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

U.S. History

Thursday-3/17/16:
o Bell Work-Answer Questions 1-3 on your Saving Private Ryan Video Questions sheet
o Attendance- While Class is Doing Bell Work
o Procedure-Collect Chapter 17 Notes
o Video-Saving Private Ryan-Family Edit (169 min) (Day 3)
o w/ guided video questions
o Daily Objective-
o Content Objective:
 SWD analysis of the realities of combat and the importance of specialized missions during WWII by watching a film and responding to guided inquiry questions
o Language Objective:
 Students will watch and respond to the realities of combat and the importance of specialized missions during WWII by watching Saving Private Ryan and completing a structured video response guide

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Government

Thursday-3/17/16:
o Bell Work-1.) What does it mean if a bill or another government matter is “bipartisan”? 2.) What is a coalition? 3.) When examining the political cartoon on pg. 129 what does it say about one-party systems?
o Attendance- While Class is Doing Bell Work
o Activity-Political Parties Booklet (Day 2)
o Daily Objective-
o Content Objective:
 SWD synthesis of the core beliefs of the Republican and Democratic parties along with tracking the states won during the 2016 primaries by creating a political activity booklet
o Language Objective:
 Students will read and record information defining the core beliefs of the Republican and Democratic parties along with tracking the states won during the 2016 primaries by using chrome books to complete internet research designed to provoke political inquiry

U.S. History

Wednesday-3/16/16: Late Start-Parent Teacher Conferences 3:30 to 6:30
o Bell Work-None
o Attendance- While Class is Doing Bell Work
o Procedure-Collect Chapter 17 Notes
o Video-Saving Private Ryan-Family Edit (169 min) (Day 1)
o w/ guided video questions
o Daily Objective-
o Content Objective:
 SWD analysis of the realities of combat and the importance of specialized missions during WWII by watching a film and responding to guided inquiry questions
o Language Objective:
 Students will watch and respond to the realities of combat and the importance of specialized missions during WWII by watching Saving Private Ryan and completing a structured video response guide

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Government

Wednesday-3/16/16:Late Start-Parent Teacher Conferences 3:30 to 6:30
o Bell Work-1.) How does our book describe political parties? 2.) Please list the three separate elements that make up political parties? 3.) What exists at either end of the political spectrum?
o Attendance- While Class is Doing Bell Work
o Activity-Political Parties Booklet (Day 1)
o Daily Objective-
o Content Objective:
 SWD synthesis of the core beliefs of the Republican and Democratic parties along with tracking the states won during the 2016 primaries by creating a political activity booklet
o Language Objective:
 Students will read and record information defining the core beliefs of the Republican and Democratic parties along with tracking the states won during the 2016 primaries by using chrome books to complete internet research designed to provoke political inquiry

Supplemental Materials: Political Parties Booklet

Political Parties Booklet-Activity-Instructions-Update 2016

Political Parties Booklet-Activity-Chapter 5-Example Cover

Political Parties Booklet-Activity-Chapter 5-2016 Update

Political Parties Booklet-Activity-Pie Chart

Website Links:

Democrats vs Republicans

https://www.diffen.com/difference/Democrat_vs_Republican

Pie Chart

https://a.abcnews.com/images/Politics/abc_begich_spending_chart_SIZED_kb_141103.jpg

U.S. History

Tuesday-3/15/16:
o Bell Work-Setting Learning Target Goal for Card marking 5
o Attendance- While Class is Doing Bell Work
o Procedure-Collect Chapter 17 Notes
o Video-Saving Private Ryan-Family Edited DVD (169 min) (Day 1)
o w/ guided video questions

Video Link: Video-Saving Private Ryan Trailer

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Government

Tuesday-3/15/16:
o Bell Work-1.) What is a political party? 2.) What three separate but closely related elements are the two major parties broken into? 3.) By which “educational” methods do parties try and inform the people?
o Attendance- While Class is Doing Bell Work
o Video-What do Democrats believe? (3:12 min)
o Video-What do Republicans believe? (3:20)
o Presentation-American Political Parties
o Video-Last Week Tonight with John Oliver: Donald Trump (HBO) (21:53 min)

Supplemental Materials: American Political Parties 

American Political Parties-2016

Video Links: What do Democrats believe? (3:12 min), Video-What do Republicans believe? (3:20) and Video-Last Week Tonight with John Oliver: Donald Trump (HBO) (21:53 min)

What do Democrats believe? (3:12 min)

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

Video-What do Republicans believe? (3:20)

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

Video-Last Week Tonight with John Oliver: Donald Trump (HBO) (21:53 min) 

U.S. History

Monday-3/14/16:
o Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 17 Sections 1 through 4. In 5 minutes we will begin the vocabulary match up activity.
o Attendance- While Class is Doing Bell Work
o Quiz-Chapter 17-The United States in WWII
o Daily Objective-
o Content Objective:
 SWD evaluation of key terms and concepts associated with our unit covering Chapter 17 by demonstrating their knowledge thought the use of a unit quiz
o 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 17 by completing a multiple choice and matching quiz.

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Government

Monday-3/14/16:
o Bell Work-“The problem with the politicians of both parties in the U.S. is that neither of them have a real agenda except to feather their own nests. They both have their hands deep in corporate pockets. All the rest is sleight of hand and distraction to keep the public occupied with trivia, divided against each other, and thinking their vote matters.”
-Michael Hogan
1.) What does the author mean when he says “that neither of them have a real agenda except to feather their own nests”? 2.) Why would a political party want to “keep the public occupied with trivia, divided against each other, and thinking their vote matters?”
o Attendance- While Class is Doing Bell Work
o Procedure-Collect Chapter 3 and 4 Notes
o Vocab Match-Up-Chapter 5-Political Parties
o Notes-Chapter5-Section 1-Political Parties and What They Do
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with the unit covering Chapter 5 by manipulating of vocabulary terms in a collaborative activity
 SWD analysis of the purpose and functions of a two party political system by outlining important information in guided notes
o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 5 through the use of a vocabulary match-up activity
 Students will read and record information pertaining to the purpose and functions of a two party political system by reading through text and completing a set of student led guided notes.

Supplemental Materials: Vocab Match-Up-Chapter 5-Political Parties and Notes-Chapter5-Section 1-Political Parties and What They Do

Vocab Match-Up-Chapter 5-Political Parties

Chapter 5-Vocabulary

Notes-Chapter5-Section 1-Political Parties and What They Do

Chapter 5-Section 1-Guided Notes

U.S. History

Friday-3/11/16:
o Bell Work-1.) By the time President Roosevelt sent federal troops to break up the bloody riots in Detroit how many lay dead or dying? 2.) How many Japanese Americans were interned during WWII? 3.) How much were Japanese residents who had been interned during WWII promised under the bill signed by President Regan?
o Attendance- While Class is Doing Bell Work
o Vocab Match-Up- Chapter 17-The United States in WWII
o Video-WWII In HD: America Enters World War II | History (4:23 min)
o Study Guide Review Time-Chapter 17-The United States in WWII
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with our unit covering Chapter 17 through the manipulating of vocabulary terms in a collaborative activity
 SWD evaluation of the materials covered in Chapter 17 Sections 1-4 through summarizing key information in a structured study guide
o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 17 by using a vocabulary match-up activity
 Students will read, and write the key terms and important concepts covered in Chapter 17 Sections 1-4 by completing a structured inquiry based study guide

Supplemental Materials: Chapter 17-Exam Materials

Chapter 17-Vocab Match up Terms

Chapter 17-Vocabulary Match-up

Chapter 17-Learning Target-Study Guide

Chapter 17-The United States in WWII

Chapter 17-Test Materials

Chapter 17-Textbook-PDFs

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Government

Friday-3/11/16:
o 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.
o Attendance- While Class is Doing Bell Work
o Test-Chapter 3-The Constitution and Chapter 4-Federalism
o Daily Objective-
o 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
o 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-3/10/16:
o Bell Work-1.) What benefits did farmers experience during the war? 2.) What percentage of the workforce was made up by women during WWII? 3.) What benefits did the GI Bill of Rights offer veterans?
o Attendance- While Class is Doing Bell Work
o Writing Activity-Should we have dropped the atomic bomb? (Part 1)
o Cornell Notes (Part 1) and Argumentative Writing Piece (Part 2)
o Vocab Match-Up- Chapter 17-The United States in WWII
o Video-PIONEERS OF TELEVISION | George Takei’s life in an internment camp | PBS (2:48 min)
o Outline Notes-Chapter 17-Section 4-The Home Front
o Daily Objective-
o Content Objective:
 SWD evaluation of the justifiable reason and criticisms behind the decision to drop the Atomic Bomb by explaining why they feel it was the right or wrong decision to drop the bomb in an argumentative essay guided by a set of Cornell notes
 SWD analysis of key terms associated with our unit covering Chapter 17 through the manipulating of vocabulary terms in a collaborative activity
 SWD analysis of life on the American Homefront and the treatment of interned Japanese Americans along the West Coast by outlining important information in guided notes
o Language Objective:
 Students will read and state their opinion on the justifiable reason in addition to the criticisms behind the decision to drop the Atomic Bomb by creating a set of structured Cornell notes and using that to help them write an argumentative essay defending one of the two positions
 Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 17 by using a vocabulary match-up activity
 Students will read and record information about life on the American Homefront and the treatment of interned Japanese Americans

Supplemental Materials: Outline Notes-Chapter 17-Section 4-The Home Front

Notes-Outline-Chapter 17-Section 1

Textbook PDF-Chapter 17-Section 4-The Home Front

The Americans-Chapter 17-Section 4

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

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

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Government

Thursday-3/10/16:
o Bell Work-1.) When looking at the “Territorial Expansion of the U.S.” chart from which 19th century acquisition were most of the states created from? 2.) What is the enabling act? 3.) How does an act of admission aid in creating a new state?
o Attendance- While Class is Doing Bell Work
o Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism
o Daily Objective-
o Content Objective:
 SWD evaluation of the materials covered in Chapter 3 and 4 through summarizing key information in a structured study guide
o 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: Chapter 3 and 4 Test Prep

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 3 and 4-Learning Target-Study Guide

Chapter 3 and 4 Exam Documents

National and State Powers-Chapter 4-Section 1

Relations Among the States-PPT

Obligations of Federal Government to the States-PPT

Chapter_04 powerpoint tpt

6 PRINCIPLES OF GOVERNMENT

Informal Amendments-2015

U.S. History

Wednesday-3/09/16:
o Bell Work-1.) How much damage did the 424 kamikaze pilots inflict on Allied forces? 2.) Of the 20,700 Japanese troops fighting during the Battle of Iwo Jima how many survived? 3.) What were the names of the bombs dropped on Hiroshima and Nagasaki?
o Attendance- While Class is Doing Bell Work
o Thinking Map-Was dropping the Bomb Justifiable?-Tree Map
o Writing Activity-Should we have dropped the atomic bomb? (Part 1)
o Cornell Notes (Part 1) and Argumentative Writing Piece (Part 2)
o Daily Objective-
o Content Objective:
 SWD evaluation of the justifiable reason and criticisms behind the decision to drop the Atomic Bomb by explaining why they feel it was the right or wrong decision to drop the bomb in an argumentative essay guided by a set of Cornell notes
o Language Objective:
 Students will read and state their opinion on the justifiable reason in addition to the criticisms behind the decision to drop the Atomic Bomb by creating a set of structured Cornell notes and using that to help them write an argumentative essay defending one of the two positions

Supplemental Materials-Thinking Map-Was dropping the Bomb Justifiable?-Tree Map, Writing Activity-Should we have dropped the atomic bomb? (Part 1) and Cornell Notes (Part 1) and Argumentative Writing Piece (Part 2)

Thinking Map-Was dropping the Bomb Justifiable?-Tree Map

Should we have dropped the atomic bomb-Tree Map-US

Writing Activity-Should we have dropped the atomic bomb? (Part 1)

Should we have dropped the atomic bomb-Claim Examples-US

Should we have dropped the atomic bomb-Claim Examples-US

Six Steps to a Solid Essay

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Government

Wednesday-3/09/16:
o Bell Work-1.) What are concurrent powers? Please provide an example? 2.) What is the Supremacy Clause? 3.) How does the political cartoon at the bottom of page 101 illustrate the concept of the Supremacy clause?
o Attendance- While Class is Doing Bell Work
o Video Clip-Tour the States-Official Music Video (4:08 min)
o Notes-Chapter 4-Section 3-Interstate Relations
o Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism
o Daily Objective-
o Content Objective:
 SWD analysis of policies and procedures involved in interstate compacts by outlining important information in guided notes
 SWD evaluation of the materials covered in Chapter 3 and 4 through summarizing key information in a structured study guide
o Language Objective:
 Students will read and record information on the policies and procedures involved in the process of creating interstate compacts by 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 3 and 4 by completing a structured inquiry based study guide

Supplemental Materials-Notes-Chapter 4-Section 3-Interstate Relations and Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism

Notes-Chapter 4-Section 3-Interstate Relations

Chapter 4-Section 3-Guided Notes

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

Chapter 3 and 4-Learning Target-Study Guide

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Video Link-Tour the States-Official Music Video (4:08 min)

U.S. History

Tuesday-3/08/16:
o Bell Work-1.) Although not strategically important why was Doolittle’s Raid so impactful? 2.) What was unique about the Battle of the Coral Sea? 3.) What battle is considered the “turning point” of the Pacific War?
o Attendance- While Class is Doing Bell Work
o Writing Activity-Should we have dropped the atomic bomb? (Part 1)
o Cornell Notes (Part 1) and Argumentative Writing Piece (Part 2)
o Daily Objective-
o Content Objective:
 SWD evaluation of the justifiable reason and criticisms behind the decision to drop the Atomic Bomb by explaining why they feel it was the right or wrong decision to drop the bomb in an argumentative essay guided by a set of Cornell notes
o Language Objective:
 Students will read and state their opinion on the justifiable reason in addition to the criticisms behind the decision to drop the Atomic Bomb by creating a set of structured Cornell notes and using that to help them write an argumentative essay defending one of the two positions

Supplemental Materials: Writing Activity-Should we have dropped the atomic bomb?

Atomic Bomb Debate-Pros and Cons

Should We Drop the Atomic Bomb-Cornell Notes Template-US

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Government

Tuesday-3/08/16:
o Bell Work-1.) What are inherent powers? 2.) What is an example of reserved powers? 3.) What are exclusive powers?
o Attendance- While Class is Doing Bell Work
o Presentation-National and State Powers
o Thinking Map-Types of Federal Grants-Tree Map
o Notes-Chapter 4-Section 2-The National Government and the 50 States

Supplemental Materials: Thinking Map-Types of Federal Grants-Tree Map and Notes-Chapter 4-Section 2-The National Government and the 50 States

Thinking Map-Types of Federal Grants-Tree Map 

Types of Federal Grants-Tree Map-Gov

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

Chapter 4-Section 2-Guided Notes

U.S. History

Monday-3/07/16:
o Bell Work-None
o Attendance- While Class is Doing Bell Work
o Video-The Longest Day (50 min)
o Scene 7-Allied Forces Storm the Beaches
o Scene 8-Assult on Pointe du Hoc
o Daily Objective-
o Content Objective:
 SWD comprehension of the military tactics involved in storming the beaches at Normandy by clarifying the unique challenges each beach presented through the use of film and classroom discussion
o Language Objective:
 Students will watch and discuss the military tactics involved in storming the beaches at Normandy due to the unique challenges each beach presented by viewing the Longest Day and discussing the results with their elbow partner

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Government

Monday-3/07/16:
o Bell Work-1. How can we properly define delegated powers? 2. What is another term for expressed powers? 3. What are implied powers?
o Attendance- While Class is Doing Bell Work
o Thinking Map-Concurrent Powers-Circle Map
o Vocab Match-Up-Chapter 4-Federalism
o Notes-Chapter4-Section1-Federalism: Powers Divided
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with the unit covering Chapter 2 by manipulating of vocabulary terms in a collaborative activity
 SWD analysis of the specific powers reserved for the state and national government by outlining important information in guided notes
o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 2 through the use of a vocabulary match-up activity
 Students will read and record information pertaining to the specific powers reserved for the state and national government by reading through text and completing a set of student led guided notes.

Supplemental Materials: Vocab Match-Up-Chapter 4-Federalism and Notes-Chapter4-Section1-Federalism: Powers Divided

Vocab Match-Up-Chapter 4-Federalism

Chapter 4-Vocabulary

Notes-Chapter4-Section1-Federalism: Powers Divided

Chapter 4-Guided Notes-Section 1

U.S. History

Friday-3/04/16:
o Bell Work-1.) What was the name of the invasion led by Dwight D. Eisenhower on Axis-controlled North Africa? 2.) What did King Victor Emmanuel III do to Benito Mussolini following his surrender on July 25th, 1943? 3.) After only six months of fighting what awards was the 92nd Infantry Division (the Buffaloes) given?
o Attendance- While Class is Doing Bell Work
o Presentation-Chapter 17-Section 3-War in the Pacific
o Video- Hiroshima: Dropping the Bomb (4:36 min)
o Notes-Chapter 17-Section 3-War in the Pacific

Supplemental Materials: Presentation-Chapter 17-Section 3-War in the Pacific and Notes-Chapter 17-Section 3-War in the Pacific

Presentation-Chapter 17-Section 3-War in the Pacific
Chapter 17-Section 3-The War in the Pacific

Notes-Chapter 17-Section 3-War in the Pacific

Notes-Outline-Chapter 17-Section 3

Textbook PDF-Chapter 17-Section 3-War in the Pacific

The Americans-Chapter 17-Section 3

Video Link- Hiroshima: Dropping the Bomb (4:36 min)

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Government

Friday-3/04/16:
o Bell Work-1. What were the three things the Framers knew firsthand about liming federal powers? 2. Define the concept of Federalism? 3. What is another term we have learned in class for the ‘Reserved Powers” contained in the Tenth Amendment?
o Attendance- While Class is Doing Bell Work
o Video Clip- John Adams-Episode 2-Independence (HBO) (Last 10 min)
o w/ Guided Video Questions
o Activity-Current Events 3/04