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

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