World War I Begins

• From America Mobilizes to An Assassination Leads to War

• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 9 by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by interacting in a short presentation and 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 Chapter 11 through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Vocabulary Match-up Activity-Chapter 11-The First World War, Presentation-Chapter 11-Section 1-World War I Begins (From America Mobilizes to An Assassination Leads to War) and Student Led Notes-Chapter 11-Section 1-World War I Begins (From America Mobilizes to An Assassination Leads to War)

Vocabulary Match-up Activity-Chapter 11-The First World War

chapter-11-vocab-match-up-terms

chapter-11-vocabulary-match-up

Presentation-Chapter 11-Section 1-World War I Begins (From America Mobilizes to An Assassination Leads to War)

chapter-11-section-1-2016

Student Led Notes-Chapter 11-Section 1-World War I Begins (From America Mobilizes to An Assassination Leads to War)

notes-outline-chapter-11-section-1

Textbook PDF-Chapter 11-World War I Begins

the-americans-chapter-11-section-1

________________________________________________________________________

Government

Wednesday-10/26/16:

• Bell Work-1.) Based on the excerpt above what was a major concern held by many Federalists in the early 1800’s? 2.) What point do you think David Webster was trying to make when he said “Who will show me any constitutional injunction which makes it the duty of the American people to surrender everything valuable in life, and even life itself, . . . whenever the purposes of an ambitious and mischievous government may require it?”. 3.) Why do you believe Webster chose to equate Congress’ ability to empower the secretary of war to enforce a military draft being the first step in the creation of a dictator?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 4-Section 3-Interstate Relations
• Foldable Notes-Chapter 4-Section 3-Interstate Relations
• Study Guide Review Time-Chapter 3-The Constitution and Chapter 4-Federalism
• Daily Objective-

• Content Objective:
  • SWD synthesis of the constitutional provisions that define interstate relations by interacting in a short presentation and creating a set of student centered guided notes
  • SWD evaluation of the materials covered in Chapters 3 and 4 through summarizing key information in a structured study guide
• Language Objective:
  • Student will read and record information pertaining to the constitutional provisions that define interstate relations through listening to a short lecture and creating student centered guided notes
  • Students will read, and write the key terms and important concepts covered in Chapter 3 and 4 by completing a structured inquiry based study guide

Supplemental Materials: Presentation-Chapter 4-Section 3-Interstate Relations and Study Guide Review Time-Chapter 3-The Constitution and Chapter 4-Federalism

Presentation-Chapter 4-Section 3-Interstate Relations

chapter-4-federalism-2016

Study Guide Review Time-Chapter 3-The Constitution and Chapter 4-Federalism

chapter-3-and-4-learning-target-study-guide

chapter-3-the-constitution-2016

U.S. History

Tuesday-10/25/16: Parent Teacher Conferences 4:00 to 7:00 pm

1^st Hour-

• Bell Work-1.) Can you name the major powers that are shown in the map? 2.) From the information given in the map can you determine what most likely would have been Germany’s tactical plan in their attempt to capture Europe? 3.) What do you think might have been the Triple Alliances biggest disadvantage in terms of military strategy and execution?
• Attendance- While Class is Doing Bell Work
• Procedure-Mahara (E-Portfolio) Set Up
• Daily Objective-

• Content Objective:
  • SWD synthesis of the advantages of assembling an online portfolio that can track their growth throughout their high school career by creating a digital portfolio via Mahara
• Language Objective:
  • Students will audibly follow directions and record information pertaining to the advantages of assembling an online portfolio that can track their growth throughout their high school career by creating an online digital profile on Mahara

2^nd Hour-

• Bell Work-1.) Can you name the major powers that are shown in the map? 2.) From the information given in the map can you determine what most likely would have been Germany’s tactical plan in their attempt to capture Europe? 3.) What do you think might have been the Triple Alliances biggest disadvantage in terms of military strategy and execution?
• Attendance- While Class is Doing Bell Work
• Video-World War I in Color HD-Episode 1-Catastrophe

• w/ 25 Video Facts

• Daily Objective-

• Content Objective:
  • SWD knowledge of the events that led European into the deadly conflict known as WWI by watching a film and recording video notes as a front loading activity
• Language Objective:
  • Students will watch, listen and record information pertaining to events that led European into the deadly conflict known as WWI by watching a film and recording poignant video facts that can be used to create discussions about the root causes of WWI

________________________________________________________________________

Government

Tuesday-10/25/16: Parent Teacher Conferences 4:00 to 7:00 pm

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

• Content Objective:
  • SWD synthesis of the distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs by interacting in a short presentation and creating a set of student centered guided notes
  • SWD evaluation of the materials covered in Chapters 3 and 4 through summarizing key information in a structured study guide
• Language Objective:
  • Student will read and record information pertaining to the distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs through listening to a short lecture and creating student centered guided notes
  • Students will read, and write the key terms and important concepts covered in Chapter 3 and 4 by completing a structured inquiry based study guide

Supplemental Materials: Presentation-Chapter 4-Section 2-The National Government and the 50 States, Notes-Chapter 4-Section 2-The National Government and the 50 States and Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

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

chapter-4-federalism-2016

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

chapter-4-section-2-guided-notes-2016

Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

chapter-3-and-4-learning-target-study-guide

U.S. History

Monday-10/24/16: 1^st Hour Operates as Normal, 2^nd Hour Mahara (E-Portfolio) Training

1^st Hour-

• Bell Work-1.) After reading the primary source excerpt what type of questions might you have for Colonel Dragulin Dimtrevic regarding his insistence that Serbia’s only course of action is to go to war with Austria? 2.) Imagine you were the head of the Serbian government, how would you have dealt with the Austrian’s increased hostilities? 3.) Judge the value of Colonel Dimtrevic’s statement “Our whole race must stand together to halt the onslaught of these aliens from the north”. How can the idea of nationalism unite an entire country under a common cause?
• Attendance- While Class is Doing Bell Work
• Video-World War I in Color HD-Episode 1-Catastrophe

• w/ 25 Video Facts

• Daily Objective-

• Content Objective:
  • SWD knowledge of the events that led European into the deadly conflict known as WWI by watching a film and recording video notes as a front loading activity
• Language Objective:
  • Students will watch, listen and record information pertaining to events that led European into the deadly conflict known as WWI by watching a film and recording poignant video facts that can be used to create discussions about the root causes of WWI

2^nd Hour-

• Bell Work-1.) After reading the primary source excerpt what type of questions might you have for Colonel Dragulin Dimtrevic regarding his insistence that Serbia’s only course of action is to go to war with Austria? 2.) Imagine you were the head of the Serbian government, how would you have dealt with the Austrian’s increased hostilities? 3.) Judge the value of Colonel Dimtrevic’s statement “Our whole race must stand together to halt the onslaught of these aliens from the north”. How can the idea of nationalism unite an entire country under a common cause?
• Attendance- While Class is Doing Bell Work
• Procedure-Mahara (E-Portfolio) Set Up
• Daily Objective-

• Content Objective:
  • SWD synthesis of the advantages of assembling an online portfolio that can track their growth throughout their high school career by creating a digital portfolio via Mahara
• Language Objective:
  • Students will audibly follow directions and record information pertaining to the advantages of assembling an online portfolio that can track their growth throughout their high school career by creating an online digital profile on Mahara

Video Link: World War I in Color HD-Episode 1-Catastrophe

________________________________________________________________________

Government

Monday-10/24/16:

• Bell Work-1.) What is the main theme of this primary source? 2.) What might Jefferson’s motives have been in writing this correspondence to Gideon Granger? 3.) What changes would you recommend to the structure or the content of this excerpt that would help present its main theme a way that is accessible to a wider audience?
• Attendance- While Class is Doing Bell Work
• Procedure-Mahara (E-Portfolio) Set Up
• Daily Objective-

• Content Objective:
  • SWD synthesis of the advantages of assembling an online portfolio that can track their growth throughout their high school career by creating a digital portfolio via Mahara
• Language Objective:
  • Students will audibly follow directions and record information pertaining to the advantages of assembling an online portfolio that can track their growth throughout their high school career by creating an online digital profile on Mahara

Log in Link: https://moodle.dearbornschools.org/login/index.php

U.S. History

Friday-10/21/16:

• Bell Work-1.) Identify what President Wilson is doing in this political cartoon? 2.) Had the German U-Boats not been sinking American ships do you believe that President Wilson would have been able to convince Congress to grant a declaration of war or would the push to remain in isolation been too big of a challenge for him to overcome? 3.) Do you think it was a wise idea for the United States to get involved in a war that did not present immediate physical danger to our country? *Please thoroughly explain your response
• Attendance- While Class is Doing Bell Work
• T2T Activity-Long Term Causes of WWI

• w/Reflection Questions

• Activity-The Main Causes of World War I-DBQ
• Daily Objective-

• Content Objective:
  • SWD synthesis of the mounting conflicts that led to the United States involvement in WWI by interacting in a text based activity and collaboratively responding to guided reflection questions
  • SWD evaluation of the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Student will read and record information pertaining to the mounting conflicts that led to the United States involvement in WWI through completing a talk to the text activity and working with a partner to answer structured reflection questions
  • Students will read, discuss and record information pertaining to the mounting conflicts that led to the United States involvement in WWI and the long-term effects on our position as a world power by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: T2T Activity-Long Term Causes of WWI w/Reflection Questions and Activity-The Main Causes of World War I-DBQ

T2T Activity-Long Term Causes of WWI w/Reflection Questions

long-term-causes-of-ww-i-handout

Activity-The Main Causes of World War I-DBQ

the-main-causes-of-world-war-i-dbq

________________________________________________________________________

Government

Friday-10/21/16:

• Bell Work-1.) Describe the main theme of the primary source? 2.) Identify one of the main reasons Southerners should be allowed to take their slaves into the newly established territories according to Senator John C. Calhoun. How could this create a potential problem between residents of the Northern and Southern states? 3.) Imagine you are a Senator from Georgia who supported the practice of slavery. Create an argument supporting the idea that the issue of slavery should not be considered a matter for the federal government to regulate but something each individual state has the right to decide.
• Attendance- While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Scandals (HBO) (21:15 min)

• Reflection Question: How can the past scandals of a political candidate lead to voters doubting that they will be suitable leader as president?
• Activity-Current Events 10/21
• 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

Supplemental Materials: Activity-Current Events 10/21

current-events-template-2016

Video Link-Last Week Tonight with John Oliver: Scandals (HBO) (21:15 min)

• Reflection Question: How can the past scandals of a political candidate lead to voters doubting that they will be suitable leader as president?