U.S. History
Tuesday-9/10/19:
- Bell Work-1.) What is the main reason the U.S. government might have chosen these particular industries to regulate in the early 1900’s? 2.) How would you have handled implementing these changes if you were in charge of the government agency responsible for monitoring compliance? *Ex. What type of timetable would you give them, what would happen if they didn’t comply… 3.) Do you think government regulation on privately owned businesses is fair or is it a violation of our Constitutional freedoms?
- Attendance- While Class is Doing Bell Work
- Vocabulary Match-up Activity-Chapter 9-The Progressive Era
- Activity-Women’s Suffrage DBQ
- Daily Objective-
- Content Objective:
- SWD evaluation of the struggle for full suffrage among women 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 struggle for full suffrage among women by identifying key pieces of information contained in a DBQ packet with the help of a partner
Supplemental Materials: Vocabulary Match-up Activity-Chapter 9-The Progressive Era
Activity-Women’s Suffrage DBQ
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Government
Monday-9/09/19:
- Bell Work-1.) Based on your background knowledge and the information contained in the primary source which important document was the United States Bill of Rights was added to? 2.) Why do you think people felt a greater sense of protection under the Constitution following the introduction of The Bill of Rights in 1791 than they did as a colony under the English Crown? 3.) Hypothetically if The Bill of Rights were to contain only nine amendments which of the original ten amendments would you recommend be eliminated? *Please thoroughly explain along with naming why you feel the particular amendment should be eliminated
- Attendance-While Class is Doing Bell Work
- Video Clip– 800 Years of Magna Carta (4:10 min)
- Activity-Comparing The Bill of Rights and Magna Carta-Activity-2018
- Daily Objective-
- Content Objective:
- SWD evaluation on the impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights 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 impact of the Magna and other English legal documents on the creation of the U.S. Bill of Rights by identifying key pieces of information contained within a copy of the Magna Carta and the Bill of Rights with the help of a partner
Supplemental Materials: Activity-Comparing The Bill of Rights and Magna Carta-Activity-2018