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

Thursday September 13th, 2018

Thursday, September 13, 2018

U.S. History

Thursday-9/13/18:

Bell Work-1.) 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
Video Clip-Theodore Roosevelt-Mini Biography (3:57 min)
Presentation-Chapter 9-Section 3-Teddy Roosevelts Square Deal
Student Led Notes-Chapter 9-Section 3-Teddy Roosevelts Square Deal
Daily Objective-

Content Objective:
- 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
- SWD synthesis of the achievements of Theodore Roosevelt during his presidency and the way he used presidential power to regulate business by interacting in a short presentation and compiling information in student led notes
Language Objective:
- 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
- Students will read and record information pertaining to the achievements of Theodore Roosevelt during his presidency and the way he used presidential power to regulate business through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 9-Section 3-Teddy Roosevelt’s Square Deal and Student Led Notes-Chapter 9-Section 3-Teddy Roosevelts Square Deal

Presentation-Chapter 9-Section 3-Teddy Roosevelt’s Square Deal

Chapter 9-Section 3-Teddy Roosevelt’s Square Deal

Student Led Notes-Chapter 9-Section 3-Teddy Roosevelt’s Square Deal

Chapter 9-Section 3-Guided Notes-High

Video Clip-Theodore Roosevelt-Mini Biography (3:57 min)

https://www.youtube.com/watch?v=rzm2EBYfyDg

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Government

Thursday-9/13/18:

Bell Work-) In your own words can you explain what Washington means when he says “Thirteen sovereignties pulling against each other, and all tugging at the federal head”? 2.) According to Washington, what might be some of the problems that could emerge if the nation if it stayed as a confederation? 3.) In your personal opinion is there a better solution to the issue of merging thirteen fiercely independent entities than Washington is suggesting or is his simplified approach sufficient enough for the historical time period he was living in?
Attendance-While Class is Doing Bell Work
Video-Taxes & Smuggling – Prelude to Revolution: Crash Course US History #6 (12:18 min)
- Reflection Question: How did the implementation of new increased taxes on colonial goods lead to a bitter conflict between the English Crown and the American colonists?
Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map
- Map Guiding Question: How can we differentiate the specific ideological principles (similarities and differences) contained in the Magna Carta and the U.S. Bill of Rights?
- Frame Guiding Question: In which area(s) did the Magna Carta have the largest influence on the U.S. Bill of Rights?
Daily Objective-
- Content Objective:
  - SWD analysis of the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began by watching a small film and answering a focused reflection question
- Language Objective:
  - Students will read and record information pertaining to the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began through watching a short video and recording information designed to answer a structured reflection question

Supplemental Materials: Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map

Map Guiding Question: How can we differentiate the specific ideological principles (similarities and differences) contained in the Magna Carta and the U.S. Bill of Rights?
Frame Guiding Question: In which area(s) did the Magna Carta have the largest influence on the U.S. Bill of Rights?

Comparing the Bill of Rights and the Magna Carta-Double Bubble Map-Gov-Blank Set Up

Video Link-Taxes & Smuggling – Prelude to Revolution: Crash Course US History #6 (12:18 min)

Reflection Question: How did the implementation of new increased taxes on colonial goods lead to a bitter conflict between the English Crown and the American colonists?