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

U.S. History

Friday-9/14/18: Half Day: Am Classes/PM P.D.

• Bell Work-1.) Based on your prior knowledge what time period might this political cartoon have been created? 2.) Based on the political cartoon describe the obstacles that exist for female voters that do not exist for male voters? Why do you think these obstacles exist? 3.) What can you interpret about the artists choice to make the male voter look like a disheveled, sloppy man compared to the well-dressed woman being held back from casting her ballot?
• 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

Chapter 9-Vocab Match up Review Game

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Government

Friday-9/14/18: Half Day: Am Classes/PM P.D.

• Bell Work-1.) Based on the primary source how does King George III view the colonist’s decision to rebel against his authority? 2.) Imagine that you were King George III and you learned that the American colonists were rebellion against your royal decrees how would you have handled putting down a rebellion in your most profitable colony? 3.) How would you have felt about this statement from King George III if you were an English colonist living in North America who had previously defended the monarch’s divine right to rule over his colonial possessions? 
• Attendance-While Class is Doing Bell Work
• Activity-Current Events 9/14
• 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
  • 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

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?

*Your first current events article is due tomorrow Friday 9-14

Current Events Info

Article of the Week-Rubric-2018

Article of the Week-Format

Article of the Week-Example-2018

U.S. History

Wednesday-9/12/18:

• Bell Work-1.) Based on your prior knowledge can you identify the main subject of the political cartoon? 2.) What is the underlying theme of this political cartoon? 3.) Propose an argument to justify Roosevelt’s action of “killing” bad trusts while putting a leash that reads restraint on good trusts? What does this say about his priorities as president?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 9-The Progressive Era
• Activity-Women’s Suffrage DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle for full suffrage among women by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the struggle for full suffrage among women 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-Women’s Suffrage DBQ

Vocabulary Match-up Activity-Chapter 9-The Progressive Era

Chapter 9-Vocab Match up Review Game

Activity-Women’s Suffrage DBQ

Womens Suffrage-DBQ-2018

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Government

Wednesday-9/12/18:

• Bell Work- ) Based on your prior knowledge who is the author of this primary source document? 2.) How would you feel if you were a woman or someone of color living during the birth of our nation and you read the words “all men are created equal” yet knew that the term “men” meant free white males? 3.) Do you feel that the Framers were wise to take the position that says “whenever any Form of Government becomes destructive of these rights, it is the Right of the People to change or get rid of it, and to create a new Government”? *Please thoroughly explain your answer
• Attendance-While Class is Doing Bell Work
• Video Clip– 800 Years of Magna Carta (4:10 min)
• Activity-Comparing The Bill of Rights and Magna Carta-Activity-2018
• Daily Objective-
  • Content Objective:
    • SWD evaluation on the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by interpreting the meaning of several primary source documents in a collaborative activity
  • Language Objective:
    • Students will read, discuss and record information pertaining to the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by identifying key pieces of information contained within a copy of the Magna Carta and the Bill of Rights with the help of a partner

Supplemental Materials: Activity-Comparing The Bill of Rights and Magna Carta-Activity-2018

Comparing-The-Bill-of-Rights-and-Magna-Carta-Activity-2018

Video Clip–800 Years of Magna Carta (4:10 min)

U.S. History

Tuesday-9/11/18:

• Bell Work-1.) What is the main reason the U.S. government might have chosen these particular industries to regulate in the early 1900’s? 2.) How would you have handled implementing these changes if you were in charge of the government agency responsible for monitoring compliance? *Ex. What type of time table would you give them, what would happen if they didn’t comply… 3.) Do you think government regulation on privately owned businesses is fair or is it a violation of our Constitutional freedoms?  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 9-Section 2-Women in Public Life
• Student Led Notes-Chapter 9-Section 2-Women in Public Life
• Daily Objective-

• Content Objective:
  • SWD synthesis of the societal roles women played in the late 1900’s and how the lack of opportunity inspired the push for women’s suffrage by listening to a short presentation and compiling information in student led notes
• Language Objective:
  • Students will read and record information pertaining to the societal roles women played in the late 1900’s and how the lack of opportunity inspired the push for women’s suffrage through interacting in a short presentation and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 9-Section 2-Women in Public Life and Student Led Notes-Chapter 9-Section 2-Women in Public Life

Presentation-Chapter 9-Section 2-Women in Public Life

Chapter 9-Section 2-PPT

Student Led Notes-Chapter 9-Section 2-Women in Public Life

Chapter 9-Section 2-Guided Notes-High

Textbook PDF-Chapter 9-Section 2-Women in Public Life

The Americans-Chapter 9-Section 2

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Government

Tuesday-9/11/18:

• Bell Work-1.) What can we infer was Patrick Henry’s main purpose for giving this speech in front of the Virginia House of Burgess? 2.) Select one of Patrick Henry’s three criticisms of the Stamp Act and discuss how this position reflected the frustrations of many colonists living in the mid 1760’s? 3.) What was the significance of Henry’s statement “…if this be treason, make the most of it” in relation to the impending conflict with the British?  
• Attendance-While Class is Doing Bell Work
• Video-When is Thanksgiving? Colonizing America: Crash Course US History #2 (12:25 min)

• Reflection Question:

• Presentation-Chapter 2-Section 1-Our Political Beginnings
• Guided Notes-Chapter 2-Section 1-Our Political Beginnings
• Daily Objective-

• Content Objective:
  • SWD analysis of the basic concepts of government and how influential English documents laid the foundation for the United States current system of government 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 basic concepts of government and how influential English documents laid the foundation for the

Supplemental Materials: Presentation-Chapter 2-Section 1-Our Political Beginnings and Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Presentation-Chapter 2-Section 1-Our Political Beginnings

Chapter 2-Origins of Government-Condensed-2017

Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Chapter 2-Sections 1-5-Guided Notes-High-2018

4th Hour

Video Clip-When is Thanksgiving? Colonizing America: Crash Course US History #2

5th Hour

Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government

Chapter 2-Frayer Model-Gov

Chapter 2-Vocab Match up Review Game

Chapter 2-Vocabulary Terms and Definitions

U.S. History

Monday-9/10/18:

• Bell Work-1.) How would you feel if you were living in 1906 and found out about the deplorable conditions of meat packing factories contained in Document 2? 2.) Do you think the new regulations contained in Document 6 are sufficient or do you think additional regulations need to be added in order to truly safeguard the quality of meat for sale in the United States? 3.) What would happen if we found out that a major producer of your favorite energy drink or soda was using non-FDA approved ingredients in their product? How would you react to this information?  
• Attendance- While Class is Doing Bell Work
• Video-Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?

• T2T Activity–Grover Cleveland’s Defense of True Womanhood, 1905
  • Discussion Questions: 1.) What is the underlying theme of this primary source? 2.) Which of Cleveland’s comments struck you as interesting? 3.) Based on the primary source which side of the debate would Cleveland side with in terms of equal rights? 4.) How do you feel about the position Cleveland takes regarding the role of women?
• Daily Objective–

• Content Objective:
  • SWD evaluation of the struggle for full suffrage among women by interpreting the meaning of a primary source documents
• Language Objective:
  • Students will read, discuss and record information pertaining to the struggle for full suffrage among women by identifying key pieces of information contained in a primary source document

Supplemental Materials: T2T Activity-Grover Cleveland’s Defense of True Womanhood, 1905

Primary Source:

T2T Activity-Grover Clevelands Defense of True Womanhood-1905

Questions:

T2T Activity-Grover Clevelands Defense of True Womanhood-1905

Video-Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?

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Government

Monday-9/10/18:

• Bell Work-1.) Based on your background knowledge and the information contained in the primary source which important document was the United States Bill of Rights was added to? 2.) Why do you think people felt a greater sense of protection under the Constitution following the introduction of The Bill of Rights in 1791 than they did as a colony under the English Crown? 3.) Hypothetically if The Bill of Rights were to contain only nine amendments which of the original ten amendments would you recommend be eliminated? *Please thoroughly explain along with naming why you feel the particular amendment should be eliminated  
• Attendance-While Class is Doing Bell Work
• Procedure-Current Events Roll Out
• Presentations-Create a Country Project (Remaining Groups)
• Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the influence of the Magna Carta, Petition of Right and the English Bill of Rights on the current American system government 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 influence of the Magna Carta, Petition of Right and the English Bill of Rights on the current American system through the use of a frayer model vocabulary activity

Supplemental Materials: Current Events Roll Out and Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government

Current Events Roll Out

Article of the Week-Rubric-2018

Article of the Week-Format

Article of the Week-Example-2018

*Your first current events article is due this Friday 9-14

Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government

Chapter 2-Frayer Model-Gov

Chapter 2-Vocab Match up Review Game

Chapter 2-Vocabulary Terms and Definitions

U.S. History

Friday-9/07/18:

• Bell Work-1.) Based off of your prior knowledge and familiarity with U.S. history identity the subject of this political cartoon? 2.) What would you conclude about the evolution of the subject based on the timeline? *Place emphasis on the image not just the commentary 3.) Would it be better if the subject had developed more of a “peacemaker” philosophy before he was elected president or was his progression along the timeline the key to his development as a great leader?
• Attendance- While Class is Doing Bell Work
• Video-A Child Strike: The Testimony of Camella Teoli (From American Stories DVD Companion) (9:44 min)

• w/ Video Questions

• Presentation– Chapter 9-Section 1-The Origins of Progressivism

• Include Video Clip– The Triangle Shirtwaist Factory Fire | History (3:38 min)

• Daily Objective-

• Content Objective:
  • SWD analysis of the reform movement during the late 1800 that led to the progressive movement through interacting in a short presentation
• Language Objective:
  • Student will read and record information pertaining to the reform movement during the late 1800 that led to the progressive movement through listening to a short lecture

Supplemental Materials: Presentation– Chapter 9-Section 1-The Origins of Progressivism

The Progressive Era-2018

2nd Hour-Tree Map-Progressive Era Goals-Thinking Map-US (Due Monday 2nd Hour Only)

Progressive Era Goals-Thinking Map-US

Video Clip– The Triangle Shirtwaist Factory Fire | History (3:38 min)

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Government

Friday-9/07/18:

• Bell Work-1.) What do you think Ezra Stiles means when he says “The Resolutions of Parliament instead of intimidating only add Fuel to the Flame, invigorate & strengthen the Resolutions of Americans”. 2.) What questions would you ask of Ezra Stiles in regards to his predictions concerning American colonists? 3.) What do you think about the fact that Ezra Stiles is fed up with the favor of Parliament’s decisions? Do you agree with his reasons or do you feel he is taking the situation too personally?
• Attendance-While Class is Doing Bell Work
• Activity-Create a Country Project

• 25 min to Finish the Project
• Begin Group Presentations

• Daily Objective-

• Content Objective:
  • SWD synthesis of the political, geographic and social elements required to create a sovereign nation by designing an new country in a collaborative group activity
• Language Objective:
  • Students will research, record, discuss information pertaining to the political, geographic and social elements required to create a sovereign nation through joining together in a group project designed to create a new country

Supplemental Materials: Activity-Create a Country Project

Creating a Country Project-2018

U.S. History

Thursday-9/06/18:

• Bell Work-1.) Woodrow Wilson recognizes that “evil has come with the good.” Identify three “evils” that Wilson discusses. (You do not need to identify the “good”) 2.) Compare Wilson’s statement that “We have squandered (wasted) a great part of what we might have used and have not stopped to conserve the exceeding bounty of nature…” with the beliefs of Theodore Roosevelt. Do they share a similar philosophy or are their beliefs in stark contrast to each other? *Explain your thoughts 3.) What criteria would you use to assess Wilson’s statement that “Our duty is to cleanse, to reconsider, to restore, to correct the evil…to purify and humanize every process of our common life…”?
• Attendance- While Class is Doing Bell Work
• Video-The Progressive Era: Crash Course US History #27 (15:00 min)

• Reflection Question: What was one of the major problems that existed during the Progressive Era and how did Americans attempt to solve the problem?

• Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism
• Daily Objective-

• Content Objective:

• • • SWD comprehension of the forward-thinking ideas that developed during the Progressive Era by collaboratively summarizing a text set based on primary sources
    • SWD synthesis of the reform movement during the late 1800 that led to the progressive movement by compiling information in student led notes

• 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, 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: Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism

Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism

Notes-Outline-Chapter 9-Section 1

The Americans-Chapter 9-Section 1

Video Clip–The Progressive Era: Crash Course US History #27 (15:00 min)

• Reflection Question: What was one of the major problems that existed during the Progressive Era and how did Americans attempt to solve the problem?

_______________________________________________________________________________

Government

Thursday-9/06/18:

• 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
• Activity-Create a Country Project
• Daily Objective-

• Content Objective:
  • SWD synthesis of the political, geographic and social elements required to create a sovereign nation by designing an new country in a collaborative group activity
• Language Objective:
  • Students will research, record, discuss information pertaining to the political, geographic and social elements required to create a sovereign nation through joining together in a group project designed to create a new country

Supplemental Materials: Activity-Create a Country

Creating a Country Project-2018

Create a Country-Map Examples

U.S. History

Wednesday-9/05/18:

• Bell Work-1.) Based on the commentary located under the political cartoon what can we infer the “Sunday Saloons” were? 2.) Based on the time period (early 1900’s) determine what could have caused Dr. Washington Glidden to appeal to this group in a plea to have their voice heard? 3.) State a case that would support/reject the need to have workers’ rights extended to children under the age of eighteen?
• Attendance- While Class is Doing Bell Work
• Activity-The Progressive Era-Carousel Activity (10-20 min)

• Daily Objective-

• Content Objective:
  • 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, 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 (30 min)

Activity-The Progressive Era-Carousel Activity

The Progressive Era-Carousel Activity-2018

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Government

Wednesday-9/05/18:

• Bell Work-1.) Based on the information contained in the political cartoon identify two weaknesses associated with the Articles of Confederation? 2.) What is the underlying theme of the political cartoon? *Specifically why are the Articles’ weaknesses represented by waves 3.) Imagine you were a Federalist (Someone who supports ratifying a new Constitution) would a political cartoon like this make a good argument for replacing the articles or is the symbolism too vague for many Americans to connect with?
• Attendance-While Class is Doing Bell Work
• Procedure-Binder Setup
• Video-How To Start Your Own Country (3:35 min)
• Activity-Create a Country
• Daily Objective-

• Content Objective:
  • SWD synthesis of the political, geographic and social elements required to create a sovereign nation by designing an new country in a collaborative group activity
• Language Objective:
  • Students will research, record, discuss information pertaining to the political, geographic and social elements required to create a sovereign nation through joining together in a group project designed to create a new country

Supplemental Materials: Activity-Create a Country

Creating a Country Project-2018

Video Clip-How To Start Your Own Country (3:35 min)

https://www.youtube.com/watch?v=p1L7IbUDM8k&t=92s

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)