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

U.S. History

Friday-9/28/18:

• Bell Work-1.) Identify the two important figures in this political cartoon? 2.) Identify the underlying theme of the cartoon? 3.) How do you feel about the idea conveyed in the cartoon that the U.S. does not respect the sovereignty of weaker countries around the world and that they exist only as an appetizer for our colonial aspirations?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match up-Chapter 10-America Claims and Empire  
• Activity-American Imperialism-DBQ-2017
• 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 evaluation of the process and effect of U.S. expansionism during the early twentieth century 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 10 through the use of a vocabulary match-up activity
  • Students will read, discuss and record information pertaining to the process and effect of U.S. expansionism during the early twentieth century by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: Vocabulary Match up-Chapter 10-America Claims and Empire and Activity-American Imperialism-DBQ-2017

Vocabulary Match up-Chapter 10-America Claims and Empire 

Chapter 10-Vocab Match up Review Game

Activity-American Imperialism-DBQ-2017

American Imperialism-DBQ-2017

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Government

Friday-9/28/18:

• 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
• Activity-Current Events 9/28
• Notes-Formal Amendments-Chapter 3-Section 2 (pg. 1 and 2)
• 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

• SWD synthesis of the process in which amendments are formally added to the Constitution by creating a set of student centered guided notes

• • 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
    • Student will read and record information pertaining to the process in which amendments are formally added to the Constitution through creating student centered guided notes

Supplemental Materials:Activity-Current Events 9/28 and Notes-Formal Amendments-Chapter 3-Section 2 (pg. 1 and 2)

Activity-Current Events 9/28

Current Events-Info Gathering Sheet-2018

Notes-Formal Amendments-Chapter 3-Section 2 (pg. 1 and 2)

Chapter 3-Section 2-Guided Notes-Part 1-High-2018

U.S. History

Thursday-9/27/18:

• 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
• Presentation-Chapter 10-Section 3-Aquiring New Lands
• Video Clip-American Imperialism: Crash Course US History #28 (14:03 min)

• Reflection Question: How did the United States use the concept of imperialism to grow our position as a global power?

• Student Led Notes-Chapter 10-Section 3-Aquiring New Lands
• Daily Objective-

• Content Objective:
  • SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Students will listen and discuss information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 10-Section 3-Aquiring New Lands, Video Clip Reflection Question Template-American Imperialism: Crash Course US History #28 and Student Led Notes-Chapter 10-Section 3-Aquiring New Lands

Presentation-Chapter 10-Section 3-Aquiring New Lands

Chapter 10-Section 3-Guided Notes-High-2017

Video Clip Reflection Question Template-American Imperialism: Crash Course US History #28

American Imperialism-Video Reflection

Student Led Notes-Chapter 10-Section 3-Aquiring New Lands

Chapter 10-Section 3-Guided Notes-High-2017

Video Clip-American Imperialism: Crash Course US History #28 (14:03 min)

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Government

Thursday-9/27/18:

• Bell Work-1.) What is the main theme of the primary source? 2.) Reflect on the primary source and the information covered in chapter two. What were some of the issues the framers ran into when deciding how to accurately count population in terms of selecting congressional representatives? 3.) In your opinion is there a better solution than the one created by the Connecticut Plan or due to the tensions that existed between the north and south was this the best possible solution for the time period?
• Attendance-While Class is Doing Bell Work
• Video-Amending America: How Do We Amend? (3:42 min)
• Presentation-Formal Amendments-Chapter 3-Section 2
• Video Clip-Where U.S. Politics Came From: Crash Course US History #9 (13:56 min)
  • Reflection Question: How did the ideas of the Federalists and the Republicans lead to some of the key principles of our current system of government?
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which amendments are formally added to the Constitution by interacting in a short presentation and creating a set of student centered guided notes to reflect on a short video clip
• Language Objective:
  • Student will read and record information pertaining to the process in which amendments are formally added to the Constitution through listening to a short lecture and creating student centered guided notes to answer a reflection question related to a short video clip

Supplemental Materials: Presentation-Formal Amendments-Chapter 3-Section 2

Chapter 3-Section 2-Formal Amendments-2018

Video Clip-Amending America: How Do We Amend? (3:42 min)

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

• Video Clip–Where U.S. Politics Came From: Crash Course US History #9 (13:56 min)
  • Reflection Question: How did the ideas of the Federalists and the Republicans lead to some of the key principles of our current system of government?

U.S. History

Wednesday-9/26/18:

• Bell Work-1.) Identify the main figure featured in this political cartoon? 2.) Discuss the historical significance of the political cartoon’s title “The Big Stick in the Caribbean Sea”? 3.) How effective are political cartoons like this in raising support for controversial actions taken by our government?  
• 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

• 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

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.?

Comparing U.S. Imperialism in Cuba and Puerto Rico-Double Bubble Map-US

The Americans-Chapter 10-Section 3

SSR Activity-Corollary to the Monroe Doctrine December 6, 1904

Roosevelt Corollary to the Monroe Doctrine-SSR w discussion questions

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Government

Wednesday-9/26/18:

• Bell Work-1.) What can you distinguish according to the primary source is the relationship between the state and federal government? 2.) What is the underlying theme of the primary source? 3.) Why do you believe that the author made it a point in the preamble to list the six purposes of government in their attempt to call for the ratification of a new Constitution? 
• Attendance-While Class is Doing Bell Work
• Video-FLVS Civics: Foundations – Checks and Balances (4:58 min)
• Presentation-Chapter 3-Section 1-Basic Principle
• Thinking Map-Federalism: Who Has the Power?-Double Bubble Map
• Student Led Notes-Chapter 3-Section 1-Basic Principle
• Daily Objective-

• Content Objective:
  • SWD synthesis of the six basic concepts the United States Constitution was built around by interacting in a short presentation and creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the six basic concepts the United States Constitution was built around through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 3-Section 1-Basic Principle, Thinking Map-Federalism: Who Has the Power?-Double Bubble Map and Student Led Notes-Chapter 3-Section 1-Basic Principle

Presentation-Chapter 3-Section 1-Basic Principle

Chapter 3-Section 1-Basic Principles-2018

Thinking Map-Federalism: Who Has the Power?-Double Bubble Map

Federalism-Double Bubble Map-Blank-Gov

Federalism-Double Bubble Map-Filled Out-Gov

Student Led Notes-Chapter 3-Section 1-Basic Principle

Chapter 3-Section 1-Guided Notes-High-2018

Video–FLVS Civics: Foundations – Checks and Balances (4:58 min)

U.S. History

Tuesday-9/25/18:

• Bell Work-1.) Based on the political cartoon what can we infer is the reason the United States and the other nations are interested in China? 2.) What would most likely happen between the other countries if Uncle Sam was not standing in the way? 3.) Do you think it was a good thing or a bad thing that the United States became so heavily involved in expansionism during the late Nineteenth Century?  
• Attendance-While Class is Doing Bell Work
• Procedure-Vocab Check-Chapter 10-Section 1-Imperialism and America
• Video-Who Were the Rough Riders? | Explorer (2:20 min)
• Presentation-Chapter 10-Section 2-The Spanish-American War
• Student Led Notes-Chapter 10-Section 1-Imperialism and America and Chapter 10-Section 2-The Spanish-American War
• Daily Objective-

• Content Objective:
  • SWD synthesis of the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by interacting in a short presentation and compiling information in student led notes
  • SWD comprehension of the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by interacting in a short presentation and compiling information in student led notes
• Language Objective:

• • • Students will read and record information pertaining to the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by participating in a short presentation and creating student centered guided notes
    •  Students will listen and discuss information pertaining to the events that escalated the growing sense of contention  between the U.S. and Spain that led to the Spanish-American War by listening to a short guided presentation and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 10-Section 2-The Spanish-American War and Student Led Notes-Chapter 10-Section 1-Imperialism and America and Chapter 10-Section 2-The Spanish-American War

Presentation-Chapter 10-Section 2-The Spanish-American War

Chapter 10-Section 2-PPT

Student Led Notes-Chapter 10-Section 1-Imperialism and America and Chapter 10-Section 2-The Spanish-American War

Chapter 10-Section 1-Guided Notes-High-2017

Chapter 10-Section 2-Guided Notes-High-2017

Textbook PDF’-Chapter 10-Section 1-Imperialism and America and Chapter 10-Section 2-The Spanish-American War

The Americans-Chapter 10-Section 1

The Americans-Chapter 10-Section 2

Video Clip-Who Were the Rough Riders? | Explorer (2:20 min)

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Government

Tuesday-9/25/18:

• Bell Work-1.) Identify the different ways that power is divided between the three branches government? 2.) What are some of the problems that could emerge if one of the three branches of government continuously fails to meet their constitutional responsibilities? 3.) Is there a better solution when it comes to delegating power than creating a system where the three branches of our government hold the same amount of influence and power over the other two branches? 
• Attendance-While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 1 and 2
• 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 Materials-Vocabulary Frayer Model Activity-Chapter 3-The Constitution

Chapter 3-Frayer Model-Gov

Frayer Vocabulary Model

Chapter 3-Vocabulary Terms and Definitions

Chapter 3-Vocab Match up Review Game

Notes Collection-Chapter 1 and 2

Chapter 1 and 2-Notes Check List

U.S. History

Monday-9/24/18:

• Bell Work-1.) What justification does Senator Beveridge make for America’s position of control over the Philippines? 2.) Identify based on the text what Senator Beveridge feels the mission of the United States is? 3.) Imagine you are President William McKinley and you just finished reading this message from Senator Beveridge. Would you be in favor Senator Beveridge’s belief that it is our constitutional duty to hold and protect our territorial holdings or should the United States release our control over the Philippines and allow them to experience the same freedom we hold so dear?  
• 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-Section 1-PPT

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

Monday-9/24/18

• 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 exam
• 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 exam

*Remember all of your chapter 1 and 2 notes/thinking maps are being collected and graded tomorrow

U.S. History

Friday-9/21/18:

• 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
• 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

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

Chapter 10-Frayer Model-US

Frayer Vocabulary Model

Chapter 10-Vocab Match up Terms Chapter 10-Vocabulary Terms and Definitions

Chapter 10-Vocab Match up Review Game

*Frayer Models are due Tuesday September 25th

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Government

Friday-9/21/18:

• Bell Work-1.) What is the name of the primary source document included above? 2.) What is the underlying theme of the primary source document? 3.) What do you feel about the way in which slaves would be counted as representation under the three-fifths compromise? How does this go against the foundational principles of our political system?  
• Attendance-While Class is Doing Bell Work
• Procedure-Test Answer Key Set Up-Chapters 1 and 2
• 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: Presentation-Chapter 2-Section 5-Ratifying the Constitution, Notes-Chapter 2-Section 5-Ratifying the Constitution and Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

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 1-5-Guided Notes-High-2018

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

Chapter 1 and 2-Learning Target-Study Guide-2018

Vocabulary-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  

Chapter 1-Vocabulary Terms and Definitions

Chapter 2-Vocabulary Terms and Definitions

Chapter 1 and 2-Vocab Match up Review Game

Power Point Presentation-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  

Chapter 1-Principles of Government

Chapter 1-Section 1-Government and the State-2018

Chapter 1-Section 2-Forms Government-2018

Chapter 1-Section 3-Basic Concepts of Democracy-2018

Forms of Government-2016

Chapter 2-Origins of American Government  

Chapter 2-Origins of Government-Condensed-2017

Test Materials-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1 and 2-Test Materials

U.S. History

Thursday-9/20/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering the Progressive Era. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Test-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

Thursday-9/20/18:

• Bell Work- 1.) According to the graph which two states had the least amount of influence based on overall population? 2.) Based on the information contained in the graph, what are some potential issues that might arise due to the unequal population distribution among the states? 3.) Do you think that it is a good thing or a bad thing that the number of delegates in the House of Representatives is based on population and not equal representation? *Please explain why you feel this way   
• 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-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-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

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 1-5-Guided Notes-High-2018

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

Chapter 1 and 2-Learning Target-Study Guide-2018

Vocabulary-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  

Chapter 1-Vocabulary Terms and Definitions

Chapter 2-Vocabulary Terms and Definitions

Chapter 1 and 2-Vocab Match up Review Game

Power Point Presentation-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  

Chapter 1-Principles of Government

Chapter 1-Section 1-Government and the State-2018

Chapter 1-Section 2-Forms Government-2018

Chapter 1-Section 3-Basic Concepts of Democracy-2018

Forms of Government-2016

Chapter 2-Origins of American Government  

Chapter 2-Origins of Government-Condensed-2017

Test Materials-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1 and 2-Test Materials

U.S. History

Wednesday-9/19/18:

• Bell Work-) Identify two reasons contained in the primary source that make an argument for suffrage? 2.) Examine the excerpt from Senator Owen’s statement that says “Over seven million women are so employed and the remainder of the sex is employed largely in domestic services. A full half of the work of the world is done by women.” What do you think would happen if these women all decided to strike at the same time in protest of their rights being stifled? 3.) Select a statement from Senator Owen’s speech that supports his pro-suffrage position and explain why this statement would be considered so progressive? *Be sure to write the statement and then explain why it’s progressive  
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity- Chapter 9-The Progressive Era
• Procedure-Test Answer Sheet Set Up
• 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: Study Guide-Chapter 9-The Progressive Era

Presentation-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms (Streamlined)

Chapter 9-Section 4 and 5-PPT-2018

Student Led Notes-Chapter 9-Section 5-Wislon’s New Freedoms

Chapter 9-Section 4 and 5-Guided Notes-High

Textbook PDF’s-Chapter 9-Section 5-Wislon’s New Freedoms

The Americans-Chapter 9-Section 4

The Americans-Chapter 9-Section 5

Study Guide-Chapter 9-The Progressive Era

Chapter 9-Learning Targets Study Guide-Full Page

Chapter 9-Test Materials

Textbook PDF-Chapter 9-The Progressive Era

Chapter 9-Textbook-PDFs

Power Point Presentations-Chapter 9-The Progressive Era

Chapter 9-Section 1 and 2-PPT-2018

Chapter 9-Section 3-PPT-2018

Chapter 9-Section 4 and 5-PPT-2018

Vocabulary-Chapter 9-The Progressive Era

Chapter 9-Vocab Match up Review Game

Chapter 9-Vocabulary Terms and Definitions

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Government

Wednesday-9/19/18:

• Bell Work-1.) Which of the two speakers debating ratification do you believe would most likely be considered a “Federalist”? *Please justify your reasoning 2.) After reading the debate contained in the primary source list two to three questions that would help you understand the speaker’s position in this document? 3.) After reading the position of both speakers in the primary source document please discuss which of the two speakers you agree with most in regards to the potential of ratifying a new Constitution? *Give specific examples as to why you chose to align yourself with the speaker you did
• 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 1-5-Guided Notes-High-2018

Video Clip-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?

U.S. History

Tuesday-9/18/18:

• Bell Work-1.) 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
• Presentation-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms (Streamlined)
• Student Led Notes-Chapter 9-Section 5-Wislon’s New Freedoms
• Study Guide-Chapter 9-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD synthesis of the divisions that developed under the Taft administration and the steps that led to women achieving full suffrage in 1920 by interacting in a short presentation and 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 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 interacting in a short presentation and creating student centered guided notes
  • Students will read, and write the key terms and important concepts covered in our unit pertaining to the Progressive Era by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms (Streamlined), Student Led Notes-Chapter 9-Section 5-Wislon’s New Freedoms and Study Guide-Chapter 9-The Progressive Era

Presentation-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms (Streamlined)

Chapter 9-Section 4 and 5-PPT-2018

Student Led Notes-Chapter 9-Section 5-Wislon’s New Freedoms

Chapter 9-Section 4 and 5-Guided Notes-High

Textbook PDF’s-Chapter 9-Section 5-Wislon’s New Freedoms

The Americans-Chapter 9-Section 4

The Americans-Chapter 9-Section 5

Study Guide-Chapter 9-The Progressive Era

Chapter 9-Learning Targets Study Guide-Full Page

Chapter 9-Test Materials

Textbook PDF-Chapter 9-The Progressive Era

Chapter 9-Textbook-PDFs

Power Point Presentations-Chapter 9-The Progressive Era

Chapter 9-Section 1 and 2-PPT-2018

Chapter 9-Section 3-PPT-2018

Chapter 9-Section 4 and 5-PPT-2018

Vocabulary-Chapter 9-The Progressive Era

Chapter 9-Vocab Match up Review Game

Chapter 9-Vocabulary Terms and Definitions

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Government

Tuesday-9/18/18:

• Bell Work-1.) What is the name of the event that President Washington is describing in his letter to James Madison? 2.) What is the underlying theme of the primary source document? 3.) Imagine that you were President Washington following the events of Shay’s “Rebellion”. How would you have worked to prevent future uprisings form occurring?   
• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Activity- Chapter 1-Principles of Government and Chapter 2-Origins of American Government
• Video-What Were the Articles of Confederation? | America: Facts vs. Fiction (2:49 min)
• Activity-Articles of Confederation Activity-Notes Sheet-2018
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the creation of the American political system by manipulating of vocabulary terms in a collaborative activity
  • 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
• Language Objective:

• • • Students will read and orally match up important vocabulary terms pertaining to our unit covering the creation of the American political system through the use of a vocabulary match-up activity
    • 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: Vocabulary Match-up Activity- Chapter 1-Principles of Government and Chapter 2-Origins of American Government and Activity-Articles of Confederation Activity-Notes Sheet-2018

Vocabulary Match-up Activity- Chapter 1-Principles of Government

Chapter 1 and 2-Vocab Match up Review Game

Chapter 2-Origins of American Government and Activity-Articles of Confederation Activity-Notes Sheet-2018

Articles of Confederation Activity-Notes Sheet-2018

The Articles of Confederation and Perpetual Union

Video-What Were the Articles of Confederation? | America: Facts vs. Fiction (2:49 min)

U.S. History

Monday-9/17/18:

• Bell Work-1.) 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 your 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 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 the Progressive Era 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 the Progressive Era 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 

Chapter 9-Vocab Match up Review Game

Activity-The Progressive Era-DBQ (Partner Activity)

The Progressive Era DBQ-2018

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Government

Monday-9/17/18:

• Bell Work-1.) According to the primary source, who was named the first President of the United States on April 30th, 1789? 2.) Based on your prior knowledge and the information in the document above, discuss what you believe the framers motives were in creating the Bill of Rights? 3.) Based on the descriptions included in the primary source, would you have taken the position of the Federalists or the Anti-Federalists in regards to ratifying a new Constitution?
• Attendance-While Class is Doing Bell Work
• Video- America the Story of Us: Declaration of Independence | History (3:59 min)
• Presentation-Chapter 2-Section 2-The Coming of Independence
• 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 analysis of the massive divide in ideology that led to the creation of the Declaration of Independence by interacting in a short presentation
  • 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:
  • 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
  • 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: Presentation-Chapter 2-Section 2-The Coming of Independence and Activity-Breaking Down the Declaration of Independence

Presentation-Chapter 2-Section 2-The Coming of Independence

Chapter 2-Origins of Government-Condensed-2017

Activity-Breaking Down the Declaration of Independence

Declaration of Independence Activity-Sections I through V-2018

Declaration of Independence Activity-Notes Sheet-2018

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