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

U.S. History

Tuesday-10/30/18:

• Bell Work-1.) Based on the primary source can you explain why body lice were such a problem for the soldiers in the trenches? 2.) Based on the information contained in the primary source create a set of instructions (Three to four key steps) that would help prevent a soldier fighting in the trenches from getting body lice? 3.) Imagine you were a soldier fighting in WWII. How would you have handled the harsh living conditions of the trenches?
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the major political changes that occurred in America during the 1920’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 the major political changes that occurred in America during the 1920’s through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 12-Politics of the Roaring Twenties

Frayer Vocabulary Model

Chapter 12-Frayer Model-US

Chapter 12-Vocabulary Terms and Definitions

Chapter 12-Vocab Match up Review Game

Chapter 12-Textbook-PDFs

 

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Government

Tuesday-10/30/18:

• Bell Work-1.) What is the main purpose behind the United Sates decision to enact the Fifteenth Amendment? 2.) Despite the noble goal of the Fifteenth Amendment what is one major problem that it fails to address? 3.) How would you feel as an African-American woman following the passage of the Fifteenth Amendment? How might you express your concerns? *Keep in mind women did not receive full suffrage rights until the passage of the Nineteenth Amendment
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 6-Section 2-Voter Qualification (Part 2)

• Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote

• Video Clip-Murder in Mississippi (Played following the slide of Literacy Tests)

• Literacy Test Scene (15:18 to 20:36 min)

• Vocabulary Match-up Activity-Chapter 6-Voter and Voter Behavior
• Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)
  • Annotating text activity with follow up inquiry questions
• Daily Objective-

• Content Objective:
  • SWD analysis of how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed by interacting in a short presentation
  • SWD analysis of key terms associated with the unit covering the process of voting and the behavior of voters by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the struggle of women and people of color to achieve suffrage by evaluating a primary source and responding to inquiry-based questions
• Language Objective:
  • Students will read and record information pertaining to how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960’s have changed through listening to a short lecture
  • Students will read and orally match up important vocabulary terms pertaining to the process of voting and the behavior of voters through the use of a vocabulary match-up activity
  • Students will read and respond to a letter addressing the struggle of women and people of color to achieve suffrage by examining a primary source and responding to inquiry and opinion-based questions

 

Supplemental Materials: Presentation-Chapter 6-Section 2-Voter Qualification (Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote), Vocabulary Match-up Activity-Chapter 6-Voter and Voter Behavior  and Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)-Annotating text activity with follow up inquiry questions

 

Presentation-Chapter 6-Section 2-Voter Qualification (Registration, Literacy Tests, Poll Taxes and Those Denied the Right to Vote)

Chapter 6-Section 2-Voter Qualifications-2018

 

Vocabulary Match-up Activity-Chapter 6-Voter and Voter Behavior 

Chapter 6-Vocab Match up Review Game

 

Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)-Annotating text activity with follow up inquiry questions

The 15th and 19th Amendments-Split Over Suffrage-2018

The Fifteenth and Nineteenth Amendment-The Split Over Suffrage