U.S. History
Thursday-9/14/16:
- Bell Work-1.) 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
- Quiz-U.S. History Pre-test
- Guided Tour-Chapter 9-The Progressive Era
- Daily Objective-
- Content Objective:
- SWD synthesis of the key terms, important political/historical figures and concepts associated with our units covering Chapter 9, 10, 11, 12, 13, 14, 15, 16, and Chapter 17 through compiling and integrating their knowledge on a pre-test
- SWD applications of the important political/historical figures, events and evidentiary text located in Chapter 10 through compiling information on a guided tour worksheet
- Language Objective:
- Students will read and respond through writing the key terms, important political/historical figures and concepts associated with our units covering Chapter 9, 10, 11, 12, 13, 14, 15, 16, and Chapter 17 vocabulary by completing a multiple choice and matching pre-test
- Students will write answers to guided questions that require examination of the additional supporting resources/information located within Chapter 10 by completing a Guided Tour activity
Supplemental Materials: Guided Tour-Chapter 9-The Progressive Era
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Government
Thursday-9/14/17:
- 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
- Activity-Comparing and Contrasting the Magna Carta with the U.S. Bill of Rights
- Daily Objective-
- Content Objective:
- SWD evaluation on the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights 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 impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by identifying key pieces of information contained within a copy of the Magna Carta and the Bill of Rights with the help of a partner
Supplemental Materials: Activity-Comparing and Contrasting the Magna Carta with the U.S. Bill of Rights
Comparing The Bill of Rights and Magna Carta-Activity-2016
The United States Bill of Rights
The Bill of Rights and Magna Carta Summary
Video Link-Before the US Constitution, there was the Magna Carta; Understanding Where We Are and Where We Come (10:15 min)