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

U.S. History

Thursday-9/15/16:

• Bell Work-) Woodrow Wilson recognizes that “evil has come with the good.” Identify three “evils” that Wilson discusses. (You do not need to identify the “good”) 2.) Compare Wilson’s statement that “We have squandered (wasted) a great part of what we might have used, and have not stopped to conserve the exceeding bounty of nature…” with the beliefs of Theodore Roosevelt. Do they share a similar philosophy or are their beliefs in stark contrast to each other. *Explain your thoughts 3.) What criteria would you use to assess Wilson’s statement that “Our duty is to cleanse, to reconsider, to restore, to correct the evil…to purify and humanize every process of our common life…”?

• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 9-The Progressive Era
• Video-Susan B. Anthony, the Suffragette Superhero (4:45 min)
• Activity-The Progressive Era-Carousel Activity (35 min)
• 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 comprehension of the forward thinking ideas that developed during the Progressive Era by collaboratively summarizing a text set based on primary sources
• 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, write and orally discuss the forward thinking ideas that developed during the Progressive Era by creating a set of Cornell Notes and breaking down individually assigned pieces of text then summarizing the important information in a group setting

 

Supplemental Materials: Vocabulary Match-up Activity-Chapter 9-The Progressive Era and Activity-The Progressive Era-Carousel Activity (35 min)

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

vocab-match-up-terms-chapter-9

 

Activity-The Progressive Era-Carousel Activity (35 min)

progressive-era-text-set-notes-page-1

progressive-era-text-set-notes-page-2

the-progressive-era-article

 

Video Link-Susan B. Anthony, the Suffragette Superhero (4:45 min)

 

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Government

Thursday-9/15/16:

• Bell Work-1.) What was the major system of government that developed in England in 1066?
• 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)?
• 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 1-Section 1-Origin of the State (pg. 5-9)
• Notes-Chapter 1-Section 1-Characteristics of a State (pg. 5-9)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the four main theories considered when forming a political state by compiling information in student led notes
• Language Objective:
  • 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: Presentation-Chapter 1-Section 1-Origin of the State (pg. 5-9) and Notes-Chapter 1-Section 1-Characteristics of a State (pg. 5-9)

Presentation-Chapter 1-Section 1-Origin of the State (pg. 5-9)

origins-of-the-state-2015

 

Notes-Chapter 1-Section 1-Characteristics of a State (pg. 5-9)

characteristics-of-a-state-notes-high