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

U.S. History

Tuesday-11/13/18:

• Bell Work- 1.) What is the main purpose of the chart shown above? 2.) What is the main inference you can make about the changing pattern of women’s employment from 1910 to 1930? 3.) What would be the main factor in your opinion heading into the 1940’s that would be required to ensure that more women could transition from a high rate of domestic and clerical jobs to more jobs in a professional setting?
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)
• Presentation-Chapter 13-Section 2-The Twenties Woman
• Outline Notes-Chapter 13-Section 2-The Twenties Woman
• Daily Objective-

• SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
• SWD synthesis the changing roles of women in the 1920’s by interacting in a short presentation and creating a set of student-centered guided notes

• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
  • Student will read and record information pertaining to the changing roles of women in the 1920’s through listening to a short lecture and creating student centered guided note

Supplemental Materials: Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s, Presentation-Chapter 13-Section 2-The Twenties Woman and Outline Notes-Chapter 13-Section 2-The Twenties Woman

Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Chapter 12 and 13-Vocab Match up Review Game

Presentation-Chapter 13-Section 2-The Twenties Woman 

Chapter 13-Section 2-The Twenties Woman

Outline Notes-Chapter 13-Section 2-The Twenties Woman

Notes-Outline-Chapter 13-Section 2

Textbook PDF-Chapter 13-Section 2-The Twenties Woman

The Americans-Chapter 13-Section 2

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Government

Tuesday-11/13/18:

• Bell Work-1.) Identify the major themes of the political cartoon? (ex. Who is involved and what is going on, ect…) 2.) Describe the solution depicted in this cartoon that solved a key obstacle many women faced while trying to vote? 3.) Imagine you were living in the early 1900’s would you have pushed for women’s suffrage or do you believe allowing only men to vote would ultimately made us a better nation?
• Attendance-While Class is Doing Bell Work
• Video Clip-What Are Super PACs? (3:29 min)
• SSR Article- How Small Money Can Matter Again in Politics-2018
• Notes-Chapter 7-Section 3-Money and Elections
• Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process
• Daily Objective-

• Content Objective:
  • SWD analysis of the various sources of campaign funding and the issues raised by campaign spending by outlining important information in guided notes
  • SWD evaluation of the materials covering the role of voters and how the election process in America is organized through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and record information pertaining to the various sources of campaign funding and the issues raised by campaign spending through reading through text and completing a set of student led guided notes.
  • Students will read, and write the key terms and important concepts covering the role of voters and how the election process in America is organized by completing a structured inquiry-based study guide

Supplemental Materials: SSR Article- How Small Money Can Matter Again in Politics-2018, Notes-Chapter 7-Section 3-Money and Elections and Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process

SSR Article- How Small Money Can Matter Again in Politics-2018

How Small Money Can Matter Again in Politics-SSR Aticle-2018

Notes-Chapter 7-Section 3-Money and Elections

Chapter 7-Section 1-3-Guided Notes-High-2018

Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process

Chapter 6 and 7-Learning Target-Study Guide-2018

Chapter 6 and 7-Test Materials

Power Points-Chapter 6 and 7

Chapter 6-Section 1-The Right to Vote

Chapter 6-Section 2-Voter Qualifications-2018

Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Section 4-Voter Behavior

Chapter 7-The Electoral Process-2018

Vocabulary-Chapter 6 and 7

Chapter 6 and 7-Vocab Match up Review Game

U.S. History

Monday-11/12/18:

• Bell Work-1.) Based on your prior knowledge can you explain what is happening at the time this photo is taken? 2.) Show you level of understanding by explaining what the store owner meant when he wrote on the sign “Buy now and save money”? 3.) Do you agree with the actions taken in the 18th Amendment? Is prohibiting something that can be misused always the best method for fixing a problem?
• Attendance- While Class is Doing Bell Work
• Activity-The Era of Prohibition-DBQ-2018
• Daily Objective-

• Content Objective:
  • SWD evaluation of the effect of prohibition on the United States and how the failures of the Prohibition Bureau and the Volstead Act led to its eventual repeal 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 effect of prohibition on the United States and how the failures of the Prohibition Bureau and the Volstead Act led to its eventual repeal by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: Activity-The Era of Prohibition-DBQ-2018

The Era of Prohibition-DBQ-2018

Pohibition Era DBQ-Set Up Sheet

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Government

Monday-11/12/18

• Bell Work-1.) Based on the information contained in the primary source when was the 26th Amendment to the Constitution ratified? 2.) Imagine you were a reporter working for the Detroit Free Press and you were granted an interview with President Nixon. What are two or three questions that you would you ask the President regarding the ratification of the 26th Amendment? 3.) What is your opinion regarding the passage of the 26th Amendment? *Discuss whether you feel the voting age should have remained at twenty-one like in the late 1960’s or if you think the decision to lower the voting age to eighteen was the right decision.
• Attendance-While Class is Doing Bell Work
• Video-Honest Political Ads-Gil Fulbright for President (2:17 min)
• SSR Article-Money and Politics in The Age Of Trump (November 2016)

• With Meta-Log

• Presentation-Chapter 7-Section 2-The Elections and Chapter 7-Section 3-Money and Elections
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the potential shift in how campaign financing is handled during the election process in the wake of Donald Trump’s winning the presidential election by evaluating a primary source and responding to inquiry-based log
    • SWD analysis of the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process by interacting in a short presentation
  • Language Objective:
    • Students will read and respond to an article pertaining to the potential shift in how campaign financing is handled during the election process in the wake of Donald Trump’s winning the presidential election by examining a primary source and responding to and meta-cognitive log
    • Students will read and record information pertaining to the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process through listening to a short lecture and creating student centered guided notes

Supplemental Materials: SSR Article-Money and Politics in The Age Of Trump (November 2016) With Meta-Log and Presentation-Chapter 7-Section 2-The Elections and Chapter 7-Section 3-Money and Elections

SSR Article-Money and Politics in The Age Of Trump (November 2016) With Meta-Log 

Money and Politics in The Age Of Trump-SSR Article

SSR-Meta-Cognitive Log-Template

Presentation-Chapter 7-Section 2-The Elections and Chapter 7-Section 3-Money and Elections

Chapter 7-The Electoral Process-2018

U.S. History

Friday-11/09/18:

• Bell Work- 1.) What can we infer is the main subject this political cartoon is trying to depict? 2.) What were some of the major problems that arose during this scandal? (Look in your U.S. history textbook on page 421, if you are not familiar with the scandal) 3.) What changes would you recommend to the political cartoon make it more accessible to an audience that might not be familiar with the scandal?
• Attendance- While Class is Doing Bell Work
• Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min)
• Video- Boardwalk Empire: Speakeasy Tour (HBO) (24:39 min)

• Reflection Question-How did speakeasies find innovative and creative ways to preserve many American’s desire to drink despite the fact that it had been ruled illegal by the 18th amendment?
• or
• Reflection Question: How did speakeasies help preserve many Americans desire to drink following the passage of the 18th Amendment?

• Guided Tour- The Roaring Life of the 1920’s
• Daily Objective-

• Content Objective:

• • • SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity
    • SWD synthesis the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes by interacting in a short video and a guided reflection question
    • SWD applications of the important political/historical figures, events and evidentiary text pertaining to the cultural landscape existing in the 1920’s through compiling information on a guided tour worksheet

• Language Objective:

• • • Students will read and orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity
    • Student will read and record information pertaining to the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes through watching a short video and responding to an inquiry based question
    • Students will write answers to guided questions that require examination of the additional supporting resources/information pertaining to the political landscape existing in the 1920’s by completing a guided tour activity

Supplemental Material: Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s (5 min) and Guided Tour- The Roaring Life of the 1920’s

Vocab Match-Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920’s

Chapter 12 and 13-Vocab Match up Review Game

Guided Tour- The Roaring Life of the 1920’s

Chapter 13-Guided Tour

Chapter 13-Textbook-PDFs

Video-Boardwalk Empire: Speakeasy Tour (HBO) (24:39 min)

• Reflection Question: How did speakeasies help preserve many Americans desire to drink following the passage of the 18th Amendment?

Speakeasy Tour-Video Reflection

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Government

Friday-11/09/18:

• Bell Work-1.) What is the underlying theme behind this excerpt from Elizabeth Cady Stanton’s speech? 2.) Can you distinguish the difference between the focus of this document and the others in terms of the date it was written and the message it is trying to convey? 3.) What can you predict based on the pervious documents and your prior knowledge might be the reaction of male voters after hearing this speech?  
• Attendance-While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Voting (HBO) (14:08 min)

• Reflection Question: What are some of the problems that exist that makes registering to vote or simply voting a frustrating process for many Americans?
• Activity-Current Events 11/09
• 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

Supplemental Materials: Activity-Current Events 11/09

Current Events-Info Gathering Sheet-2018

Video-Last Week Tonight with John Oliver: Voting (HBO) (14:08 min)

• Reflection Question: What are some of the problems that exist that makes registering to vote or simply voting a frustrating process for many Americans?

U.S. History

Thursday-11/08/18:

• Bell Work-1.) Based on the context of the political cartoon what can we infer the term “frugal” means when referring to our forefathers? 2.) What is the underlying theme of the political cartoon? 3.) How might the materialistic nature of the man representing “This generation” have contributed to the economic downturn that in 1929 resulted in the Great Depression?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 13-Section 1-Changing Ways of Life

• Also show video clips:
  • Bet You Didn’t Know: Prohibition | History (2:45 min)
  • Why Al Capone Wasn’t Your Typical Discreet Gangster (3:10 min)

• Guided Notes-Chapter 13-Section 1-Changing Ways of Life
• Daily Objective-

• Content Objective:
  • SWD synthesis the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes by interacting in a short presentation and completing a set of student led notes
• Language Objective:
  • Student will read and record information pertaining to the how the major changes in the lives of rural and urban Americans combined with the policy of prohibition led to radical social changes through listening to a short lecture and completing a set of student led notes

Supplemental Materials: Presentation-Chapter 13-Section 1-Changing Ways of Life and Guided Notes-Chapter 13-Section 1-Changing Ways of Life

Presentation-Chapter 13-Section 1-Changing Ways of Life

Chapter 13-Section 1-Changing Ways of Life

Guided Notes-Chapter 13-Section 1-Changing Ways of Life

Notes-Outline-Chapter 13-Section 1

Textbook PDF-Chapter 13-Section 1-Changing Ways of Life

The Americans-Chapter 13-Section 1

Video Clip-Bet You Didn’t Know: Prohibition | History (2:45 min)

Video Clip-Why Al Capone Wasn’t Your Typical Discreet Gangster (3:10 min)

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Government

Thursday-11/08/18:

• Bell Work-1.) Can you explain based to the primary source excerpt how the author believed Blacks [African Americans] would attempt to justify their right to gain full suffrage? 2.) Based on historical context and your prior knowledge can you identify another historical instance in which African Americans had to fight against unfair obstacles simply to enjoy the right to vote? 3.) What do you believe might have happened if the United States had granted Blacks [African American’s] the right to vote following the arguments made by the Liberty Party in 1840? Do you think as a result of suffrage being extended to African Americans at this time that the Civil War could have been avoided or was this just a fight we were destined to have?  
• Attendance-While Class is Doing Bell Work
• Video-What’s the difference between a caucus and a primary? (4:48 min)
• Presentation –Chapter 7-Section 1-The Nominating Process
• Student Led Notes-Chapter 7-Section 1-The Nominating Process
• Notes-Chapter 7-Section 2-The Elections
• Daily Objective-

• Content Objective:
  • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
  • SWD analysis of the political process in which candidates running for office seek and receive their party’s nomination by interacting in a short presentation and creating a set of student centered guided notes
  • SWD analysis of the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process by creating a set of student centered guided notes
• Language Objective:
  • Students will read, and respond to a document based packet packed with arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College
  • Students will read and record information pertaining to the political process in which candidates running for office seek and receive their party’s nomination through listening to a short lecture and creating student centered guided notes
  • Students will read and record information pertaining to the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process through creating student centered guided notes

Supplemental Materials: Presentation -Chapter 7-Section 1-The Nominating Process, Student Led Notes-Chapter 7-Section 1-The Nominating Process and Student Led Notes-Chapter 7-Section 2-The Elections

Presentation -Chapter 7-Section 1-The Nominating Process

Chapter 7-The Electoral Process-2018

Student Led Notes-Chapter 7-Section 1-The Nominating Process and Student Led Notes-Chapter 7-Section 2-The Elections

Chapter 7-Section 1-Guided Notes

Chapter 7-Section 2-Guided Notes-High

Video Clip-What’s the difference between a caucus and a primary? (4:48 min)

https://www.youtube.com/watch?v=_XeELfd-xgo

U.S. History

Wednesday-11/07/18:

• Bell Work-1.) Write in your own words based on the background information included above the text box how the Klan’s original goals of oppression against one race evolved overtime to oppress a multitude of ethnic groups? 2.) What are some of the motives behind the Klan’s anger towards the changes going on in America during the 1920’s? 3.) Examine the following line “… and finally even our right to teach our own children in our own school’s fundamental facts and truths have been torn away from us”. Do you think that even though the members of the Klan were teaching morally reprehensible ideas should they still have the right to educate their children in the ways they believe are best? *Please explain your thoughts
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 13-The Roaring Life of the 1920’s
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 13 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 Chapter 13 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 13-The Roaring Life of the 1920’s

Chapter 13-Frayer Model-US

Frayer Vocabulary Model

Chapter 13-Vocab Match up Review Game

*Vocab book is due Friday 11/09

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Government

Wednesday-11/07/18:

• Bell Work-1.) Can you name the nursery rhyme that this political cartoon is referencing? 2.) What is the underlying theme of the political cartoon? 3.) When reflecting on the results of the 2016 Presidential Election and the struggles of the GOP to maintain a unified party platform, do you feel the shakeups that have occurred will results in positive changes for the Republican Party going forward or have they taken a major step back with how Donald Trump’s nomination has divided the party? *Thoroughly explain your position  
• Attendance-While Class is Doing Bell Work
• Vocabulary Frayer Model Activity-Chapter 7-The Election Process
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the federal election cycle in the United States 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 federal election cycle in the United States through the use of a frayer model vocabulary activity

Supplemental Material: Vocabulary Frayer Model Activity-Chapter 7-The Election Process  

Chapter 7-Frayer Model-Gov

Frayer Vocabulary Model

Chapter 7-Vocabulary

*Vocab book is due Friday 11/09

U.S. History

Monday-11/05/18:

• Bell Work-1.) Based on the excerpt above please describe what is happening in 1917 that seems to be frightening many Americans? 2.) Based on the excerpt what can we identify as some of the potential motives behind the anti-Communist hysteria led Attorney General A. Mitchell Palmer in 1919? 3.) Imagine you were a member of the U.S. government living sometime in between 1917 and 1920. How would you have handled the “Red Scare”? *Would you have given into the fear or would you work to stop the spread of mass hysteria? Please explain why or why not  
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties
• Presentation-Chapter 12- Section 3-The Business of America
• Outline Notes-Chapter 12-Section 3-The Business of America
• 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 manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the growth in American business and travel in the 1920’s by interacting in a short presentation and completing a set of student led guided notes
• Language Objective:

• • • Students will read and orally match up 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 vocabulary match-up activity
    • Students will read and record information pertaining the growth in American business and travel in the 1920’s through listening to a short lecture and completing a set of student led notes

Supplemental Materials: Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties , Presentation-Chapter 12- Section 3-The Business of America and Outline Notes-Chapter 12-Section 3-The Business of America

Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties

Chapter 12-Vocab Match up Review Game

Presentation-Chapter 12- Section 3-The Business of America

Chapter 12-Section 3- The Businesses of America

Outline Notes-Chapter 12-Section 3-The Business of America

Notes-Outline-Chapter 12-Section 3

Textbook PDF’s-Chapter 12-Section 3-The Business of America

The Americans-Chapter 12-Section 3

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Government

Monday-11/05/18:

• Bell Work-1.) Identify the key characters in the political cartoon. 2.) What is the underlying theme of the political cartoon? 3.) What do you think about the artist’s choice to depict the man with the starting pistol as the embodiment of the “GOP”? Why might he have chosen them instead of the Democratic Party?   
• Attendance-While Class is Doing Bell Work
• Video Clip-How the U.S. Supreme Court Decided the Presidential Election of 2000 | History (5:29 min)
• Presentation-The Electoral College-2016
• Activity-Should the Electoral College Be Abolished-DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
• Language Objective:
  • Students will read, and respond to a document-based packet containing the arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College

Supplemental Materials: Presentation-The Electoral College-2018

Electoral College-2018

Video Clip-How the U.S. Supreme Court Decided the Presidential Election of 2000 | History (5:29 min)

U.S. History

Friday-11/02/18:

• Bell Work-1.) What is the main idea of the political cartoon? 2.) Can you explain how other nations might have felt when it was announced that the United States was not going to join the League of Nations? What effect do you think this played in setting the stage for WWII? 3.) Based on this unit and your prior knowledge do you feel that it was a wise or a poor decision by Congress to prevent the United States from gaining membership into the League of Nations? *Please thoughtfully explain the position you took  
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties
• Presentation-Chapter 12-Section 2-The Harding Presidency
• Guided Notes-Chapter 12-Section 2-The Harding Presidency
• 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 manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of the failures of the Harding administration during the 1920’s by compiling information on a student led guided outline
• Language Objective:
  • Students will read and orally match up 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 vocabulary match-up activity
  • Students will read and record information pertaining to the failures of the Harding administration during the 1920’s through identifying and listing key information in student led inquiry outlines

Supplemental Materials: Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties, Presentation-Chapter 12-Section 2-The Harding Presidency and Guided Notes-Chapter 12-Section 2-The Harding Presidency

Vocabulary Match-up Activity-Chapter 12-Politics of the Roaring Twenties

Chapter 12-Vocab Match up Review Game

Chapter 12-Vocabulary Terms and Definitions

Presentation-Chapter 12-Section 2-The Harding Presidency

Chapter 12-Section 2- The Harding Presidency

Guided Notes-Chapter 12-Section 2-The Harding Presidency

Notes-Outline-Chapter 12-Section 1

Textbook PDF-Chapter 12-Section 2-The Harding Presidency

The Americans-Chapter 12-Section 2

Video Link-American Presidency Series: Warren G. Harding (5:04 min)

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Government

Friday-11/02/18:

• Bell Work-1.) Based on the information above what can we distinguish is the largest shift amongst voters when comparing the popular vote from the 1980 and 1992 elections? 2.) Despite a candidates ability to receive a share of the popular vote what is the realistic outcome for third-party or independent candidate based on the presence of the Electoral College? 3.) Based on this data is there a better solution to fairly electing a president other than relying solely on the results of the Electoral College?  
• Attendance-While Class is Doing Bell Work
• Activity-Should the Electoral College Be Abolished-DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
• Language Objective:
  • Students will read, and respond to a document-based packet containing the arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College

U.S. History

Thursday-11/01/18:

• Bell Work-1.) Based on the information contained within the primary source create a definition in your own words for the Sedition Act. 2.) What freedoms are suspended by the Sedition Act and what are some of the problems that might happen as a result of this act being passed? 3.) How would you have handled the passage of this act if you were an American citizen living in 1918? Would you have taken a similar approach to Eugene Debs or would you bite your tongue in fear of getting arrested?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 12-Section 1-America Struggles with Post War Issues
  • Limiting of Immigration to Labor Loses Appeal
• Video Clip-The Roaring 20’s: Crash Course US History #32 (13:11 min)

• Reflection Question: How did America change politically and socially during the early portion of the 1920’s?

• Notes-Chapter 12-Section 1-America Struggles with Post War Issues
• Daily Objective-

• Content Objective:
  • SWD synthesis the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan by interacting in a short presentation and creating student led notes
• Language Objective:
  • Student will read and record information pertaining to the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids and the rise of the Ku Klux Klan through listening to a short lecture and a student led outline

Supplemental Materials: Presentation-Chapter 12-Section 1-America Struggles with Post War Issues (Covering slides titled Limiting of Immigration to Labor Loses Appeal) and Notes-Chapter 12-Section 1-America Struggles with Post War Issues

Presentation-Chapter 12-Section 1-America Struggles with Post War Issues (Covering slides titled Limiting of Immigration to Labor Loses Appeal)

Chapter 12-Section 1-Americans Struggles with Post War Issues

Notes-Chapter 12-Section 1-America Struggles with Post War Issues

Notes-Outline-Chapter 12-Section 1

Textbook PDF-Chapter 12-Section 1-America Struggles with Post War Issues

The Americans-Chapter 12-Section 1

Video Clip-The Roaring 20’s: Crash Course US History #32 (13:11 min)

• Reflection Question: How did America change politically and socially during the early portion of the 1920’s?

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Government

Thursday-11/01/18:

• 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 you’re 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
• Video-On National Voter Registration Day We Look at America’s Voting Problem (2:01 min)
• Presentation-Chapter 6-Section 4-Voter Behavior
• Notes-Chapter 6-Section 3-Suffrage and Civil Rights
• Notes-Chapter 6-Section 4-Voter Behavior
• Daily Objective-

• Content Objective:
  • SWD analysis of the creation of Congressional legislation designed to support civil liberties and strengthen voting rights by outlining important information in guided notes
  • SWD analysis of the factors that influence voting behavior and contribute to varying levels of voter turnout by outlining important information in guided notes
• Language Objective:
  • Students will read and record information pertaining to the creation of Congressional legislation designed to support civil liberties and strengthen voting rights by reading through text and completing a set of student led guided notes.
  • Students will read and record information pertaining to the factors that influence voting behavior and contribute to varying levels of voter turnout by reading through text and completing a set of student led guided notes.

Supplemental Materials: Presentation-Chapter 6-Section 4-Voter Behavior, Notes-Chapter 6-Section 3-Suffrage and Civil Rights and Notes-Chapter 6-Section 4-Voter Behavior

Presentation-Chapter 6-Section 4-Voter Behavior

Chapter 6-Section 4-Voter Behavior

Notes-Chapter 6-Section 3-Suffrage and Civil Rights and Chapter 6-Section 4-Voter Behavior

Chapter 6-Scection 3 and 4-Guided Notes

Video Clip-On National Voter Registration Day We Look at America’s Voting Problem (2:01 min)

https://www.youtube.com/watch?v=Vu5syIiMQUI