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

U.S. History

Friday-9/30/16:

• Bell Work-1.) What is the underlying theme of Roosevelt’s message to Congress? 2.) What does Roosevelt say we can predict about future generations based on the prosperity of his day? 3.) How do you feel about the issue of conservation? (Are you for it or against it and why) Is it something that the government and our citizens should prioritize or are the potential earnings from the technology and manufacturing industry too good to pass up?
• Attendance- While Class is Doing Bell Work
• Video-America The Story of Us-Episode 7-Cities (44:12 min)
• Daily Objective-

• Content Objective:
  • SWD knowledge of the economic challenges and industrial progress that fueled the push for social and economic reform during Progressive Era through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the economic challenges and industrial progress that fueled the push for social and economic reform during Progressive Era by a looming economic depression through watching a video and discussing the impact with a classmate

Video Link-America The Story of Us-Episode 7-Cities (44:12 min)

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Government

Friday-9/30/16:

• Bell Work-) Based on historical context who (which country) can we infer the woman wearing the sash that reads “Mother Country” represents? 2.) What strikes you about the image of the colony serving gold and silver compared to the other two colonies? 3.) The process of colonization is historically one sided in terms of what a mother country provides in relation to what they receive from their colonies. Describe why this type of relationship so often breeds resentment from those living in the colonies.

• Attendance- While Class is Doing Bell Work
• Activity-Writing a Student Declaration of Independence (Day 1)

• Reflection Question: Select one of the four quotes given to you regarding the declarations impact and explain which would make the strongest argument for supporting a free and independent nation.
  • Be sure to use one to two pieces of evidence from the quote to strengthen your answer

• Daily Objective-

• Content Objective:
  • SWD evaluation of the historical impact the Declaration of Independence has played in promoting freedom around the world by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information designed to create a student themed Declaration of Independence by examining a primary source and secondary documents and creating a personalized document with the help of a partner

Supplemental Materials: Writing a Student Declaration of Independence and The Declaration of Independence (Full Text)

creating-a-student-declaration-activity-2016

declaration-of-independence

U.S. History

Thursday-9/29/16:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 9 Sections 1 through 5. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 9-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering Chapter 9 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 9 by completing a multiple choice and matching quiz

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Government

Thursday-9/29/16:

• Bell Work-) If you were an American colonist living in 1765 New England and were granted an audience with the King what are some of the questions you would ask in an attempt to understand this new tax? 2.) Imagine that you’re King George III how would you have handled those who ignored or protested the Stamp Act? *What types of punishments or would you even punish them at all etc. 3.) In your opinion how effective are laws in terms of people being willing to follow them if they have no part in the legislative process and essentially have these laws forced upon them?

• Attendance- While Class is Doing Bell Work
• Student Led Notes-Chapter 2-Section 3-The Critical Period and Chapter 2-Section 4-Creating the Constitution
• Daily Objective-

• Content Objective:
  • SWD synthesis of the fundamental weaknesses of the Articles of Confederation and the compromises required to establish the Declaration of Independence by compiling information in student led notes
• Language Objective:
  • Students will read and record information pertaining to the fundamental weaknesses of the Articles of Confederation and the compromises required to establish the Declaration of Independence through creating student centered guided notes

Supplemental Materials: Student Led Notes-Chapter 2-Section 3-The Critical Period and Chapter 2-Section 4-Creating the Constitution

 chapter-2-sections-3-4-guided-notes-high

U.S. History

Wednesday-9/28/16:

• Bell Work-1.) Identify two reasons contained in the primary source that make an argument for suffrage? 2.) Examine the excerpt from Senator Owen’s statement that says “Over seven million women are so employed and the remainder of the sex is employed largely in domestic services.  A full half of the work of the world is done by women.” What do you think would happen if these women all decided to strike at the same time in protest of their rights being stifled? 3.) Select a statement from Senator Owen’s speech that supports his pro-suffrage position and explain why this statement would be considered so progressive? *Be sure to write the statement and then explain why it’s progressive.
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity- Chapter 9-The Progressive Era
• Study Guide Review Time-Chapter 9-The Progressive Era
• 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 evaluation of the materials covered in Chapter 9 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 9 through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covered in Chapter 9 Sections 1-5 by completing a structured inquiry based study guide

Supplemental Materials: Vocabulary Match-up Activity- Chapter 9-The Progressive Era, Study Guide-Chapter 9-The Progressive Era and Chapter 9-Power Point

Vocabulary Match-up Activity-Chapter 9-The Progressive Era

vocab-match-up-terms-chapter-9

vocabulary-match-up-chapter-9

Study Guide-Chapter 9-The Progressive Era

chapter-9-learning-target-study-guide

chapter-9-test-materials

Chapter 9-Power  Point

chapter-9-presentation

Textbook PDF: Chapter 9-The Progressive Era

chapter-9-textbook-pdfs

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Government

Wednesday-9/28/16:

• Bell Work-) Based on historical context what can we infer the image of the woman symbolizes? 2.) What changes would you recommend to this cartoon that might make it more accessible to a wider audience? 3.) William Temple Franklin the grandson of Benjamin Franklin described the engraving of Benjamin Franklin by saying it “Intended to represent the supposed state of Great Britain and her colonies, should the former persist in her oppressive measures, restraining the latter’s trade, and taxing their people by laws made by a legislature in which they were not represented.” How effective do you believe a cartoon like this would have been in uniting the colonists against the tyranny of Great Britain? *Be sure to state a rational well supported answer

• Attendance- While Class is Doing Bell Work
• Activity-Comparing and Contrasting the Magna Carta with the English Bill of Rights (10 min)
• Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map
• Student Led Notes-Chapter 2-Section 2-The Coming of Independence
• Daily Objective-

• Content Objective:
  • SWD evaluation on the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by interpreting the meaning of several primary source documents in a collaborative activity
  • SWD synthesis of the massive divide in ideology that led to the creation of the Declaration of Independence by compiling information in student led notes
• Language Objective:
  • Students will read, discuss and record information pertaining to the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by identifying key pieces of information contained within a copy of the Magna Carta and the Bill of Rights with the help of a partner
  • Students will read and record information pertaining to the massive divide in ideology that led to the creation of the Declaration of Independence through creating student centered guided notes

Supplemental Material: Activity-Comparing and Contrasting the Magna Carta with the English Bill of Rights, Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map, Student Led Notes-Chapter 2-Section 2-The Coming of Independence

Activity-Comparing and Contrasting the Magna Carta with the English Bill of Rights,

comparing-the-bill-of-rights-and-magna-carta-activity-2016

Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map

comparing-the-bill-of-rights-and-the-magna-carta-double-bubble-map-gov

Student Led Notes-Chapter 2-Section 2-The Coming of Independence

chapter-2-section-2-guided-notes-high

U.S. History

Tuesday-9/27/16:

• Bell Work-1.) Based on your prior knowledge please explain why the U.S. government decided to step in and pass laws regulating work conditions during the early 1900’s? 2.) Imagine you were a day laborer working in the early 1900’s which of the seven actions taken by the U.S. government would you be most grateful for being passed? *Please explain why you feel that way 3.) After examining the list of state actions above propose a modern day act that would help improve working conditions for blue collar workers?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match up-Chapter 9-The Progressive Era
• Student Led Notes-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms
• 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 divisions that developed under the Taft administration and the steps that led to women achieving full suffrage in 1920 by compiling information in student led notes
• 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
  • Students will read and record information pertaining to the divisions that developed under the Taft administration and the steps that led to women achieving full suffrage in 1920 by creating student centered guided notes

Supplemental Materials: Student Led Notes-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms and Chapter 9-Test Materials

Student Led Notes-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms

chapter-9-section-4-and-5-guided-notes-high

Textbook PDF: Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms

Chapter 9-Section 4-Progressivism Under Taft 

the-americans-chapter-9-section-4

Chapter 9-Section 5-Wislon’s New Freedoms

the-americans-chapter-9-section-5

Chapter 9-Test Materials

chapter-9-test-materials

chapter-9-presentation

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Government

Tuesday-9/27/16:

• Bell Work-) Examine the political cartoon what can we infer is the symbolism of the seesaw located on the left side of the cartoon? 2.) What event acted as the turning point that began to shift the balance of power away from the monarchy and into the hands of the people? 3.) Based on historical principles and the timeline featured on the chart what form of government might have been a successful alternative to inviting William and Mary (regardless of the fact they were appointed with less power than King John) to become King and Queen of England in 1986? *Be sure to support this with sold logic and evidence

• Attendance- While Class is Doing Bell Work
• Activity-Comparing and Contrasting the Magna Carta with the English Bill of Rights
• Daily Objective-

• Content Objective:
  • SWD evaluation on the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights 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 impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by identifying key pieces of information contained within a copy of the Magna Carta and the Bill of Rights with the help of a partner

Supplemental Materials: Activity-Comparing and Contrasting the Magna Carta with the English Bill of Rights

comparing-the-bill-of-rights-and-magna-carta-activity-2016

U.S. History

Monday-9/26/16:

• Bell Work-1.) Based on the map interpret why a correlation exists between location and negative attitudes toward women’s suffrage? 2.) Based on historical data identify the motives behind the decision of certain states to grant women suffrage prior to it becoming a federal law? 3.) Imagine you’re part of the majority of citizens living in the black states (non-suffrage states) how would you feel about the passage of the 19th Amendment?
• Attendance- While Class is Doing Bell Work
• Activity-The Progressive Era-DBQ (Partner Activity) (10 min to finish)
• Video Clip-Theodore Roosevelt-Mini Biography (3:57 min)
• Student Led Notes-Chapter 9-Section 3-Teddy Roosevelts Square Deal
• Study Guide-Chapter 9-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD evaluation of the social and political movements that emerged during the Progressive Era by interpreting the meaning of several primary source documents in a collaborative activity
  • SWD synthesis of the achievements of Theodore Roosevelt during his presidency and the way he used presidential power to regulate business by compiling information in student led notes
  • SWD evaluation of the materials covered in Chapter 9 Sections 1-5 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, discuss and record information pertaining to the social and political movements that emerged during the Progressive Era by identifying key pieces of information contained in a DBQ packet with the help of a partner
  • Students will read and record information pertaining to the achievements of Theodore Roosevelt during his presidency and the way he used presidential power to regulate business by creating student centered guided notes
  • Students will read, and write the key terms and important concepts covered in Chapter 9 Sections 1-5 by completing a structured inquiry based study guide

Supplemental Materials: Student Led Notes-Chapter 9-Section 3-Teddy Roosevelt’s Square Deal and Study Guide-Chapter 9-The Progressive Era

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

chapter-9-section-3-guided-notes-high

Study Guide-Chapter 9-The Progressive Era

chapter-9-learning-target-study-guide

Textbook PDF-Chapter 9-Section 3-Teddy Roosevelt’s Square Deal

the-americans-chapter-9-section-3

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Government

Monday-9/26/16:

• Bell Work-) Identify the clause in the Magna Carta upholds the concept of Due Process. *If you can’t remember what Due Process is refer back to your vocabulary booklet. 2.) Based on the fourteenth clause located in the primary source which group could we identify would be included in the common council and which groups were left out? 3.) What changes or additions would you recommend adding to this portion of the Magna Carta in order to help protect the freedoms of ordinary English citizens?

• Attendance- While Class is Doing Bell Work
• Presentation and Guided Notes-Chapter 2-Section 1-Our Political Beginnings
• Daily Objective-

• Content Objective:
  • SWD synthesis of the basic concepts of government and how influential English documents laid the foundation for the United States current system of government 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 basic concepts of government and how influential English documents laid the foundation for the United States current system of government through listening to a short lecure and creating student centered guided notes

Supplemental Materials: Presentation and Guided Notes-Chapter 2-Section 1-Our Political Beginnings *See the last slide of the power point for the notes outline

chapter-2-section1-our-political-beginnings-2016

U.S. History

Friday-9/23/16:

• Bell Work-) Based on your prior knowledge what time period might this political cartoon have been created? 2.) Based on the political cartoon describe the obstacles that exist for female voters that do not exist for male voters? Why do you think these obstacles exist? 3.) What can you interpret about the artists choice to make the male voter look like a disheveled, sloppy man compared to the well-dressed woman being held back from casting her ballot?

• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 9-The Progressive Era
• Activity-The Progressive Era-DBQ (Partner Activity)
• 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 evaluation of the social and political movements that emerged during the Progressive Era by interpreting the meaning of several primary source documents in a collaborative activity
• 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
  • Students will read, discuss and record information pertaining to the social and political movements that emerged during the Progressive Era by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: Activity-The Progressive Era-DBQ (Partner Activity)

the-progressive-era-dbq

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Government

Friday-9/23/16:

• Bell Work-) Based off of your prior knowledge and the themes of this text which of the four theories of a states origin is Thomas Hobbes describing? 2.) Using the text please identify how Hobbes believes men would behave without the presence of law. *Describe in several well-constructed sentences. 3.) Is there a better solution you can present that will help guarantee the precious freedoms we hold dear than those beliefs stated by s Hobbes’ in the Leviathan?

• Attendance- While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Student Debt (HBO) (16:16 min)

• Reflection Question: How are federally subsidized student loans creating problems for college aged American who have no other options then to take out loans in order to pay for school?

• Activity-Current Events 9/23
• Daily Objective-
  • Content Objective:
    • SWD evaluation of influential events occurring locally, nationally and internationally by finding articles in newspapers or online then interpreting the information and stating an opinion about the impact of the article in a current events activity
  • Language Objective:
    • Students will research, read and record information pertaining to the influential events occurring locally, nationally and internationally by finding articles in newspapers or online by annotating the article and discussing the event with several classmates in a collaborative activity

Supplemental Materials: Current Events Template

current-events-cornell-template

Video Link: Last Week Tonight with John Oliver: Student Debt (HBO) (16:16 min)

U.S. History

Thursday-9/22/16:

• Bell Work-) What would happen according to Wilson if “the government is to tell big business men how to run their business”? 2.) Judge the value of Wilson’s statement “I don’t care how benevolent the master is going to be, I will not live under a master. That is not what America was created for”. What is underlying theme of his comment? 3.) Based on the primary source if you were in Wilson’s position as president please develop a proposal for government regulation that would punish a company for becoming too powerful? *Be sure to include what types of punishments a company might face

• Attendance- While Class is Doing Bell Work
• T2T Activity-Grover Cleveland’s Defense of True Womanhood, 1905
  • Discussion Questions: 1.) What is the underlying theme of this primary source?  2.) Which of Cleveland’s comments struck you as interesting? 3.) Based on the primary source which side of the debate would Cleveland side with in terms of equal rights?
• Student Led Notes-Chapter 9-Section 2-Women in Public Life
• Daily Objective-

• Content Objective:
  • SWD evaluation of the antiquated view many had regarding the role of women in our society during the Progressive Era by interpreting the meaning of a primary source documents in a text based analysis activity
  • SWD synthesis of the societal roles women played in the late 1900’s and how the lack of opportunity inspired the push for women’s suffrage by compiling information in student led notes
• Language Objective:
  • Students will read record information pertaining to antiquated view many had regarding the role of women in our society during the Progressive Era by identifying key pieces of information contained in a T2T primary source activity
  • Students will read and record information pertaining to the societal roles women played in the late 1900’s and how the lack of opportunity inspired the push for women’s suffrage creating student centered guided notes

Supplemental Materials: T2T Activity-Grover Cleveland’s Defense of True Womanhood, 1905 and Student Led Notes-Chapter 9-Section 2-Women in Public Life

T2T Activity-Grover Cleveland’s Defense of True Womanhood, 1905

grover-clevelands-defense-of-true-womanhood-1905-primary-source-us

Student Led Notes-Chapter 9-Section 2-Women in Public Life

chapter-9-section-2-guided-notes-high

Textbook PDF: Chapter 9-Section 2-Women in Public Life

the-americans-chapter-9-section-2

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Government

Thursday-9/22/16:

• Bell Work-) Based on your prior knowledge who is the author of this primary source document? 2.) How would you feel if you were a woman or someone of color living during the birth of our nation and you read the words “all men are created equal” yet knew that the term “men” meant free white males? 3.) Do you feel that the Framers were wise to take the position that says “whenever any Form of Government becomes destructive of these rights, it is the Right of the People to change or get rid of it, and to create a new Government”? *Please thoroughly explain your answer

• Daily Objective-
• Vocabulary Frayer Model Activity- Chapter 2-Origins of American Government
• Attendance- While Class is Doing Bell Work
• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 2 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 2 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity- Chapter 2-Origins of American Government

chapter-2-vocab-match-up-terms

chapter-2-vocabulary-match-up

U.S. History

Wednesday-9/21/16:

• Bell Work-) Based on your prior knowledge can you identify the main subject of the political cartoon? 2.) What is the underlying theme of this political cartoon? 3.) Propose an argument to justify Roosevelt’s action of “killing” bad trusts while putting a leash that reads restraint on good trusts? What does this say about his priorities as president?

• Attendance- While Class is Doing Bell Work
• Activity-Women’s Suffrage DBQ (10 min)
• Video-Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?

• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle for full suffrage among women 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 struggle for full suffrage among women by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: Activity-Women’s Suffrage DBQ (10 min) and Student Led Notes-Chapter 9-Section 2-Women in Public Life

Activity-Women’s Suffrage DBQ (10 min)

womens-suffrage-dbq

Video-Women’s Suffrage: Crash Course US History #31 (13:30 min)

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Government

Wednesday-9/21/16:

• Bell Work-) Based off the information contained in the text which of the four theories of a states origin is King James describing? 2.) What is the underlying theme (reason) behind why King James feels that government should be organized according to the texts description? 3.) How would you feel if you were an English citizen living under this system of government? Would you willing follow the king or would you help sow the seeds of revolution?

• Attendance- While Class is Doing Bell Work
• Thinking Map-Classifications of Government-Bubble Map
• Video- Democracy-A Short Introduction (3:19 min)
• Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy
• Daily Objective-

• Content Objective:
  • SWD synthesis of the foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through creating student centered guided notes

Supplemental Materials: Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy and Thinking Map-Classifications of Government-Bubble Map

Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy

chapter-1-section-3-guided-notes

Thinking Map-Classifications of Government-Bubble Map

classifications-of-government-bubble-map-gov

Video Link-Democracy-A Short Introduction (3:19 min)

U.S. History

Tuesday-9/20/16:

• Bell Work-) What is the main reason the U.S. government might have chosen these particular industries to regulate in the early 1900’s? 2.) How would you have handled implementing these changes if you were in charge of the government agency responsible for monitoring compliance? *Ex. What type of time table would you give them, what would happen if they didn’t comply… 3.) Do you think government regulation on privately owned businesses is fair or is it a violation of our Constitutional freedoms?

• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 9-Section 2-Women in Public Life
• Activity-Women’s Suffrage DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle for full suffrage among women 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 struggle for full suffrage among women by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: Presentation-Chapter 9-Section 2-Women in Public Life and Activity-Women’s Suffrage DBQ

Presentation-Chapter 9-Section 2-Women in Public Life

chapter-9-section-2-notes

Activity-Women’s Suffrage DBQ

womens-suffrage-dbq

Video Link: School House Rock-Sufferin Till Suffrage (3:00 min)

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Government

Tuesday-9/20/16:

• Bell Work-) Identify the reason Thomas Hobbes says “We give up our right to enact revenge for crimes”? 2.) What would happen if the government failed to meet their responsibility to protect the freedoms of its citizens? 3.) What do you feel about the line that “If a ruler seeks absolute power, if the acts both as a judge and participant in disputes, he puts himself in a state of war with his subjects and we have the right and the duty to kill such rulers and their servants”? *Do you feel this is a justifiable statement or are the people trying to take more power then they deserve?

• Attendance- While Class is Doing Bell Work
• Activity-The Purposes of Government-Foldable (10 min to finish)
• Presentation-Chapter 1-Secrion 2-Forms of Government
• Student Led Notes-Chapter 1-Secrion 2-Forms of Government
• Daily Objective-

• Content Objective:
  • SWD synthesis of the six main purposes of government and the reason each plays an important role preserving our freedoms through creating a set of student centered foldable notes
  • SWD synthesis of the main classifications of government and how federal power is distributed by compiling information in student led notes
• Language Objective:
  • Students will read, discuss and record information on the six main purposes of government and the reason each is important through creating a set of student centered foldable notes
  • Students will read and record information pertaining to the main classifications of government and how federal power is distributed through creating student centered guided notes

Supplemental Materials: Activity-The Purposes of Government-Foldable, Presentation-Chapter 1-Secrion 2-Forms of Government and Student Led Notes-Chapter 1-Secrion 2-Forms of Government

Activity-The Purposes of Government-Foldable

purposes-of-government-foldable-gov

purposes-of-government-outside-foldable-gov

purposes-of-government-inside-foldable-gov

Presentation-Chapter 1-Secrion 2-Forms of Government

chapter-1-section-2-power-point

Student Led Notes-Chapter 1-Secrion 2-Forms of Government

forms-of-government-notes-template-gov

U.S. History

Monday-9/19/16:

• Bell Work-) How would you feel if you were living in 1906 and found out about the deplorable conditions of meat packing factories contained in Document 2? 2.) Do you think the new regulations contained in Document 6 are sufficient or do you think additional regulations need to be added in order to truly safeguard the quality of meat for sale in the United States? 3.) What would happen if we found out that a major producer of your favorite energy drink or soda was using non-FDA approved ingredients in their product? How would you react to this information?

• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 9-The Progressive Era
• Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism
• 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 reform movement during the late 1800 that led to the progressive movement by compiling information in student led notes
• 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
  • Students will read and record information on the reform movement during the late 1800 that led to the progressive movement through creating student centered guided notes

Supplemental Materials: Vocabulary Match-up Activity-Chapter 9-The Progressive Era and Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism

Vocabulary Match-up Activity-Chapter 9-The Progressive Era

vocabulary-match-up-chapter-9

vocab-match-up-terms-chapter-9

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

chapter-9-section-1-guided-notes-high

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Government

Monday-9/19/16:

• Bell Work-) What can you infer the artist is trying to say about our political system based on the cartoon? 2.) Are you a person who feels that our government has hidden agendas or do you feel our government is built on principles of freedom and honesty yet sometimes has people who violate those ideals? *Please justify your answer 3.) Choose one of the three branches of government and describe why you believe the artist associated the hidden agenda with the particular branch you selected?

• Attendance- While Class is Doing Bell Work
• Presentation-The Six Purposes of Government (6 Slides)
• Activity-The Purposes of Government-Foldable (pg. 9-11)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the six main purposes of government and the reason each plays an important role preserving our freedoms through creating a set of student centered foldable notes
• Language Objective:
  • Students will read, discuss and record information on the six main purposes of government and the reason each is important through creating a set of student centered foldable notes

Supplemental Materials: Presentation-The Six Purposes of Government (6 Slides) and Activity-The Purposes of Government-Foldable (pg. 9-11)

Presentation-The Six Purposes of Government (6 Slides)

the-purpose-of-government-2015

Activity-The Purposes of Government-Foldable (pg. 9-11)

purposes-of-government-foldable-gov

purposes-of-government-outside-foldable-gov

purposes-of-government-inside-foldable-gov