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

U.S. History

Wednesday-9/04/19:

• 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
• 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 (35 min)

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Government

Wednesday-9/04/19:

• 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-Democracy-A Short Introduction (3:19 min)
• Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides)
• Student Led Notes-Chapter 1-Section 2-Forms of Government and 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: Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides) and Student Led Notes-Chapter 1-Section 2-Forms of Government and Chapter 1-Section 3-Basic Concepts of Democracy

Presentation-Chapter 1-Section 3-Basic Concepts of Democracy (6 Slides)

Student Led Notes-Chapter 1-Section 2-Forms of Government and Chapter 1-Section 3-Basic Concepts of Democracy

U.S. History

Tuesday-9/03/19:

• 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 Frayer Model Activity-Chapter 9-The Progressive Era
  • Have a friend define portion of the Frayer model
• Procedure-Binder Setup
• Quiz-U.S. History Pre-test
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the Progressive Era by defining and personalizing vocabulary terms in a vocabulary-based activity
    • SWD synthesis ofthekey terms, important political/historical figures and concepts associated with our units covering Chapter 9, 10, 11, 12, 13, 14, 15, 16, and Chapter 17 through compiling and integrating their knowledge on a pre-test
  • Language Objective:
    • Students will read and record important vocabulary terms pertaining to our unit covering the Progressive Era through the use of a frayer model vocabulary activity
    • Students will read and respond through writing thekey terms, important political/historical figures and concepts associated with our units covering Chapter 9, 10, 11, 12, 13, 14, 15, 16, and Chapter 17 vocabulary by completing a multiple choice and matching pre-test

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Government

Tuesday-9/03/19:

• Bell Work-1.) Based on the information contained in the primary source what happened to property that a woman owned after she became married? 2.) According 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
• Vocabulary Frayer Model Activity-Chapter 1-Principles of Government
  • Have a friend define portion of the Frayer model
• Video Clip- FLVS Civics: Going Global – Forms of Government (3:53 min)
• Presentation-Chapter 1-Section 2-Forms of Government (6 Slides)
• Student Led Notes-Chapter 1-Section 1-Government and the State
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the basic principles of government by defining and personalizing vocabulary terms in a vocabulary-based activity
    • SWD synthesis ofthe six main purposes of government and the reason each plays an important role preserving our freedoms by interacting in a short presentation and creating a set of student-centered guided notes
  • Language Objective:
    • Students will read and record important vocabulary terms pertaining to our unit covering the basic principles of government through the use of a frayer model vocabulary activity
    • Students will read, discuss and record information onthe six main purposes of government and the reason each is important through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 1-Section 2-Forms of Government (6 Slides) and Student Led Notes-Chapter 1-Section 1-Government and the State

Presentation-Chapter 1-Section 2-Forms of Government (6 Slides)

Student Led Notes-Chapter 1-Section 1-Government and the State