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

U.S. History

Thursday-10/20/16:

• Bell Work-1.) Can you name another historical instance where the deaths of American civilians acted as the catalyst that pushed the United States into war? 2.) Based on historical context what can we infer was the motive behind the notice from the Imperial German Embassy? 3.) Imagine you were an American citizen living in 1915 who read about the Sinking of the Lusitania in the NY Times, how might your views on America’s involvement in WWI change?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 11-The First World War
• Video Clip- How World War I Started: Crash Course World History 209 (Part 1) (9:09 min)

• Reflection Question: How did the assassination of the Archduke Franz Ferdinand and the issuance of the Serbian ultimatum lead to the start of WWI?

• T2T Activity-Long Term Causes of WWI

• w/Reflection Questions

• 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 by interacting in a text based activity and collaboratively responding to guided reflection questions
• 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 through completing a talk to the text activity and working with a partner to answer structured reflection questions

Supplemental Materials: Vocabulary Match-up Activity-Chapter 11-The First World War  and T2T Activity-Long Term Causes of WWI

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

chapter-11-vocab-match-up-terms

chapter-11-vocabulary-match-up

T2T Activity-Long Term Causes of WWI

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

Video Link-How World War I Started: Crash Course World History 209 (Part 1) (9:09 min)

• Reflection Question: How did the assassination of the Archduke Franz Ferdinand and the issuance of the Serbian ultimatum lead to the start of WWI?

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Government

Thursday-10/20/16:

• Bell Work-1.) Identify the major issue being addressed in this excerpt from the Kentucky Resolutions? 2.) According to the text who would ultimately hold authority over any issue not expressly delegated or prohibited to the federal government by the Constitution? 3.) What do you think the author of the Kentucky Resolutions meant by the statement “That thus was manifested their determination to retain to themselves the right of judging how far the licentiousness of speech and of the press may be abridged without lessening their useful freedom”?
• Attendance- While Class is Doing Bell Work
• Procedure-Current Events 10/21 Participation Sheet Set Up
• Presentation-Chapter 4-Section 1-Federalism: Powers Divided
• Notes-Chapter 4-Section 1-Federalism: Powers Divided
• Daily Objective-

• Content Objective:
  • SWD synthesis of the distinct way political powers are divided between the Federal Government and State Governments along with the roles concurrent powers play in establishing political policy 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 distinct way political powers are divided between the Federal Government and State Governments along with the roles concurrent powers play in establishing political policy through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Procedure-Current Events 10/21 Participation Sheet Set Up, Presentation-Chapter 4-Section 1-Federalism: Powers Divided and Notes-Chapter 4-Section 1-Federalism: Powers Divided

Procedure-Current Events 10/21 Participation Sheet Set Up

current-events-template-2016

Presentation-Chapter 4-Section 1-Federalism: Powers Divided

chapter-4-federalism-2016

Notes-Chapter 4-Section 1-Federalism: Powers Divided

chapter-4-section-1-guided-notes-2015

U.S. History

Wednesday-10/19/16:

• Bell Work-1.) What is the main theme of the primary source? 2.) Reflect back on what we learned about the age of American imperialism/expansionism, why is Wilson’s statement that we fight “for the right of those who submit to authority to have a voice in their own Governments” particularly ironic? 3.)  Imagine you were a United States Congressman listening to President Wilson’s speech. Based on this excerpt you cast your vote in favor of passing a declaration of war against Germany or would you stick to an isolationist principle and vote against a declaration of war? *Please provide the reasons behind your decision
• Attendance- While Class is Doing Bell Work
• Procedure-Collect Chapter 10 Notes
• Vocabulary Frayer Model Activity-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 11 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 11 through the use of a frayer model vocabulary activity

Supplemental Materials:Vocabulary Frayer Model Activity-Chapter 11-The First World War

frayer-vocabulary-model

chapter-11-vocab-match-up-terms

chapter-11-vocabulary-match-up

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Government

Wednesday-10/19/16:

• Bell Work-1.) Identify the different ways that power is divided between the three branches government? 2.) What are some of the problems that could emerge if one of the three branches of government continuously fails to meet their constitutional responsibilities? 3.) Is there a better solution when it comes to delegating power than creating a system where the three branches of our government hold the same amount of influence and power over the other two branches? 
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 4-Federalism
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 4 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 4 through the use of a frayer model vocabulary activity

Supplemental Materials –Vocabulary Frayer Model Activity-Chapter 4-Federalism

frayer-vocabulary-model

chapter-4-vocabulary

U.S. History

Tuesday-10/18/16:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 10 Sections 1 through 4. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 10-America Claims and Empire
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering Chapter 10 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 Chapter 10 by completing a multiple choice and matching quiz

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Government

Tuesday-10/18/16:

• Bell Work-Please take out your video questions for episode two of John Adams titled Independence. 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-John Adams-Episode 2-Independence (HBO)-Day 2 (92 min total minutes)

• Last 52 minutes w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions
• Language Objective:
  • Students will listen, and record information pertaining to the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

U.S. History

Monday-10/17/16:

• 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 way the artist depicted the look of Spain in this political cartoon? 
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 10-America Claims and Empire
• Study Guide Review Time- Chapter 10-America Claims and Empire
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 10 by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covered in Chapter 10 Sections 1-5 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 10 through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covered in Chapter 10 Sections 1-4 by completing a structured inquiry based study guide

Supplemental Materials: Vocabulary Match-up Activity-Chapter 10-America Claims and Empire, Study Guide Review Time- Chapter 10-America Claims and Empire, Power Point-Chapter 10-America Claims an Empire and Test Materials-Chapter 10-America Claims and Empire

Vocabulary Match-up Activity-Chapter 10-America Claims and Empire

chapter-10-vocab-match-up-terms

chapter-10-vocabulary-match-up

Study Guide Review Time- Chapter 10-America Claims and Empire

chapter-10-learning-target-study-guide

Power Point-Chapter 10-America Claims an Empire

chapter-10-america-claims-and-empire-power-point

Test Materials-Chapter 10-America Claims and Empire

chapter-10-test-materials

Textbook PDF-Chapter 10-America Claims an Empire

chapter-10-textbook-pdfs

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Government

Monday-10/17/16:

• Bell Work-1.) According to the excerpt what year would an “alien” have had to arrive in the United States in order to apply for citizenship at the time of this legislations passage? 2.) Describe the reasons some Americans were critical of the Naturalization Act, as well as the Alien and Sedition Acts passed previously? 3.) Imagine that you are an immigrant who just arrived in the United States why might you feel an act like this was unfair considering the fact that the nation itself was still in its infancy?
• Attendance- While Class is Doing Bell Work
• Video-John Adams-Episode 2-Independence (HBO)-Day 1 (92 min total minutes)

• First 40 minutes w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions
• Language Objective:
  • Students will listen, and record information pertaining to the philosophical struggles that existed between the states at the cusp of declaring independence from Great Britain and the influence John Adams had over the Continental Congress by watching a film and responding to structured reflection questions

Supplemental Materials: Video Questions-John Adams-Episode 2-Independence (HBO)

hbo-john-adams-episode-two-video-questions

U.S. History

Chapter 10-America Claims an Empire-Full Study Guide

chapter-10-learning-target-study-guide

U.S. History

Friday-10/14/16: Half-Day: Afternoon PD

• Bell Work-1.) Based on your prior knowledge and the information contained in the political cartoon please identify who the tailor is meant to symbolize? 2.) Identify the central theme(s) of the political cartoon? 3.) What can we infer is the significance behind the words written on Uncle Sam’s pants and rolls of fabric located behind the tailor?
• Attendance- While Class is Doing Bell Work
• Study Guide-Chapter 10-America Claims an Empire
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapter 10 Sections 1-4 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 10 Sections 1-4 by completing a structured inquiry based study guide

Supplemental Materials: Study Guide-Chapter10-America Claims an Empire and Chapter 10-America Claims an Empire-Power Point

Study Guide-Chapter 10-America Claims an Empire

chapter-10-learning-target-study-guide-part-1

Chapter 10-America Claims an Empire-Power Point

chapter-10-america-claims-and-empire-power-point

Textbook PDF-Chapter 10-America Claims an  Empire

the-americans-chapter-10-section-1

the-americans-chapter-10-section-2

the-americans-chapter-10-section-3

the-americans-chapter-10-section-4

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Government

Friday-10/14/16: ½ Day-Afternoon PD

• Bell Work-1.) Identify the main theme of this political cartoon? 2.) How can we distinguish the Republican and Democrats approach   to the issues our country is facing financially? 3.) What do you think about the fact that the United States owes trillions of dollars in debt to foreign nations yet instead of taking an accelerated approach to paying it off we are still providing billions of dollars in foreign aid to other nations? 
• Attendance- While Class is Doing Bell Work
• Activity-Fall Pep Rally
• Daily Objective-

• Content Objective:
  • None
• Language Objective:
  • None

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U.S. History

Thursday-10/13/16:

• Bell Work-1.) Identify the major themes of the political cartoon? 2.) Describe how the political cartoon represents the difference between the terrible conditions that existed before American intervention and the position the countries are in after? 3.) Based on the political cartoon and what you have learned in class what do think was America’s primary agenda in fighting for the freedoms of these “oppressed” people?
• Attendance- While Class is Doing Bell Work
• Video-Animaniacs-The Panamá Cana (1:47 min)
• Presentation-Chapter 10-Section 4-America as a World Power
• Student Notes-Chapter 10-Section 4-America as a World Power
• Daily Objective-

• Content Objective:
  • SWD synthesis of how Theodore Roosevelt’s position on foreign policy and Woodrow Wilson’s idea of missionary diplomacy promoted Americas position of power in the southern hemisphere 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 how Theodore Roosevelt’s position on foreign policy and Woodrow Wilson’s idea of missionary diplomacy promoted Americas position of power in the southern hemisphere through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 10-Section 4-America as a World Power and Student Notes-Chapter 10-Section 4-America as a World Power

Presentation-Chapter 10-Section 4-America as a World Power 

chapter-10-america-claims-and-empire-power-point

Student Notes-Chapter 10-Section 4-America as a World Power

notes-outline-chapter-10-section-4

Video-Animaniacs-The Panamá Cana (1:47 min)

https://www.youtube.com/watch?v=EGMBUzFyVl4

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Government

Thursday-10/13/16:

• Bell Work-1.) Identify the main reason why President Washington seem to oppose political parties? 2.) Are you a person who agrees with President Washington’s warning to the American people? 3.) Considering the criticism of the current two party system that exists in the United States why do think President Washington’s statement that “It (political parties) agitates the community with ill-founded jealousies and false alarms” resonates with so many American’s today?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments)
• Activity-Change by Other Means (Methods of Change)
• Daily Objective-

• SWD synthesis of the process in which laws are in traduced and changes can be made to legislative policy without having to formally amend the Constitution of the United States by interacting in a short presentation and creating a set of student centered guided notes

• Language Objective:
  • Student will read and record information pertaining to the process in which laws are in traduced and changes can be made to legislative policy without having to formally amend the Constitution of the United States through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments) and Activity-Change by Other Means (Methods of Change)

Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments)

informal-amendments-2015

Activity-Change by Other Means (Methods of Change)

change-by-informal-means-chapter-3-section-3-activity

U.S. History

Wednesday-10/12/16: U.S. History Test Retake Chapter 9-After School 2:25pm

• Bell Work-1.) Describe what is happening in the political cartoon? 2.) Identify the artists reasoning for depicting Cuba as a weak individual in need of Uncle Sam’s protection? 3.) How would you feel as a Cuban citizen in the midst of fighting a war against Spain for independence if you were to see this cartoon?
• Attendance- While Class is Doing Bell Work
• Activity-Platt Amendment (Cornell Notes)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by clarifying the purpose of a section lecture through conversation
  • SWD synthesis of the factors contributing to the end of the Spanish-American war and the creation of the Platt Amendment by compiling information in structured student led notes
• Language Objective:
  • Students will listen and discuss information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by listening to a short guided presentation and discussing the impact of expansionism with their elbow partner
  • Students will read and record information pertaining to the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by creating student centered Cornell notes

Activity-Platt Amendment (Cornell Notes)

platt-amendment-activity

cuba-and-the-platt-amendment-cornell-notes-us

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Government

Wednesday-10/12/16:

• Bell Work-1.) Based off of the comments in the cartoon who can you infer the subjects are referring to? 2.) What is the underlying theme of this political cartoon? 3.) What do you think about the position the Bush administration is depicted as having towards foreign POW’s (Prisoners Of War) in this cartoon? Do you think they would respond differently if foreign leaders took the same position towards American POW’s?
• Attendance-While Class is Doing Bell Work
• Procedure-Vocabulary Booklet Check-Chapter 9
• Procedure-Text Reflection Review
• Presentation-Formal Amendments-Chapter 3-Section 3
• Activity-Bill of Rights Foldable
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which amendments are formally added to the Constitution by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the process in which amendments are formally added to the Constitution through listening to a short lecture and creating student centered guided notes

Supplemental Materials:

chapter-3-section-2-formal-amendments

U.S. History

Tuesday-10/11/16:

• Bell Work-) Identify the underlying theme behind William Jennings Bryan argument against keeping the Philippines? 2.) Describe what William Jennings Bryan meant when he said “if government derive their just powers from the consent of the governed, it is impossible to secure title to people, either by force or by purchase”? 3.) Based on William Jennings Bryan’s comments how was the United States taking a contradictory approach to the Philippines as territorial holding?
• Attendance- While Class is Doing Bell Work
• Procedure-Chapter 9 Test Review
• Presentation-Chapter 10-Section 3-Aquiring New Lands-Outline Notes
• Video Clip-American Imperialism: Crash Course US History #28 (14:03 min)
  • Reflection Question: How did the United States use the concept of imperialism to grow our position as a global power?
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by clarifying the purpose of a section lecture through conversation
  • Language Objective:
    • Students will listen and discuss information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by listening to a short guided presentation and discussing the impact of expansionism with their elbow partner

Supplemental Materials: Presentation-Chapter 10-Section 3-Aquiring New Lands

chapter-10-section-3-power-point

Video Clip-American Imperialism: Crash Course US History #28 (14:03 min)

• Reflection Question: How did the United States use the concept of imperialism to grow our position as a global power?

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Government

Tuesday-10/11/16:

• Bell Work-1.) Looking at it from Sun Yat-sen’s point of view in 1924, why should he want a powerful government? Why does he contrast his desire with a Western fear of powerful government? 2.) Sun lays out four ways in which popular sovereignty will be exercised. Are there ways in which popular sovereignty could be exercised that Sun fails to mention? If so, why might he mention them? 3.) Considering the systems of government available at the time (1924), which other models around the world does Sun’s vision most closely resemble? Why? 
• Attendance- While Class is Doing Bell Work
• Thinking Map-Federalism: Who Has the Power?-Double Bubble Map
• Presentation-Chapter 3-Section 1-Basic Principle
• Student Led Notes-Chapter 3-Section 1-Basic Principle
• Daily Objective-

• Content Objective:
  • SWD synthesis of the six basic concepts the United States Constitution was built around by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the six basic concepts the United States Constitution was built around through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 3-Section 1-Basic Principle and Student Led Notes-Chapter 3-Section 1-Basic Principle

Presentation-Chapter 3-Section 1-Basic Principle

chapter-3-section-1-power-point

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

chapter-3-section-1-guided-notes-high