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

U.S. History

Friday-9/29/17:

• 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 Clip-Last Week Tonight with John Oliver: U.S. Territories (HBO) (13:11 min)

• Reflection Question: What effect(s) have insular cases had in denying those living in U.S. held territories the right to vote?

• Presentation-Chapter 10-Section 1-Imperialism and America
• Daily Objective-

• Content Objective:
  • SWD comprehension of the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by clarifying the purpose of a section lecture through conversation
• Language Objective:
  • Students will listen and discuss information pertaining to the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by listening to a short guided presentation and discussing the impact of expansionism with their elbow partner

Supplemental Materials: Presentation-Chapter 10-Section 1-Imperialism and America

Chapter 10-America Claims and Empire-Power Point

Video Clip-Last Week Tonight with John Oliver: U.S. Territories (HBO) (13:11 min)

• Reflection Question: What effect(s) have insular cases had in denying those living in U.S. held territories the right to vote?

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Government

Friday-9/29/17:

• Bell Work-1.) Based on the primary source how does King George III view the colonist’s decision to rebel against his authority? 2.) Imagine that you were King George III and you learned that the American colonists were rebellion against your royal decrees how would you have handled putting down a rebellion in your most profitable colony? 3.) How would you have felt about this statement from King George III if you were an English colonist living in North America who had previously defended the monarch’s divine right to rule over his colonial possessions?
• Attendance- While Class is Doing Bell Work
• Video-Washington DC Statehood: Last Week Tonight with John Oliver (HBO) (17:02 min)

• Reflection Question: How has Washington D.C.’s lack of statehood affected their ability to pass legislation and receive fair representation in Congress?

• Activity-Current Events 9/29
• 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

Video Link-Washington DC Statehood: Last Week Tonight with John Oliver (HBO) (17:02 min)

• Reflection Question: How has Washington D.C.’s lack of statehood affected their ability to pass legislation and receive fair representation in Congress?

U.S. History

Thursday-9/28/17:

• Bell Work- 1.) Who is speaking in the primary source and who is he addressing in his speech? 2.) What is the underlying theme/issue President Theodore Roosevelt is confronting here? Why do you think this issue is such a big deal to President Roosevelt? 3.) What do you think about the issue of natural conservation? Is it something that our nation should still be focusing on today or is it one that has become overshadowed by more pressing issues?  
• Attendance- While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 9
• Vocabulary Frayer Model Activity- Chapter 10-Section 1-Imperialism and America
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering America’s imperial ambitions in the early 1900’s 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 America’s imperial ambitions in the early 1900’s through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity- Chapter 10-Section 1-Imperialism and America

Chapter 10-Vocab Match up Terms

Chapter 10-Vocabulary Match-up

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Government

Thursday-9/28/17:

• 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
• Vocabulary Frayer Model Activity-Chapter 3-The Constitution
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the challenges our founding fathers faced when drafting our Constitution through 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 the challenges our founding fathers faced when drafting our Constitution through the use of a frayer model vocabulary activity

Supplemental Material: Vocabulary Frayer Model Activity-Chapter 3-The Constitution

Chapter 3-Vocabulary

U.S. History

Wednesday-9/27/17:

• 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 the Progressive Era 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 the Progressive Era by completing a multiple choice and matching quiz

_______________________________________________________________________________________

Government

Wednesday-9/27/17:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 1 and 2.

• You will be given about ten minutes to study prior to the test.

• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts covered in our unit that focuses on the foundation and structure of the United States government 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 that focuses on the foundation and structure of the United States government by completing a multiple choice and matching quiz

U.S. History

Tuesday-9/26/17:

• Bell Work-) 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 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 the Progressive Era by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of the materials covered in our unit on the Progressive Era 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 the Progressive Era through the use of a vocabulary match-up activity
    • Students will read, and write the key terms and important concepts covered in our unit on the Progressive Era by completing a structured inquiry based study guide

Supplemental Materials: Vocabulary Match-up Activity- Chapter 9-The Progressive Era and Study Guide Review Time-Chapter 9-The Progressive Era

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

Vocab Match up Terms-Chapter 9

Vocabulary Match-up-Chapter 9

Study Guide Review Time-Chapter 9-The Progressive Era

Chapter 9-Learning Target-Study Guide

Chapter 9-Textbook-PDFs

The Progressive Era-PPT-Long

The Progressive Era-Condensed-2017

_______________________________________________________________________________________

Government

Tuesday-9/26/17:

• 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
• Attendance-While Class is Doing Bell Work

• Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in our unit that focuses on the foundation and structure of the United States government through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important covered in our unit that focuses on the foundation and structure of the United States government by completing a structured inquiry based study guide

Supplemental Materials: Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  

Chapter 1 and 2-Learning Target-Study Guide-2016

Chapter 1-Vocab Match up Terms

Chapter 2-Vocab Match up Terms

The 4 Theories of Government

Forms of Government-2016

The Purpose of Government-2015

Chapter 1-Principles of Government-Comprehensive PPT-2017

Chapter 2-Origins of Government-Condensed-2017

Declaration of Independence

U.S. History

Monday-9/25/17:

• Bell Work-) 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
• 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
• Study Guide-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 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
    • SWD evaluation of the materials covered in our unit on the Progressive Era 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 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
    • Students will read, and write the key terms and important concepts covered in our unit on the Progressive Era by completing a structured inquiry based study guide

Supplemental Materials: 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 and Study Guide-Chapter 9-The Progressive Era

Vocabulary Match Up-Chapter 9-The Progressive Era

Vocab Match up Terms-Chapter 9

Vocabulary Match-up-Chapter 9

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

The Americans-Chapter 9-Section 4

The Americans-Chapter 9-Section 5

Study Guide-Chapter 9-The Progressive Era

Chapter 9-Learning Target-Study Guide

Chapter 9-Textbook-PDFs

The Progressive Era-PPT-Long

The Progressive Era-Condensed-2017

________________________________________________________________________________________________

Government

Monday-9/25/17:

• Bell Work-) Based on your background knowledge to what important United States document was The Bill of Rights was added to? 2.) Why do you think people felt a greater sense of protection under the Constitution following the introduction of The Bill of Rights upon it’s ratification in 1791? 3.) Hypothetically if The Bill of Rights were to contain only nine amendments which of the original ten amendments would you recommend be eliminated? *Please thoroughly explain along with naming why you feel the particular amendment should be eliminated
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 2-Section 5-Ratifying the Constitution
• Notes-Chapter 2-Section 5-Ratifying the Constitution
• Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government
• Daily Objective-
  • Content Objective:
    • SWD synthesis of the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through interacting in a short presentation and creating a set of student centered guided notes
    • SWD evaluation of the materials covered in our unit that focuses on the foundation and structure of the United States government through summarizing key information in a structured study guide
  • Language Objective:
    • Student will read and record information pertaining to the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through listening to a short lecture and creating student centered guided notes
    • Students will read, and write the key terms and important covered in our unit that focuses on the foundation and structure of the United States government by completing a structured inquiry based study guide

Supplemental Materials: Presentation-Chapter 2-Section 5-Ratifying the Constitution, Notes-Chapter 2-Section 5-Ratifying the Constitution and Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Notes Check List-Chapter 1 and 2

Chapter 1 and 2-Notes Check List

Presentation-Chapter 2-Section 5-Ratifying the Constitution

Chapter 2-Origins of Government-Condensed-2017

Notes-Chapter 2-Section 5-Ratifying the Constitution

Chapter 2-Sections 5-Guided Notes-High

Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1 and 2-Learning Target-Study Guide-2016

Chapter 2-Origins of Government-Condensed-2017

The 4 Theories of Government

Declaration of Independence

Chapter 1-Vocab Match up Terms

Chapter 2-Vocab Match up Terms

U.S. History

Friday-9/22/16:

• 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
• 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
• 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
• 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

Supplemental Materials: Activity-The Progressive Era-DBQ (Partner Activity) (10 min to finish) and Student Led Notes-Chapter 9-Section 3-Teddy Roosevelts Square Deal

Activity-The Progressive Era-DBQ (Partner Activity) (10 min to finish)

The Progressive Era-DBQ

Student Led Notes-Chapter 9-Section 3-Teddy Roosevelts Square Deal

Chapter 9-Section 3-Guided Notes-High

The Americans-Chapter 9-Section 3

Video Link-Theodore Roosevelt-Mini Biography (3:57 min)

https://www.youtube.com/watch?v=rzm2EBYfyDg

________________________________________________________________________________________________

Friday-9/22/17:

• Bell Work-1.) What do you think Ezra Stiles means when he says “The Resolutions of Parliament instead of intimidating only add Fuel to the Flame, invigorate & strengthen the Resolutions of Americans”. 2.) What questions would you ask of Ezra Stiles in regards to his predictions concerning American colonists? 3.) What do you think about the fact that Ezra Stiles is fed up with the favor of Parliament’s decisions? Do you agree with his reasons or do you feel he is taking the situation too personally?
• Attendance- While Class is Doing Bell Work
• Video-Crash Course U.S. History-Episode 8-The Constitution, Articles and Federalism (13:04 min)

• Reflection Question: Why was it so important for the growth of the United States that they move away from the Articles of Confederation to a new Constitution containing a strong federal government?

• Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides)
• 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 interacting in a short presentation and creating a set of student centered guided 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 listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides) and Student Led Notes-Chapter 2-Section 3-The Critical Period and Chapter 2-Section 4-Creating the Constitution

Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides)

Chapter 2-Origins of Government-Condensed-2017

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

Chapter 2-Origins of Government-Condensed-2017

Video Link-Crash Course U.S. History-Episode 8-The Constitution, Articles and Federalism (13:04 min)

U.S. History

Thursday-9/21/16: (Skip this assignment next year)

• 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
• 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: Vocabulary Match-up Activity-Chapter 9-The Progressive Era and Activity-The Progressive Era-DBQ (Partner Activity)

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

Vocab Match up Terms-Chapter 9

Vocabulary Match-up-Chapter 9

Activity-The Progressive Era-DBQ (Partner Activity)

The Progressive Era-DBQ

_______________________________________________________________________

Government

Thursday-9/21/17:

• Bell Work-1.) During which occasion was this address given and who were the two influential men responsible for writing it? 2.) Write in your own words what Thomas Jefferson is proposing American colonists should do in response to the growing conflict with the English? 3.) How effective is this primary source as catalyst for entering into war? How might Jefferson adjust his position to gain a wider base of support?  
• Attendance- While Class is Doing Bell Work
• Video-America the Story of Us: Declaration of Independence | History (3:59 min)
• Activity-Breaking Down the Declaration of Independence

• Creating a set of guided notes that will break down the six main parts of the Declaration of Independence

• Daily Objective-

• Content Objective:
  • SWD evaluation of the fundamental changes introduced in the Declaration of Independence by examining a primary source and secondary documents and creating personalized notes with in a collaborative activity
• Language Objective:
  • Student will read and record information pertaining to the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with the help of a partner

Supplemental Materials: Activity-Breaking Down the Declaration of Independence

Declaration of Independence

Decleration of Independence Activity-Notes Sheet-2017

Video Link-America the Story of Us: Declaration of Independence | History (3:59 min)

U.S. History

Wednesday-9/20/16:

• 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
• T2T Activity-Grover Cleveland’s Defense of True Womanhood, 1905
  • Discussion Questions:) 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? 4.) How do you feel about the position Cleveland takes regarding the role of women?
• 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:  Student Led Notes-Chapter 9-Section 2-Women in Public Life

The Americans-Chapter 9-Section 2

Chapter 9-Section 2-Guided Notes-High

_______________________________________________________________________

Government

Wednesday-9/20/17:

• Bell Work-1.) Based on the information contained in the political cartoon identify two weaknesses associated with the Articles of Confederation? 2.) What is the underlying theme of the political cartoon? *Specifically why are the Articles’ weaknesses represented by waves 3.) Imagine you were a Federalist (Someone who supports ratifying a new Constitution) would a political cartoon like this make a good argument for replacing the articles or is the symbolism too vague for many Americans to connect with?  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 2-Section 2-The Coming of Independence
• Video-What you might not know about the Declaration of Independence – Kenneth C. Davis (3:38 min)
• Student Led Notes-Chapter 2-Section 2-The Coming of Independence
• Daily Objective-

• Content Objective:
  • SWD analysis of the massive divide in ideology that led to the creation of the Declaration of Independence by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will read and record information pertaining to the massive divide in ideology that led to the creation of the Declaration of Independence through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation and Student Led Notes-Chapter 2-Section 2-The Coming of Independence

Chapter 2-Origins of Government-Condensed-2017

Chapter 2-Section 2-Guided Notes-High

Video Link-What you might not know about the Declaration of Independence – Kenneth C. Davis (3:38 min)

U.S. History

Tuesday-9/19/16:

• 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
• 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)

Womens Suffrage-DBQ

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?

_______________________________________________________________________

Government

Tuesday-9/19/17:

• Bell Work-) Based on the information contained in the primary source what happened to property that a woman owned after she became married? 2.) According to this document, what were some of the problems women faced due to the fact that they were viewed unequal to men in colonial times? 3.) According to the document, what happened to women in cases of divorce? How would you have handled this situation if you were a woman living in Colonial America?
• Attendance-While Class is Doing Bell Work
• Activity-Breaking Down the Articles of Confederation
• Student Led Notes-Chapter 2-Section 2-The Coming of Independence
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
    • SWD analysis of the massive divide in ideology that led to the creation of the Declaration of Independence by creating a set of student centered guided notes
  • Language Objective:
    • Student will read and record information pertaining to the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document 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 Materials-Activity-Breaking Down the Articles of Confederation and Student Led Notes-Chapter 2-Section 2-The Coming of Independence

Activity-Breaking Down the Articles of Confederation

Articles of Confederation-Supplemental Chart

The Articles of Confederation and Perpetual Union

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

Chapter 2-Sections 1-5-Guided Notes-High

Chapter 2-Origins of Government-Condensed-2017

Video Link-What Were the Articles of Confederation? | History (2:28 min)

U.S. History

Monday-9/18/16:

• 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
• 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

The Progressive Era-Condensed-2017

Activity-Women’s Suffrage DBQ

Womens Suffrage-DBQ

_______________________________________________________________________

Government

Monday-9/18/17:

• Bell Work-) Based on your prior knowledge what can you distinguish is the biggest difference between the feudal system and a democracy? 2.) What is the underlying theme of these excerpts from the Magna Carta, and why might they be highlighted in the primary source? 3.) Do you think that it is a good or a bad thing that the basis for the United States Constitution draws from several influential English documents, despite the fact that we had just broken away from the “tyranny” of English colonial rule?
• Attendance- While Class is Doing Bell Work
• Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map
  • Map Guiding Question: How can we differentiate the specific ideological principles (similarities and differences) contained in the Magna Carta and the U.S. Bill of Rights?
  • Frame Guiding Question: In which area(s) did the Magna Carta have the largest influence on the U.S. Bill of Rights?
• Video-Crash Course U.S. History-Episode 7-Who won the American Revolution? (12:40 min)
  • Reflection Question: Did the outcome of the Revolutionary War grant widespread freedom to the colonists or was the guarantee of liberty still out of reach for many minorities despite the idea that “All men are created equal”?
• Daily Objective-
  • Content Objective:
    • SWD analysis of the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began by watching a small film and answering a focused reflection question
  • Language Objective:
    • Students will read and record information pertaining to the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began through watching a short video and recording information designed to answer a structured reflection question

Video Link-Crash Course U.S. History-Episode 7-Who won the American Revolution? (12:40 min)

• Reflection Question: Did the outcome of the Revolutionary War grant widespread freedom to the colonists or was the guarantee of liberty still out of reach for many minorities despite the idea that “All men are created equal”?