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

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?

 

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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)