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
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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