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

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

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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)