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

U.S. History

Tuesday-9/04/18:

• Bell Work-1.) Which historical event “raised women’s expectations, inspired some of the first explicit demands for equality, and witnessed the establishment of female academies to improve women’s education”? 2.) State a case that would support/reject the idea that it was in the best interest of our nation to legally state that “married women could not own property, make contracts, bring suits, or sit on juries”. *Explain why this would or would not be a positive idea 3.) What is the significance of the suffragists fight for equality in divorce, access to higher education, the professions, and other occupations, as well as birth control and abortion?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 9-The Progressive Era
• Video-Susan B. Anthony, the Suffragette Superhero (4:45 min)
• Activity-The Progressive Era-Carousel Activity (35 min)
• 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 comprehension of the forward-thinking ideas that developed during the Progressive Era by collaboratively summarizing a text set based on primary sources
• 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, write and orally discuss the forward-thinking ideas that developed during the Progressive Era by creating a set of Cornell Notes and breaking down individually assigned pieces of text then summarizing the important information in a group setting

Supplemental Materials: Activity-The Progressive Era-Carousel Activity (10-15 min)

The Progressive Era-Carousel Activity (10-15 min)

The Progressive Era-Carousel Activity-2018

Video Clip-Susan B. Anthony, the Suffragette Superhero (4:45 min)

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Government

Tuesday-9/04/18:

• Bell Work-1.) Based on the information contained in the primary source what happened to property that a woman owned after she became married? 2According 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
• Thinking Map-Classifications of Government-Bubble Map (pg. 12)  
• Video-Democracy-A Short Introduction (3:19 min)
• Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides)
• Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy
• Daily Objective-

• Content Objective:
  • SWD analysis of the foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through 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 foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Thinking Map-Classifications of Government-Bubble Map (pg. 12) , Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides) and Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy

Thinking Map-Classifications of Government-Bubble Map (pg. 12)

Classifications of Government-Bubble Map-Gov

Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides) 

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

Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy

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

Video Clip-Democracy-A Short Introduction (3:19 min)