U.S. History
Friday-10/06/17:
- 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 Match up-Chapter 10-America Claims and Empire
- Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico–Double Bubble Map
- Map Guiding Question: How can we compare and contrast the United States approach to imperialism in Cuba and Puerto Rico?
- Frame Guiding Question: In your opinion which of the two nations listed in this map received the fairest treatment from the U.S.?
- SSR Activity-Corollary to the Monroe Doctrine December 6, 1904
- Identify the way in which President Roosevelt says “real peace” can be achieved:
- Describe how the President’s statements in the second paragraph conflict with the core principles of imperialism:
- 3. Identify the way in which the President attempts to justify the United States future involvement in Latin American territories:
- Describe the areas the Monroe Doctrine has already intervened in:
- Describe the ultimate aim of the Roosevelt Corollary:
- Daily Objective-
- Content Objective:
- SWD analysis of key terms associated with the unit covering Chapter 10 by manipulating of vocabulary terms in a collaborative activity
- SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States along with the drafting of the Roosevelt Corollary by reading a primary source and answering a structured reflection question
- Language Objective:
- Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 10 through the use of a vocabulary match-up activity
- Students will read and record information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba along with the drafting of the Roosevelt Corollary by annotating the article and discussing the event with several classmates in a collaborative activity
Supplemental Materials: Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico-Double Bubble Map and SSR Activity-Corollary to the Monroe Doctrine December 6, 1904
Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico–Double Bubble Map
- Map Guiding Question: How can we compare and contrast the United States approach to imperialism in Cuba and Puerto Rico?
- Frame Guiding Question: In your opinion which of the two nations listed in this map received the fairest treatment from the U.S.?
Imperialism in Cuba and Puerto Rico-Double Bubble Map-Blank-US
1st Hour: SSR Activity-Corollary to the Monroe Doctrine December 6, 1904
- Identify the way in which President Roosevelt says “real peace” can be achieved:
- Describe how the President’s statements in the second paragraph conflict with the core principles of imperialism:
- 3. Identify the way in which the President attempts to justify the United States future involvement in Latin American territories:
- Describe the areas the Monroe Doctrine has already intervened in:
- Describe the ultimate aim of the Roosevelt Corollary
Roosevelt Corollary to the Monroe Doctrine-SSR w discussion questions
2nd Hour: Map of South and Central America
Map of South and Central America-Blank
Map of Central and South America
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Government
Friday-10/06/17:
- Bell Work-1.) Based on the primary source what position (how he feels) can we infer Patrick Henry took in regards to ratifying a new constitution? 2.) Based on the primary source what can you distinguish are Patrick Henry beliefs concerning the role of the Federal Government as laid out in the Constitution? 3.) What do you think about Henry’s statement “The principles of this system [the Constitution] are extremely, pernicious (having a harmful effect, especially in a gradual or subtle way), impolitic (failing to possess or display prudence; unwise), and dangerous…”. How could you change this statement to become more accessible to a wider audience?
- Attendance- While Class is Doing Bell Work
- Vocabulary Frayer Model Activity-Chapter 4-Federalism
- Daily Objective-
- Content Objective:
- SWD analysis of key terms associated with the unit covering the types of powers specifically held by our national and local government and how they use concurrent powers to work together 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 types of powers specifically held by our national and local government and how they use concurrent powers to work together through the use of a frayer model vocabulary activity
Supplemental Material: Vocabulary Frayer Model Activity-Chapter 4-Federalism