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

U.S. History

Wednesday-11/20/19:

• Bell Work-1.) Is the following statement true or false? The main reason many workers in labor intensive industries began to strike around 1919 was due to low wages, long hours and virtually no support against business owners from the Federal Government. *Explain why you made your decision. 2.) What is the underlying theme of the political cartoon? 3.) What might be a possible solution to this impasse (a situation in which no progress is possible, especially because of disagreement; a deadlock) between laborers and business owners?  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 13-Section 3-Education and Popular Culture
• Video Clip- Walt Disney Animation Studios’ Steamboat Willie (7:22 min)
• Video Clip-Why Babe Ruth Was the Ultimate Symbol of the Roaring ’20s (3:44 min)
• Notes-Chapter 13-Section 3-Education and Popular Culture and Chapter 13-Section 4-The Harlem Renaissance
• Daily Objective-

• Content Objectives:
  • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis the how the how new educational opportunities and the emergence of pop culture impacted Americans during the 1920’s by creating a set of guided notes
  • SWD synthesis the how the Great Migration and the Harlem Renaissance worked to promote African American culture and create new opportunities for authors and musicians by creating a set of guided notes
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to how new educational opportunities and the emergence of pop culture impacted Americans during the 1920’s through listening to a short lecture and a student led outline
  • Student will read and record information pertaining to the Great Migration and the Harlem Renaissance worked to promote African American culture and create new opportunities for authors and musicians through a student led outline

Supplemental Materials: Presentation-Chapter 13-Section 3-Education and Popular Culture, Notes-Chapter 13-Section 3-Education and Popular Culture and Chapter 13-Section 4-The Harlem Renaissance

Presentation-Chapter 13-Section 3-Education and Popular Culture

Notes-Chapter 13-Section 3-Education and Popular Culture and Chapter 13-Section 4-The Harlem Renaissance

Textbook PDF’s-Chapter 13-Section 3-Education and Popular Culture and Chapter 13-Section 4-The Harlem Renaissance

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Government

Wednesday-11/20/19:

• Bell Work-1.) How would you explain in your own words is the biggest advantage to the political involvement of interest groups? 2.) What is the major problem with the fact that interest groups seem to have a “one track mind” when it comes to prominent issues? 3.) Based on the chart above do you feel that interest groups are a positive addition to the political process or one of the major problems that contribute to political corruption? *Thoroughly explain your reasoning  
• Attendance-While Class is Doing Bell Work
• Video-What are Super PACs? (2:59 min)
• Activity-Special Interest Groups-Brochure Activity (Day 3)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to recruit new members through grass roots tactics by creating a takeaway element an interest group can use to recruit new members
• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group

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Government

Tuesday-11/19/19:

• Bell Work-1.) Based on the information from our unit covering the election process please provide a definition for the term “Super PAC” in your own words. 2.) What is the underlying theme of the political cartoon? 3.) If you were given the power to construct a model for campaign finance reform that would take power away from the anonymous donors running these Super PACS and create a system where political donations were fairly regulated what would be the primary focus of your reform initiative?
• Attendance-While Class is Doing Bell Work
• Video Clip-Thank You for Smoking (3/5) Movie CLIP-Ice Cream Politics (2005) HD (2:29 min)
• Activity-Special Interest Groups-Brochure Activity (Day 2)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to recruit new members through grass roots tactics by creating a takeaway element an interest group can use to recruit new members
• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group

Supplemental Materials: Presentation-Interest Groups (2018)-Lobbying and Lobbyists-Part 2 and Activity-Special Interest Groups-Brochure Activity

Presentation-Interest Groups (2018)-Lobbying and Lobbyists

 

Activity-Special Interest Groups-Brochure Activity

 

Brochure Examples: *Past student examples

U.S. History

Tuesday-11/19/19:

• Bell Work-1.) Based on your prior knowledge and the content of the excerpt, please identify the main issue being debated during the court case above. 2.) What questions would you ask of Mr. Bryan if you were Mr. Darrow, that might further his position that a literal interpretation of biblical ideas are hard to factually prove? 3.) Imagine your beliefs were being attacked in an attempt to win a court case how would you have handled this particular line of questioning if you were in Mr. Bryan’s position?
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)
• Presentation-Chapter 13-Section 2-The Twenties Woman
• Guided Notes-Chapter 13-Section 1-Changing Ways of Life and Chapter 13-Section 2-The Twenties Woman
• Daily Objective-

• SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activit
• SWD synthesis the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes completing a set of student led notes

• •  

• SWD synthesis the changing roles of women in the 1920’s 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 the Roaring Twenties through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the changing roles of women in the 1920’s through listening to a short lecture and creating student centered guided notes
  • Student will read and record information pertaining to the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes through completing a set of student led notes

 

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

 

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

 

Presentation-Chapter 13-Section 2-The Twenties Woman and Guided

 

Notes-Chapter 13-Section 1-Changing Ways of Life and Chapter 13-Section 2-The Twenties Woman

 

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

 

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Government

Tuesday-11/19/19:

• Bell Work-1.) Based on the information from our unit covering the election process please provide a definition for the term “Super PAC” in your own words. 2.) What is the underlying theme of the political cartoon? 3.) If you were given the power to construct a model for campaign finance reform that would take power away from the anonymous donors running these Super PACS and create a system where political donations were fairly regulated what would be the primary focus of your reform initiative?
• Attendance-While Class is Doing Bell Work
• Video Clip-Thank You for Smoking (3/5) Movie CLIP-Ice Cream Politics (2005) HD (2:29 min)
• Activity-Special Interest Groups-Brochure Activity (Day 2)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to recruit new members through grass roots tactics by creating a takeaway element an interest group can use to recruit new members
• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group

 

Supplemental Materials: Presentation-Interest Groups (2018)-Lobbying and Lobbyists-Part 2 and Activity-Special Interest Groups-Brochure Activity

Presentation-Interest Groups (2018)-Lobbying and Lobbyists

Activity-Special Interest Groups-Brochure Activity (Day 1)

Brochure Examples: *Past student examples

U.S. History

Monday-11/18/19:

• Bell Work-1.) Based on your prior knowledge can you name the event depicted in this political cartoon? 2.) What can we infer might most likely be the criminal’s motives in referring to the police officer as “Our Ally”? 3.) When the Boston police officers began striking in 1919 many people were upset that the police were not doing their job to protect citizens from crime. In your opinion were the police justified in prioritizing their own personal interests over their responsibility to protect the citizens of Boston?
• Attendance- While Class is Doing Bell Work
• Activity-The Era of Prohibition-DBQ-2018
• Daily Objective-

• Content Objective:
  • SWD evaluation of the effect of prohibition on the United States and how the failures of the Prohibition Bureau and the Volstead Act led to its eventual repeal 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 effect of prohibition on the United States and how the failures of the Prohibition Bureau and the Volstead Act led to its eventual repeal by identifying key pieces of information contained in a DBQ packet with the help of a partner

 

Supplemental Materials: Activity-The Era of Prohibition-DBQ-2018

 

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Government

Monday-11/18/19:

• Bell Work-1.) What is the meaning of the buttons the gentlemen are wearing that reads “1%”? 2.) What point is the political cartoon attempting to convey about the issues with campaign contributions? 3.) What do you think was the artist intended purpose when he chose to draw the man representing the Supreme Court sitting by the edge of the stage watching the wealthy gentlemen throw money at the politician?
• Attendance-While Class is Doing Bell Work
• Video- When Does Lobbying Become Bribery? (2:57 min)
  • EQ: When does the process of legal political lobbying cross over into bribery?
• Presentation-Interest Groups (2018)
  • Lobbying and Lobbyists-Part 2
• Activity-Special Interest Groups-Brochure Activity (Day 1)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to recruit new members through grass roots tactics by creating a takeaway element an interest group can use to recruit new members
  • SWD comprehension of the roles of lobbyists and the goals of political interest groups by interpreting information presented by the teacher and participating in a classroom discussion
• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group
  • Students will listen and orally discuss the roles of lobbyists and the goals of political interest groups by watching two short videos and participating in classroom discussions following a short lecture by the teacher

 

Supplemental Materials: Presentation-Interest Groups (2018)-Lobbying and Lobbyists-Part 2 and Activity-Special Interest Groups-Brochure Activity (Day 1)

 

Presentation-Interest Groups (2018)-Lobbying and Lobbyists-Part 2

 

Activity-Special Interest Groups-Brochure Activity (Day 1)

 

Brochure Examples: *Past student examples

U.S. History

Friday-11/15/19:

• Bell Work-1.) Who can you identify the main figure in the political cartoon? 2.) What questions might you ask Paul Robeson if you had the opportunity to interview him after reading the information on the graphic? 3.) In your opinion why was it so culturally significant in the 1920’s to have positive African American figures like Paul Robeson in the public spotlight?  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 13-Section 1-Changing Ways of Life
• Video- Roots of Prohibition the Time is Now (13:20 min)
  • Reflection Question: Was the U.S. government justified in instituting the concept of prohibition?
    • Please provide one or two pieces of evidence to help support your answer

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

 

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

Presentation-Chapter 13-Section 1-Changing Ways of Life

• Video Link- Roots of Prohibition the Time is Now (13:20 min)

• Reflection Question: Was the U.S. government justified in instituting the concept of prohibition?
  • • Please provide one or two pieces of evidence to help support your answer

 

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Government

Friday-11/15/19:

• Bell Work-1.) What is the main difference between those who have less than a High School diploma and those with at least a High School diploma according to the data included in the document above? 2.) How might this information be useful if you were a political candidate running for office who is about to begin campaigning for President? 3.) What would happen to the chances of the Democratic candidate winning an election if he/she were to gain the votes of those with less than a High School education or at least a High School education along with voters age thirty to forty-four? Would that give him/her enough votes to win the election?   
• Attendance-While Class is Doing Bell Work
• Activity-Chapter 9-Interest Groups-Pre-test
• Presentation-Interest Groups (2018)
  • Interest Group-Part 1
• Frayer Model Vocabulary-Chapter 9-Interest Groups
• Daily Objective-

• Content Objective:
  • SWD synthesis of the key terms, important political/historical figures and concepts associated with our unit covering the role interest groups play in our legislative system through compiling and integrating their knowledge on a pre-test
  • SWD comprehension of the roles of lobbyists and the goals of political interest groups by interpreting information presented by the teacher and participating in a classroom discussion
  • SWD analysis of key terms associated with the unit covering the roles of interest groups in politics by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read and respond through writing the key terms, important political/historical figures and concepts associated with our unit covering the role interest groups play in our legislative system by completing a multiple choice and matching pre-test
  • Students will listen and orally discuss the roles of lobbyists and the goals of political interest groups by watching two short videos and participating in classroom discussions following a short lecture by the teacher
  • Students will read and record important vocabulary terms pertaining to our unit covering the roles of interest groups in politics through the use of a frayer model vocabulary activity

 

Supplemental Materials: Presentation-Interest Groups (2018)-Interest Group-Part 1 and Frayer Model Vocabulary-Chapter 9-Interest Groups

 

Presentation-Interest Groups (2018)-Interest Group-Part 1

 

Frayer Model Vocabulary-Chapter 9-Interest Groups

 

 

U.S. History

 Thursday-11/14/19:

• Bell Work-1.) Based on the primary source what affect did Lindberg’s success have on the American public? 2.) Based on the information in the primary source excerpt what conclusion can you draw as to why Charles Lindbergh (a pilot) became such a big celebrity during the 1920’s? 3.) Suppose you could achieve a never before achieved feat like Charles Lindbergh’s solo flight across the Atlantic what would you like to achieve and why?  
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 13-The Roaring Life of the 1920’s
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 13 by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 13 through the use of a frayer model vocabulary activity

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

 

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Government

Thursday-11/14/19:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering Chapter 6 and 7.

• You can also grab one of the baggies to begin the vocabulary match up activity.

• Attendance- While Class is Doing Bell Work
• Test-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the role of voters and how the election process in America is organized by demonstrating their knowledge thought the use of a unit test
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering role of voters and how the election process in America is organized by completing a multiple choice and matching test

*Chapter 6 and 7 Notes Check List (30 total pts) Due 11/15

Chapter 6: Voter and Voter Behavior

Notes:

• Chapter 6 Section 1 Notes
• Chapter 6 Section 3 Notes
• Chapter 6 Section 4 Notes

Chapter 7: The Electoral Process

Notes:

• Chapter 7 Section 1 Notes
• Chapter 7 Section 2 Notes
• Chapter 7 Section 3 Notes

*We’ll also collect chapter 5 frayer model and chapter 5 section 1 notes

U.S. History

 Wednesday-11/13/19:

• Bell Work-1.) Based on your prior knowledge which group is Colleen Moore talking about in this excerpt? 2.) Why do you think that Colleen Moore found it so easy to identify with the group she is referencing in this excerpt? Do you think many young ladies feel this way today? 3.) Judge the value of Colleen Moore’s statement where she says “I don’t know if I realized as soon as I began seeing them that they represented the wave of the future…”. Why do you think she referred to these women as the “wave of the future” instead of comparing them to the progressive women who fought for women’s equality in the past?  
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties  
• Presentation-Chapter 12- Section 3-The Business of America
• Activity-Should We Stop Installment Buying-Reading Passage-2019

• Annotating the article, creating a tree map and writing their response to a focused question

• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the major political changes that occurred in America during the 1920’s by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the growth in American business and travel in the 1920’s by interacting in a short presentation
  • SWD synthesis of the key arguments in favor and in opposition to the idea of purchasing consumer goods using an installment based system by reading a primary source and answering a structured reflection question
• Language Objective:

• • • Students will read and orally match up important vocabulary terms pertaining to our unit covering the major political changes that occurred in America during the 1920’s through the use of a vocabulary match-up activity
    • Students will read and record information pertaining the growth in American business and travel in the 1920’s through listening to a short lecture and completing a set of student led notes
    • Students will read and record information pertaining to the key arguments in favor and in opposition to the idea of purchasing consumer goods using an installment based system by reading/annotating an article and writing their thoughts on the idea of consumerism

 

Supplemental Materials: Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties, Presentation and Notes-Chapter 12- Section 3-The Business of America and Activity-Should We Stop Installment Buying-Reading Passage-2019

 

Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties

 

Presentation-Chapter 12- Section 3-The Business of America

 

Notes-Chapter 12- Section 3-The Business of America

 

Textbook PDF-Chapter 12-Section 3-The Business of America

 

Activity-Should We Stop Installment Buying-Reading Passage-2019

• Annotating the article, creating a tree map and writing their response to a focused question

 

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Government

Wednesday-11/13/19:

• Bell Work-1.) What is the main idea contained in the excerpt from John W. Dean in his council towards President Nixon? 2.) Imagine you are President Nixon and you just finished listening to John W. Dean’s comments about compulsory voting. What are two to three questions that you might ask him in regards to his comments? 3.) What do you think about Dean’s comments that requiring citizens to vote is “…less restrictive than requiring us, for example, to attend school; … to pay taxes; or to serve in the military when drafted”? Is he making a logical argument or is he just grasping at straws in his attempt to win Nixon towards his point of view?
• Attendance- While Class is Doing Bell Work
• Procedure-Set Up Answer Key-Chapter 6 and 7 Test
• Test Materials-Chapter 6 and 7-Test Review
• Activity-Classroom Voting Activity
• Study Guide Review Time-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  
• Daily Objective-

• Content Objective:
  • SWD analysis of the requirements and responsibilities associated with voter qualification by examining a voter registration form and completing student led notes on voter qualifications.
  • SWD remembering of the political process of voting by selecting classroom representatives and policy positions in a classroom election activity
  • SWD evaluation of the materials covering the role of voters and how the election process in America is organized by demonstrating their knowledge through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and record the requirements and responsibilities associated with voter qualification through the use of a voter registration activity and student driven guided notes.
  • Students will read and record their selections for classroom representatives and policy positions in a classroom election activity
  • Students will read, and write the key terms and important concepts covering the role of voters and how the election process in America is organized by demonstrating their knowledge by completing a structured inquiry-based study guide

 

Supplemental Materials: Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  and Test Materials-Chapter 6 and 7-Test Review

 

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

 

Power Points-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process 

 

Chapter 6-Voters and Voter Behavior PPT

 

Chapter 7-The Election Process-PPT

 

Textbook PDF’s-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process

 

Test Materials-Chapter 6 and 7-Test Review

 

 

U.S. History

Monday-11/11/19:

• Bell Work-1.) Based on your prior knowledge can you explain what is happening at the time this photo is taken? 2.) Show you level of understanding by explaining what the store owner meant when he wrote on the sign “Buy now and save money”? 3.) Do you agree with the actions taken in the 18th Amendment? Is prohibiting something that can be misused always the best method for fixing a problem?  
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties  
• Presentation-Chapter 12-Section 2-The Harding Presidency
• Guided Notes-Chapter 12-Section 2-The Harding Presidency
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the major political changes that occurred in America during the 1920’s by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the failures of the Harding administration during the 1920’s by compiling information on a student led guided outline
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering the major political changes that occurred in America during the 1920’s through the use of a vocabulary match-up activity
  • Students will read and record information pertaining to the failures of the Harding administration during the 1920’s through identifying and listing key information in student led inquiry outlines

 

Supplemental Materials: Presentation-Chapter 12-Section 2-The Harding Presidency and Guided Notes-Chapter 12-Section 2-The Harding Presidency

 

Presentation-Chapter 12-Section 2-The Harding Presidency

 

Guided Notes-Chapter 12-Section 2-The Harding Presidency

 

Textbook PDF-Chapter 12-Section 2-The Harding Presidency

 

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Monday-11/11/19:

• Bell Work-1.) Based on the information contained in the primary source when was the 26th Amendment to the Constitution ratified? 2.) Imagine you were a reporter working for the Detroit Free Press and you were granted an interview with President Nixon. What are two or three questions that you would you ask the President regarding the ratification of the 26th Amendment? 3.) What is your opinion regarding the passage of the 26th Amendment? *Discuss whether you feel the voting age should have remained at twenty-one like in the late 1960’s or if you think the decision to lower the voting age to eighteen was the right decision.
• Attendance-While Class is Doing Bell Work
• Video Clip-What Are Super PACs? (3:29 min)
• Presentation-Chapter 7-Section 3-Money and Elections
• SSR Article- How Small Money Can Matter Again in Politics-2018
  • w/One Pager Reflection Sheet
• Notes-Chapter 7-Section 3-Money and Elections
• Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  
• Daily Objective-

• Content Objective:
  • SWD analysis of the various sources of campaign funding and the issues raised by campaign spending by interacting in a short presentation and completing structured guided notes
  • SWD evaluation of the materials covering the role of voters and how the election process in America is organized through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and record information pertaining to the various sources of campaign funding and the issues raised by campaign spending through listening to a short lecture and creating student centered guided notes
  • Students will read, and write the key terms and important concepts covering the role of voters and how the election process in America is organized by completing a structured inquiry-based study guide

 

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

 

Presentation-Chapter 7-Section 3-Money and Elections

 

Notes-Chapter 7-Section 3-Money and Elections

 

Textbook PDF-Chapter 7-The Electoral Process

 

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

 

Vocabulary-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  

 

Power Points-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  

 

Chapter 6-Power Points

 

Chapter 7-Power Points

 

Test Materials-Chapter 6 and Chapter 7-Learning Target 3 and 4 Resources  

 

Textbook PDF’s-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  

 

*Test will be this Wednesday November 13th, 2019

U.S. History

Friday-11/08/19:

• Bell Work-1.) What can we infer is the main subject this political cartoon is trying to depict? 2.) What were some of the major problems that arose during this scandal? (Look in your U.S. history textbook on page 421 if you are not familiar with the scandal) 3.) What changes would you recommend to the political cartoon make it more accessible to an audience that might not be familiar with the scandal?  
• Attendance- While Class is Doing Bell Work
• Video-America The Story of US-Episode 8-Boom (44 min)

• w/ Guided Video Notes

• Daily Objective-

• Content Objective:
  • SWD knowledge of America’s economic boom during the early Twentieth century that fueled the desire for automation while the growth of organized crime leads to the disastrous policy of Prohibition through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to America’s economic boom during the early Twentieth century that fueled the desire for automation while the growth of organized crime leads to the disastrous policy of Prohibition. through watching a video and discussing the impact with a classmate

 

Supplemental Material: Video-America The Story of US-Episode 8-Boom (44 min) w/ Guided Video Notes

 

Click the Link Below

America The Story of US-Episode 8-Boom

 

 

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Government

Friday-11/08/19:

• Bell Work-1.) What is the underlying theme behind this excerpt from Elizabeth Cady Stanton’s speech? 2.) Can you distinguish the difference between the focus of this document and the others in terms of the date it was written and the message it is trying to convey? 3.) What can you predict based on the pervious documents and your prior knowledge might be the reaction of male voters after hearing this speech? 
• Attendance-While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Voting (HBO) (14:08 min)

• Reflection Question: What are some of the problems that exist that makes registering to vote or simply voting a frustrating process for many Americans?
• Activity-Current Events 11/09
• Student Led Notes-Chapter 7-Section 2-The Elections
• 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
    • SWD analysis of the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process by interacting in a short presentation and completing structured guided notes
  • 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
    • Students will read and record information pertaining to the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Activity-Current Events 11/09 and Student Led Notes-Chapter 7-Section 2-The Elections

 

Activity-Current Events 11/09

 

Student Led Notes-Chapter 7-Section 2-The Elections

 

Textbook PDF-Chapter 7-The Electoral Process

 

 

U.S. History

Thursday-11/07/19:

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

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

• Notes-Chapter 12-Section 1-America Struggles with Post War Issues
• Daily Objective-

• Content Objective:
  • SWD synthesis the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan by interacting in a short presentation and creating student led notes
• Language Objective:
  • Student will read and record information pertaining to the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan through listening to a short lecture and a student led outline

 

Supplemental Materials: Notes-Chapter 12-Section 1-America Struggles with Post War Issues

 

Textbook PDF-Chapter 12-Section 1-America Struggles with Post War Issues

 

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

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

 

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Government

Thursday-11/07/19:

• Bell Work-1.) Can you explain based to the primary source excerpt how the author believed Blacks [African Americans] would attempt to justify their right to gain full suffrage? 2.) Based on historical context and your prior knowledge can you identify another historical instance in which African Americans had to fight against unfair obstacles simply to enjoy the right to vote? 3.) What do you believe might have happened if the United States had granted Blacks [African American’s] the right to vote following the arguments made by the Liberty Party in 1840? Do you think as a result of suffrage being extended to African Americans at this time that the Civil War could have been avoided or was this just a fight we were destined to have? 
• Attendance-While Class is Doing Bell Work
• Video-Honest Political Ads-Gil Fulbright for President (2:17 min)
• Presentation-Chapter 7-Section 2-The Elections
• SSR Article-Money and Politics in The Age of Trump (November 2016)

• With Meta-Log

• Daily Objective-
  • Content Objective:
    • SWD analysis of the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process by interacting in a short presentation
    • SWD evaluation of the potential shift in how campaign financing is handled during the election process in the wake of Donald Trump’s winning the presidential election by evaluating a primary source and responding to inquiry-based log
  • Language Objective:
    • Students will read and record information pertaining to the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process through listening to a short lecture
    • Students will read and respond to an article pertaining to the potential shift in how campaign financing is handled during the election process in the wake of Donald Trump’s winning the presidential election by examining a primary source and responding to and meta-cognitive log

 

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

Presentation-Chapter 7-Section 2-The Elections

 

SSR Article-Money and Politics in The Age of Trump (November 2016) With One-Pager

 

 

U.S. History

Wednesday-11/06/19:

• Bell Work-1.) Write in your own words based on the background information included above the text box how the Klan’s original goals of oppression against one race evolved overtime to oppress a multitude of ethnic groups? 2.) What are some of the motives behind the Klan’s anger towards the changes going on in America during the 1920’s? 3.) Examine the following line “… and finally even our right to teach our own children in our own school’s fundamental facts and truths have been torn away from us”. Do you think that even though the members of the Klan were teaching morally reprehensible ideas should they still have the right to educate their children in the ways they believe are best? *Please explain your thoughts
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 12-Section 1-America Struggles with Post War Issues
• SSR Article-Sacco and Vanzetti Put to Death Early This Morning

• w/ Meta-cognitive Log

• Daily Objective-

• Content Objective:
  • SWD synthesis the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan by interacting in a short presentation

• • • SWD evaluation of the execution of Sacco and Vanzetti and how their deaths are attributed to the mass hysteria produced during the “Red Scare” by evaluating a primary source and responding to inquiry-based log

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

 

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

 

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

 

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

 

______________________________________________________________________________

Government

Wednesday-11/06/19:

• Bell Work-1.) Can you name the nursery rhyme that this political cartoon is referencing? 2.) What is the underlying theme of the political cartoon? 3.) When reflecting on the results of the 2016 Presidential Election and the struggles of the GOP to maintain a unified party platform, do you feel the shakeups that have occurred will results in positive changes for the Republican Party going forward or have they taken a major step back with how Donald Trump’s nomination has divided the party? *Thoroughly explain your position   
• Attendance-While Class is Doing Bell Work
• Video-What’s the difference between a caucus and a primary? (4:48 min)
• Presentation –Chapter 7-Section 1-The Nominating Process
• Student Led Notes-Chapter 7-Section 1-The Nominating Process
• Daily Objective-

• Content Objective:
  • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
  • SWD analysis of the political process in which candidates running for office seek and receive their party’s nomination by interacting in a short presentation and creating a set of student-centered guided notes
• Language Objective:
  • Students will read, and respond to a document-based packet packed with arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College
  • Students will read and record information pertaining to the political process in which candidates running for office seek and receive their party’s nomination through listening to a short lecture and creating student centered guided notes

 

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

 

Presentation-Chapter 7-Section 1-The Nominating Process

 

Student Led Notes-Chapter 7-Section 1-The Nominating Process