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

U.S. History

Tuesday-9/22/15:
o Bell Work-1. How can we best define the purpose of Roosevelt’s square deal? 2. What was the purpose of the Meat Inspection Act (1906)? 3. What was the goal of conservation?
o Attendance- While Class is Doing Bell Work
o Video Clip-Theodore Roosevelt-Mini Biography (3:57 min)
o Student Led Notes-Chapter 9-Section 3-Teddy Roosevelt’s Square Deal
o Activity-Teddy Roosevelt’s Square Deal Chart

Supplemental Materials: Student Led Notes-Chapter 9-Section 3-Teddy Roosevelt’s Square Deal and Activity-Teddy Roosevelt’s Square Deal Chart

Student Led Notes-Chapter 9-Section 3-Teddy Roosevelt’s Square Deal 

Chapter 9-Section 3-Guided Notes-High

Activity-Teddy Roosevelt’s Square Deal Chart

Section 3-Chart-Teddy Roosevelts Square Deal-Chart

Homework: Finish Teddy Roosevelt’s Square Deal Chart for Monday 9/28

Video Link-Theodore Roosevelt-Mini Biography (3:37 min)

https://www.youtube.com/watch?v=rzm2EBYfyDg

Government

Tuesday-9/22/15:
o Bell Work-1. What is the idea behind majority rule? 2. How can we best describe the free enterprise system? 3. What are three of the duties that come with being a citizen?
o Attendance- While Class is Doing Bell Work
o Activity-Current Events
o Student Led Notes-Principals of Democracy
o Study Guide-Chapter 1-Principles of Government

Supplemental Materials: Activity-Current Events, Student Led Notes-Principals of Democracy and Study Guide-Chapter 1-Principles of Government

Activity-Current Events-Cornell Notes Template

Current Events-Cornell Template

Student Led Notes-Principals of Democracy

Principals of Democracy-Notes-High

Study Guide-Chapter 1-Principles of Government

Chapter 1-Section 1-3-Study Guide-Half Sheet

How to access the Web site:

1. Access your Internet browser – (For your reference, Pearson SuccessNet Internet and System Requirements can be found at https://pearsonnacommunity.force.com/coco/articles/Informational/Pearson-SuccessNet-System-Requirements).
2. Enter the URL (site address) — https://www.pearsonsuccessnet.com

User Name: FordsonUSGOV

Password: Memms1
Note: User name and password are case sensitive

Homework: Finish Principals of Democracy Notes and Study Guide for Quiz Monday

U.S. History

Monday-9/21/15:
o Bell Work-1. What movements during the Progressive Era helped shed the stereotype that women were submissive and nonpolitical? 2. Why do you think that some colleges refused to accept women in the late 1800’s? 3. Why do you think it’s important that everyone regardless of gender, sex, color or creed should have the right to vote?
o Attendance- While Class is Doing Bell Work
o Activity-You Be The Progressive
o Daily Objective-
o Content Objective:
 SWD synthesis of the persuasive role of political posters play in encouraging new progressive reforms by creating a propaganda poster designed to highlight one of the Progressive Era movements
o Language Objective:
 Students will record/illustrate their understanding of the persuasive role political posters play in encouraging new progressive reforms through creating a propaganda poster designed to highlight one of the Progressive Era movements

Supplemental Materials: Activity-You Be The Progressive

Activity-You Be The Progressive

You be the Progressive-Activity

Government

Monday-9/21/15:
o Bell Work-1. What is a unitary government? 2. What does division of power mean on a geographic basis? 3. How is power divided within a Parliamentary Government?
o Attendance- While Class is Doing Bell Work
o Quick Vocabulary Match Up-Chapter 1-Principles of Government
o Notes-Chapter 1-Section 1-The Purposes of Government (Last two purposes)
o Student Led Notes-Characteristic of a State
o Daily Objective-
o Content Objective:
 SWD evaluation of the roles and purposes citizens can expect from their government by stating an opinion based on guided notes
 SWD synthesis of the characterizes required for a territory to become a sovereign state by compiling information in student led guided notes
o Language Objective:
 Students will read, record and orally share the roles and purposes citizens can expect from their government through formulating a response to information provided in guided notes
 Students will read and record information the characterizes required for a territory to become a sovereign state through compiling guided collaborative notes

Supplemental Materials: Notes-Chapter 1-Section 1-The Purposes of Government (Last two purposes), Student Led Notes-Characteristic of a State and Current Events Sheet

Notes-Chapter 1-Section 1-The Purposes of Government (Last two purposes)

The Purpose of Government-2015

Student Led Notes-Characteristic of a State

Characteristics of a State-Notes-High

Current Events Sheet

Current Events-Template

Online Book Access:

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How to access the Web site:

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2. Enter the URL (site address) — https://www.pearsonsuccessnet.com

User Name: FordsonUSGOV

Password: Memms1 
Note: User name and password are case sensitive

U.S. History

Thursday-9/17/15:
o Bell Work-1. Which three major universities refused to admit women to their school? 2. What did Susan B. Anthony say in regards to voting rights for women and those of color? 3. What were the three step strategy for achieving women’s rights?
o Attendance- While Class is Doing Bell Work
o Vocabulary Match-up Activity-Chapter 9-The Progressive Era (5 minutes)
o Video Clip-Women’s Suffrage Petition
o Student Led Notes-Chapter 9-Section 2-Women in Public Life

Supplemental Materials: Notes Chapter 9-Section 2

Notes Chapter 9-Section 2

Chapter 9-Section 2-Notes

Friday-9/18/15:
o Bell Work-1. What movements during the Progressive Era helped shed the stereotype that women were submissive and nonpolitical? 2. Why do you think that some colleges refused to accept women in the late 1800’s? 3. Why do you think it’s important that everyone regardless of gender, sex, color or creed should have the right to vote?
o Attendance- While Class is Doing Bell Work
o Video-America “The Story of US”: Episode 7: Cities”
o Daily Objective-
o Content Objective:
 SWD synthesis of the problems behind the rapid expansion of major metropolitan cities and the new achievements of those who pushed industry forward by the use of guided video questions and class discussions
o Language Objective:
 Students will listen and record the through problems behind the rapid expansion of major metropolitan cities and the new achievements of those who pushed industry forward responding to a video designed to cause further inquiry and classroom discussion

Supplemental Materials: America “The Story of US”: Episode 7: Cities”

The Story of US-Episode 7-Cities

Video Link: America “The Story of US”: Episode 7: Cities” (39:01 min)

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

Government

Thursday-9/17/15:
o Bell Work- 1. What does it mean when a state is sovereign? 2. What is the main idea behind the evolutionary theory? 3. How does the government work to promote the general welfare?
o Attendance- While Class is Doing Bell Work
o Worksheet Packet-Chapter 1 Worksheet Packet #1

Supplemental Materials: Worksheet Packet-Chapter 1 Worksheet Packet #1

Worksheet Packet-Chapter 1 Worksheet Packet #1

Chapter 1-Packet Check List-Number 1

Friday-9/18/15:
o Bell Work- 1. What are the three characteristics often used to classify government? 2. What is an oligarchy? 3. Using the chart on page 15 please explain how elections are ran in China?
o Attendance- While Class is Doing Bell Work
o Notes-Chapter 1-Section 1-The Purposes of Government

Supplemental Materials: Notes-Chapter 1-Section 1-The Purposes of Government

Notes-Chapter 1-Section 1-The Purposes of Government 

The Purpose of Government-2015

Online Book Access: Government

Pearsonsuccess.net
Login: Fordsonstudent
Password: Fordson

U.S. History

Wednesday-9/16/15:
o Bell Work-1. What kind of work was available to American women prior to the civil war? 2. How did women’s pay compare with men in factories? 3. What was the intended outcome of the suffrage movement?
o Attendance- While Class is Doing Bell Work
o Video-A Child on Strike (9:44 min)
o Activity-Names and Terms- Chapter 9-The Progressive Era
o Activity-Guided Tour- Chapter 9-The Progressive Era
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with our unit covering Chapter 9 by locating vocabulary terms in a collaborative activity
 SWD applications of the important political/historical figures, events and evidentiary text located in Chapter 9 by compiling information on a guided tour worksheet
o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 9 by using a vocabulary names and terms activity
 Students will write answers to guided questions that require examination of the additional supporting

Supplemental Materials: Names and Terms- Chapter 9-The Progressive Era and Guided Tour- Chapter 9-The Progressive Era

Guided Tour/Names and Terms-Chapter 9-The Progressive Era

Chapter 9-Guided Tour- Sections 1-3 Definition

Online book link: Chapter 9 Sections 1-5

The Americans-Chapter 9-Section 1

The Americans-Chapter 9-Section 2

The Americans-Chapter 9-Section 3

The Americans-Chapter 9-Section 4

The Americans-Chapter 9-Section 5

Government

Wednesday-9/16/15:
o Bell Work-1. What are the three basic powers of government? (List and describe them) 2. What are the four factors needed in order to create a political state? 3. What is the main idea behind the force theory?
o Attendance- While Class is Doing Bell Work
o Video-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)
o Last 10 min of clip
o Notes-Chapter 1-Section 1-Origin of the State (pg. 7-9) Presentation
o Thinking Maps-Origins of the State: Bubble Map
o Daily Objective-
o Content Objective:
 SWD synthesis of the factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties by using guided video notes and class discussions
 SWD synthesis of the four main theories considered when forming a political state by compiling information in student led notes
o Language Objective:
 Students will listen and record factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties through responding to a video designed to cause further inquiry and classroom discussion
 Students will read and record information on the four main theories considered when forming a political state through creating student centered guided notes

Supplemental Materials: Notes-Chapter 1-Section 1-Origin of the State (pg. 7-9) Presentation and Thinking Maps-Origins of the State: Bubble Map

Notes-Chapter 1-Section 1-Origin of the State (pg. 7-9) Presentation

Origins of the State-2015

Thinking Maps-Origins of the State: Bubble Map

Creating a State-Bubble Map

U.S. History

Tuesday-9/15/15: FHS Open House 4:00-6:30pm
o Bell Work- 1. What was the policy of prohibition? 2. What was the outcome of Bunting v. Oregon in 1917? 3. When was the Seventeenth Amendment passed and what was was its intended purpose?
o Attendance- While Class is Doing Bell Work
o Video-America “The Story of US”: Episode 1: Rebels” (Last 10 min)
o Vocabulary Match-up Activity-Chapter 9-The Progressive Era (Grab the last few terms)
o Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism
o Daily Objective-
o Content Objective:
 SWD synthesis of the early factors that led to conflicts in the America’s and the beginning stages of independence by the use of guided video questions and class discussions
 SWD synthesis of the reform movement during the late 1800 that led to the progressive movement by compiling information in student led notes
o Language Objective:
 Students will listen and record the early factors that led to conflicts in the America’s and the beginning stages of independence by responding to a video designed to cause further inquiry and classroom discussion
 Students will read and record information on the reform movement during the late 1800 that led to the progressive movement creating student centered guided notes

Supplemental Materials: Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism

Chapter 9-Section 1-Guided Notes-High

Link: On line Book-Chapter 1 Section 1

Chapter 9-Section 1-PDF

Government

Tuesday-9/15/15: FHS Open House 4:00-6:30pm
o Bell Work- 1. How would someone who believed in the theory of “Divine Right” justify their power? 2. What is the main idea behind Thomas Hobb’s Social Contract Theory? 3. Why is it important that a government work to insure domestic tranquility?
o Attendance- While Class is Doing Bell Work
o Vocabulary Match-up Activity-Chapter 1-Principals of Government
o Video-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)
o While watching students will record the first ten amendments
o Daily Objective-
o Content Objective:
 SWD synthesis of the factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties by using guided video notes and class discussions
o Language Objective:
 Students will listen and record factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties through responding to a video designed to cause further inquiry and classroom discussion

Video Link-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)

https://www.youtube.com/watch?v=5Co5z5ARmH8

Constitution Hall Pass-Video Notes

U.S. History

Monday-9/14/15:
o Bell Work-1. What were the four main goals of the progressive movement? 2. Who was Florence Kelly and which Congressional act was she involved in getting passed? 3. Who would be considered a muckraker?
o Attendance- While Class is Doing Bell Work
o Introducing Thinking Maps-Progressive Era Movements: Circle Map
o Procedures: Binder Set Up
o Vocabulary Match-up Activity-Chapter 9-The Progressive Era
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with the unit covering Chapter 9 by manipulating of vocabulary terms in a collaborative activity
o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 9 through the use of a vocabulary match-up activity

Supplemental Materials: Vocabulary Match-up Activity-Chapter 9-The Progressive Era

Vocab Match up Terms-Chapter 9

Government

Monday-9/14/15:
o Bell Work-1. What is the main difference between a state and a nation? 2. What are the major differences between the ways a government conducts themselves under a democracy compared to a dictatorship? 3. How does the Constitution help to make it possible for government to carry out its public policies?
o Attendance- While Class is Doing Bell Work
o Introducing Thinking Maps-Principals of Government: Circle Map
o Procedures: Binder Set Up
o Vocabulary Match-up Activity-Chapter 1-Principals of Government
o Daily Objective-
o Content Objective:
 SWD analysis of key terms associated with the unit covering Chapter 1 by manipulating of vocabulary terms in a collaborative activity
o Language Objective:
 Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 1 through the use of a vocabulary match-up activity

Supplemental Materials: Vocabulary Match-up Activity-Chapter 1-Principals of Government

Vocab Match up Terms-Chapter 1

Tuesday-6/02/15:

• Bell Work-1. Which countries comprised the Central Powers? Which countries comprised the Allies?       2. What were the characteristics of trench warfare? 3. What factors contributed to Russia’s war difficulties? 
• Attendance- While Class is Doing Bell Work
• Student Led Notes-Chapter-29-Section 2-Europe Plunges into War
• Study Guide-Final Exam
• Daily Objective-

• Content Objective:
  • SWD creation on the advances of the Central Powers on Allied territory and the harsh conditions of trench warfare through compiling information in student led guided notes.
  • SWD evaluation of the materials covered in Chapter 21, 22, 23, 24, 25, 27, 29 and Chapter 30 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and record and orally share information on the advances of the Central Powers on Allied territory and the harsh conditions of trench warfare by creating student centered guided notes
  • Students will read, and write the key terms and important concepts covered in Chapter 21, 22, 23, 24, 25, 27, 29 and Chapter 30 through 4 by completing a structured inquiry based study guide

Supplemental Materials: Student Led Notes-Chapter-29-Section 2-Europe Plunges into War, Study Guide-Final Exam and Power Points-Chapter 21, 22, 23, 24, 25, 27, 29 and Chapter 30

Student Led Notes-Chapter-29-Section 2-Europe Plunges into War

Chapter 29-Section 2-Guided Notes-High

Study Guide-Final Exam

Final Exam-2015-2nd Semester-Study Guide

Power Points-Chapter 21, 22, 23, 24, 25, 27, 29 and Chapter 30

Chapter 21-Absolute Monarchs in Europe

Chapter 22-Enlightenment and Revolution

The French Revolution and Napoleon

Nationalist Revolutions Sweep the West

The Industrial Revolution

The Age of Imperialism

The Great War

Revolution and Nationalism

Monday-6/01/15:

• Bell Work-1. What were the three forces in Europe that helped set the stage for war? 2. Who were the members of the Triple Alliance and Triple Entente? 3. What single event set the stage for WWI?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 29-The Great War-Part 1
• Student Led Notes-Chapter 29-Section 1-Notes-Marching Towards War
• Thinking Maps Activity-Chapter 29 Section 1-Thinking Map

• Create a flow map to illustrate the events that led to WWI

• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering Chapter 29 Sections 1 through 4 through manipulating vocabulary terms in a collaborative activity
  • SWD creation on the changing ideas towards nationalism in Europe and how the alliance system lead to the beginning of WWI through compiling information in student led guided notes.
  • SWD creation of the important events and alliances that paved the way for WWI through organizing information in thinking maps
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 29 Sections 1 through 4 by using a vocabulary match-up activity
  • Students will read and record and orally share information on changing ideas towards nationalism in Europe and how the alliance system lead to the beginning of WWI by creating student centered guided notes
  • Students will record the important events and alliances that paved the way for WWI by creating a Flow Map that will help to organize their newly acquired knowledge in preparation for our exam covering Chapter 29

Supplemental Materials: Student Led Notes-Chapter 29-Section 1-Notes-Marching Towards War and Thinking Maps Activity-Chapter 29 Section 1-Thinking Map

Student Led Notes-Chapter 29-Section 1-Notes-Marching Towards War

Chapter 29-Section 1-Guided Notes-High

Thinking Maps Activity-Chapter 29 Section 1-Thinking Map

WWI-Flow Map

Friday-5/29/15:

• Bell Work-Look in your book on pages 838-839 and read the Previewing Main Ideas section to find the answers to the Geography Questions
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 29-The Great War

• Guided Tour-Chapter 29-The Great War

• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering Chapter 29 through manipulating vocabulary terms in a collaborative activity
  • SWD applications of the important political/historical figures, events and evidentiary text located in Chapter 29 through compiling information on a guided tour worksheet
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 29 by using a vocabulary match-up activity
  • Students will write answers to guided questions that require examination of the additional supporting

Supplemental Materials: Vocabulary Match-up Activity-Chapter 29-The Great War and Guided Tour-Chapter 29-The Great War

Vocabulary Match-up Activity-Chapter 29-The Great War

Chapter 29-Part 1-Vocab Match up Terms

Chapter 29-Part 1-Vocabulary Match-up

Guided Tour-Chapter 29-The Great War

Chapter 29-Guided Tour

Wednesday-5/27/15:

• Bell Work-1. What percentage of Africa was controlled by Europeans by 1800? (Section 1)   2. Which group resisted Selim III’s attempt to modernize the Ottoman Army? (Section 3) 3. Who acted as the leading power in India from 1757 to 1858? (Section 4)  
• Attendance- While Class is Doing Bell Work
• Quick Vocabulary Match-up Activity-Chapter 27-The Age of Imperialism
• Study Guide Review Time- Chapter 27-The Age of Imperialism
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with our unit covering Chapter 27 Sections 1, 3 and 4 through manipulating vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and concepts associated with our unit covering Chapter 27 Sections 1, 3 and 4 by demonstrating their knowledge thought the use of a structured study guide
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 27 Sections 1, 3 and 4 by using a vocabulary match-up activity
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering Chapter 27 Sections 1, 3 and 4 by completing a inquiry based study guide