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

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