U.S. History
Monday-10/03/16:
- Bell Work-1.) Identify the statement that supports Senator Beveridge’s belief that America is the greatest nation in the world. 2.) According to the text why are Puerto Rico, the Philippines and Cuba so lucky that American’s stepped in to help with their affairs? 3.) Do you think Senator Beveridge is contradicting himself in his call for freeing Cuba from a restrictive government by saying “Think of the hundreds of thousands of Americans who will build a soap-and-water, common-school civilization of energy and industry in Cuba, when a government of law replaces the double reign of anarchy and tyranny”?
- Attendance- While Class is Doing Bell Work
- Vocabulary Frayer Model Activity- Chapter 10-America Claims an Empire
- Daily Objective-
- Content Objective:
- SWD analysis of key terms associated with the unit covering Chapter 10 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 10 through the use of a frayer model vocabulary activity
Supplemental Materials: Frayer Model Set Up and Vocabulary- Chapter 10-America Claims an Empire
Frayer Model Set Up
Vocabulary- Chapter 10-America Claims an Empire
chapter-10-vocab-match-up-terms
chapter-10-vocabulary-match-up
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Government
Monday-10/03/16:
- Bell Work-1.) What can we infer was Patrick Henry’s main purpose for giving this speech in front of the Virginia House of Burgess? 2.) Select one of Patrick Henry’s three criticisms of the Stamp Act and discuss how this position reflected the frustrations of many colonists living in the mid 1760’s? 3.) What was the significance of Henry’s statement “…if this be treason, make the most of it” in relation to the impending conflict with the British?
- Attendance- While Class is Doing Bell Work
- Activity-Writing a Student Declaration of Independence (Day 2)
- Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government
- 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
- SWD evaluation of the materials covered in Chapter 1 and 2 through summarizing key information in a structured study guide
- 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
- Students will read, and write the key terms and important concepts covered in Chapter 1 and 2 by completing a structured inquiry based study guide
Supplemental Materials: Activity-Writing a Student Declaration of Independence (Day 2) and Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government
Activity-Writing a Student Declaration of Independence (Day 2)
creating-a-student-declaration-activity-2016
Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government
chapter-1-and-2-learning-target-study-guide-2016
Power Points: Chapter 1 and 2
the-purpose-of-government-2015
chapter-2-section1-our-political-beginnings-2016