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

U.S. History

 Monday-9/30/19:

• Bell Work-1.) Identify the main theme of the political cartoon? 2.) Why do you think the artist chose to illustrate Uncle Sam’s growth from a child to an adult with an accompanying timeline? 3.) Explain why the final image of Uncle Sam is drawn as a portly man holding a ship? How does this image of Uncle Sam correlate to the final image of the hands of friendship being extended to the U.S. by European nations?
• Attendance- While Class is Doing Bell Work
• Activity-American Imperialism-DBQ-2017

• 10 to 15 min to finish activity

• Presentation-Chapter 10-Section 1-Imperialism and America
• Student Led Notes-Chapter 10-Section 1-Imperialism
• Daily Objective-

• Content Objective:
  • SWD evaluation of the process and effect of U.S. expansionism during the early twentieth century by interpreting the meaning of several primary source documents in a collaborative activity
  • SWD comprehension of the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by clarifying the purpose of a section lecture 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 process and effect of U.S. expansionism during the early twentieth century by identifying key pieces of information contained in a DBQ packet with the help of a partner
  • Students will listen and discuss information pertaining to the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by participating in a short presentation and creating student centered guided notes

 

Supplemental Materials: Activity-American Imperialism-DBQ-2017, Presentation-Chapter 10-Section 1-Imperialism and America and Student Led Notes-Chapter 10-Section 1-Imperialism

Activity-American Imperialism-DBQ-2017

 

Presentation-Chapter 10-Section 1-Imperialism and America

 

Student Led Notes-Chapter 10-Section 1-Imperialism

 

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Government

Monday-9/30/19:

• Bell Work-1.) Based on your prior knowledge and the information contained in the primary source would the author most likely be considered a federalist or an anti-federalist? 2.) What can we infer based on the primary source might be the reason this newspaper editor chose to support ratifying the Constitution? 3.) How effective do you think the argument made by the author for ratification is? Is there anything that could be added that would help gain additional support for ratification or is his argument sufficient? 
• Attendance-While Class is Doing Bell Work
• Video-Schoolhouse Rock: America – I’m Just a Bill Music Video (3:21 min)
• Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments)
• Activity-Change by Other Means (Methods of Change)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which laws are in traduced and changes can be made to legislative policy without having to formally amend the Constitution of the United States 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 process in which laws are in traduced and changes can be made to legislative policy without having to formally amend the Constitution of the United States through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments) and Activity-Change by Other Means (Methods of Change)

Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments)

 

Activity-Change by Other Means (Methods of Change)

 

 

U.S. History

Friday-9/27/19:

• Bell Work-1.) Identify the two important figures in this political cartoon? 2.) Identify the underlying theme of the cartoon? 3.) How do you feel about the idea conveyed in the cartoon that the U.S. does not respect the sovereignty of weaker countries around the world and that they exist only as an appetizer for our colonial aspirations?  
• Attendance- While Class is Doing Bell Work
• Activity-American Imperialism-DBQ-2017
• Daily Objective-

• Content Objective:
  • SWD evaluation of the process and effect of U.S. expansionism during the early twentieth century 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 process and effect of U.S. expansionism during the early twentieth century by identifying key pieces of information contained in a DBQ packet with the help of a partner

 

Supplemental Materials: Activity-American Imperialism-DBQ-2017

*Reminder vocab books are due Monday 9/30

 

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Government

Friday-9/27/19:

• Bell Work-1.) Identify the major issue being addressed in this excerpt from the Kentucky Resolutions? 2.) According to the text who would ultimately hold authority over any issue not expressly delegated or prohibited to the federal government by the Constitution? 3.) What do you think the author of the Kentucky Resolutions meant by the statement “That thus was manifested their determination to retain to themselves the right of judging how far the licentiousness of speech and of the press may be abridged without lessening their useful freedom”?
• Attendance-While Class is Doing Bell Work
• Video Clip-Where U.S. Politics Came From: Crash Course US History #9 (13:56 min)
  • Reflection Question: How did the ideas of the Federalists and the Republicans lead to some of the key principles of our current system of government?
• Activity-Current Events 9/26
• 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

 

Video Clip-Where U.S. Politics Came From: Crash Course US History #9 (13:56 min)

 

• • Reflection Question: How did the ideas of the Federalists and the Republicans lead to some of the key principles of our current system of government?

 

U.S. History

Thursday-9/26/19:

• Bell Work-1.) Identify the statement that supports Senator Beveridge’s belief that America is the greatest nation in the world. 2.) According to the text why are Puerto Rico, the Philippines and Cuba so lucky that American’s stepped in to help with their affairs? 3.) Do you think Senator Beveridge is contradicting himself in his call for freeing Cuba from a restrictive government by saying “Think of the hundreds of thousands of Americans who will build a soap-and-water, common-school civilization of energy and industry in Cuba, when a government of law replaces the double reign of anarchy and tyranny”?
• Attendance- While Class is Doing Bell Work
• Video-Iron Jawed Angels (2 hours 3 total minutes)
  • Iron Jawed Angels-Active Viewing Video Questions-2019-Last 10 to 20 min
• Pre-test-Chapter 10-America Claims an Empire
• Vocabulary Frayer Model Activity- Chapter 10-America Claims an Empire
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle American women faced as they fought for full suffrage through the use of film and structured reflection questions
  • SWD synthesis of the key terms, important political/historical figures and concepts associated with our unit covering the rise of American Imperialism in the early 1900’s through compiling and integrating their knowledge on a pre-test
  • SWD analysis of key terms associated with the unit covering America’s imperial ambitions in the early 1900’s by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will watch, listen and record information focused on the struggle American women faced as they fought for full suffrage through viewing the film Iron Jawed Angels and answering guided questions that will facilitate classroom discussions
  • Students will read and respond through writing the key terms, important political/historical figures and concepts associated with our unit covering the rise of American Imperialism in the early 1900’s by completing a multiple choice and matching pre-test
  • Students will read and record important vocabulary terms pertaining to our unit covering America’s imperial ambitions in the early 1900’s through the use of a frayer model vocabulary activity

Supplemental Materials: Iron Jawed Angels-Active Viewing Video Questions, and Vocabulary Frayer Model Activity- Chapter 10-America Claims an Empire

Iron Jawed Angels-Active Viewing Video Questions

Vocabulary Frayer Model Activity- Chapter 10-America Claims an Empire

 

Textbook PDF-Chapter 10-America Claims an Empire

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Government

Thursday-9/26/19:

• Bell Work- 1.) In your own words, how would you describe what is happening in the political cartoon? 2.) Why do you think the artist chose to use a tree in a storm to illustrate the difference between a flexible and rigid constitution? 3.) What can you predict the outcome of a national crisis might be if the United States would have adopted a more rigid Constitution with little room for change?
• Attendance-While Class is Doing Bell Work
• Video-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)

• While watching students will record the first ten amendments and additional notes for Chapter 3 Section 2 (pg. 3-4)

• Daily Objective-

• Content Objective:
  • SWD synthesis of the factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties by using guided video notes and class discussions
• Language Objective:
  • Students will listen and record factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties through responding to a video designed to cause further inquiry and classroom discussion

Supplemental Materials: Student Led Notes-Chapter 3 Section 2 (pg. 3-4)

Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)

U.S. History

Wednesday-9/25/19: Late Start

• Bell Work-1.) Identify the main figure featured in this political cartoon? 2.) Discuss the historical significance of the political cartoon’s title “The Big Stick in the Caribbean Sea”? 3.) How effective are political cartoons like this in raising support for controversial actions taken by our government?  
• Attendance- While Class is Doing Bell Work
• Video-Iron Jawed Angels (2 hours 3 total minutes)
  • Iron Jawed Angels-Active Viewing Video Questions-2019-Day 3
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle American women faced as they fought for full suffrage through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggle American women faced as they fought for full suffrage through viewing the film Iron Jawed Angels and answering guided questions that will facilitate classroom discussions

 

Supplemental Material: Iron Jawed Angels-Active Viewing Video Questions-2019

 

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Government

Wednesday-9/25/19:

• Bell Work- 1.) What is the primary focus of the political cartoon? 2.) Why do you believe the debate over which type of arms are protected under the second amendment has been so prevalent over the last quarter century? 3.) In your opinion should there be a ban/restriction on certain types of weapons or is the “right to bear arms” a freedom that should remain unrestricted? *Be sure to explain your reason why
• Attendance-While Class is Doing Bell Work
• Video-Amending America: How Do We Amend? (3:42 min)
• Presentation-Formal Amendments-Chapter 3-Section 2
• Notes-Formal Amendments-Chapter 3-Section 2 (pg. 1 and 2)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which amendments are formally added to the Constitution 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 process in which amendments are formally added to the Constitution through listening to a short lecture and creating student centered guided notes

 

Supplemental Material: Presentation-Formal Amendments-Chapter 3-Section 2 and Notes-Formal Amendments-Chapter 3-Section 2 (pg. 1 and 2)

Presentation-Formal Amendments-Chapter 3-Section 2

 

Notes-Formal Amendments-Chapter 3-Section 2 (pg. 1 and 2)

 

Video Link-Amending America: How Do We Amend? (3:42 min)

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

 

U.S. History

Tuesday-9/24/19:

• Bell Work-1.) Based on the political cartoon what can we infer is the reason the United States and the other nations are interested in China? 2.) What would most likely happen between the other countries if Uncle Sam was not standing in the way? 3.) Do you think it was a good thing or a bad thing that the United States became so heavily involved in expansionism during the late Nineteenth Century?  
• Attendance- While Class is Doing Bell Work
• Video-Iron Jawed Angels (2 hours 3 total minutes)
  • Iron Jawed Angels-Active Viewing Video Questions-2019-Day 2
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle American women faced as they fought for full suffrage through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggle American women faced as they fought for full suffrage through viewing the film Iron Jawed Angels and answering guided questions that will facilitate classroom discussions

 

Supplemental Materials: Iron Jawed Angels-Active Viewing Video Questions-2019

 

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Government

Tuesday-9/24/19:

• Bell Work-1.) Identify the different ways that power is divided between the three branches government? 2.) What are some of the problems that could emerge if one of the three branches of government continuously fails to meet their constitutional responsibilities? 3.) Is there a better solution when it comes to delegating power than creating a system where the three branches of our government hold the same amount of influence and power over the other two branches? 
• Attendance-While Class is Doing Bell Work
• Video-FLVS Civics: Foundations – Checks and Balances (4:58 min)
• Presentation-Chapter 3-Section 1-Basic Principle
• Student Led Notes-Chapter 3-Section 1-Basic Principle
• Daily Objective-

• Content Objective:
  • SWD analysis of the federalist concept of checks and balances by manipulating the three branches of government in a collaborative activity
  • SWD synthesis of the six basic concepts the United States Constitution was built around by interacting in a short presentation and creating a set of student-centered guided notes
• Language Objective:

• • • Students will read and orally match up the federalist concept of checks and balances by manipulating the three branches of government through the use of a vocabulary match-up activity
    • Student will read and record information pertaining to the six basic concepts the United States Constitution was built around through listening to a short lecture and creating student centered guided notes

 

Supplemental Materials: Presentation-Chapter 3-Section 1-Basic Principle and Student Led Notes-Chapter 3-Section 1-Basic Principle

 

Presentation-Chapter 3-Section 1-Basic Principle

Student Led Notes-Chapter 3-Section 1-Basic Principle

Textbook PDF-Chapter 3-The Constitution

 

Video Link-FLVS Civics: Foundations – Checks and Balances (4:58 min)

U.S. History

Monday-9/23/19:

• Bell Work-1.) What justification does Senator Beveridge make for America’s position of control over the Philippines? 2.) Identify based on the text what Senator Beveridge feels the mission of the United States is? 3.) Imagine you are President William McKinley and you just finished reading this message from Senator Beveridge. Would you be in favor Senator Beveridge’s belief that it is our constitutional duty to hold and protect our territorial holdings or should the United States release our control over the Philippines and allow them to experience the same freedom we hold so dear?  
• Attendance- While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 9-The Progressive Era
• Video-Iron Jawed Angels (2 hours 3 total minutes)
  • Iron Jawed Angels-Active Viewing Video Questions-2019-Day 1
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle American women faced as they fought for full suffrage through the use of film and structured reflection questions
• Language Objective:
  • Students will watch, listen and record information focused on the struggle American women faced as they fought for full suffrage through viewing the film Iron Jawed Angels and answering guided questions that will facilitate classroom discussions

Supplemental Materials: Iron Jawed Angels-Active Viewing Video Questions-2019-Day 1

 

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Government

Monday-9/23/19:

• Bell Work-1.) Based on your prior knowledge and the information contained in the primary source would the author most likely be considered a federalist or an anti-federalist? 2.) What can we infer based on the primary source might be the reason this newspaper editor chose to support ratifying the Constitution? 3.) How effective do you think the argument made by the author for ratification is? Is there anything that could be added that would help gain additional support for ratification or is his argument sufficient?
• Attendance-While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 1 and 2
• Pre-test-Chapter 3-The Constitution and Chapter 4-Federalism
• Vocabulary Frayer Model Activity-Chapter 3-The Constitution
• Daily Objective-

• Content Objective:
  • SWD synthesis of the key terms, important political/historical figures and concepts associated with our unit covering the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together through compiling and integrating their knowledge on a pre-test
  • SWD analysis of key terms associated with the unit covering the challenges our founding fathers faced when drafting our Constitution through defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read and respond through writing the key terms, important political/historical figures and concepts associated with our unit covering the our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together by completing a multiple choice and matching pre-test
  • Students will read and record important vocabulary terms pertaining to our unit covering the challenges our founding fathers faced when drafting our Constitution through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 3-The Constitution

U.S. History

Friday-9/20/19:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering the Progressive Era.

• In 5 minutes we will begin the vocabulary match up activity.

• Attendance- While Class is Doing Bell Work
• Test-Chapter 9-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the Progressive Era by demonstrating their knowledge thought the use of a unit quiz
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering the Progressive Era by completing a multiple choice and matching quiz

*Chapter 9 section 1 through 5 notes will be collected on Monday 9/23

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Government

Friday-9/20/19: Half-Day-1^st through 3^rd Hour; Afternoon P.D.

• Bell Work-None
• Attendance-None
• Daily Objective-

• Content Objective:
  • None
• Language Objective:
  • None

U.S. History

Thursday-9/19/19:

• Bell Work-1.) Who is speaking in the primary source and who is he addressing in his speech? 2.) What is the underlying theme/issue President Theodore Roosevelt is confronting here? Why do you think this issue is such a big deal to President Roosevelt? 3.) What do you think about the issue of natural conservation? Is it something that our nation should still be focusing on today or is it one that has become overshadowed by more pressing issues?  
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity- Chapter 9-The Progressive Era
• Procedure-Test Answer Sheet Set Up
• Study Guide Review Time-Chapter 9-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Progressive Era by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covered in our unit on the Progressive Era through summarizing key information in a structured study guide
• 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, and write the key terms and important concepts covered in our unit on the Progressive Era by completing a structured inquiry-based study guide

 

Supplemental Materials: Study Guide Review Time-Chapter 9-The Progressive Era

 

Study Guide-Chapter 9-The Progressive Era

 

Vocabulary Terms-Chapter 9-The Progressive Era

 

Power Points-Chapter 9-The Progressive Era

 

Test Materials-Chapter 9-The Progressive Era (Learning Targets 3 and 4 on the test)

 

Textbook PDFs-Chapter 9-The Progressive Era

 

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Government

Thursday-9/19/19:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 1 and 2.

• You will be given about ten minutes to study prior to the test.

• Attendance- While Class is Doing Bell Work
• Test-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts covered in our unit that focuses on the foundation and structure of the United States government by demonstrating their knowledge thought the use of a unit exam
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit that focuses on the foundation and structure of the United States government by completing a multiple choice and matching exam

 

Supplemental Materials: Chapter 1 and 2 Materials Collection Checklist

*These will be collected on Monday

 

 

U.S. History

Wednesday-9/18/19:

• Bell Work-1.) Identify two reasons contained in the primary source that make an argument for suffrage? 2.) Examine the excerpt from Senator Owen’s statement that says “Over seven million women are so employed and the remainder of the sex is employed largely in domestic services.  A full half of the work of the world is done by women.” What do you think would happen if these women all decided to strike at the same time in protest of their rights being stifled? 3.) Select a statement from Senator Owen’s speech that supports his pro-suffrage position and explain why this statement would be considered so progressive? *Be sure to write the statement and then explain why it’s progressive  
• Attendance- While Class is Doing Bell Work
• Activity-The Progressive Era-DBQ (Partner Activity)
• Study Guide-Chapter 9-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the Progressive Era 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
  • SWD evaluation of the materials covered in our unit on the Progressive Era through summarizing key information in a structured study guide
• 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, 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 write the key terms and important concepts covered in our unit pertaining to the Progressive Era by completing a structured inquiry-based study guide

 

Supplemental Materials: Activity-The Progressive Era-DBQ (Partner Activity) and Study Guide-Chapter 9-The Progressive Era

Activity-The Progressive Era DBQ

Study Guide-Chapter 9-The Progressive Era

Vocabulary Terms-Chapter 9-The Progressive Era

Power Points-Chapter 9-The Progressive Era

Test Materials-Chapter 9-The Progressive Era (Learning Targets 3 and 4 on the test)

Textbook PDFs-Chapter 9-The Progressive Era

 

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Government

Wednesday-9/18/19:

• Bell Work-1.) Which of the two speakers debating ratification do you believe would most likely be considered a “Federalist”? *Please justify your reasoning 2.) After reading the debate contained in the primary source list two to three questions that would help you understand the speaker’s position in this document? 3.) After reading the position of both speakers in the primary source document please discuss which of the two speakers you agree with most in regards to the potential of ratifying a new Constitution? *Give specific examples as to why you chose to align yourself with the speaker you did 
• Attendance-While Class is Doing Bell Work
• Procedure-Test Answer Key Set Up-Chapters 1 and 2
• Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in our unit that focuses on the foundation and structure of the United States government through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important covered in our unit that focuses on the foundation and structure of the United States government by completing a structured inquiry-based study guide

 

Supplemental Materials: Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1 and 2-Test Materials (Learning Target number 3 and 4 on the test) 

Vocabulary-Chapter 1 and 2

Power Points-Chapter 1-Priciples of Government

Chapter 2-Origins of American Government

Textbook PDF-Chapter 1 and 2

U.S. History

Tuesday-9/17/19:

• Bell Work-1.) Based on your prior knowledge please explain why the U.S. government decided to step in and pass laws regulating work conditions during the early 1900’s? 2.) Imagine you were a day laborer working in the early 1900’s which of the seven actions taken by the U.S. government would you be most grateful for being passed? *Please explain why you feel that way 3.) After examining the list of state actions above propose a modern-day act that would help improve working conditions for blue collar workers?  
• 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 Material: Vocabulary Match-up Activity-Chapter 9-The Progressive Era and Activity-The Progressive Era-DBQ (Partner Activity)

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

Activity-The Progressive Era-DBQ (Partner Activity)

Study Guide-Chapter 9-The Progressive Era

 

Vocabulary Terms-Chapter 9-The Progressive Era

 

Power Points-Chapter 9-The Progressive Era

 

Test Materials-Chapter 9-The Progressive Era (Learning Targets 3 and 4 on the test)

 

Textbook PDFs-Chapter 9-The Progressive Era

 

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Government

Tuesday-9/17/19:

• Bell Work-1.) What is the name of the event that President Washington is describing in his letter to James Madison? 2.) What is the underlying theme of the primary source document? 3.) Imagine that you were President Washington following the events of Shay’s “Rebellion”. How would you have worked to prevent future uprisings from occurring?   
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 2-Section 5-Ratifying the Constitution
• Notes-Chapter 2-Section 5-Ratifying the Constitution
• Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD synthesis of the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through interacting in a short presentation and creating a set of student-centered guided notes
  • SWD evaluation of the materials covered in our unit that focuses on the foundation and structure of the United States government through summarizing key information in a structured study guide
• Language Objective:
  • Student will read and record information pertaining to the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through listening to a short lecture and creating student centered guided notes
  • Students will read, and write the key terms and important covered in our unit that focuses on the foundation and structure of the United States government by completing a structured inquiry-based study guide

 

Supplemental Materials: Presentation-Chapter 2-Section 5-Ratifying the Constitution, Notes-Chapter 2-Section 5-Ratifying the Constitution and Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Presentation-Chapter 2-Section 5-Ratifying the Constitution

 

Notes-Chapter 2-Section 5-Ratifying the Constitution

 

Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

 

Chapter 1 and 2-Test Materials (Learning Target number 3 and 4 on the test) 

 

Vocabulary-Chapter 1 and 2

 

Power Points-Chapter 1-Priciples of Government

 

Chapter 2-Origins of American Government

 

Textbook PDF-Chapter 1 and 2